Transcript Part 2 Sessions 1 and 2 Presentation

Evidence Based Observation
Lead Evaluator Training
Part 2 – Welcome Back!
Have you signed the roster?
1
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Practice collecting evidence of “engaged
learners.”
Examine an observation that you have
completed, looking for evidence and
bias/opinion.
Identify the presence or absence of “engaged
learners” in your current observation tool.
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2.
3.
What would be evidence of “engaged
learning?”
What are the attributes of engaged
learning?
What is the difference between an
engaging teacher and students being
engaged?
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5.
6.
I will pay more attention to who is “doing” in
the classroom.
I want to incorporate what I have learned about
engagement into my observations.
Prior to the next session, look for engaged
learners in at least three classrooms.
Encourage teachers to refocus on engaging all
learners.
Conduct walkthroughs looking for engaged
students.
Help teachers recognize engaged learning.
1. You showed that a high level of engagement is
possible at the secondary level.
2. Please pull all this together….
3. It’s hard to pay attention to just one thing.
4. Keep showing the videos.
5. Loved looking at rubrics and how they are
different..
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Explain the difference between current practice
and evidence based observation
Identify and define criteria for effective instruction
around which evidence collection will be focused
Describe strategies that a district could employ to
increase the quality of evaluations and the
agreement of evaluators.
OCCASIONAL
TEACHER
DIRECTED
PARTICIPATION
SIMULTANEOUS
ACTIVE
PARTICIPATION
TEACHER
ONLY
OPTIONAL
STUDENT
PARTICIPATION
4th grade Science Lesson
Students will be able to:
 identify the components of a series circuit connection
compare the components of a series circuit with the components of a
circuit connection
Collection of Evidence
The teacher stated, “Last week, can you tell me
what you were building?” “What did we build with
a bulb? What did we call it when we had some
components?” One student answered , “a circuit.”
The teacher stated, “What were the components in
a circuit that you built?” The teacher then called
on Eric to respond.
Collection of Evidence
The teacher stated “What do you think these poles
represent?” Students can be heard saying, “North and
South”.
The teacher stated “Here’s the challenge for today, can you
get two bulbs to light at the same time?”
All students took out a graphic organizer and were directed
to draw a schematic of their prediction of what the circuit
would look like in box one.
Students were seated in pairs or trios. The “getters”
collected materials for each group. All students were
building circuits to test their predictions.
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Find and form a group with those who have the
same rubric piece or color you do( pink, white,
purple, blue, green, orange, tan)
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What does your piece of a particular rubric say
about “teaching to an outcome?”
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Be ready to share the format of the piece of the
rubric you have
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Meet in a “rainbow” to take turns sharing the
above information about your particular rubric
piece.
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Pink: Danielson’s Framework for Teaching (ASCD)
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Orange: Danielson (2011 Revised Edition)
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Tan: Marshall’s Teacher Evaluation Rubric
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Green: Marzano’s Causal Teacher Evaluation
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Blue: NYSTCE Framework for the Observation of Effective
Teaching (Pearson)
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White: NYSUT’s Teacher Practice Rubric
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Purple: Thoughtful Classroom Teacher Effectiveness (Silver
Strong & Associates)
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The objective of the lesson is clear to the
students
(Shift from “What do I want them to do today?”
to “What do I want them to learn today?”)
All classroom activities are aligned with the
objective
Time is used efficiently to get to the
learning objective
What?
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Objectives state what students are expected to
learn in that lesson.
Objectives begin with VERBS that identify the
level of thinking required in the lesson.
Why?
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Instructional objectives narrow what students
focus on in the lesson and help the teacher
keep activities, questions and responses to
student’s aligned.
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Identify and explain the function of each of the
organelles in an animal cell.
Use order of operations to solve these two problems.
Describe strategies that a district could employ to
increase the quality of evaluations and the agreement
of evaluators
Outcomes:
Students will be able to:
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Calculate unit price by dividing the price of the product
by the number of units
Compare unit prices to determine the “best deal”
Explain the mathematical thinking behind what makes
it the “best deal”
“What is the unit price?” was posted on the
interactive white board.
Teacher said, “Today we are going to learn
about unit price. What is unit price?”
Teacher stated, “Unit price is how much it costs
for each unit.”
“How do you find unit price?” was displayed on the
white board.
The teacher stated to the students, “Make sure
your decimals are in the right place.”
The teacher held up two boxes of cereal—different
size boxes.
The teacher said, “You aren’t looking for the better
deal, you are looking for the better price.”
One student worked on the white board solving
420 divided by 5.
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Practice collecting evidence of “teaching to an
outcome”
Examine an observation that you have completed,
looking for evidence and bias/opinion
Identify the presence or absence of “teaching to an
outcome” in your current observation tool
See you January 31st – 5-7 pm
Evidence Based Observation
Lead Evaluator Training
Part 2 – Welcome Back!
1.
2.
3.
Practice collecting evidence of “teaching to an
outcome”. Describe what has changed for you as
an observer as a result of this workshop.
Examine an observation that you have completed,
looking for evidence and bias/opinion. Describe
what you notice about the types of evidence you
are collecting.
Identify the presence or absence of “teaching to
an outcome” in your current observation tool
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Make the learning objective clear to the
students.
Base the lesson on what it is you want the
kids to learn, not do.
Focus on the “bulls eye”/keep focused on the
target.
All instruction is focused on the objective of
the lesson.
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Practice observing specifically to see if the
teacher sets a clear outcome and focuses on
it throughout the lesson.
Collect evidence to discuss “teach to an
outcome” with the teacher. (Did the activities
directly relate to the “target”?)
Help teachers recognize/classify if the
objective/lesson activities are congruent.
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Collect evidence related to “teach to an outcome”
and defend why this is quality evidence of this
teaching action
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Identify the key attributes of “effective questioning”
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Collect evidence of “effective questioning”
 Describe multiple ways for collecting evidence of “effective
questioning
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Classify evidence of “questions” as
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Check for understanding
Effective questions
Objectives
Classroom management/procedural
Teach to an Outcome:
• The objective of the lesson is clear to the students.
• All classroom activities are aligned with the objective.
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Quotations from the teacher
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Examples/models
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Descriptions of activities in which the
students are engaged
Student quotes
Defend WHY you called this evidence of TTO:
Teacher stated, “Today I want to talk to you about what writers do to
narrow their focus.”
The teacher used a visual of a pizza/pizza slices to illustrate
“narrowing the focus”. A whole pizza represented the teacher’s
family, a slice represented the teacher’s Grandma Succi, a half-eaten
slice represented Grandma’s Succi’s house, and a small bite
represented the teacher’s experience on her grandmother’s swing.
Before the teacher shared a story from her journal, she explained the
process she took from deciding to write about her family (a broad
topic) down to her decision to write about her experience sitting on
her grandmother’s swing (more narrow focus).
Defend WHY you called this evidence TTO:
After reading her story, the teacher asked, “Did I stick to my focus?
Is it about my grandmother’s swing and being on that swing—that
special time with her?”
Students read the story aloud with the teacher. Before reading
chorally, the teacher asked the students to think about the story
they are working on. She asked them to think about whether their
story is narrowed enough or needs more narrowing.
The teacher stated, “In a few minutes I’m going to ask you to talk to
each other and decide if your story is narrowed or if you need to do
some more narrowing.” Students buddy shared.
What did you collect?
Defend WHY you called this evidence of TTO:
The teacher worked with two boys during the buddy share time. A
discussion took place about the confusion the one student had
about the other student’s story. It was decided that the writer
needed to work on focusing about the pool—his main topic.
The teacher stated to the class, “Narrowing the focus helps us as
writers.” She added “narrowing the focus” to the “How Writers
Revise” chart posted in the front of the room.
What does it look like and sound like
when a teacher uses effective
questioning strategies?
Rubric Language (“Proficient”):
NYSUT:
Most of teacher’s
questions are open
in nature and engage
students in deeper
thinking and further
discussion.
Teacher responds to
students’
questions/comments.
Responses
challenge student
thinking.
2011 Danielson:
While the teacher may use some
low-level questions, he/she poses
questions to promote student
thinking and understanding.
Teacher creates a genuine
discussion among students,
providing adequate time for
students to respond, and stepping
aside when appropriate.
Teacher successfully engages most
students in the discussion,
employing a range of strategies to
ensure that most students are
heard.
Critical Attributes:
•Open ended questions
• Effective use of wait time
Marzano:
Teacher engages
student with explicit
decision making,
problem solving,
experimental inquiry or
investigation task that
requires them to
generate and test
hypotheses.
Teacher uses wait time.
Criteria for Effective Questioning
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Congruent (relevant) to the learning
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Invitation for ALL students to think
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A range of questions are used to extend thinking
from a base of knowledge to higher order thinking
that is more critical and creative
High Consensus
Low Consensus
Yes/No - Fact
Closed
Open
Lesson Goal:
“Have them (the students) have a conceptual
idea about division of fractions.”
-Bonnie Bushaw
“How can I get 1/3 of a muffin? Oh-I saw someone draw a
picture. That’ll work. Take a minute to do what you need
to do to figure this out.”
“Ok. Who can tell me how many muffins with a third
muffin serving? What do we have for a 1/3 muffin
serving?”
Student stated: “72”
Teacher: “Can you prove it?”
Student: “Yes because if you get 1/3 of a muffin, that’s 3
out of one muffin. 24 X 3 is 72.”
Teacher: “Figure out my 24 muffins and divide them
into ¼ muffin servings.”
Student: “You just add 24 to 72 and get 96.”
Teacher: “She added 24 to 72, the last answer, is
that ok?”
Check for understanding
Effective questions
Objectives
Classroom management/
procedural
Ready for more practice?
Lesson Outcome:
Identify the height on an object using
trigonometric ratios.
Question of the day (posted):
How can the height of an object be determined using
trigonometric ratios?
“Write 1 in the margin. I want you to think about this
question: I would like you to predict the height of the
ceiling.”
“Does anyone want to share what their prediction is
for height of the ceiling?” Two students replied, “15
feet” another student replied, “10 feet.”
“How did you come up with that prediction? Write it
down.”
Bailey shared, “I’m 5 foot 4, so I’m assuming my feet
are on the ground. Another me went on top—if
another me stood directly on top of me, we’d reach
the ceiling plus a little higher.”
“Did anyone else come up with something like that?
You used something else to represent the height?
What did you represent? (Asked two students.)
Teacher held up “SOH.” “What do you know about
this? You may diagram what you know about this or
just write it out.”
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Practice collecting evidence of “Effective
Questioning”
Examine an observation that you have
completed, looking for evidence and
bias/opinion (ongoing)
Identify the presence or absence of
“Effective Questioning” in your current
observation tool
Thank You!
See you February 7, 2012
*Submitting Evidence*
Feel free to bring computers/electronics