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Enhancing Formative Assessment, Increasing Student Responsibility: Focus on Guided Instruction Secondary Powerful Conversations Network November 17, 2011

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Enhancing Formative Assessment, Increasing Student Responsibility: Focus on Guided InstructionSecondary Powerful Conversations NetworkNovember 17, 2011

1Activity #1: Sponge ActivityModified Scavenger HuntWelcome back to your PCN community!Use this time to meet or reconnect with colleagues through participation in the Modified Scavenger Hunt. Complete as many squares as possible.Rule: Only one signature per individual! The goal would be to find 25 individuals who can help you complete your grid.

Partners with the Alabama State Department of EducationInitiatives

33CGGuiding QuestionsHow can the gradual release of responsibility framework be used to better design, deliver and assess instruction that ensures all students are well-prepared for the next level?In what ways can we enhance our teaching practice related to guided instruction?How can we enhance our understanding and daily and intentional practice of formative assessment so that we use the data gathered to improve instruction for all students?

Guiding Questions, contdHow can we take our work in collaborative teams to the next level as we transfer learnings to our school setting?What is my responsibility to: (a) transfer my learning to my own classroom or school; (b) work with my team to enhance our collective practice; and (c) share learning from PCN with our faculty-at-large? How can we best monitor our progress and measure the effectiveness of our implementation?

NormsCollective ResponsibilityCollaborationEach of us is responsible for all of our students.

ParticipationMonitor your talk.Encourage and support others.

Respect Put cell phones on vibrate.No side-bar conversations.

TimeBegin and end on time.Take care of your own creature comforts.

6Activity #2: Sharing Designs for Focus LessonsWHAT? Individual reflection and sharing with colleagues related to the focus lesson you designed and taughtWHY?To learn with and from one anotherHOW?Individual teachers will present their focus lessons to two other colleagues who will pose questions to take the presenting teachers deeper into reflection about this lesson; two or three rounds of sharing to ensure that all present and reflect (pp. 3-4)Activity #2: Begin with Individual Reflection Turn to page 3 in your Activity Packet.Use the template on this page to consolidate your thinking and reflection about the focus lesson you designed.You will use this reflection template and your lesson design itself as you talk with colleagues.Activity #2: Administrators and Coaches Principals and Assistant Principals use Activity Sheet #2 designed for administratorsCoaches may choose whether to work in a content-area group or with an administrators group. Choose the appropriate reflection sheet.Move to Your Content-Alike Groups

1. Math2. Science3. English/Language Arts4. Social Studies 5. Special Education / Physical Education6. Foreign Language/ Art / Music /

Activity #2: Create triadsMove to area designated for your grade level. Administrators should meet at the back of the room.Create a triad, ensuring that at least 2 members of triad have brought a focus lesson to share.Find a comfortable spot to sit for the next 50 minutes or so of sharing.Activity #2: Protocol for SharingDecide who will be the first speaker/reflector.The two other members of triad will serve as interviewers, being intentional in asking questions to clarify and/or to cause speaker to go deeper in his/her reflection.There will be 3 rounds of sharing. Each round will be 10 minutes in length.Return to Your School Team Take 10 minutes to share what you learned during this activity with members of your school team.How can you apply these learnings yourself? How can you share these ideas with members of your faculty who are not attending PCN?

Gradual Release of Responsibility Framework for Student LearningThe gradual release of responsibility model of instruction suggests that the cognitive load should shift slowly and purposefully from teachers-as-model, to joint responsibility, to independent practice and application by the learner (Pearson & Gallagher, 1983).p. 2, 2nd paragraph, 1st sentence, Better Learning Through Structured Teaching

Gradual Release of Responsibility 4 PhasesFocus LessonsGuided InstructionCollaborative LearningIndependent TasksCollaborativeTeacher ResponsibilityStudent ResponsibilityI do itWe do itYou do it togetherYou do it aloneA structure for successful instruction, p. 4 Better Learning Through Structured Teaching16Learning Targets for Guided InstructionTo know the importance of using formative feedback to create multiple small groups (with differing cognitive needs) to work with teacher during guided instruction activitiesTo deepen individual understanding about three key features of guided instruction: scaffolding, formative assessment, and differentiationTo evaluate four strategies that can be used to guide student learning toward mastery during this phase of instruction

Guided InstructionThe guided instruction phase of the gradual release of responsibility framework is the time when the cognitive load begins to shift from teacher to student. (p. 39)

Chapter 2 metaphor: like teaching a child to ride a bicycleThink aloud: When I read this sentence, I was struck by the sentence cognitive load. I think that helps clarify the transfer of responsibility because it is not just the teacher telling the content, but it is about making the content accessible to the students and crafting strategies that promote the learning of all.18What Guided Instruction Is NOTAbility groupingPrescriptiveDoing one lesson five timesEvery day with every student

So, when I read this, this is what I really focused on. First and most importantly, Guided instruction necessitates the use of small groups. p. 40

In thinking about applying this is my classroom, I need to reflect on the learning needs of all of my students. In fact, doingFor example, I really like the questions that the authors pose: Does this student need a bit of reteaching? Is this group ready to analyze whatever task is expected? Do I expect some students to have difficulty with this task? If so, what am I prepared to do?

Think, Pair, Share: Think about the kind of questions that you ask youself as you lead the students through the guided instruction phase. Write some examples down on your ppt. Now, share with a partner some of your questions and/or ideas.19Activity #3: Three Key Features of Guided InstructionText-Based Dialogue & Question GenerationWHAT? Review and analysis of each of 3 key features of guided instruction: scaffolds, formative assessment, and differentiationWHY?To frame the big picture of guided instruction prior to looking at the particularsHOW?Individual review and reflection followed by dialogue with an elbow partner to identify key ideas and questions (p. 5)Activity #4: Sharing Conceptions About Guided Instruction 4-Box SynecticWHAT? Surfacing your thinking about guided instructionWHY?To make our thinking visible so that we can reinforce and learn from one another and correct any misconceptionsHOW?4-Box Synectic focused on guided instruction (p. 6)Guided Instruction is like ________ because ________.

Water SkiingHorseback RidingPlaying a Video GameDancingActivity #5: Exploring Strategies for Guided InstructionWHAT? Go deeper in examining four strategies for guided instruction featured in Better Learning Through Structured TeachingWHY?To look at and learn from examples from the classroom and to extend our thinking about guided instructionHOW?Investigate one of the four strategies with colleagues; share headlines and key ideas with home team and learn from team members about other three strategies (pp. 7-8)Expert Group Reading AssignmentsA-Blue: Guided ReadingB-White: Guided WritingC-Yellow: Student Think-AloudD-Green: Misconception AnalysisModel Lesson for Guided InstructionCarmen Buchanan, Instructional Partner, Madison City SchoolsSee template on pages 13-15 of the Activity Packet.Follow along as the lesson design for guided instruction is presented. Activity #6: Individual ReflectionWHAT? Individually and silently think back on the dayWHY?To consolidate our learnings and think about how we will transfer to our classroomHOW?Silent reflection and writing using prompts on Activity Sheet #6, (pp.9-10)Activity #7: School Team Reflection and PlanningWHAT? Sharing individual reflections with school team members and beginning to plan for transfer of learnings back homeWHY?To be intentional in our plans to share learnings and resources with colleagues who are not in attendance at PCNHOW?Team dialogue using the team planning template found on page 11 of Activity PacketActivity #8: Meet the Authors!Coming to Us From California via SkypeAuthors: Douglas Fisher & Nancy FreyPublisher: ASCD, 2008

Reflection on Fisher & Freys PresentationWhat new insights did you develop?What was the greatest value in hearing from the authors?

HomeworkBring a Guided Instruction lesson to share with colleagues.Read Chapter 4, Collaborative Learning: Consolidating Thinking with Peers, in Better Learning Through Structured Teaching

Final Reflection and FeedbackPlease complete the Final Reflection and Feedback form prior to departing.Leave your completed form in the center of the table.Safe travels back home!and Happy Holidays!