Transcript Document

WELCOME!
Total Instructional Alignment
(TIA)
I
C
A
(Based on the work of Lisa Carter)
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Diamond Reflection
I came expecting…
2
•Purpose
•Logistics
•Agenda
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OBJECTIVES
Participants will be able to:
Create a statement of
learning by writing a learning
objective that is clear,
measurable and at the
targeted grade level.
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OBJECTIVES :
Participants will be able to:
Evaluate and create assessments by
selecting and developing tools and
methods that diagnose effectiveness
of instruction, determine level of
student learning and demonstrate
mastery of learning objective.
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OBJECTIVES :
Participants will be able to:
Develop appropriate and
aligned learning
experiences.
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Dog Test
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Table-Talk Roles
Facilitator
• Keeps the group on task
• Makes sure everyone has a chance to participate
Recorder
• Writes down key points on newsprint
• Spelling and handwriting don’t count in round one
• Write quickly to keep up with ideas
Time Keeper
• Periodically reminds team members of time
constraints
• Keeps team meetings focused on the tasks at hand
• Identifies when more time is needed for discussion
Runner
• Gathers/distributes materials as needed
Reporter
• Synthesizes, with the help of group members, key
points and summarizes them for the whole group
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Group Norms
•Begin and end on time
•One person talk at a time
+ or - ?
•Limit “sidebars”
•“Say it now” – no parking lot conversations
•Everyone participate/share the air
•Critique ideas, not individuals
•Talk accountable to process and product
•Pull your own “happiness wagon”
•Enjoy the process
•Cell phones off or on silent
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The Top of the Puzzle Box
•Clear and Focused Mission
•Safe, Orderly and Caring Environment
•High Expectations for Success
•Opportunity to Learn
•Instructional Leadership
•Frequent Monitoring of Student
Progress
•Positive Home, School and Community
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Partnerships
Three Stages
of
Student-Centered
Lesson
Design
STAGE ONE
Desired Results
STAGE TWO
Assessment
STAGE THREE
Learning Plan
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Three Stages of Student-Centered
Strategic Instructional Design
STAGE 1: DESIRED RESULTS
Arkansas Frameworks
ELA Frameworks
Enduring Understandings
Essential Questions
Clear Learning Objectives
21st Century Skills
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Three Stages of Student-Centered
Strategic Instructional Design
STAGE 2: ASSESSMENT EVIDENCE
Pre-assessment
Prerequisite knowledge & skills
Task Analysis
Formative and Summative
Benchmark & EOC
Proficiency & Grading
The Learning Institute
Authentic Assessment
Questioning
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Three Stages of Student-Centered
Strategic Instructional Design
STAGE 3: LEARNING PLAN
Student Engagement
Authentic Assessment
Language Development
Essential Vocabulary
Differentiation
Use of time (pacing)
21st Century Skills
High Yield Strategies
Connected/Relevant
Instructional Strategies
Technology
Interaction
ELL Strategies
Modeling
Questioning
Practice
Application
Student grouping
14
Three Stages
of
Student-Centered
Lesson
Design
STAGE ONE
Desired Results
Z-Chart
STAGE TWO
Assessment
STAGE THREE
Learning Plan
Higher Order
Questioning
Congruency in
Learning Experiences
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The Work of Professional Learning
Communities and TIA
What is it that we want our students to learn?
How will we know they have learned and learned
well?
How will we respond to those students that have
not learned?
How will we challenge those that have learned?
Rick DuFour
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TEACHERS ARE DECISION MAKERS
5000 or more decisions every day!
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QUALITY MATTERS!
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The basis of decisions…
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Planning is vital!
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CONTENT
KNOWLEDGE
KNOWLEDGE
OF CHILD
GROWTH
&
DEVELOPMENT
HUMAN RELATIONS
SKILLS
INSTRUCTION
KNOWLEDGE OF
TECHNOLOGY
& EQUIPMENT
CLASSROOM
MANAGEMENT
PLANNING SKILLS
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Do you know
The Ten Common Myths
about
Total Instructional Alignment
?
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It is a myth that…..
Curriculum Alignment and Instructional
synonyms
Alignment are _____________ .
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It is a myth that…..
2. Instructional Alignment is encouraging
teachers to_________________.
“teach the test”.
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It is a myth that…..
3. If we hold our breath, this
accountability
go away
thing will _________________ .
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It is a myth that…..
4. Innovations, in and of themselves, can improve
student
results on _____________
assessments.
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It is a myth that…..
5. Standards and expectations are
synonyms.
____________________ .
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It is a myth that…..
6. Standards stifle_____________
Creativity.
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It is a myth that…..
7. The new mission of schools, compulsory
“Learning for _______”, can be delivered in the old
system of compulsory “Attendance for All!”
All
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It is a myth that…..
8. Give them the standards and teachers
all out
will figure it ______________.
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It is a myth that…..
9. A school or school district can "do” Instructional
Alignment during a ______________ workshop.
summer
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It is a myth that…..
textbook is my curriculum.
10. The __________
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Overview of
Total Instructional Alignment (TIA)
Lisa Carter Video
Alignment of the System
Alignment of the Curriculum and
Assessments
Alignment of the Instructional Practices
in the Classroom
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Overview of
Total Instructional Alignment
(TIA)
Reflection
How is TIA different
than what we are now doing
in terms of alignment?
Popcorn report.
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What is
Total Instructional Alignment
(TIA)
It is making sure that
•What we are teaching
• What and HOW we are
assessing and
• How we are teaching
are congruent.
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Total Instructional Alignment
I
C
A
Instruction
Curriculum
Assessment
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Unpacking the Frameworks
Bloom’s
Taxonomy
K
W
L
Complete K and W
What you KNOW…
What you WANT to
Know…
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Unpacking the
Frameworks
Lisa Carter Video
Bloom’s Taxonomy
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Unpacking the Frameworks
Bloom’s
Taxonomy
K
W
L
K–W–L
Complete “L” –
What you have
Learned…
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10 minute Break
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9
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8
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7
44
6
45
5
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4
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3
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2
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1
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LET’S GET
STARTED
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STAGE 1
Desired
Results
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Establishing the Learning Objectives Prior
to Instruction…
1. What do students need to know and be able to do
by the end of this lesson to satisfy curriculum
requirements? (and why should they learn it?)
2. What is the level of thinking required for my
students to successfully meet this learning
target?
3. What else do I want students to know and be able
to do that will enhance their learning?
4. What should students be able to do after this
lesson that they did not know or were not able
to
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do prior to instruction?
Unpacking the Frameworks
Constructing a
Learning Objective
An Essential Tool for Total Instructional Alignment
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Good Instruction
ALWAYS
begins with a
CLEAR LEARNING OBJECTIVE
LO
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OUR GOAL
In EVERY CLASSROOM in Fort Smith, EVERY
TEACHER will understand and be able to write CLEAR
LEARNING OBJECTIVES that are:
• SPECIFIC,
• MEASUREABLE, &
• AT THE APPROPRIATE LEVEL OF THINKING.
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Based upon the grade-level
SLE, what is it that we want our
students to know and be able
to do?
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Making Connections
Learning
Objectives
CWT
Total
Instructional
Alignment
58
Unpacking the
Frameworks
Lisa Carter
Video
Z-CHART
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Practice: Constructing a Learning
Objective
Divide chart paper into 4 sections; list everything
you recall that goes in each of the four boxes. When
completed, compare with two other tables.
1
2
3
4
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CONSTRUCTING A
LEARNING OBJECTIVE
WHY???
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Strand: Reading
Standard 9: Comprehension
Students shall apply a variety of strategies to read and comprehend printed material.
THE GOAL FOR EACH STUDENT IS PROFICIENCY IN ALL REQUIREMENTS AT PREVIOUS AND CURRENT GRADE.
Using inferences to
make meaning
Kindergarten
Grade 1
Grade 2
Grade 3
Grade 4
R.9.K.7
R.9.1.9
R.9.2.7
R.9.3.8
R.9.4.7
Predict what will happen
next in a text
Make and explain inferences
from text, such as making
predictions and drawing
conclusions
Read to confirm or change
predictions
Discuss why an author may
have selected particular
words or phrases
Infer the purpose of the
text to expand
comprehension
R.9.3.9
R.9.4.8
Draw inferences, such as
conclusions or
generalizations, and support
them with text evidence
and/or personal experiences
Describe how the author’s
purpose determines the
choice of language and
information in a text
R.9.K.8
Predict repetitive text
R.9.K.9
R.9.2.8
Make and explain inferences
from text, such as cause
and effect relationships
Use pictures to make
predictions about the
content
R.9.4.9
Use inferences to expand
understanding of content
knowledge
Reading: Comprehension K-4
English Language Arts Curriculum Framework Revised 2003
Arkansas Department of Education
Key: R.9.K.4=Reading. Standard 9. Kindergarten. 4th Student Learning Expectation
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R.9.2.8
Make and explain
inferences from text,
such as cause and effect
relationships
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BIOLOGY SCIENCE CURRICULUM FRAMEWORK
Strand:
Ecology and Behavioral Relationships
Standard 9: Students shall demonstrate an understanding of the
ecological impact of global issues.
EBR.9.B.1
Analyze the effects of human population growth and technology on the
environment/biosphere
EBR.9.B.2
Evaluate long range plans concerning resource use and by-product disposal in terms
of their environmental, economic, and political impact
EBR.9.B.3
Assess current world issues applying scientific themes
(e.g., global changes in climate, epidemics, pandemics,
ozone depletion, UV radiation, natural resources, use of
technology, and public policy)
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EBR.9.B.3
Assess current world issues applying scientific themes (e.g.,
global changes in climate, epidemics, pandemics, ozone
depletion, UV radiation, natural resources, use of
technology, and public policy)
Behavior
Learning
General
1 Thinking (Bloom’s)
2 Learning (Strand or Unit Title)
Remembering
Understanding
Applying
Analyzing
Creating
3 Doing (activity)
4 Content
Specific
Verb must match #1
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EBR.9.B.3 - Assess current world issues applying scientific themes (e.g.,
global changes in climate, epidemics, pandemics, ozone depletion, UV
radiation, natural resources, use of technology, and public policy)
General
Behavior
1 Thinking (Bloom’s)
Apply
3 Doing (Activity)
Specific
Illustrate
Learning
2 Learning (Strand or Unit Title
Ecology and Behavior
Relationships
4 Content
Current World Issues
Scientific themes including:
global climate change
epidemics & pandemics
ozone depletion
UV radiation
natural resources
use of technology in science
science-related public policy
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Learning Objective for HS Biology - EBR.9.B.3
The student will apply their knowledge of ecology
and behavioral relationships to illustrate the effect of
these scientific themes on current world issues:
• global climate change
• epidemics & pandemics
• ozone depletion
• UV radiation
• natural resources
• use of technology in science
• science-related public policy
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Let’s Practice!
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CONSTRUCTING A
LEARNING OBJECTIVE
WOW!!!
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Unpacking the Frameworks
Bloom’s Taxonomy
K–W–L
Add to “L” if you learned more…
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10 MINUTE
BREAK
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9
72
8
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7
74
6
75
5
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4
77
3
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2
79
1
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Let’s go!
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Unpacking the Frameworks
Lisa Carter Video
Task Analysis
(L. Carter handout – Tool #3)
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Task Analysis
(Four Necessary Steps)
1. Determine the Learning Goal.
2. Make sure there is clear understanding
of the learning goal.
3. Identify the learning steps necessary
to accomplish the goal.
4. Establish a logical order for instruction.
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Practice: Task Analysis
Complete a Task Analysis
for freestyle swimming.
(L. Carter handout)
Follow the four steps.
Begin each task with a MEASURABLE verb.
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Practice: Task Analysis
Was this easy or hard?
Why?
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More Practice: Task Analysis
Following the four steps, complete a
Task Analysis for a Learning Objective in a content
area.
(L. Carter Handout)
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Task Analysis
Why is a Task Analysis
important?
Table Discussion
Popcorn Report
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CONGRUENCY
Activities students
do
Information provided to
students by teacher
Questions asked of
students
Responses to students by
teacher
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TIA and Strategic Instructional
Design
3 Key Questions…
1. What does TIA look like when it is in use?
2. What would we see in classrooms where it is used
well? Not so well?
3. What will teachers and students be doing when TIA
is in use?
WHAT ARE THE NONNEGOTIABLES FOR
TEACHERS IN FSPS?
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When implementing TIA and Strategic
Instructional Design, what do you see
as the top 2 challenges?
Talk at tables, then popcorn report.
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What is Total Instructional
Alignment (TIA) ?
It is making sure that
What we are teaching,
What we are assessing and
How we are teaching are congruent.
92
Three Stages
of
Student-Centered
Lesson
Design
STAGE ONE
Desired Results
Z-Chart
STAGE TWO
Assessment
STAGE THREE
Learning Plan
Higher Order
Questioning
Congruency in
Learning Experiences
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STAGE 2
Assessment
Two Ways to View Assessment
1. Assessment is a tool we can use to assist
in the sort and select mission of the school.
2. Assessment is a tool we can use to help us gain valuable
information about student learning that can be utilized to 94
adjust instruction to meet student learning needs.
A Tale of
Three Ralphs
By Miriam Minkowitz
Illustrated by Debra Solomon
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Bloom’s Question Starters
Adapted from the work of Lisa Carter
REMEMBERING
UNDERSTANDING
APPLYING
What is…?
Where is…?
When did…?
Name two things…?
Who were the main characters?
Can you tell three things…?
How did the selection end?
How is…?
Which one…?
List two things that…
State an event…
Say the name…
What was the main idea…?
Describe what is meant by…
Retell the story.
Explain why the story has the title that it does.
Explain what the author means by…
Describe what happened before..?
What is meant by…?
How would you characterize…?
Summarize the story.
What examples can you find to support…?
What would result if…?
Using what you know, how would you solve…?
What questions would you ask if…?
Using what you know, construct…
Think of a situation that occurred in the story
and tell what you would have done.
How is _____ similar to ___?
How would you classify…?
ANALYZING
EVALUATING
CREATING
How would you compare…?
Distinguish between ___ and ___.
How would you contrast…?
What motive is there…?
What is the relationship between ___ and ___?
What evidence can you find…?
What was the most exciting part?
What is the theme of…?
What ideas justify…?
How is ___ related to ___?
Justify ___’s actions in the story.
Do you agree with ___? Why or why not?
What is your opinion of ___ and why do you
feel that way?
Would you recommend ___? Why or why not?
What choice would you have made if you were
in ___ situation?
Would it be better if…?
Why was it better that…?
What did you like best?
Create a new ending to the story.
How would you rewrite the selection from ___’s
point of view?
What do you predict will happen?
How could you improve…?
What changes would you make to…?
Role play the story.
Invent a new scenario.
How could you change the plot?
Design a model that tells the story.
What inferences can you make about…?
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STAGE 3
Identify Appropriate and Aligned
Learning Experiences for the Lesson:
How will students receive information about the topic
during the lesson (input)?
What learning experience(s) will best enable my
students to meet or exceed the identified learning
objective?
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Key Elements of Aligned Lessons
ALWAYS ASK:
Where is the unit headed?
Will it hook the learner with engaging work?
Will it equip the students with all of the tools,
resources, skills, and information they will need
to reach the desired level of understanding and
mastery?
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Key Elements of Aligned Lessons
ALWAYS ASK:
• Will it give opportunity and challenge the
students to rethink their beliefs, prior
assumptions, and perspective?
• Have you embedded opportunities for formative
and diagnostic assessments that will ensure selfassessment and adjustment by students?
• Do you have work that is tailored to meet the
differing needs of students – work that doesn’t
compromise rigor or validity?
• Is the work flow organized to optimize learning?
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STAGE 3
Making Connections
STAGE 3: LEARNING PLAN
Student Engagement
Authentic Experiences
Interactions
ELL Strategies
Essential Vocabulary
Differentiation
Use of time (pacing)
Practice
Instructional Strategies
High Yield Strategies
Technology
Project-Based Learning
Modeling
Questioning
Practice
Application
Student Grouping
21st Century Skills
Connected/Relevant
100
Three Stages
of
Student-Centered
Lesson
Design
STAGE ONE
Desired Results
Z-Chart
STAGE TWO
Assessment
STAGE THREE
Learning Plan
Higher Order
Questioning
Congruency in
Learning Experiences
101
www.tiafs.pbwiki.com
102
Intended Outcomes:
Facilitation of TIA
Role of TIA Facilitators
Equip facilitators with knowledge, skills and resources to
facilitate the implementation of TIA in their
buildings
Create a community of TIA leaders for ongoing support
and collaboration
103
Progress Indicators
Participants will know and be able to:
Explain the role of TIA facilitators
Use collaborative processes to facilitate adult learning
Access and use resources to support TIA
implementation
104
Facilitator Tool
Orientation: The Big Eight
(page 167)
Welcome and purpose
Introductions
Logistics
Mixer/get acquainted
Intended results
Agenda Review
Norms/ground rules
Agreement
105
Facilitator Tool
Table-Talk Roles
Facilitator
•
•
Keeps the group on task
Makes sure everyone has a chance to participate
Recorder
•
•
•
Writes down key points on newsprint
Spelling and handwriting don’t count in round one
Write quickly to keep up with ideas
Time Keeper
•
•
•
Periodically reminds team members of time constraints
Keeps team meetings focused on the tasks at hand
Identifies when more time is needed for discussion
Runner
•
Gathers/distributes materials as needed
Reporter
•
Synthesizes, with the help of group members, key points
and summarizes them for the whole group
106
What is a facilitator?
(Pages 4 – 10)
Table Discussion
Timer: 2 minutes
Report Out
107
How is facilitation
different than what you do now?
Table Discussion
Timer: 2 minutes
Popcorn report.
108
Facilitator Tool
Jigsaw
(p. 189)
Pull Out Negativity By Its Roots
by Rick and Becky DuFour
At your table:
Determine who will read each section
• Introduction
• Weed 1
• Weed 2
• Weed 3
• Weed 4
• To Build A Culture & Conclusion
• Read and highlight key ideas - 6 minutes
• Each person share main points - 1 minute each person
• At your tables, create a one-sentence “moral of the
story” and put on Chart Paper and Post– 4 minutes
109
Facilitator Tool
Change Process Tools
Critical Elements
Page 11
Reasons for Resistance
Page 12
Managing Complex Change
Pages 13-14
Implementation Dip
Pages 15-16
Change as Loss
Pages 17-18
110
CRITICAL ELEMENTS FOR
SIGNIFICANT CHANGE IN
SCHOOLS
•An invitation to change
•Authority and flexibility to
do things differently
•Access to knowledge
•Time
111
For resistance to change
•Unclear purpose
•Non involvement
•Pressure
•Cost– rewards
•Personal
•Individual ignored
•Anxiety not
allowed
•Communication
•Fear
•Satisfaction
112
WHY…
PEOPLE DON’T DO
WHAT WE WANT
THEM TO…
113
SO
WHAT’S A
LEADER TO
DO???
114
Managing Complex Change
Vision
Skills
Incentives
Resources
Action
Plan
= Change
Skills
Incentives
Resources
Action
Plan
=
Confusion
Incentives
Resources
Action
Plan
=
Anxiety
Resources
Action
Plan
=
Gradual
Change
Action
Plan
=
Frustration
=
False
Starts
Vision
Vision
Skills
Vision
Skills
Incentives
Vision
Skills
Incentives
Resources
115
Change Process
Where we’re going..
Where we started.
When NOT to get discouraged.
Valley of Promising Practice
116
CHANGE PROCESS
REBUILD
SHOCK
DEPRESSION
ACCEPTANCE
“HANG IN”
117
STAGES OF THE GRIEF CYCLE
RETURN TO
MEANINGFUL LIFE
NORMAL
FUNCTIONING
Shock
and
Denial
Acceptance
Anger
Dialogue and
Bargaining
Depression and
Detachment
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WHAT IS A LEARNING TEAM?
•A group of people committed to
increasing the knowledge of ALL in the
group
•Centered around the goal of increased
student achievement
119
THREE UNIQUE ELEMENTS OF A
LEARNING TEAM?
•Shared responsibility
•Shared resources
•Shared accountability
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Facilitation of TIA
Facilitation is the art of leading people through
processes toward agreed-upon objectives in a
manner that encourages participation, ownership
and creativity from all involved.
Table discussion:
What knowledge, skills, resources,
support and tools will be needed?
Timer: 3 minutes
121
Facilitation of TIA
Facilitation seeks to create the conditions
that bring out the best in people.
Table discussion:
What conditions must be created?
Timer: 3 minutes
122
Facilitation of TIA
Table Discussion
What is the role of the TIA Facilitator?
Table Carousel
123
Implementation of TIA
and Strategic Instructional
Design
FSPS PLAN
124
ACCOUNTABILITY
FOR TIA LEADERS
PRINCIPALS AND DISTRICT LEADERS WILL:
1. Maintain focus on TIA.
2. Encourage and support distributive leadership.
3. Be held accountable for the implementation of TIA.
ACCOUNTABILITY
FOR TIA LEADERS
4. Ask the important questions.
• How are you monitoring the implementation of TIA in your
building?
• How is TIA reflected in lesson planning, instruction and
assessment in your building?
• How is TIA reflected in your CWT’s and your follow-up
conversations with teachers?
• What are you doing to ensure both horizontal and vertical
alignment of curriculum and instruction in your building?
• How are your teachers using formative assessments to adjust
instruction for individual student learning needs?
• How are teachers working collaboratively with data to adjust
instruction to meet student needs?
• How can I help you?
ACCOUNTABILITY
FOR TIA LEADERS
PRINCIPALS AND DISTRICT LEADERS WILL:
1. Maintain focus on TIA.
2. Encourage and support distributive leadership.
3. Be held accountable for the implementation of TIA.
ACCOUNTABILITY
FOR TIA LEADERS
4. Ask the important questions.
• How are you monitoring the implementation of TIA in your
building?
• How is TIA reflected in lesson planning, instruction and
assessment in your building?
• How is TIA reflected in your CWT’s and your follow-up
conversations with teachers?
• What are you doing to ensure both horizontal and vertical
alignment of curriculum and instruction in your building?
• How are your teachers using formative assessments to adjust
instruction for individual student learning needs?
• How are teachers working collaboratively with data to adjust
instruction to meet student needs?
• How can I help you?
ACCOUNTABILITY
FOR TIA LEADERS
5. Provide and participate in professional development
opportunities that support the TIA process.
6. Allocate the necessary time, materials and resources
for TIA.
7. Identify and monitor a variety of indicators of TIA
effectiveness.
ACCOUNTABILITY
FOR TIA LEADERS
8. Acknowledge TIA as an ongoing process.
9. Recognize accomplishments and share successes.
10. Celebrate the small wins along the way.
Next Steps
Implementation plan
• Each building will develop a TIA Implementation Plan
• Plans will be reviewed with district leaders
• Include TIA in school and district ACSIP Plan
Support and Resources
• tiafs.pbwiki.com
• District-wide dates for additional TIA training
• August 13
• November 14
• February 16
• Additional facilitator training and collaboration
• Funds available for SBC off-contract collaboration
• Professional Development opportunities
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Diamond Reflection
Please complete Diamond Reflection
and leave on registration table.
Thank you!
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