WELCOME!

Total Instructional Alignment (TIA)

(Based on the work of Lisa Carter) 1

Diamond Reflection I came expecting…

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Purpose Logistics Agenda

Breaks as needed individually Cell phones off or on vibrate 3

Intended Outcomes

• Understand Total Instructional Alignment and be able to use alignment document/pacing guide to develop units/lessons.

• Understand and be able to evaluate the three stages of

Understanding by Design (UBD).

• Understand the power of collaborative processes and be able to collaboratively design UBD lessons.

Products from participation in the range of learning experiences throughout the day will provide evidence that the intended outcomes have been met.

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Introductions Check-in

Who you are…

What’s going on… 4 minutes

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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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Decision Making – Consensus

Review Consensus Step-By-Step process in your materials.

In what situations is consensus the most appropriate decision-making tool?

Why not just vote?

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Decision Making – Consensus • Everyone can “live with” the decision • Establish and use evaluative criteria • • Accept conflict as part of the process Encourage negotiation and collaboration • • • • Emphasize fact over opinion Not about winning or losing Don’t give in just to avoid conflict Flipping coins and voting are not viable alternatives 8

Development of Group Norms

Seven Norms of Collaborative Work*

1. Promoting a Spirit of Inquiry 2. Pausing 3. Paraphrasing 4. Probing 5. Putting Ideas on the Table 6. Paying attention to Self and Others 7. Presuming Positive Intentions *In your participant materials.

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Development of Group Norms

Seven Norms of Collaborative Work

Which of these norms might be most important for your full participation in the group?

1 minute self-reflection 2 minutes group processing Popcorn report out 10

Development of Group Norms

Seven Norms of Collaborative Work

Considering these seven norms, which might you find most challenging?

What strategies might you use to focus in on the ones you might find most challenging? 11

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

(L. Carter handout – page 3) 12

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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Overview of Total Instructional Alignment (TIA)

Reflection Why do you think that Lisa said that of the three areas of TIA, “the easiest

is alignment of standards, curriculum and assessments”?

Popcorn report.

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Jigsaw Article

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

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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… 16

Unpacking the Frameworks

Lisa Carter Video

Bloom’s Taxonomy (L. Carter handout – page 6)

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Unpacking the Frameworks Bloom’s Taxonomy K – W – L

Complete “L” – What you have Learned… 18

Unpacking the Frameworks

Lisa Carter Video

Constructing a Learning Objective

Z Chart (L. Carter handout – page 9)

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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. (6 minutes) 1 2 3 4 20

Practice: Constructing a Learning Objective

(L. Carter handout – page 10) For the Learning Objectives listed on this page, write (on large chart paper) in Z-square format, the corresponding word/phrase in each of the 4 boxes.

(5 minutes)

Check your work!

Compare to table next to you.

Questions?

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Practice: Constructing a Learning Objective

W.4.3.11 Edit for spelling of appropriate words, usage, punctuation, capitalization, and sentence structure.

(Format on Page 11 – L. Carter handout)

Use large chart paper; put the corresponding words/phrases in each Z-Chart box. Is this a clear learning objective? If not, then rewrite as a learning objective.

Post then Facilitator Carousel 22

Unpacking the Frameworks Bloom’s Taxonomy K – W – L

Add to “L” if you learned more… 23

Unpacking the Frameworks

Lisa Carter Video

Task Analysis

(L. Carter handout – page 12) 24

Practice: Task Analysis

Complete a Task Analysis for the example on page 13 (L. Carter Handout) OR one of the examples on page 14. Follow the steps on page 12.

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 steps on page 12, complete a Task Analysis for an SLE in your content area.

Pass the Pencil.

13 minutes.

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Task Analysis

Why is a Task Analysis important?

Table Discussion Popcorn Report

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Unpacking the Frameworks

SLE Alignment Activity • • • • K-5 Teams • 6-12 Teams (HINT-be sure there is an ELA teacher on each of the secondary teams!) Baggie of ELA SLEs per team Group consensus on alignment SLEs Glue SLEs to on the agreed upon grade-level chart • Pick up correct alignment sheet and count up number your team has correct How many teams with 100%?

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Alignment Documents

Ready to use: English Language Arts Mathematics In progress – we can use: Science Beginning stages: Social Studies For all other content areas, we will use the frameworks as they are but will begin clarification process as we use them. 30

Rotate 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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Lesson Design

Understanding by Design (UBD)

Article: Backward Design 4 A’s Text-Based Protocol (in participant materials) Everyone read and highlight.

Consensus on 4 A’s.

Chart paper – Post Table groups carousel each chart.

What is important about the three stages of UBD?

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Lesson Design

Understanding by Design (UBD)

Treasure Hunt:

In the power point handout for today’s session, determine if / where (which slides) each of the 3 stages is addressed.

Stage 1 – Desired Results Stage 2 – Assessment Evidence Stage 3 – Learning Plan/Experiences 33

TIA and UBD Lesson Design

From what you’ve learned about TIA and Lesson Design, develop a set of “quality indicators” which could be used to guide Lesson Design work.

Stage 1……Stage 2……Stage 3 Brainstorm Prioritize Non-Negotiables Record 3 non-negotiables for each stage on chart paper. Post.

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Lesson Design

Understanding by Design (UBD)

Use the “Quality Indicators” to assess the lessons in your “grade band”; the lessons are located in the back of your Facilitator Manual.

3 for all three stages evident.

2 for two stages evident.

1 for one stage evident.

0 for no stages evident.

Facilitated report.

What AHAs?

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Lesson Design

Understanding by Design (UBD)

With this SLE, design a lesson using the UBD Framework. M.13.2.2 Tell time

to the nearest five-minute interval.

Include: Level of Bloom’s Objective – Z Chart Task Analysis Post on chart paper.

Group carousel.

Feedback on small post its.

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Lesson Design

Understanding by Design (UBD)

Select an SLE from your own frameworks.

As a table group, design a lesson using the 3 stages of UBD.

Include: Level of Bloom’s Objective – Z Chart Task Analysis Post on chart paper.

Group carousel.

Feedback on small post its.

Check feedback on your tables’ lesson.

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Seven Norms of Collaborative Work*

Complete Group Self-Assessment (on back of Seven Norms handout) 3 minutes 1. Promoting a Spirit of Inquiry 2. Pausing 3. Paraphrasing 4. Probing 5. Putting Ideas on the Table 6. Paying attention to Self and Others 7. Presuming Positive Intentions 38

When implementing TIA and UBD Lesson Design, what do you see as the top 2 challenges?

Quick popcorn report.

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Change Process

Where we started

.

Where we’re going.

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When NOT to get discouraged.

Valley of Promising Practice

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Communication

Tier 3

Intensive Interventions Communication Individual Interventions Communication Communication

Tier 2

Communication

Tier 1

Universal Interventions Communication Communication

Classroom Instruction Pyramid of Interventions Response to Intervention 41

Three Key Questions

1. What does TIA / UBD 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 / UBD is in use?

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Type 1 Type 2 Type 3 Type 4 Types of Professional Development and Classroom Implementation

Synthesis of

Student Achievement Through Staff Development

(Pages 71 – 113) Bruce Joyce and Beverly Showers ASCD 2002

Implementation Professional Development Components and Outcomes

PRESENTATION OF THEORY/INFORMATION

Outcome: AWARENESS

• Lecture • Discussion; Q & A • Reading

DEMONSTRATION/MODELING ADDED

Outcome: INCREASE IN CONFIDENCE

• About self • About students • About academic content

PRACTICE/FEEDBACK ADDED

Outcome: SKILL DEVELOPMENT

• Guided practice • Independent practice • Feedback

Conceptual Understanding 85% 85% 85% Skills Attainment 15% 18% 80% Application and Problem Solving 5-10% 5-10% 10-15%

COACHING/PEER COACHING ADDED

Outcome: TRANSFER TO CLASSROOM PRACTICE

• Organization & support of Peer Study Teams • Time for collaborative planning & development • Accountability plan for progress toward goals

90% 90% 80-90%

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Implementation of TIA and UBD Lesson Design

Implementation Plan 44

Next Steps

English Language Arts and Math • • Continue to develop units/lessons using alignment document and UBD framework Make notes of revisions needed Science and Social Studies • • Alignment documents will be completed by January, 2008 Use “in progress” documents to develop units/lessons using UBD framework All other curriculum areas • • • Highlight the verbs in the Frameworks / SLEs Be sure that learning objectives align to level of complexity (Bloom’s) Use current frameworks documents to develop units/lessons using UBD framework 45

Next Steps

Alignment documents will be loaded into the TRIAND online system; training will be provided to learn to access all online curriculum resources including SLEs w/objectives, pacing, essential vocabulary, task analysis, materials/resources aligned to pacing, interventions and extensions.

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Diamond Reflection Please complete Diamond Reflection and leave on registration table.

Thank you!

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