Transcript Document
WELCOME!
Total Instructional Alignment (TIA)
(Based on the work of Lisa Carter) 1
Diamond Reflection I came expecting… 2
Purpose Logistics Agenda
Breaks as needed individually Cell phones off or on vibrate 3
Facilitator Tool
Orientation: The Big Eight (page 167)
1. Welcome and purpose 2. Introductions 3. Logistics 4. Mixer/get acquainted 5. Intended results 6. Agenda Review 7. Norms/ground rules 8. Agreement 4
Intended Outcomes - TIA • 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 lessons.
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Intended Outcomes: Facilitation of TIA • Define 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 6
Progress Indicators Participants will know and be able to: • Explain the role of TIA facilitators • Use collaborative processes to facilitate adult learning • Design an initial TIA Implementation Plan • Access and use resources to support TIA implementation 7
Introductions
Check-in
Who you are…
What’s going on… 3 minutes 8
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
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Facilitator Tool Development of Group Norms
Seven Norms of Collaborative Work*
(front pocket of Facilitator Manual – yellow; save for tomorrow) 1. Promoting a Spirit of Inquiry 2. Pausing 3. Paraphrasing (p. 28) 4. Probing (p. 29) 5. Putting Ideas on the Table 6. Paying attention to Self and Others 7. Presuming Positive Intentions *Toolkit on page 195.
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Facilitator Tool
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 11
Facilitator Tool
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? 12
What is a facilitator?
(Pages 4 – 10)
Table Discussion Timer: 2 minutes
Facilitator Tools – Timer Tools / Selector Tools
“Spinner report out”
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How is facilitation different than what you do now?
Table Discussion Timer: 2 minutes Popcorn report.
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Facilitator Tool
Orientation: The Big Eight
Quick Check
Page 167 Check power point to see if/where the components of The Big Eight are included.
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Facilitator Tool
Decision Making – Consensus
Review Step-by-Step Process on page 173.
In what situations is consensus the most appropriate decision-making tool?
Why not just vote?
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Facilitator Tool
Decision Making – Consensus
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
Consultative
• Key decision-maker accepts input and advice, then acts
Executive
• Decisions designated to a single person or team
Voting
• Majority or 2/3 “yes” can make decision 17
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
(page 59) 18
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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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
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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… 22
Unpacking the Frameworks
Lisa Carter Video
Bloom’s Taxonomy
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Unpacking the Frameworks Bloom’s Taxonomy (Pages 73 – 75)
K – W – L
Complete “L” – What you Learned… 24
Unpacking the Frameworks
Lisa Carter Video
Constructing a Learning Objective
Z Chart (Pages 76-78)
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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 26
Practice: Constructing a Learning Objective Page 77
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 78 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 28
Unpacking the Frameworks Bloom’s Taxonomy (Pages 73 – 75)
K – W – L
Add to “L” if you learned more… 29
Unpacking the Frameworks
Lisa Carter Video
Task Analysis (Pages 79-81) 30
Practice: Task Analysis
Complete a Task Analysis for the example on page 80 OR one of the examples on page 81. Follow the steps on page 79.
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 79, complete a Task Analysis for an SLE in your content area.
Put on chart paper and post.
13 minutes.
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Task Analysis
Why is a Task Analysis important?
Table Discussion Popcorn Report 34
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
English Language Arts Mathematics Science 36
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
(front pocket – green)
Facilitator Tool 4 A’s Process (Page 190) Everyone read and highlight.
Consensus on 4 A’s.
Chart paper – Post - Carousel
What is important about the three stages of UBD?
“Spinner Report Out” 38
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 39
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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For Day 2 Can leave “stuff” on tables.
Keep Seven Norms handout for Day 2.
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Reflection: Day 1 Complete pink T-Chart and leave on your table.
Front Pocket of Binder See you tomorrow!
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Welcome to Day 2!
What have we learned?
Chart Paper Group Consensus 3 main learnings from day 1.
Post.
Facilitator Carousel 46
Day 1 –
Focused on basics of TIA and UBD Lesson Design…and some facilitator tools.
Day 2 – Focus is on facilitating the implementation process through Learning Teams at your school.
(Learning Team Guide pages 19-26; Adult Learning pages 9 & 10) 47
Seven Norms of Collaborative Work* Complete Group Self-Assessment (on back of handout)
(
Review Consensus process on page 173
.)
3 minutes 1. Promoting a Spirit of Inquiry 2. Pausing 3. Paraphrasing (p. 28) 4. Probing (p. 29) 5. Putting Ideas on the Table 6. Paying attention to Self and Others 7. Presuming Positive Intentions *Toolkit on page 195.
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When implementing TIA and UBD Lesson Design, what do you see as the top 2 challenges?
Quick popcorn report.
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Facilitator Tool Change Process Tools
Critical Elements Reasons for Resistance Managing Complex Change Implementation Dip Change as Loss Page 11 Page 12 Pages 13-14 Pages 15-16 Pages 17-18
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Facilitator Tool Change Process Tools
Where we started
.
Where we’re going.
.
When NOT to get discouraged.
Valley of Promising Practice
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Concerns-Based Adoption Model C-BAM is a useful tool when Planning and Implementing New Practices (Innovations) 53
Facilitator Tool
Concerns-Based Adoption Model Change Process Understanding the change process and how not to get stuck.
Read pages 135 – 136 As a table group, write five sentences or less to summarize what you read about C-BAM. Put on chart paper. Post.
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TASK Identifying Stages of Concern (SoC)
Stages of Concern Expressions of Concern
Stage 6: Refocusing I have some ideas about something that would work even better.
Stage 5: Collaboration Stage 4: Consequence Stage 3: Management I am concerned about relating what I am doing with what my co workers are doing.
How is my use affecting students?
I seem to be spending all of my time getting materials ready.
Stage 2: Personal How will using it affect me?
Stage 1: Informational Stage 0: Awareness I would like to know more about it.
I am not concerned about it.
55 Hall & Hord, p. 63
Stages of Concern (SoC) 35-Item Questionnaire (Pages 140-143) • Valid and reliable instrument • SoC Quick Scoring Device • Technical manual to assist in scoring and interpreting information • Capability of developing concern profile over time Hall & Hord, p. 69; Hall et al., 1979 56
Interpreting Concern Profile Identify the peaks and valleys . . .
Peaks – intense concerns Valleys – little or no concerns Identify potential intervention activities . . 57
100 80 60 40 20 0 0 1 2 3 Stages of Concern 4 5 58 6
100 80 60 40 20 0 0 1 2 3 Stages of Concern 4 5 59 6
Stage 6, Refocusing Stage 5, Collaboration Stage 4, Consequence Stage 3, Management Stage 2, Personal Stage 1, Informational Stage 0, Awareness
Interventions
• Respect and encourage teacher interests • Channel their ideas and energies; act on their concerns.
• Provide opportunities to develop skills needed to work collaboratively • Rearrange schedules so people can collaborate • Provide positive feedback and needed support • Provide opportunities for teachers to share knowledge and skills • Answer specific “how to” questions • Avoid considering future impact at this time • Address potential personal concerns directly • Implement changes progressively over time • Provide clear and accurate information • Relate changes to current practices • Involve teachers in discussion and decisions • Give permission not to know
Stages of Concern
What are your thoughts/questions/ideas about the Stages of Concern tool?
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Stages of Concern 62
Levels of Use (LoU)
Additional C-Bam tool to identify if person is a user or nonuser: • • Three non-use levels Five use levels 63
Levels of Use 0 Non-Use 1 Orientation 2 Preparation 3 Mechanical 4A Routine 4B Refinement 5 Integration 6 Renewal
Behaviors Associated with LoU
No interest shown in the innovation; no action taken Begins to gather information about the innovation Begins to plan ways to implement the innovation Concerned about mechanics of implementation Comfortable will innovation and implements it as taught Begins to explore ways for continuous improvement Integrates innovation with other initiatives; does not view it as an add-on; collaborates with others Explores new and different ways to implement innovation
64 Hall & Hord, p. 82
Assessing Individual’s Level of Use Level of Use Survey (Page 144) • Quick assessment of a person’s LoU Any thoughts/concerns/ideas about the LoU Survey?
Popcorn Report Out 65
Comparison of SoC and LoU
“ Stages of Concern (SoC) addresses the
affective
side of change – people’s reactions, feelings, perceptions, and attitudes.” “ Levels of Use portrays
how
(LoU) has to do with behaviors and people are acting with respect to specified change.” Hall & Hord, p. 81 66
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 67
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 “Spinner report out”
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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 “Spinner report out” 69
Facilitation of TIA
Table Discussion
What is the role of the TIA Facilitator?
Table Carousel
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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 Lesson Design What’s the plan?
Implementation Plan – Page 118 1. What does TIA / UBD look like when it is in use?
2. What will we see in classrooms where it is used well (and not so well)?
3. What will teachers and students be doing when TIA / UBD is in use?
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Implementation of TIA and Lesson Design What’s the plan?
Evaluation Plan – Page 127 74
Implementation of TIA and UBD Lesson Design School Plan Develop an initial plan for the implementation of TIA at your school.
(Use white At-a-Glance Implementation Planner in back pocket of Facilitator Manual.) 75
Next Steps • Complete implementation plan • •
Feedback from Building Leadership Team ?
• Support and Resources for Facilitators • • • •
Follow-up dates -prior to “back to school”?
-Monthly? Materials online and CD/DVD Ongoing communication (Google Group) ?
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Diamond Reflection Please complete Diamond Reflection and leave on registration table.
Thank you!
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