Site Walkthrough Data

Monday, December 8, 2014

Purpose

• Last year the district conducted walkthroughs at Cholla to provide feedback about various Danielson domains • This data was then used to frame PLC work • In an effort to continue purposeful PLC work, Cholla established an internal walkthrough team and feedback process

Selection of Teachers

• November 19 th - periods 2 and 3 were observed in 25 minute chunks for a total of 4 observed teachers per team • Observed teachers were selected based on new to Cholla

Teams

• The four walkthrough teams consisted of: • Cholla Administration • Department Heads/Instructional Council • Coordinators • District Magnet Coordinator

•

Focus of walkthrough

The focus of the walkthrough : • Use of writing and writing strategies • 3a – Communication with students • Teacher invites students to explain content to peers • • Teacher explains content clearly Students able to explain what they are learning • Teacher gives strategies to students • Teacher models process • 3c – Engaging students in lesson • Most students intellectually engaged in lesson • Students invited to explain their thinking • • Learning tasks have multiple correct responses Different types of groupings • Pacing of lesson

Cholla Walk-through Form Teacher: _____________________________________________ Subject: ________________________________ Date: _______________ Observer: ____________________________________________ Class Period/Grade: ______________________ Time In/Out: ________ Lesson Objective: ________________________________________________________________________________________________

Examples of Writing Purpose of Writing Strategies Used Directions: Identify opportunities for student writing , the purpose of the writing, and specify which strategies were used to implement the writing.

Notes • • • • •

3a. Communicating with Students Teacher invites students to explain content to peers Teacher explains content clearly Students able to explain what they are learning Teacher gives strategies to students Teacher models process

• • • • •

3c. Engaging Students in Learning Most students intellectually engaged in lesson Students invited to explain their thinking Learning tasks have multiple correct responses Different types of groupings Pacing of lesson

Notes

Feedback Process

• • • • • Each walkthrough member had walkthrough feedback form Brief discussions between team members took place after each observation Extensive discussion between team members and comparison of notes after all scheduled observations were completed • Strengths and areas of growth were discussed Full walkthrough group shared out a positive from their walkthrough During Instructional Council on November 25 and discussed th walkthrough strengths and areas of growth were shared

Data Observed

    

3a. Communicating with Students

• • • • •

Teacher invites students to explain content to peers Teacher explains content clearly Students able to explain what they are learning Teacher gives strategies to students

    

Most students intellectually engaged in lesson Learning tasks have multiple correct responses Student choice in learning tasks Different types of groupings Pacing of lesson



Teacher elicits evidence of individual student

 

Monitor and adjust instruction Feedback Student choice in learning tasks Different types of groupings Pacing of lesson Average Score

2.4

2.5

Average Score

2.5

2.4

Reflection

• Based on Quarter 2, reflect on your teaching and student learning for: Examples of writing, purpose and strategies used • • • • • Examples of 3a: Communication with students Teacher invites students to explain content to peers Teacher explains content clearly Students able to explain what they are learning Teacher gives strategies to students Teacher models process      Examples of 3c: Engaging students in learning Most students intellectually engaged in lesson Learning tasks have multiple correct responses Student choice in learning tasks Different types of groupings Pacing of lesson

Close Reading in the Classroom

Part II

Definition of Close Reading

Close reading describes the careful, sustained reading and interpretation of text. It emphasizes and requires close attention to individual words, syntax, and the order in which sentences and ideas unfold. (Core)

Key Features of Close Reading

Key Features

 Short Passages-worthy of reading 

Complex Text

 Limited Frontloading- academic language/or anything that would impede students understanding based on experience  Repeated Readings-worthy of reading 

Text-Dependent Questions

Annotation: Strategy

Annotation

slows down the reader

in order to

deepen understanding

.

Making the Case for Struggle

Purpose

•

Examine how the author describes his childhood experience to illuminate and address cultural stereotypes.

•

Independently read with a pencil to annotate text

Underline powerful words or phrases Circle words or parts you find confusing/or wonder about Write thoughts in the margin

!

By important things

Superman and Me

by Sherman Alexie

A Close Reading Cisneros, S. (1992). Woman Hollering Creek. New York: Vintage

Table Discussion

• Discuss your first impression on Alexie’s description of his childhood and the cultural stereotypes

Quick Write

•

Briefly explain your childhood in the context of cultural stereotypes.

Annotate your quick write

• • Categorize your childhood experience Fixed mindset – people believe their basic qualities, like their intelligence or talent, are simply fixed traits. They spend their time documenting their intelligence or talent instead of developing them.

• Growth mindset - people believe that their most basic abilities can be developed through dedication and hard work—brains and talent are just the starting point.

Closure

•

Review your annotated quick write for fixed and growth mindset. Summarize which mindset your childhood experience predominately fell within.

Homework – Think About

• Can you think of a time you faced an important opportunity or challenge with a fixed mindset? What were your thoughts and worries—about your abilities? About other people’s judgments? About the possibility of failure? Be prepared to discuss them in depth. • Now, can you take that same opportunity or challenge and switch into a growth mindset? Think of it as a chance to learn new things. What are the plans and strategies you’re thinking about now? • Finish Reading pages 1-14 (Chapter 1) of Mindset

Resources

• www.readworks.org

• www.newsela.com

• http://kellygallagher.org

• Article of the Week (Building Deeper Readers & Writers) • www.achievethecore.org

• Close Reading: model lessons

Work time!

• Different power point for use with teachers that provides for content area teachers.

• Look at documents for each content area (9).

• How does each task connect to the Literacy Standards for History/Social Studies, Science and Technical Subjects? Work with a partner.

• How should the documents be copied? How many of each will you need? • Who on your staff could help facilitate content area groups?