Transcript Slide 1

Introduction to the LAUSD
Teaching and Learning Framework
Module 1: The LAUSD Teaching & Learning Framework
Copyright
Copyright©©Los
LosAngeles
AngelesUnified
UnifiedSchool
SchoolDistrict
District2011
2011
Teaching and Learning Framework
Modules Overview
Module 1: The LAUSD Teaching & Learning
Framework
Module 2: The LAUSD Teaching & Learning
Framework Rubric
Module 3: The Self-Assessment and
Individual Growth Plan
Copyright © Los Angeles Unified School District 2011
Objectives
• To become familiar with the content and
structure of the Teaching and Learning
Framework
• To reflect on Highly Effective Teaching
Practices
• To identify the benefits of using the
LAUSD Teaching and Learning
Framework
Copyright © Los Angeles Unified School District 2011
A Message from Dr. Deasy
Copyright © Los Angeles Unified School District 2011
Context for the LAUSD Framework
• Based on Enhancing
Professional Practice:
A Framework for
Teaching
– Created in 1996
• Validated in recent
national studies
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College Prepared and
Career Ready Students
Master Plan
(The Who)
Common
Core
(The What)
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Teaching
&
Learning
Framework
(The How)
Think-Pair-Share:
Journey from Novice to Expert
• Think of a time when you improved
your skills in any area. What strategies
did you use?
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Reading Activity: Say Something
Handout #1 – Excerpt from Enhancing Professional
Practice: A Framework for Teaching – A Road Map
for Novices
A Road Map for Novices
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Reading Activity: Say Something
Create groups of four and number yourselves
accordingly.
Read Handout #1 – A Road Map for Novices
•Person #1 - Reads the 1st paragraph aloud and #2 responds with
one idea heard from the text.
•Person #2 - Reads the 2nd paragraph aloud and #3 responds
with one idea heard from the text.
•Person #3 - Reads the 3rd paragraph aloud and #4 responds
with one idea heard from the text.
•Person #4 - Reads the 4th paragraph aloud and #1 responds
with one idea heard from the text.
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Highly Effective Practices
1. Think about various practices that signal
expert or highly effective teaching.
2. With a partner, come up with the 3-5
practices you identified as essential. (5 min)
Copyright © Los Angeles Unified School District 2011
LAUSD Teaching and Learning
Framework Vocabulary
Standards
#2: Classroom Environment
LAUSD
Teaching &
Learning
Framework
Components
2b: Establishing a Culture
for Learning
Elements
2b3: Student Ownership of
Their Work
Copyright © Los Angeles Unified School District 2011
11
Focus Elements Draft SY 2012-2013
LAUSD TEACHING AND LEARNING FRAMEWORK
STANDARD 1: PLANNING and PREPARATION
a. Demonstrating Knowledge of Content and Pedagogy
1. Knowledge of Content and the Structure of the Discipline
2. Knowledge of Content-Related Pedagogy
b. Demonstrating Knowledge of Students
1. Awareness of Students’ Skills, Knowledge, and Language
Proficiency
2. Knowledge of How Children, Adolescents, and Adults
Learn
3. Knowledge of Students’ Special Needs
4. Knowledge of Students’ Interests and Cultural Heritage
c. Establishing Instructional Outcomes
1. Value, Sequence, Alignment, and Clarity
2. Suitability for Diverse Learners
d. Designing Coherent Instruction
1. Standards-Based Learning Activities
2. Instructional Materials, Technology, and Resources
3. Purposeful Instructional Groups
4. Lesson and Unit Structure
e. Designing Student Assessment
1. Aligns with Instructional Outcomes
2. Criteria and Standards
3. Design of Formative Assessments
4. Analysis and Use of Assessment Data for Planning
STANDARD 5: PROFESSIONAL GROWTH
a. Reflecting on Practice
1. Accurate Reflection
2. Use of Reflection to Inform Future Instruction
3. Selection of Professional Development Based on
Reflection and Data
4. Implementation of New Learning from Professional
Development
b. Participating in a Professional Community
1. Collaboration with Colleagues
2. Promotes a Culture of Professional Inquiry and
Collaboration
STANDARD 4: ADDITIONAL PROFESSIONAL RESPONSIBILITIES
a. Maintaining Accurate Records
1. Tracks Progress Towards Identified Learning Outcomes
2. Tracks Completion of Student Assignments in Support of
Student Learning
4. Manages Non-instructional Records
5. Submits Records on Time
b. Communicating with Families
1. Information About the Instructional Program
2. Information About Individual Students
3. Engagement of Families in the Instructional Program
c. Demonstrating Professionalism
1. Ethical Conduct and Compliance with School, District,
State, and Federal Regulations
2. Advocacy/Intervention for Students
3. Decision-Making
STANDARD 2: CLASSROOM ENVIRONMENT
a. Creating an Environment of Respect and Rapport
1. Teacher Interaction with Students
2. Student Interactions with One Another
3. Classroom Climate
b. Establishing a Culture for Learning
1. Importance of the Content
2. Expectations for Learning and Achievement
3. Student Ownership of their Work
4. Physical Environment
c. Managing Classroom Procedures
1. Management of Routines, Procedures, and Transitions
2. Management of Materials and Supplies
3. Performance of Non-Instructional Duties
4. Management of Parent Leaders, other Volunteers and
Paraprofessionals
d. Managing Student Behavior
1. Expectations for Behavior
2. Monitoring and Responding to Student Behavior
STANDARD 3: DELIVERY of INSTRUCTION
a. Communicating with Students
1. Communicating the Purpose of the Lesson
2. Directions and Procedures
3. Delivery of Content
4. Use of Academic Language
b. Using Questioning and Discussion Techniques
1. Quality and Purpose of Questions
2. Discussion Techniques and Student Participation
c. Structures to Engage Students in Learning
1. Standards-Based Projects, Activities, and Assignments
2. Purposeful and Productive Instructional Groups
3. Use of Available Instructional Materials, Technology, and
Resources
4. Structure and Pacing
d. Using Assessment in Instruction to Advance Student
Learning
1. Assessment Criteria
2. Monitoring of Student Learning
3. Feedback to Students
4. Student Self-Assessment and Monitoring of Progress
e. Demonstrating Flexibility and Responsiveness
1. Responds and Adjusts to Meet Student Needs
2. Persistence
Copyright © Los Angeles Unified School District 2011
Handout #2 - Teaching
and Learning
Framework Placemat
1:
2:
3:
4:
Planning & Preparation
Classroom Environment
Delivery of Instruction
Additional Professional
Responsibilities
5: Professional Growth
HANDOUT # 3
Standard 3: Delivery of Instruction
Rubric Sample
Standard 3
Component 3b: Using Questioning and Discussion Techniques
Effective teachers design questions that provide cognitive challenge and engineer discussions among students to ensure all students
participation. The highly effective teacher designs instruction that provides opportunities for students to develop their own cognitively
challenging questions and to engage in various types of student-to-student discussions.
Element
3b1. Quality
and Purpose of
Questions
Questions are
designed to
challenge students
and elicit high-level
thinking
Ineffective
Developing
Effective
Highly Effective
Teacher’s questions do
not invite a thoughtful
response or are not
relevant. Questions do
not reveal student
understanding about
the content/concept or
text under discussion, or
are not comprehensible
to most students.
Teacher’s questions are
a combination of both
high and low quality, or
delivered in rapid
succession. Only some
questions invite a
thoughtful response that
reveals student
understanding about the
content/concept or text
under discussion. Teacher
differentiates questions
to make them
comprehensible for some
students.
Teacher’s questions
require rigorous student
thinking. Most questions
invite and reveal
student understanding
about the
content/concept or text
under discussion.
Teacher differentiates
questions to make
learning comprehensible
for student subgroups.
Teacher’s questions
require rigorous student
thinking and invite students
to demonstrate
understanding through
reasoning. Students
themselves formulate
questions to advance their
understanding about the
content/concept or text
under discussion. Teacher
differentiates questions to
make learning
comprehensible for all
students in the class.
Note: This content is taken directly from the working draft of the Teaching and Learning
Framework, which was developed with our stakeholders, but does not substitute for
current language in the LAUSD-UTLA Collective Bargaining Agreement.
Why A Framework?
• Silently, read Handout # 4 - Excerpt from
Enhancing Professional Practice: A Framework
for Teaching
• Response to Text Activity
– As you read:
• Put a
next to something you agree with
• Put an next to something that surprised you
• Put a
next to something you are wondering about
!
Copyright © Los Angeles Unified School District 2011
Small Group Discussion:
Why A Framework?
Share your findings with the
whole group.
(2 minutes)
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Video Clip: Experience From the Field
From LAUSD teachers and administrators
Copyright © Los Angeles Unified School District 2011
Objectives
✔• To become familiar with the content and
structure of the Teaching and Learning
Framework
✔• To reflect on Highly Effective Teaching
Practices
✔• To identify benefits of using the LAUSD
Teaching and Learning Framework
Copyright © Los Angeles Unified School District 2011
Table Talk Activity:
Rubric Matching Quiz
Directions: Handout # 1
– Rubric Matching Quiz
•Working in table
groups, complete the
quiz.
•Read each descriptor
to determine the
corresponding
performance level .
•Come to a consensus
for a group response.
Everyone should be
prepared to respond.
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Standard 3: Delivery of Instruction
Standard 3: Delivery of Instruction
HANDOUT # 1
Component 3b: Using Questioning and Discussion Techniques
Element
Ineffective
3b1.Quality and
Purpose of
Questions
D. Teacher’s
questions do not
invite a thoughtful
response or are
not relevant.
Questions do not
reveal student
understanding
about the
content/concept
or text under
discussion, or are
not
comprehensible
to most students.
Questions are designed to
challenge students and elicit
high-level thinking
CO
Copyright © Los Angeles Unified School District 2011
Developing
A. Teacher’s
questions are a
combination of both
high and low quality,
or delivered in rapid
succession. Only
some questions
invite a thoughtful
response that
reveals student
understanding
about the
content/concept or
text under
discussion. Teacher
differentiates
questions to make
them
comprehensible for
some students.
Effective
C. Teacher’s
questions require
rigorous student
thinking. Most
questions invite
and reveal student
understanding
about the
content/concept or
text under
discussion.
Teacher
differentiates
questions to make
learning
comprehensible for
student subgroups.
Highly Effective
B. Teacher’s
questions require
rigorous student
thinking and invite
students to
demonstrate
understanding through
reasoning. Students
themselves formulate
questions to advance
their understanding
about the
content/concept or
text under discussion.
Teacher differentiates
questions to make
learning
comprehensible for all
students in the class.
StandardWhat
3: Delivery
of Instruction
are key distinctions
between
each level of the rubric?
Standard 3: Delivery of Instruction
HANDOUT # 1
Component 3b: Using Questioning and Discussion Techniques
Element
Ineffective
Teacher’s questions do
not invite a thoughtful
response or are not
relevant. Questions do
not reveal student
Questions are
understanding about the
designed to
content/concept or text
challenge
students and elicit under discussion, or are
high-level thinking not comprehensible to
most students.
3b1. Quality
and Purpose
of Questions
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Developing
Effective
Highly Effective
Teacher’s questions are a
combination of both high
and low quality, or
delivered in rapid
succession. Only some
questions invite a
thoughtful response that
reveals student
understanding about the
content/concept or text
under discussion. Teacher
differentiates questions to
make them
comprehensible for some
students.
Teacher’s questions
require rigorous student
thinking. Most
questions invite and
reveal student
understanding about the
content/concept or text
under discussion.
Teacher differentiates
questions to make
learning comprehensible
for student subgroups.
Teacher’s questions
require rigorous student
thinking and invite
students to
demonstrate
understanding through
reasoning. Students
themselves formulate
questions to advance
their understanding
about the
content/concept or text
under discussion.
Teacher differentiates
questions to make
learning
comprehensible for all
students in the class.
Video Activity – Part 1
Common Core State Standard – ELA /Grade 8
Key Ideas and Details
RL. 8.1. Cite the textual evidence that most strongly supports an
analysis of what the text says explicitly as well as inferences drawn
from the text.
Range of Reading and Level of Text Complexity
RL. 8.10. By the end of the year, read and comprehend literature,
including stories, dramas, and poems, at the high end of grades 6–8
text complexity band independently and proficiently.
Copyright © Los Angeles Unified School District 2011
Video Activity – Part 1
Let us view the entire video segment of Mr. Foster’s Lesson
Copyright © Los Angeles Unified School District 2011
Video Activity – Part 2
Directions:
Using Handout # 2 –
Video Activity, you will
assume the role of an
observer and record
what you see and hear
from the students and
teacher. Pay close
attention to the
questions and answers
from the teacher and
students.
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Record what you see
and hear from the
students and teacher
in this section.
Video Activity – Part 2
We will watch the first minute of the same video segment
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Video Activity: Turn and Talk
Now turn to a partner and compare notes.
Copyright © Los Angeles Unified School District 2011
Sample Observation Notes
Standard 3: Delivery of Instruction
Component 3b: Using Questioning and Discussion Techniques
Turn and Talk Activity
T: Like I said we are going to have this summary. R. and C. are going to be keeping track
Now
turn…used
to this
your
partner
and
of your
responses.
last minute
to confer with
yourcompare
group.. and to your
figure out
what the attached emotion was.
to ofthis
observer’s
notes.
… Ronald who isnotes
keeping track
the emotion
and C. who is keeping
track of the
happened. … as a class we all try to label them as it as an explicit emotion. That is in the
text. It says what the characters were thinking or feeling. …Or implicit meaning. you …
figure it out like you guys did in the poem. You had to look at mountains and at street and
come up with sad. ….So if the last line of this (pointed to chart)… she was so sad. That
would it have been explicit or implicit?
S: Explicit
T: Thank you Bobby. I wish……with a chorus. Let’s try that again. Would it have been
implicit or explicit?
S: (total class in unison) Explicit!
T: T.Y again.
Copyright © Los Angeles Unified School District 2011
Video Activity – Part 3
We will watch the rest of the same video segment.
Copyright © Los Angeles Unified School District 2011
Small Group Discussion:
Rubric as a Tool
How would Mr. Foster use this rubric to reflect on his
practice for this element?
Element
3b1. Quality and
Purpose of
Questions
Questions are designed to
challenge students and elicit
high-level thinking
CO
Ineffective
Teacher’s questions
do not invite a
thoughtful response
or are not relevant.
Questions do not
reveal student
understanding about
the content/concept
or text under
discussion, or are not
comprehensible to
most students.
Copyright © Los Angeles Unified School District 2011
Developing
Teacher’s questions
are a combination of
both high and low
quality, or delivered
in rapid succession.
Only some questions
invite a thoughtful
response that reveals
student understanding
about the
content/concept or
text under discussion.
Teacher differentiates
questions to make
them comprehensible
for some students.
Effective
Teacher’s questions
require rigorous
student
thinking. Most
questions invite and
reveal student
understanding about
the content/concept
or text under
discussion. Teacher
differentiates
questions to make
learning
comprehensible for
sub-groups of
students.
Highly Effective
Teacher’s questions
require rigorous
student thinking and
invite students to
demonstrate
understanding through
reasoning. Students
themselves formulate
questions to advance
their understanding
about the
content/concept or
text under discussion.
Teacher differentiates
questions to make
learning
comprehensible for all
students in the class.
Unpacking the Rubric:
“Find the GIST”
Directions:
• Preview the rubric for
the elements under
Standard 3
• Restate the most
important idea for any
of the Elements
– Consider key nouns and
verbs
• Discuss and share your
findings in triads
Copyright © Los Angeles Unified School District 2011
“Find the GIST” Reading Strategy:
Here’s an example
Standard 3: Delivery of Instruction
Component 3b: Using Questioning and Discussion Techniques
Element
3b1.Quality
and Purpose
of Questions
Questions are
designed to
challenge
students and
elicit high-level
thinking
Ineffective
Developing
Effective
Highly Effective
Teacher’s
questions do not
invite a thoughtful
response or are
not relevant.
Questions do not
reveal student
understanding
about the
content/concept
or text under
discussion, or are
not
comprehensible to
most students.
Teacher’s questions
are a combination of
both high and low
quality, or delivered in
rapid succession. Only
some questions invite
a thoughtful response
that reveals student
understanding about
the content/concept or
text under discussion.
Teacher differentiates
questions to make
them comprehensible
for some students.
Teacher’s questions
require rigorous
student thinking. Most
questions invite and
reveal student
understanding about
the content/concept or
text under discussion.
Teacher differentiates
questions to make
learning
comprehensible for
sub-groups of students.
Teacher’s questions
require rigorous student
thinking and invite
students to demonstrate
understanding through
reasoning. Students
themselves formulate
questions to advance
their understanding
about the
content/concept or text
under discussion.
Teacher differentiates
questions to make
learning comprehensible
for all students in the
class.
Copyright © Los Angeles Unified School District 2011
Unpacking the Rubric:
“Find the GIST”
Directions:
• Preview the rubric for
the elements under
Standard 3
• Restate the most
important idea for any
of the Elements
– Consider key nouns and
verbs
• Discuss and share your
findings in triads
Copyright © Los Angeles Unified School District 2011
Next Steps: Reflection of Practice
Review the rubric for Element 3b1 –
“Quality and Purpose of Questions” and
reflect on your own practice:
What questions do I design to
challenge and elicit higher level
thinking from my students?
Copyright © Los Angeles Unified School District 2011
Objectives
• To develop an understanding of the
LAUSD Teaching and Learning
Framework Rubric
• To reflect on teaching practice
• To connect instructional practices to
the Teaching and Learning
Framework
Copyright © Los Angeles Unified School District 2011