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Gots and Needs Characteristics of

PLCs Specific Tools:

Norms of Collaboration

Data Tools Class. Obs. Instrument Assessment Model

andProbes

More time to process Specifics, logistics How to get started and

implement More science specifics Online PLCs/dispersed Less side conversations Honor time PD credit PPTs and websites

1

The Teaching Learning

Collaborative (TLC):

A PLC Strategy

PLC Tools and ProcessesLogistics:

Who, when, where

Topic for discussion

Collaborative Work

Analyzing and

Interpreting Data

Interventions

Ways of talking

Norms of collaboratio

nTeam

inventories

Student data:Classroom, local,

state

School data: demographics,

programs

Teacher data: degrees, years teaching, pd experiences

Community data:Demographics, support,

volunteers

Curriculum

Instruction

Assessment

Session Goals Provide an awareness of the Teaching

and Learning Collaborative as a PLC “intervention”

Recognize the connections between the process and the 6 characteristics of a PLC

Experience “snippets” of the TLC strategies

Apply your learning to your context

Quickwrite: Describe your beliefs about

teaching and learning.

What is the teacher doing?

What is the student doing?

Shared norms and values

The Teaching and Learning Collaborative Protocol

..has the potential for changing the culture of how teachers work together to improve student learning.

The TLC is a PLC Shared values and vision Collaborative Share practice Engage in reflective dialogue Quality of student work Results oriented

Co Planfor Student Learning

Analyze Student Work

Redesign for student learning

Another TLC experience

Co-teach Co-teachOwn classroomOwn

classroom

Teaching Learning Collaborative Overview

Sample TLC AgendaDay 1

FallDay 2

FallDay 3Spring

Day 4Spring

Day 5Spring

Review of conceptual teaching, questions, lesson design

Plan Lesson

Teach

Debrief

Re-teach

Debrief

Input on Assessment

Plan Lesson

Teach

Debrief

Re-teach

Debrief

Give Assessment

Score

Debrief

Day 1: Planning

Day 2: Teaching Each teacher

takes a part of the lesson.

Lesson is taught twice with a debrief after each lesson.

Student Centered

Changes are made based on evidence from student work

The TLC in Action: Video Clips

TLC video: Second Debrief What did you notice about the classroom

interaction? What did you notice about the

teacher’s questioning? Is there a point where student

understanding was evident? Based on teacher comment, how

effective were the changes they made to the lesson design?

What evidence did they use?

Spheres of Influence

Content

Questioning StrategiesLearning Sequence (5Es)

Student work that maximizes student thinking/understanding

Conceptual Flow

Teacher Student

Your turn

Reconstruct the Experience

What do we want students to know?

Conceptual flow 5 E Learning Sequence

Conceptual Teaching and Learning

Building (Identifying) the Conceptual Flow

Unit OrganizingConcept

Unit topic:Unit concept :

S ubc oncep t

Gr ade Level Concept

Les son Concept:Les son Act ivit y:

Developing a conceptual flow

What should a 4th grade student know

about complete circuits?

Write a paragraph that describes the concepts that students should knowPlace each idea on an appropriate sizepost-it

Electricity flows in a complete circuit.

Electricity in circuits can produce light, heat, sound, and magnetic effects.

A complete circuit allows the flow of electricity when

its components, e.g., battery, bulb, and wires are connected to form a

complete path.

A switch is a device that opens or closes a complete circuit.

Complete circuits can be series or

parallel.

Materials that allow the flow of electricity are called

conductors.

Materials that do not allow the flow of electricity are called insulators.

Page 42

TLC: Template for PlanningLearning Sequence Concept:

Teacher Does Student Does ConceptEngage:

QuestionsLearning Experience(Strategies, Activities)

Expected StudentResponse

Priorknowledge

Explore:

QuestionsLearning Experience(Strategies, Activities)

Expected StudentResponse

Concepts toexplore andmovestudentfrom priorknowledgeto buildingnew concpet

Explain:

QuestionsLearning Experience(Strategies, Activities)

.Expected Student

Response

Conceptstudentsunderstand

Extend:

QuestionsLearning Experience(Strategies, Activities)

Expected StudentResponse

Applicationconcept

EvaluateDPA

EvaluateDPA

EvaluateDPA

EvaluateDPA

Learning Sequence Design Read page 45 With a partner discuss how this design

resonates with the characteristics of PLC

Read the vignette, page 39-40 (student work: what do they know; not

know) At your table discuss how you would re-

design the learning sequence

Re-design for student learning:What do we do when students experience difficulty?

Strategic questions to probe student thinking

Additional explore to scaffold andre-inforce the concept of a completecircuit in words and drawings

A new explain prompt (to evaluate effectiveness of the redesign)

Follow-on Questions Read Fig 3.5 on page 48 With a partner, discuss the types

of questions and the flow of T-S

interaction What do you notice?

How will we know when they know it?Looking at student work

ESR: the bulb will not light because thefiliament is broken or missing and that isis a part of a complete circuit. Sort the work: H M L What are the characteristics of each pile? Compare your ideas with the responses

onPage 51

Teacher Voices Although it takes a while to prepare for

the conceptual lesson, it is well worth it. The evidence is shown in the student work.

If you were to develop several lessons

on this one big idea the growth would be unbelievable. I really enjoyed the collaborative effort.

Reflections Which parts of the model were

meaningful to you?

What structures exist in your context would support a TLC-like process? What structures inhibit the use of the model?

To what extent does your school culture provide avenues to support a TLC-like process?

What cultural features need to be addressed for this type of collaborative work?