Jack C. Damron, Executive Director Region One Education Service Center Dr. Janice Wiley, Deputy...

Jack C. Damron, Executive Director

Region One Education Service Center

Dr. Janice Wiley, Deputy Director

Instructional Support Services(956) 984-6021

Hermelinda Hesbrook, Administrator

Office of Curriculum, Instruction & Assessment

(956) 984-6151

Texas Education Service Center Curriculum

Collaborative

Trainer of Trainers - Module 4

Professional Teaching and Learning CycleVocabulary Strand

4

By the end of this session..Participants will:

• examine the Professional Teaching and Learning Cycle (PTLC) as a strategy,

• engage in a process to create a clear focus for all school and district professional development days and sessions,

• determine the implications of using the PTLC as an alignment strategy, and

• create an action plan to introduce the PTLC to your district and/or school.

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By the end of this session..Participants will understand that:

• effective vocabulary instruction does not rely on definitions

• students must represent their knowledge of words in linguistic and nonlinguistic ways

• vocabulary instruction has a profound effect on student comprehension of academic content.

Participants will

• engage in a six step process for effective vocabulary instruction.

Based on:Marzano, R. J. (2004). Building Background Knowledge for Academic Achievement: Research on What Works in Schools . Alexandria, VA: ASCD.

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Norms for today• Teams must have clearly defined

expectations for their work. • These expectations must

communicate clearly to everyone what processes, rules and procedures will guide and govern the work of the group.

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Activity 1: Talk-a-Mile-a-Minute

• Partner A faces the screen.• Partner B faces away from the screen.• Partner A gives clues from list on screen

that pertain to a category.• First group to finish raises hand and -wins-

after responses have been verified.• Alternate partners with next category on

screen.

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Things associated with weather

Tornado

Hurricane

Cold front

Cumulus clouds

Sleet

Barometer

El Nino

Used with permission::Pickering, D. (2007). Retrieved July 20, 2007, from http://www.debrapickering.com/2007slides/

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Things associated with oceans

Waves

Moon

Algae

Pacific

Ships

Tropical fish

George Clooney


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Nelson Mandela

[Digital Image] www.une.edu/com/rsas/newsletter/sept06.asp, Downloaded 07/18/2007.

[Digital Image] commons.wikimedia.org/wiki/Image:Harry-truman.jpg, Downloaded 07/18/2007.

Billie Jean King

Harry Truman

[Digital Image] http://en.wikipedia.org/wiki/Diana,_Princess_of_Wales, Downloaded 07/18/07

Princess Diana

Dr. Martin Luther King, Jr.

Famous People

WHO AM I?

CLICK HERE

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Activity 2: Free Association

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Who is SEDL?• The Southwest Educational Development

Laboratory (SEDL) is a nonprofit educational research and development corporation based in Austin, TX.

• Improving teaching and learning has been at the heart of SEDL’s work for nearly 40 years.

• SEDL conducts research and develops products that lead to better teaching, increased learning, and improved student performance.

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SEDL FindingsLow Performing Schools• Attribution of problems to external factors• Little use of data to drive decisions• Little attention to systemic alignment of

curriculum, instruction and assessment to state standards

• Fragmented, unfocused professional development

• Limited content and pedagogical knowledge• Culture of isolation

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Applying Research to Practice

• A “guaranteed and viable curriculum” is essential (Marzano, 2003)

• Goals of the National Staff Development Council– Encourage teacher collaboration– Focus on job-embedded learning– Use a systemic improvement strategy– Tie learning to a set of standards– Monitor progress of teachers and students

Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD.

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Activity 3: Readings

1. Read the assigned article“Evens” read The Professional Teacher and Learning Cycle

“Odds” read What is a PLC?

2. Complete graphic organizer handout

3. Share with the group

4. As a group, create a graphic organizer that represents understanding of both articles

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What is the PTLC?The professional teaching and learning cycle is a six-phase process that teachers use for collaboratively planning and implementing lessons that are aligned to their state standards.

17Used with Permission: Southwest Educational Development Laboratory. (2006). Professional Teaching and Learning Cycle: A Facilitator's Guide. Austin: SEDL..

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STUDYThe standards andagree on student

learning expectations

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Phase I: StudyTeachers work in collaborative planning teams (grade-level,

vertical, or departmental) to critically examine and discuss the learning expectations from the selected state standards. Teachers working collaboratively develop a common understanding of the following:

• The concepts and skills students need to know and be able to do to meet the expectations in the standards.

• How the standards for a grade or course are assessed on state and local tests.

• How the standards fit within a scope and sequence of the district curriculum.

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Phase I: Study

Team Meetings

• Where do the teams meet?

• When do the teams meet?

• Who is on the team?

• How are teams structured?

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Phase I: Study Developing Norms

• ground rules for how the team will work together

• respect for fellow team members

• enables the group to focus on what needs to be done rather than how things should be done

• While the group works collaboratively to gain skill and understanding in how to improve learning, it is the individual’s contribution to the group that makes that possible.

• results in greater productivity

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Phase I: Study Developing Norms

• Attendance

• Timeliness

• Participation

• Interruptions

• Preparation

• Decision-making

• Communication

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Phase I: Study

Protocols • Protocols are structures that enable

educators to look carefully and collaboratively at students’ and teachers’ work in order to learn from it.

• Protocols– Provide a structure for conversation

• a series of steps/questions that a group follows in fixed or recursive order,

– Specify the roles for different people in the group• facilitator, presenter, and participants

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Phase I: Study

Facilitator’s Role • assist the collaborative team in

maintaining coherence in planning,• focusing on how their lesson will address

the TEKS, and • developing questions to assist lesson

observers in gathering evidence of student learning.

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Phase I: Study Knowledgeable Other’s Role• Each lesson study team also needs a

"knowledgeable other" to provide perspective and a broader view of the issues.

• These individuals may also be known as outside commentator, evaluator, or outside advisor.

• Knowledgeable others bring a depth of expertise in the given content area but they could be district-wide curriculum specialists or specialists from a regional education agency.

Monitoring and

Reviewing

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The PTLC Innovation Configuration (IC) Map

In most change efforts, different people have surprisingly different images of what full implementation looks like. . . One way to (develop consensus) is to develop an innovation configuration map.

An innovation configuration map is composed of “word picture” descriptions of different operational forms of an innovation or change.

Hall, G. & Hord, S. (2006). Implementing change: Patterns, principles and potholes. Boston: Allyn & Bacon.

© 2007, Region One ESC, a TESCCC Partner 28

The PTLC Innovation Configuration (IC) Map

Southwest Educational Development Laboratory. (2006). Professional Teaching and Learning Cycle: A Facilitator's Guide. Austin: SEDL


Using the PTLC Innovation Configuration Map

• Develop a common understanding of the PTLC process• Decide how to use the IC

– To initiate dialogue about implementation• Who? What? When? Why?

– Monitoring tool to gather data• Who? How often?• Summarize data

– Focus on school data, not individual data• Share data

– Look for trends and patterns


Sample PTLC IC

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Phase I: Study

Simulation

• Develop a clear and common understanding of their Vertical Alignment Documents

• Vertical Alignment Document• Assessment Data• Phase I Questions

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Phase I: Study — Simulation

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Student Data


Open-ended TAKS Questions

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Phase I: Study Simulation

Innovation Configuration Map

• Assess the Study Phase using the Innovation Configuration Map

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Brain Break

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4

56

2

7

14/163/4

1/36/12

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Math

diameter

fraction

octagon

hypotenuse

pentagon

percent

bar graph

CHECK YOUR KNOW HOW?

Click Here

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SELECTinstructional strategies

and resources to meet expectations

© 2007, Region One ESC, a TESCCC Partner39

Phase II: SelectCollaborative planning teams research and select instructional

strategies and resources for enhancing learning as described in the standards. Teachers working collaboratively:

• Identify effective research-based strategies and appropriate resources that will be used to support learning in the selected state standards.

• Agree on appropriate assessment techniques that will be used to provide evidence of student learning.


Phase II: Select

Consider this…

• Vocabulary instruction in specific content-area terms builds up a student’s background knowledge.

• Background knowledge is more important to comprehension than I.Q.

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Phase II: Select A Six-Step Process for Teaching New Terms Step 1: Provide a description, explanation, or example of

the new term.

Step 2: Ask students to restate the description, explanation, or example in their own words.

Step 3: Ask students to construct a picture, symbol, or graphic representing the term or phrase.

Step 4: Engage students periodically in activities that help them add to their knowledge of the terms in their notebooks.

Step 5: Periodically ask students to discuss the terms with one another.

Step 6: Involve students periodically in games that allow them to play with terms.


Phase II: Select Simulation

1. Select the instructional strategies and resources that will be used to teach the selected student expectations in the Instructional Focus Document.

2. Agree on appropriate assessment techniques that will be used to provide evidence of student learning.

• Instructional Focus Documents

• Phase II Questions

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Instructional Focus Document

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Year-at-a-Glance

© 2007, Region One ESC, a TESCCC Partner



• Assess the Select Phase using the Innovation Configuration Map

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PLANlessons that include

a common assessment

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Phase III: PlanCollaborative planning teams work together to formally plan

a lesson incorporating the selected strategies and agree on the type of student work each teacher will take to the Analyze phase to use as evidence of student learning.

Teachers working collaboratively:• Develop a common formal plan outlining the lesson

objectives (relevant to the standards), the materials being used, the procedures, the time frame for the lesson, and the activities in which students will be engaged.

• Decide what evidence of student learning will be collected during the implementation through Performance Indicators.

© 2007, Region One ESC, a TESCCC Partner

Phase III: PlanSimulation

1. Plan/review a common lesson that includes a common assessment

• Lesson

• Campus Resources

• District Resources

• Questions

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Elements of a CSCOPE Lesson Plan• Lesson Synopsis• TEKS (taught in the lesson)• Getting Ready for Instruction

– Performance Indicators– Key Understandings and Guiding Questions– Vocabulary of Instruction– Materials– Resources– Advanced Preparation– Background Information

• Instructional Procedures with Teacher Notes• Handouts• Supplemental files for use in instruction, i.e. PowerPoint, Excel

Templates, etc.

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2. Assessing the Plan Phase using the Innovation Configuration Map

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Brain Break

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5

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7

States

[Digital Images] www.nationalatlas.gov, July 16, 2007

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Michigan

Florida

Texas HawaiiNew York

Kentucky

STATES

Idaho

Click HERE

to Begin

http://www.nationalatlas.gov/

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IMPLEMENTthe plan

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Phase IV: ImplementTeachers teach the planned lesson, make note of

implementation successes and challenges, and gather the agreed-upon evidence of student learning. Teachers:

• Deliver the lesson as planned in the specified time period.

• Record results, especially noting where students struggled and/or where instruction did not achieve expected outcomes.

• Collect the agreed-upon evidence of student learning to take back to the collaborative planning team.

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Putting the PTLC Into Action

First Meeting

Phases I-III Study, Select and Plan phases are completed in a collaborative meeting (usually takes 2-3 hours at first)

Phase IV Implement

Teachers teach the lesson and other staff members observe.

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Starting the Cycle• Provide an orientation to staff• Establish teams

– Not too small - not too large– Teams establish norms

• Select a starting point– Examine student achievement data– Select a focus (e.g., vocabulary, measurement)

• Ensure support– Time– Standards– Scope and sequence– Access to multiple forms of data– Designated, skilled facilitator– Content area expertise

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Implications for implementing the process

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Rivers

Nile

Missouri

Thames

Hudson

Amazon

Mississippi

Swanee


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Things associated with plants

Photosynthesis

Foliage

Stems

Fertilizer

Chlorophyll

Pollinate

Chia pets


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Things associated with MayMay Day

Thunderstorms

Graduation

TV Sweeps Week

Memorial Day

Cinco de Mayo

Flowers


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Create your planIndividually or in teams, complete an action plan that

includes action steps for:• Introduction of the PTLC• Implementation• Monitoring• Evaluation

Each action step should include:• Timeline• Resources and support needed• Person(s) involved

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Share your plan

• Partner with one other team

• Share the highlights of your plan

• Introducing the plan

• Implementing the plan

• Monitoring the plan

(5 minutes each)

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Celebrate your Successes“Win small, win early, and win often.” Gary Hamel

“Major change is a process of small wins.” (1995, Kouzes and Posner)

Our goals should be “designed to produce short-term wins”.

A “steady stream of successes,” will create “the magic of momentum” toward enduring organizational success. (2004, Schmoker)

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Things associated with PTLC

Implement

Facilitator

Select

Plan

Study

Collaboration

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Things associated with today

Guaranteed and Viable Curriculum

Nonlinguistic Representation

Vertical Alignment Document

Professional Learning Community

Instructional Focus Document


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Summing UpReflect on:

3 things you learned or have a fresh perspective on

2 ideas you will share with someone who wasn’t here today

1 action you will take as soon as you return to your

school or district

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Your Journey Has Begun• Each fall, monarch butterflies in Maine begin an

unbelievable journey to a hilltop in Mexico. How do they do it? They focus on the goal, not the difficulties. Each day they take their bearings and set off, allowing their instincts and desire to steer them. They accept what comes; some winds blow them off course, others speed them along. They keep flying until, one day, they arrive.

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Thank You

Your determination makes the difference.


Resources used in Preparation Marzano, R. J. (2004). Building Background Knowledge for Academic

Achievement: Research on What Works in Schools. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. J., & Pickering, D. J. (2005). Building Academic Vocabulary. Alexandria, VA: Association for Supervision and Curriculum Development.

Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: Association for Supervision and Curriculum Development.

Pickering, D. (2007). Retrieved July 20, 2007, from http://www.debrapickering.com/2007slides/

Schmoker, M. (2006). Results Now. Alexandria, VA: ASCD.

Southwest Educational Development Laboratory. (2006). Professional Teaching and Learning Cycle: A Facilitator's Guide. Austin: SEDL. http://www.sedl.org/ws/ptlc.html

Jack C. Damron, Executive Director Region One Education Service Center Dr. Janice Wiley, Deputy...

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