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Argument Writing: Going Deeper with Teachers Goals and Outcomes Overarching Objectives of the May 2014 Network Team Institute Teachers : Use NY 9-12 ELA modules to help students learn to write effective arguments. Deepen their instructional practice by learning to identify and address specific learning needs. Coaches: Support teachers to implement and adapt the curriculum modules. Deepen their instructional practice by learning to identify and work with teachers to address specific learning needs. High-Level Purpose of this Session The purpose of this session is for participants to apply practices to adapt and scaffold curriculum that acknowledge learning variability, while maintaining the curriculum integrity, and acadmic rigo for all learners. May 2014—Page 1 ©2014 Public Consulting Group. All rights reserved.
Transcript of · Web viewDeepen their instructional practice by learning to identify and address specific...
New York State Common Core
Argument Writing: Going Deeper with Teachers
Goals and Outcomes
Overarching Objectives of the May 2014 Network Team Institute
Teachers:
Use NY 9-12 ELA modules to help students learn to write effective arguments.
Deepen their instructional practice by learning to identify and address specific learning needs.
Coaches:
Support teachers to implement and adapt the curriculum modules.
Deepen their instructional practice by learning to identify andwork with teachers to address specific learning needs.
High-Level Purpose of this Session
The purpose of this session is for participants to apply practices to adapt and scaffold curriculum that acknowledge learning variability, while maintaining the curriculum integrity, and acadmic rigo for all learners.
Session Outcomes
What do we want participants to be able to do as a result of this session?
How will we know that they are able to do this?
Participants will be able to identify potential learning barriers in lessons for struggling learners in their class.
Participants will be able to adapt and provide additional accommodations that maintain academic rigor for struggling learners in their class for a 9.4 lesson through a reflection and peer collaboration process.
Aligned survey question
Adapted 9.4 lesson to meet their students instructional needs
Related Learning Experiences
Session 2-Argument Writing Introduction
Key Points
Diverse learners, including students with disabilities and English learners, may sometimes face academic struggle in the process of developing secondary ELA argument writing pieces.
All students can learn within an academically rigorous ELA class with adaptations and accommodations that appropriately scaffold the curriculum, the learning process, and the learners.
Session Overview
Section
Time
Overview
Prepared Resources
Facilitator Preparation
Introduction
5 min
Introduce participants to session and session objective
Session PowerPoint
Read and download session materials. Make sure participants receive, complete, and bring to the session their homework assignment, My Class Profile.
Academic Struggle and Rigor
15 min
Participants consider and discuss questions related to recognizing student struggle and when/if to intervene.
Session PowerPoint
Position mic runners at various spots around the room for report out.
Just in Time and Just Enough Supports
15 min
Participants consider how and to what degree they have supported students who recently struggled with learning in their class.
Session PowerPoint
Position mic runners at various spots around the room for report out.
Scaffolds, Adaptations, and Accommodations
30 min
Participants review scaffolds, adaptations and accommodations to determine if and under what circumstances they might be appropriate for students.
Session PowerPoint
Practice Activity-Scaffolds, Adaptations and Accommodations Handout
Position mic runners at various spots around the room for report out.
ELLs
5 min
Participants consider what the role the ELs level of language progression has in determining appropriate scaffolds.
Session PowerPoint
Work Session and Participant Guided Application
45 min
Participants work in triads to analyze selected 9.4 lessons, annotate lessons for areas where their class might struggle, and plan for interventions to scaffold lessons for their class based on their class profile (homework assignment), and using the Lesson Planning Frame.
Session PowerPoint
Homework Class Profile
Blank Lesson Planning Frame
Position mic runners at various spots around the room for report out.
Provide the Sample Profile Homework if participants come unprepared to the session so they have a class profile to use for this work session.
Reflection and Closing
5 min
Participants will reflect on their learning and summarize outcomes and action step related to their personal practices.
Session PowerPoint
Position mic runners at various spots around the room for report out.
120 min
Total for this session
Session Roadmap
Section: Introduction
In this section, you will introduce participants to session and session objectives
Materials used include: Session PowerPoint
Slide
Time
Picture
Script/Activity Directions
1
1 min
Welcome participants to this session.
2
2 min
Review the session objectives with participants.
Identify potential learning barriers in the lesson for struggling learners in their class.
Provide additional scaffolds, adaptations, and accommodations that maintain academic rigor for struggling learners in their class through a reflection and peer collaboration process
3
2 min
Review the agenda with participants.
Maintaining Academic Rigor with Meeting Students Needs
Scaffolds, Adaptations, and Accommodations
Lesson Planning/Accommodating a Lesson using your Class Profile
Total time:
5 min
Section: Academic Struggle and Rigor
In this section, you will lead participants to consider and discuss questions related to recognizing student struggle and when/if to intervene.
Materials used include: Session PowerPoint
Slide
Time
Picture
Script/Activity Directions
4
6 min
Have participants consider the visual on this slide and individually write down statements that capture the messages that see displayed here. (2 minutes)
Then have them share with a shoulder partner and discuss their statements, looking for commonalities, difference, and any new thoughts they generate from their discussion are embedded here. (3 minutes) Have a few audience members share out. (1 minute)
5
9 min
Have participants consider the first question on this slide with their shoulder partner. (2 minutes-1 minute for each partner to share out; then switch.) Same process with the next 2 questions-6 minutes total
Then have a few audience members share out responding to question 1, question 2 and then question 3. (1 minute for each question-total-3 minutes)
Total time:
15 min
Section: Just in Time and Just Enough Supports
In this section, you will discuss scaffolds that maintain academic rigor and academic struggle for students while incrementally increasing in intensity and in teacher effort.
Materials used include: Session PowerPoint
Slide
Time
Picture
Script/Activity Directions
6
4
We want to temper academic struggle with making sure students do not fall too far behind that they then develop a gap between they and their peers. Why is this important?
We want students to understand
This makes learning goals feel achievable and worthy
Leads to student feelings of empowerment and capability
Talk at your tables-why else do we want to help students not get too far off track (2 minutes)
7
2
Incremental supports to provide support without rescuing students. Meet students where they are. Your goal is to get them back on track quickly. Examples:
Quick conference with them to determine where they are struggling and their misundertandings.
Provide specific feedback that gets them back on track without giving them the answer-perhaps in the form of a leading question, What verb state this stronger?
Give a concrete example-Therefore is a transition word that works in this sentence and helps the reader understand that this is a result of your previous idea. What is another transition word that communicates that same ideathat this is a result of your previous idea?
8
9
Verbal or written cue-Sometimes students need a boost to get started in the right direction. For example, Examine the follow statement carefully.
Modeling thinking strategies- For example, I want the reader to come to the conclusion that we should not purchase clothes made in factories in third world countries. So I need to be clear and complete about this in my topic sentence and I need 3 supporting paragraphs to elaborate this idea.
Extra assistance-Student comes in early to work on their opening paragraph with your closer oversight.
Peer Tutoring- Have a peer support the student during classroom work or have the student in need report to a peer support lab or sign up for a tutor.
Participants will discuss with their table partners a recent lesson they taught and scaffolds they used that were effective to get students back on track that were an incremental approach and got students back on track, without providing too much support that reduced academic struggle or rigor (7 minutes). Share out with whole group (2 minutes).
Total time:
15 min
Section: Scaffolds, Adaptations and Accommodations
In this section, you will lead participants to consider and discuss how interventions to support students needs meet the criteria of being scaffolds, adaptations, or accommodations, and in which situations. We will state that these terms tend to be used in different contexts (i.e. accommodation is a term most commonly used for SWD, scaffolds for ELL).
Materials used include: Session POWERPOINT, Handout-Practice Activity- Are these
