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Instructional Coach Professional Learning Building Quality CCGPS Lesson Plans August 28, 2012: North & South August 29, 2012: East & West. Can We Build It? Yes we can!. Getting the Tools to Build Student Achievement. Ice Breaker Dr. Kristal Ayres Director of Professional Learning.

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Can we build it yes we can

Instructional Coach Professional Learning

Building Quality CCGPS Lesson Plans

August 28, 2012: North & South

August 29, 2012: East & West

Can We Build It? Yes we can!

Getting the Tools to Build Student Achievement

APS Teaching and Learning


Can we build it yes we can

  • Ice Breaker

  • Dr. Kristal Ayres

  • Director of Professional Learning

Breaking the Foundation

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At your service
At your Service

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Norms
Norms

  • Safe and respectful (share the air)

  • Open to learning (ask questions)

  • Participate in the discussion (stay on task)

  • Cell phones in vibrate mode and please save texts and emails for a break (stay on task)

  • Use the parking lot for questions that are not answered during the session (put your email on the post-it and the facilitators will get back to you)

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Standards from gadoe teacher keys
Standardsfrom GADOE Teacher Keys

Performance Standard 2: Instructional Planning The teacher plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students. (Teacher Keys – 2.1-2.6)

Performance Standard 9: Professionalism

The teacher exhibits a commitment to professional ethics and the school’s mission, participates in professional growth opportunities to support student learning, and contributes to the profession. (Teacher Keys – 9.5 & 9.7)

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Success criteria
Success Criteria

  • To build a quality lesson plan aligned to CCGPS and to transfer that knowledge to the educators at my school

    • Participants will be aware of the research behind the components of the APS lesson plan template.

    • Participants will deconstruct the lesson plan template and analyze a lesson plan using a feedback form to ensure proper alignment to the CCGPS.

    • Participants will create exemplar lessons using the template and feedback form (aligned to CCGPS).

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Essential questions
Essential Questions

How do I support quality lesson planning using the Atlanta Public Schools Lesson Plan Template?

How do I provide feedback on a lesson plan using the Atlanta Public Schools CCGPS Lesson Plan Feedback Form?

How will I transfer the knowledge learned from this professional development to the educators at my school?

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Activating approach engagement
Activating Approach & Engagement

  • In the envelope are the seven components of the APS Lesson Plan Template.

  • Form a circle and pass the envelope from person to person as the music plays.

  • If the envelope is in your hand when the music stops, pull a component out of the envelope. Read the component, description of the component and the questions the component should address out loud.

  • Place the component under the opening, work period or closing on the chart paper in the front of the room.

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Can we build it yes we can

Module 1

Building From the Blueprint

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Essential question
Essential Question

What is the connection between learning research and the components of APS lessons?

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Engage what is the purpose of research
Engage: What is the Purpose of Research?

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Are we focused
Are we Focused?

If learning is to happen, what does research say about components of lessons that need to be intentionally planned before instruction?

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Chalk talk
Chalk Talk

Silentlyengage in the Chalk Talk protocol surrounding your focus topic.

Discuss your Chalk Talk findings.

Silentlyread the Visible Learning: What’s Good for the Goose article and find evidence in the text to support your Chalk Talk.

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Research base john hattie
Research Base – John Hattie

“Number one is teaching where the students know exactly how well they're doing and can articulate this, and what they need to know, to their teacher.”

John Hattie - 2012

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Research base madeline hunter
Research Base – Madeline Hunter

  • Madeline Cheek Hunter (1916–1994) was an American educator who researched and developed a model for teaching and learningthat was widely adopted by schools during the last quarter of the 20th century.

  • She was named one of the hundred most influential women of the 20th century and one of the ten most influential in education by the Sierra Research Institute and the National Women's Hall of Fame.

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Research summary
Research Summary

The components of the APS lesson plan are primarily based on the findings in these research bases!

HUNTER Research

Objectives

Anticipatory Set(hook)

Standards/Expectations

Teaching (input, modeling/demo, direction giving, and checking for understanding)

Guided Practice

Closure

Independent practice

  • HATTIE Research – The importance of clearly communicating to students:

  • Learning intention

  • Success criteria

  • Feedback on progress towards meeting the learning intentions

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Closing
Closing

  • http://www.youtube.com/watch?v=Yaxhklji5pw

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Can we build it yes we can

Mr. John O’Connor

Assistant Superintendent of C & I

Department of Student Services

Scaffolding the Support

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10 minute transition
10-minute Transition

Odd numbered participants please transition to room 146 downstairs.

Even numbered participants remain in the auditorium.

The next session will begin promptly in 10 minutes.

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Can we build it yes we can

Module 2

Digging Deeper into the Seven Components and Shifts

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Icebreaker
Icebreaker

Yellow Brick

Paved Road

Highway

Dirt

Which Road are you On Now?

Pick a Corner!

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Activating engaging
Activating & Engaging

  • Group of 4-6

  • Match the content strip to the lesson plan template in your group.

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Essential questions1
Essential Questions

How do teachers write a quality lesson plan using the Atlanta Public Schools lesson plan template?

How do teachers effectively integrate Common Core shifts into daily lessons?

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7 major components of an aps lesson plan
7 Major Components of an APS Lesson Plan

Communication of Learning Intentions

Communication of Success Criteria

Build Commitment and Engagement

Teacher Presentation Strategies

Guided Practice

Closure

Independent Practice

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Lesson opening
Lesson Opening

Communication of Learning Intentions

“What specifically, should your students know and be able to do, understand, care about as a result of the teaching?”

Students need to have a clear idea of what they are expected to know and be able to do by the end of the period. Learning targets should be referenced often throughout the period.

Examples:

(Standards, Essential Questions, Learning Targets)

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Lesson opening1
Lesson Opening

  • Communication of Success Criteria

    • How will students be held accountable for demonstrating mastery content?

    • What does success/quality work look like?

      The goal here is to inform students what is “good” about “good”.

      Examples:

  • Providing exemplars of student work that is emergent, meets the standards, and exceeds the standards.

  • Being able to solve a problem algebraically, graphically, and explain your reasoning to another student.

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Lesson opening2
Lesson Opening

  • Build Commitment and Engagement

    a) Why should students care about this? b) What do students already know about this?

    The aim here is to put students into a receptive frame of mind; to focus student attention on the lesson; and activate prior knowledge.

    Examples:

  • KWL chart, Think-Pair-Share, Anticipation Guide, Hot Seat

  • Object lessons, questions or activities that pique student interest in the content

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Lesson opening3
Lesson Opening

  • Teacher Presentation Strategies

    “What information do students need to get started?”

    Provides opportunities for students to gain knowledge or skill through input, modeling, and checking for understanding.

    Examples:

    (Whole class discussions, PowerPoint Presentations, Demonstrations, Videos)

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Lesson work period
Lesson Work Period

  • Guided Practice

    Learning by Doing

    Provides an opportunity for each student to demonstrate his or her grasp of new learning by working through an activity or exercise under the teacher’s direct supervision. The teacher moves around the room to determine the level of mastery and to provide feedback and individual remediation as needed.

    Examples:

    (State tasks, performance tasks, jigsaw, experiments, problems, sorting activities, etc.)

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Lesson closing
Lesson Closing

Possible Stems: Always True, Sometimes True, Never True; Four Corners, Think-Pair-Share, Two Minute Talks

  • Closure

    What did students learn? How do you know?

  • The closure involves reviewing and clarifying the key points of a lesson. (Should occur daily)

    • Promotes student reflection, synthesize, and clear up students’ misconceptions

    • Students provide evidence of learning the day’s standard(s).

      Examples:

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Lesson closing1
Lesson Closing

  • Independent Practice

    “How do students maintain what they have learned?

    Once students have mastered the content or skill, it is time to provide for reinforcement practice.

    Examples :

    (homework, group work, individual work in class)

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What makes a quality lesson
What makes a Quality Lesson?

  • Based on your knowledge of quality lessons and the 7 components of APS Lesson Plan, provide feedback on the lesson plan provided.

  • Record your feedback on a Glow/Grow chart with your group members.

  • Participate in a Gallery Walk of the Glow/Grow charts posted around the room.

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Common core literacy and math shifts
Common Core Literacy and Math Shifts

Choose one of the following articles to read:

  • Literacy: “Creating Text Dependent Questions”

    OR

  • Math: “Principles Regarding the Common Core State Standards for Mathematics”

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Common core literacy and math shifts1
Common Core Literacy and Math Shifts

  • Jigsaw- group members will read selection of text and share understanding with the group

  • Annotate Text- group members will highlight text or use post-its to mark the text.

  • Fishbowl- groups will share understanding of articles and actively listen to others

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Evidence of shifts
Evidence of Shifts

  • Revisit your lesson plans, looking for evidence of the Common Core shifts for either math or literacy.

  • Record your findings on a T-chart labeled Evidence and Recommendations.

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Closing1
Closing

  • Two Minute Talk:

    Summarize with a partner what you have learned from this module and how this will benefit your teachers.

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Can we build it yes we can

LUNCH

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Can we build it yes we can

Module 3

Fueling Feedback

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Energizer activity
Energizer Activity

Identify one of your professional learning needs.

  • Hit the beach ball; shout out one of your learning needs upon hitting the ball

  • Hit the ball to someone else, who should simultaneously shout out a learning need

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Fueling lesson feedback
Fueling Lesson Feedback

  • Each group has an assigned indicator

  • Participants should read the descriptors for their assigned indicator and engage the question of “What does this mean and what does it look like in lesson planning?”

  • Present findings to whole group

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Fueling lesson feedback1
Fueling Lesson Feedback

Think-Ink-Share

  • Scan the lesson plan

  • Identify a medal and mission for each of the six indicators (using the language of the descriptors)

  • Share with a neighbor

  • Share one medal and one mission for selected indicator with entire group

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Closing2
Closing

Create a Question

  • Task: Come up with an individual text dependent question that must be answered with the language of “CCGPS Lesson Plan Feedback Form.”

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Can we build it yes we can

Module 4

Constructing a Quality Lesson Plan

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Can we build it yes we can
Goal

As a culminating activity, you will create a lesson plan using the components of a quality lesson.

Your PD session will model to teachers how to create a high quality lesson plan aligned to the CCGPS.

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Engage question swap
Engage: Question Swap

  • On the index card, write a question about a quality lesson plan on the side with the lines.

  • Write the answer to your question on the blank side of the index card.

    http://www.classtools.net/education-games-php/timer

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Lesson plan template
Lesson Plan Template

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Create your own lesson plan
Create Your Own Lesson Plan

Create a lesson plan using the components of a quality lesson plan about any learned task (i.e., favorite sport, activity, or hobby).

Collaborate in groups of no more than 3-4 members.

Lesson Focus (OPENING, WORK PERIOD, CLOSING).

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Time to dump
Time To Dump

“DUMP” your ideas from your (OPENING, WORK PERIOD, CLOSING) to chart paper

Share Out

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Module 4 closing headliners
Module 4 Closing: Headliners

When your name appears, tell us about your “AHA” moment from today’s session.

http://www.classtools.net/education-games-php/fruit_machine

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Session closing
Session Closing

Final Inspection

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Session closing independent practice
Session Closing: Independent Practice

On the Market!

http://www.random.org/

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Prepared and presented by
Prepared and Presented by…

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