LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh Becoming Familiar with the...

LEARNING RESEARCH AND DEVELOPMENT CENTER © 2013 University of Pittsburgh

Becoming Familiar with the Core Issues


CFC Conceptual Tools

• Core Issues of Lesson Design and Reflection - a framework for rigorous instruction

• Criteria for Coaching Practice - a framework for effective coaching


The Content-Focused Coaching® Model

Content-Focused Coaching® is the regular, on-going examination of classroom practice in a content area through the lens of the Core Issues.

•Focuses on the concrete, actual tasks, questions, and problems of practice

•Provides educators with an opportunity to learn from each other and develop common habits of reflective practice

•Contributes to the development of a collaborative learning community

•Promotes high achievement for all students


Intended Learning

• To become familiar with the Content-Focused Coaching® Core Issues of Lesson Design and Reflection.

• To understand the relationship between the Core Issues and the Principles of Learning.

• To consider how teachers and coaches can become more familiar with and comfortable using the Core Issues.

• To begin to understand how the Core Issues can assist teachers and coaches in providing rigorous instruction for all students.


Framework for Rigorous, Standards-based Instruction

Standards Curriculum Teaching Models Strategies Methods

Theories of KnowledgeTeaching & ofLearning Learners

Educational Philosophy

WHAT? HOW?

WHO?

WHY?


Framework for Rigorous, Standards-based Instruction

What will be the specific What will be the specific content of this lesson?content of this lesson?

How will that How will that content be taught?content be taught?

Why is this theWhy is this thecontent to be taught? content to be taught?

Why is the Why is the content taught in content taught in

this particular way?this particular way?

WHAT? HOW?

WHY?

WHO?

Klafki (1958,1995)Klafki (1958,1995)Aebli (1951, 1987)Aebli (1951, 1987)


Core Issues of Lesson Design and Reflection

WHAT?1. What is the intended student learning? What are the concepts and habits/skills being developed?2. To what standard(s) is the lesson content connected?3. What difficulties, misunderstandings, or misconceptions might students have about this content? 4. What theories of teaching and learning support this lesson design?

HOW? 5. How will the teacher model/explain clear expectations for the students’ learning? 6. How will each activity promote rigorous thinking? 7. How will each activity apprentice students in using the intended concepts and habits? 8. How will students be grouped for learning? How it the grouping related to the concepts and habits? 9. How will students be engaged in talk that holds them accountable to the intended learning in a

collaborative community of mutual respect?10. How will students make public their thinking and learning? 11. How will differentiated assistance be provided to individual students (struggling students as well as

those needing an extra challenge)?12. How will student learning be assessed by the teacher and by the students themselves?13. How will student accomplishment be recognized?14. How will the teacher do things differently the next time? How will instruction proceed from here?

WHY?15. Why are these concepts and habits appropriate to the students’ learning needs and prior

knowledge at this time?16. Why are these instructional strategies/learning activities appropriate to the lesson goals for these

students?



WHAT?

• What is the intended student learning?

• To what standards is the lesson connected?

• What difficulties might the students have with this content?

4. What theories of teaching and learning support this lesson design?



HOW?

5. How will teacher model/explain clear expectations for student learning?• How will each activity promote rigorous thinking?• How will each activity apprentice students?8. How will students be grouped for learning?9. How will accountable student talk and collaboration be encouraged in atmosphere of respect?

10. How will students make public their thinking and learning?11. How will differentiated assistance be provided?12. How will student learning be assessed?13. How will student accomplishment be recognized?14. How will teacher do things differently the next time?



WHY?

• Why are the lesson concepts and habits appropriate to the students’ learning needs and prior knowledge?

16. Why are these instructional strategies/ learning activities appropriate to the lesson goals for these students?


Core Issues as a Framework for Rigorous Instruction

WHAT? HOW?

WHY?

Assessment

• why this content

• why this way

WHO?Students

Content

• intended learning

• standards

Instruction

• expectations

• model

• group


Principles of Learning

• Organizing for Effort• Clear Expectations• Fair and Credible Evaluation• Recognition of Accomplishment • Academic Rigor in a Thinking Curriculum• Accountable Talk® Practices• Socializing Intelligence• Self-Management of Learning• Learning as Apprenticeship


Linking the Core Issues and the POL

Core Issues #1,2,3,4,6,12: Academic RigorCore Issue #5, 12: Clear ExpectationsCore Issues #7, 9: Learning as ApprenticeshipCore Issue #6, 7, 8, 11: Organizing for EffortCore Issue #9, 10: Accountable Talk® PracticesCore Issue #8, 9, 10: Socializing IntelligenceCore Issues #10,11,13,15: Fair and Credible

EvaluationCore Issue #12: Self-Management of

LearningCore Issue #13: Recognition of

Accomplishment


Linking the Core Issues and the POL

Principles of Learning• general principles that should guide instruction

Core Issues• a tool to help plan lessons that embody the Principles of Learning


Intended Learning

• To become familiar with the Core Issues by identifying them in the context of a reading lesson pre-conference.

• To understand the relationship between the Core Issues and the Principles of Learning.

• To consider how teachers and coaches can become more familiar with and comfortable using the Core Issues.

• To begin to understand how the Core Issues can assist teachers and coaches in providing rigorous instruction for all students.


Context of the Video Example

Content: Teaching Self-Monitoring to Promote Comprehension in Reading

Workshop

Grade: 4

Teacher: Stacey Paulson

Coach: LaDawn Baity

School: McMeen Elementary SchoolDenver Public Schools

Segment: Pre-conference


Norms for Collaborative Study

Goal of all professional conversations: to advance our own learning, not “fix” the practice of others

•Facilitator chooses lens for study.•Agree to read/watch through the designated lens.•Cite specific examples from text or video.•Build on others’ ideas.•Use language that is respectful of those in video and in group.


• Review the Core Issues.• Watch the videotape and study the transcript to

identify the Core Issues being addressed by the coach and teacher, as a whole group and with a partner. Capture the language on the Core Issues form.

• Each table will present its thinking about a set of the Core Issues.

• The whole group will discuss the final questions on the task sheet.

Module Directions


Which Core Issues were addressed in this pre-conference by the coach and the teacher?

Discussion Question #1


LaDawn: Stacey, you’ve been doing a lot of work, and you and I have worked together on thoughtful considerations for lesson design, so I wanted you to talkto me a little bit today about what you planned and why you planned it. Socould you talk first of all about the intended student learning?

Stacey: Well, a little bit of background, I’m working with the boys and girls in Ms. Hilbert’s class. I’ve done lots of individual conferences and guided groups,and what I’m noticing is that a lot of the students are not self- monitoring, andwhat I mean by that is they’re just reading right through words. They're notthinking about, and stopping to think about meaning, or I also noticed, too, inthe sense of self-monitoring, they’re just kind of mumbling through words. It’smore about reading through the whole page, getting done with the page, gettingdone with the book, than about the meaning. So, then what I thought about, once I made those observations, is how can I help these 4 th graders to start toself-monitor and to give them a couple of strategies that they can hopefully donaturally after my modeling, to try not only in independent reading, but alsopossibly in their guided reading groups as well. So, the strategy then, um, theintended learning is that when a student is reading, and they come across aword that they mumble through, or they come across a word that they don’tknow and they’re giving it their best shot, to ask themselves two questions. Theword, or whatever they said, does it make sense in the sentence, in the contextof the story? And also, does it sound right? With our second languagelearners, too, using some of that sounding what language sounds like to helpthem figure out what words they’re having difficulty with.

LaDawn: So, talk about how you might model or make clear for the students what that intended learning is.

Which Core Issues were Addressed?


1. What is the intended student learning? What are the concepts and habits/skills being developed? How are they connected?

self-monitoring strategies, for independent reading, ask two questions, Does it make sense? Does it sound right?

15. Why are these concepts and habits appropriate to the students’ learning needs and prior knowledge at this time?noticing in individual conferences and guided groups that students are not self-monitoring, not stopping to think about meaning, mumbling through words, trying just to get through, get done with the page or the book

5. How will the teacher model/explain clear expectations for the students’learning?

read a text, stumble on a word, think aloud about the sound and meaning, have the students join in, try it in pairs with a page from the book

Which Core Issues were Addressed?


#1 intended learning: how to notice and what to do when text doesn’t make sense

#2 standards:#3 difficulties: English learners might not recognize sound or meaning#4 theories of teaching and learning: strategy-based approach to comprehension instruction#5 teacher model: think aloud about unknown words’ sound and meaning#6 rigorous activity: challenging text for group practice, apply new learning to independent text#8 grouping: whole group, partners, independent#9 respectful collaboration: partners, share#10 make thinking public: partners, conferring, whole group share#11 differentiated assistance: modeling, listening in on partner work, conferring#12 assessment: monitor during partner, independent work, and share#15 needs and prior knowledge: mumbling, skipping words#16 activities match lesson goals: self-monitoring questions

Summary Points: Which Core Issues were Addressed?


• The Core Issues were not addressed in any particular order.

• Not all Core Issues were addressed.

• The coach made flexible decisions about which Core Issues to address, and when.

• The coach and teacher are working to internalize the Core Issues.

Summary Points: Which Core Issues were Addressed?


Using the Core Issues

They are…• A mental map of core

instructional issues• A frame for an instructional

conversation between a teacher and a coach

• A way for a teacher to share his/her thinking and planning for the lesson

• A tool for keeping the focus on the intended student learning rather than on what a teacher is doing “right” or “wrong”

They are NOT…• A checklist: Every

conversation does not have to discuss each of these questions, or in any order

• Exhaustive: There are many other specific questions a coach or teacher may pose for discussion during a pre-conference

• Meant to be used verbatim: The selection and the wording of the issues and questions need to be adapted based on the needs of the coach, teacher and students


Discussion Question #2:

How can teachers and coaches become more familiar with and comfortable using the Core Issues?


• Make them public for the entire faculty.

• Focus on a few at a time.

• Talk about them in grade level team meetings, faculty meetings, parent meetings.

• Use them to plan professional development.

Summary Points: How can teachers and coaches become familiar with and comfortable using the Core Issues?


Reflection

1. How can the Core Issues assist teachers and coaches in providing rigorous instruction to all students?

2. What questions or concerns do you have about the Core Issues?


• Comprehensive: They provide a wide-ranging set of instructional considerations, including content, pedagogy, and assessment.

• Coherent: They can become a consistently-used framework throughout the school.

Reflection: How can the Core Issues assist teachers and coaches in providing rigorous instruction to all students?


Long-range goal: Core Issues as Habits of Mind

Internalizing the Core Issues as habits of reflective practice will support teachers in:

• providing rigorous, standards-based instruction

• enacting the Principles of Learning in classroom practice

• promoting high student achievement

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