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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?

slide7
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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