Collaboration Workshop December 9, 2013
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Transcript of Collaboration Workshop December 9, 2013
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Collaboration Workshop
December 9, 2013
Michelle GeisQuynh Vu Wagoner
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Procedures and Routines
Drop in Reading Think Pair Share Numbered Heads - Number off #1-4 Random calling (card/equity sticks/Name
Selector)
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ObjectiveTeachers will: Gain an overview understanding of the
Inquiry process (Module C) Be able to write a compelling inquiry
question Complete draft of IIP Cells #1-4
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Inquiry Focus
Module A*A-1 thru A-6 (CSDC Information Collection)*Module A Conversations: A: 7.1 &7.2
Module B*Teacher Prep Alignment Chart: B 1.2 *K-W-O: B-2*Informal Observation (Information Collection)*Module Post Observation Reflection: B-4
Assessment Toolbox
CTD E- 2.5, 2.6a, 2b Conversations
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Components of Inquiry (Module C)Determine Inquiry FocusCreate Action Plan and complete researchWrite Lesson plan (5-10 days)Must Include Essential Component for Instruction
Entry Level, progress monitoring, summative assessments CELDT, Accommodations and Modifications Technology
SP Observes lesson with differentiationDe-brief Lesson and Analyze Student WorkReflection
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Standard 5—Pedagogy (E-5)
Use and interpret student assessment data from multiple measures for entry-level, progress-monitoring, and summative assessments to inform instruction.
Plan and differentiate instruction using multi-tiered interventions as appropriate based on assessed individual academic literacy and diverse learning needs of students
Create and maintain well-managed classrooms that foster students’ physical, cognitive, emotional, and social well-being.
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Standard 5—Pedagogy (cont’d)
Develop safe, inclusive, and healthy learning environments
Use available technology to assess, plan, and deliver instruction.
Enable students to use technology to advance their learning.
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Teacher vs. Teacher Researcher
Teacher
Goals:*Facilitates teaching and learning and maximizes student potential
TeacherTeacher
Researcher
*Collects information about students
*Asks questions about teaching and learning
*Often feels overwhelmed and/or isolated
*Focuses on a specific area of inquiry
*Organizes and collects information
*Intentionally asks questions about teaching and learning
*Engages in reflection
*Benefits from ongoing collaboration and support of critical friends
How does being a teacher researcher support growth in your teaching practice?
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It All Begins with a Question
Always the more beautiful answer who asks the more
beautiful questions.-e.e.cummings
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Compelling Inquiry Questions Are…
Grounded in a specific teaching context Personally engaging for the researcher Richly generative Open-ended Specific and tangible Concerned with the student(s) Focused on improvement of practice
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Developing A Focus Question→ What are the characteristics of a
well-written focus question?
Possible Answers:
Question is narrow enough to measure resultsQuestion is broad enough to last six weeksQuestion is directly related to the Focus Area in
Cell 1
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Inquiry Question Quiz
Individually complete quiz. With a partner, discuss answers.
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Challenges in the Development of the Inquiry Question
The question is too broad Participating teachers may have difficulty
articulating what they really mean Year 1 participating teacher question may
look very different than a Year 2 participating teacher question
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The Question is Too Broad…Evolution of An Inquiry Focus
1st “How can I use conferencing to improve the English speaking, reading, listening and writing skills of my EL students?” led to…
2nd “How can conferencing improve reading and writing skills of my EL students?” led to…
3rd “How can I use conferencing to increase writing skills among my EL students?”
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Participating Teachers May Have Difficulty Articulating What They Really Mean
1st “How can I improve my students mathematical test scores?” led to…
2nd “How can I help my students use the resources (i.e. class notes, quizzes, text) available to them to help them better prepare for their math tests?”
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Year 1 Participating Teacher Question Looks Very Different Than a Year 2 Participating Teacher Question
Year 1 participating teacher questions often center around organization, management and student behavior.
Year 2 participating teacher questions should focus more specifically on access to content, pedagogy (UA), and assessment.
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An Inquiry Question should be Compelling…
“If you don’t know where you are going then any road will do.”
An inquiry question should breathe life into the area-of-focus statement and help provide a focus for the data collection plan.
The inquiry question should help validate that the teacher has a workable way to proceed with his/her action plan.
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Table Talk
In groups, discuss how to refine this inquiry question (Be sure to discuss the components of a compelling question)
Re-write the question and be prepared to share
How can I use assessments to help my students?
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Standard 5--Pedagogy Use and interpret student assessment data from multiple
measures for entry-level, progress-monitoring, and summative assessments to inform instruction.
Plan and differentiate instruction using multi-tiered interventions as appropriate based on assessed individual academic literacy and diverse learning needs of students
Create and maintain well-managed classrooms that foster students’ physical, cognitive, emotional, and social well-being.
Develop safe, inclusive, and healthy learning environments Use available technology to assess, plan, and deliver
instruction. Enable students to use technology to advance their learning.
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Table Talk
In groups, discuss how to refine this inquiry question (Be sure to discuss the components of a compelling question)
Re-write the question and be prepared to share
How can I maximize instructional time?
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Standard 5--Pedagogy Use and interpret student assessment data from multiple
measures for entry-level, progress-monitoring, and summative assessments to inform instruction.
Plan and differentiate instruction using multi-tiered interventions as appropriate based on assessed individual academic literacy and diverse learning needs of students
Create and maintain well-managed classrooms that foster students’ physical, cognitive, emotional, and social well-being.
Develop safe, inclusive, and healthy learning environments Use available technology to assess, plan, and deliver
instruction. Enable students to use technology to advance their learning.
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Inquiry Question Quiz
Individually complete quiz. With a partner, discuss answers. Choose two non-compelling
questions and revise.
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C-1 (Individual Induction Plan)
Cell #1 Determine Area of Focus (Revisit E-documents)
Cell #2 Develop Focus Question
Cell #3 Determine CSTP Elements (no more than 3)
Cell #4 Identify Measureable Outcomes for Student Learning
Identify related Induction Standard component
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Revisit E-2.5
Groups of 3-4 PTs Reflect on your Self-Assessment Share
One area of strength One area where you would like to focus this year
(Standard 5)
IIP-CELL #1
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Inquiry Focus Areas (Cell #1)7-12
Classroom Management/ Routines & ProceduresChecking for UnderstandingGradual Release of ResponsibilityThinking MapsEL StrategiesStrategies to support the implementation of Common Core
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Induction Standard 5
Based on your chosen area of focus, determine the specific focus within Standard 5 that will be addressed.
Refer to E-2.5.
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Standard 5--Pedagogy Use and interpret student assessment data from multiple
measures for entry-level, progress-monitoring, and summative assessments to inform instruction.
Plan and differentiate instruction using multi-tiered interventions as appropriate based on assessed individual academic literacy and diverse learning needs of students
Create and maintain well-managed classrooms that foster students’ physical, cognitive, emotional, and social well-being.
Develop safe, inclusive, and healthy learning environments Use available technology to assess, plan, and deliver
instruction. Enable students to use technology to advance their learning.
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Guided Practice Individually develop a possible inquiry question
(based on focus area/self-assessment) Share the question with your group Group analyzes question and discusses the
components of a compelling question Group works together to re-write/refine
question if necessary
IIP-CELL #2
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Cell 3 Identify 1-2 CSTP elements that will
be addressed through your Inquiry question.
Use CSTPs Placemat or E-2.1 to determine CSTP element(s).
Refer to Sample IIP.
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Table Talk
Based on your previous revision of this question, refer to E-2.1 to determine the CSTP element(s) that this question addresses.
How can I maximize instructional time?
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Cell 4Cell 4
Identify the anticipated, measurable outcomes for student learning.
Be specific (use numbers, percentages, figures, etc)
Refer to Sample IIP.
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Step 2: Developing the Action Plan
Step 2: Developing the Action Plan Individual Induction Plan
(C-1, Cells 5-8)
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Developing the Action Plan
Step One: Determining the Focus of the Inquiry
Step Two: Developing the Action Plan
Step Three: Preparing for Instruction
Step Four: Observation and Student Analysis
Step Five: Summative Assessment
Step Six: Reflection and Application
You are here!
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Developing the Action Plan – Cells 5 - 7 (Cell 5) Insert dates– “When action was taken.”
(Cell 6) Research Cycle #1– “Steps taken to gain new knowledge:”
Consulting Colleagues Observing Classrooms Professional Journals Internet Research
Research Cycle #2– “Steps taken to gain new knowledge:” This cycle should be a shared experience with your Support
Provider Co-plan/co-teach Support Provider Demo lesson PT Application of Research with SP feedback (lesson
observation outside of required Inquiry observation) Classroom Observations with SP and De-Brief (lesson should
target PT’s Inquiry focus)
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Developing the Action Plan – Cell 7 and Cell 8
(Cell 7) Application- Record how the new knowledge was implemented (state each action taken) Be sure to include specifically how knowledge was
implemented with students Must include Initial Implementation and at least one “Re-visit”
for EACH Research Cycle
(Cell 8) Results—Record the impact on teaching/student achievement
Use numbers/percentages when possible Must include Initial Implementation and Re-visit data Example: (Cell 8)
“18 of 31 students were able to produce a visual representation of story and summary with key points.”
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ObjectiveTeachers will: Gain an overview understanding of the
Inquiry process (Module C) Be able to write a compelling inquiry
question Complete draft of IIP Cells #1-4
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The purpose of _________ is ________. ______ is essential because __________. A question we still have regarding _____
is __________.
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Ticket Out the Door
Draft of IIP Cells #1-4Workshop EvaluationTable of Contents—to be
distributed in January