Leadership for learning
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Leadership for Learning. Springdale Public Schools August 13, 2009. Purpose 2009-2010. Complete analysis of GRR model Guided practice Collaborative practice (productive group work) Independent practice Focus on the teaching cycle Plan Teach Assess Reflect. Today’s Purpose.

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Leadership for learning

Leadership for Learning

Springdale Public Schools

August 13, 2009


Purpose 2009 2010

Purpose2009-2010

  • Complete analysis of GRR model

    • Guided practice

    • Collaborative practice (productive group work)

    • Independent practice

  • Focus on the teaching cycle

    • Plan

    • Teach

    • Assess

    • Reflect


Today s purpose

Today’s Purpose

  • Reflect on the learning from last year

  • Analyze guided instruction phase

  • Create lessons for the 1st week of school that will begin to establish a collaborative environment for learning


Interactive bingo

Interactive Bingo

  • Find someone in the room who can answer the question.

  • You write their response and their name.

  • Find a different person for each question.


Parameters for bingo

Parameters for Bingo

Linguistic Frames

  • Have you ever _(past tense verb)__________?

  • Can you name _________________?

  • What is/was _________________?

    Use at least 3 of these vocabulary terms:

  • Gradual release of responsibility

  • Interaction (or other form)

  • Linguistic frames

  • Metacognitive

  • Collaborative


Strategy analysis interactive bingo

Strategy Analysis:Interactive Bingo

How does this strategy:

  • Scaffold construction of understanding?

  • Develop academic language?

    How can you use it in your classroom?


Leadership for learning

TEACHER RESPONSIBILITY

“I do it”

Focus Lesson

Guided Instruction

“We do it”

“You do it

together”

Collaborative

“You do it

alone”

Independent

STUDENT RESPONSIBILITY

A Structure for Instruction that Works


Leadership for learning focus 2007 08 2008 09

Leadership for Learning Focus2007-08 & 2008-09

  • The Focus Lesson

  • Collaborative/Productive group work

  • English language proficiency standards

  • Assessing oral language

  • Academic language

  • Developing vocabulary

  • Culture


Gradual release of responsibility the focus lesson

Gradual Release of ResponsibilityThe Focus Lesson

  • Establish purpose

  • Activate background knowledge

  • Explain the skill, strategy or task

  • Model thinking

  • Teach for metacognition

  • Demonstrate self-assessment


Activating prior knowledge and or building background knowledge

Activating prior knowledge and/or building background knowledge…

  • Builds schema

  • Makes personal connections

  • Motivates

  • Focuses students and teacher on the purpose


Establishing purpose

Establishing purpose…

  • Informs what and why

  • Focuses students attention

  • Keeps lesson on track

  • Facilitates reflection on learning


Think aloud

Think Aloud

  • Establish purpose

  • Make thinking transparent

  • Explain decision-making process

  • Name the strategies

  • Make connections

  • Develop understanding of content

  • Highlight errors to avoid

  • Self-assessment


If you want children to keep their feet on the ground put some responsibility on their shoulders

If you want children to keep their feet on the ground, put some responsibility on their shoulders.

--Abigail Van Buren (Dear Abby)


What does it mean to guide

What does it mean to guide?

To assist (a person) to travel through, or reach a destination in, an unfamiliar area.

To show points of interest and to explain their meaning or significance.

Dictionary.com


What is guided instruction

What is guided instruction?

  • The time when the cognitive load begins to shift from teacher to student.

  • A dialogue between teacher and student.

  • Saying the right thing to get the student to do the cognitive work.


What it is not

What it is not…

  • Ability grouping

  • Scripted

  • Same for every group

  • Every day, every student


Collaborative practice aka productive group work

Collaborative Practice aka: Productive Group Work

Opportunity for students to work together to apply what they’ve learned in focus lessons and guided instruction


What it is not1

What it is not…

  • Time to introduce new information

  • Ability grouping

  • Group project with single product


Independent practice

Independent Practice

  • Based on meaningful learning activities

  • Enables individual learners to take responsibility for their own learning

  • Essential for lifelong motivation and growth

  • Prepares students for their role as responsible citizens in a changing society.

    Fisher & Frey, 2008, Better learning through structured teaching


What it is not2

What it is not…

  • Series of worksheets

  • Rote memorization

  • Necessarily silent


Creating the environment for talk

Creating the Environment for Talk

All read p 71-72, then

  • 72 – 76: Creating Physical Environment for Talk

  • 76 – 81: Creating Social Environment for Talk

  • 81 – 83: Creating Expectations for Talk and

    90 – 92: Creating Metacognitive Environment for Talk

    D.83 – 89: Creating Routines for Talk


Three step interview

Three-Step Interview

  • Partner A interviews Partner B

    Partner C interviews Partner D

  • Partner B interviews Partner A

    Partner D interviews Partner C

  • Each partner tells the other pair key points of what their partner said in response to the questions.


Table talk

Table Talk

What can you do during the 1st week of school to create an environment that encourages interaction?


Strategy analysis three step interview

Strategy Analysis:Three-Step Interview

How does this strategy:

  • Scaffold construction of understanding?

  • Develop academic language?

    How can you use it in your classroom?


Appointment clock

Appointment Clock

  • Make 3 appointments with 3 different people:

    • 12:00

    • 3:00

    • 6:00

      (We won’t need a 9:00 appointment today)

  • Write each person’s name at the appointed time. These will be your partners for specific partner tasks.


Preparing for climate for talk

Preparing for climate for talk

What needs to be in place in order to create a climate for talk?

Discuss with your 12 o’clock appointment.


Creating the environment

Creating the Environment

Find your 3 o’clock appointment

Physical

  • How does your room facilitate collaboration and interaction?

  • How does it inhibit it?

  • What can you do with the physical environment of your classroom to facilitate more collaboration and interaction?

    Social

  • How will you build a sense of community?


Creating the environment1

Creating the Environment

Find your 6 o’clock appointment

Expectations

  • What are 3 things you can do to make sure students know the expectations for using academic language in your classroom?

    Metacognitive

  • What are 3 things you can do to teach students to be reflective?


Strategy analysis appointment clock

Strategy Analysis:Appointment Clock

How does this strategy:

  • Scaffold construction of understanding?

  • Develop academic language?

    How can you use it in your classroom?


Reflect

Reflect

What are 3 things discussed this morning that you will talk about again with a colleague?

With which colleague will you talk?


Exit slip

Exit Slip

What will you do between now and the next staff development day to:

  • Implement the Gradual Release Model?

  • Increase student-to-student interaction?

  • Create an environment to promote conversations?

  • With which colleague will you share your experiences and your reflection on those experiences?


For the afternoon

For the afternoon

  • Please report to your schools by 12:30 p.m. today.


Leadership for learning1

Leadership for Learning

Springdale Public Schools

August 13, 2009

As soon as you are seated, find your strategy analysis

sheets, and analyze the “Appointment Clock”

and “Give one, Get one” from this morning.


Self assessment

Self-Assessment

Content-Area Conversations: How to Plan Discussion-Based Lessons

Score yourself using the rubric - p. 68, Figure 3.7


Planning

Planning

Plan 1 task or activity designed to create an environment for talk, for each day of the 1st week of school.

Include:

  • Lesson objective

  • Activate prior knowledge/Build background knowledge

  • Logical sequence of activities

  • Gradual release of responsibility model

  • Student reflection on learning


Critical friend process

Critical Friend Process

  • DESCRIBE

    Person 1

  • REFLECT

    Group

  • CLARIFY

    Group and Person 1

  • REFLECT

    Person 1

  • COMMENT/ACTION

    Person 1


Academic language support

Academic Language Support

  • What are some linguistic frames you might ask students to use as they engage in the activities you planned to create an environment for talk?

  • What is some of the vocabulary you will expect to hear them using?


Planning1

Planning

Create a model of a poster that the class might create to help them remember key behaviors during the time for productive group work (collaborative practice)?

Include:

  • Social

  • Student responsibilities

  • Language

  • Metacognitive practice

  • Other?


Gallery walk

Gallery Walk

Make notes of any ideas you would like to use from the posters of other groups.


Self assessment1

Self-Assessment

Content-Area Conversations: How to Plan Discussion-Based Lessons

Score yourself using the rubric - p. 68, Figure 3.7


Exit slip1

Exit Slip

What will you do between now and the next staff development day to:

  • Implement the Gradual Release Model?

  • Increase student-to-student interaction?

  • Create an environment to promote conversations?

  • With which colleague will you share your experiences and your reflection on those experiences?


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