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PERSONALIZED INSTRUCTION, AND COLLEGIAL LEARNING
Academy of Pacesetting StatesJuly 19-24, 2009Princeton, New Jersey
1
Next Steps – Report
Be prepared to give a summary of your
team’s response to the Next Steps in ---Instructional DeliveryClassroom Culture
in the fish bowl.For those outside the fish bowl, you will
have the opportunity to question (the fish).
2
Day 3 Objectives
Review systemic practices for monitoring students’ progress, and communicating with parents
Explore opportunities to personalize instruction
Examine additional collegial learning experiences
3
Indicators
Monitoring and Reporting Progress IIIA06 IIIB06
4
Monitoring and Reporting Progress Student learning evaluated on an ongoing
basis Teachers use their knowledge Student work can be checked, and given
immediate feedback Progress is recorded Parents are informed with meaningful
reports
5
6
Buzz Groups
What has been your experience…
How do teachers keep track of each student’s mastery of specific objectives.
Do they use this information to adjust individual assignments?
How do teachers report to parents about their children’s mastery of standards-based objectives?
Class Progress Chart
1. Unit pre-test determines mastery of objective for each student
2. Teacher records pre-test results, and3. Identifies the leveled learning activity to
assign each student during Work Time4. Identifies areas to focus instruction in
Teacher-directed small group5. Helps keep track of whole class progress
throughout the Unit of Instruction
7
Student Learning Report
Sent home to parents/guardians… to report student’s progress in meeting
aligned objectives at the end of the unit, or a grading
period (i.e., with the report card) and used to support discussions at
conference time
8
Next Steps
Complete your Instructional Specialists’ Next Steps – Monitoring and Reporting
Progress
9
Personalizing Instruction
Instructional Modes in the classroom Homework Communicating with parents Student Learning Plans
10
Indicators
Student-Directed Group or IndividualIIIA28; IIIA31-33Computer-Based InstructionIIIA35; IIIA40Parent Communication and
HomeworkIIIB01-03; IIIB06
11
Think – Jigsaw Activity
What are the opportunities to personalize instruction?
Instructional ModesStudent-Directed Groups:
Peer learning, CooperativeIndependent WorkComputer-Based
Homework and Communication with Parents
12
Know Why Student Learning Plans? Bring the planning to the classroom, and
into the hands of the students Vehicle for bringing each student into
proper relationship with content Enable students to become increasingly
responsible for monitoring their progress Give the teacher the flexibility to adjust
instruction with monitoring, and interaction
13
After the Unit Pre-Test
Results provide the teacher with a beginning point for each student
Each student’s level of mastery is recorded (i.e., Class Progress Chart)
Teacher determines the flexible grouping patterns, and identifies the level where each student should be working (Learning Plan Grids are the toolbox!)
14
Work Time
Marked Student Learning Plans Students’ work is guided by their SLP Teacher is working in small groups,
tutoring individual students, monitoring student mastery in activities
Student Learning Plans can be adjusted “on-the-spot”, as needed
15
What’s on it? How should it look?
Differentiated activities identified by mode (thanks to the planning!)
Varies according to subject, grade level, teacher preference
Student Learning Plan rubric, pg 28 in session manual
16
17
Student Learning PlanParticipant’s Name: ________________________________ School Name: ________________________________
Pre-Test Date: _____________ Post Test Date: _______________ Subject: ________________________
Standards/Indicators Codes: _______________ Unit of Instruction Code: ______________ Week of: ______________
Sequence Independent Activities Mode of Instruction Homework Teacher Check
Activity Number and Title
(Check) Activity Number and Title Initial/Date
1 __P__T__E__Other
CB___SD___TD___
__P__T__E__Other
2 __P__T__E__Other
CB___SD___TD___
__P__T__E__Other
3 __P__T__E__Other
CB___SD___TD___
__P__T__E__Other
4 __P__T__E__Other
CB___SD___TD___
__P__T__E__Other
Why is it (the SLP) important? Inventory System that organizes and
displays curriculum Student Plan that provides opportunity
for individualization and flexibility Record Keeper that helps students self-
monitor, and assists with teacher/student communication
Communication tool between school-home
18
Show - Next Steps
Task Card: Task #5during Work Time
19
20
Work Time Tasks Task #1 Small
Group
20
Task #2Student-directed
Task #3Independe
nt
Task #4Partner
Task #5
State Team
Fluid-grouping rotations with self-scheduling*
Independent Teacher Student-directed
Partner
One Task #3* Group 1
Task #1
Group 4
Task #2
Task #4*
Two Task #3* Group 2
Task #1
Group 3
Task #2
Task #4*
Three Task #3* Group 3
Task #1
Group 2
Task #2
Task #4*
Four Task #3* Group 4
Task #1
Group 1
Task #2
Task #4*
Five All
Task #5
21
Cool down…22
COLLEGIAL LEARNING
“The star teachers of the twenty-first century will be those who work together to infuse the best ideas into standard practice.”
James W. Stigler & James Hiebert
from The Teaching Gap
23
Collegiality
Adults in school talk about practice Adults in school observe each other Adults in school work on curriculum Adults in school teach each other what
they know
(Judith Warren Little, 1981)
24
Indicators
Professional Development IF04-05Classroom Assessment IIB03-05Periodic Assessment IID08-11
25
Examining data to support student learning
Where’s the data?Who has the data?What does that data say?How can we use this data?
The Student Profile helps to clarify the purpose of achievement through the scope of looking at the whole child.
26
Manual review
Read the top of page 13 in manual 2. Consider the Think, Write, Share prompts,
and then continue reading about a Student Profile at the top of page 14. Review the example of a profile, page 15.
What is your reaction or experience with this profile? How is it beneficial to a team in reference to collegial learning?
Next Steps: Instructional Leaders, page 17
27
Collegial coaching to hone instructional skills
In fact, a profession is created not by certificates and censures but by the existence of a substantive body of professional knowledge, as well as a mechanism for improving it, and by the genuine desire of the profession’s members to improve their practice.”
Stigler & Hiebert, 1999
28
Collegial Coaching
Strengthens an environment of trust Increases interdependency Values coaching qualities Develops communication guidelines Invites observation opportunities Identifies a time for reflection and
discussion, before and after observation
29
Manual review
Do a quick review of pages 27 and 28 in manual 3.
In your group, do a Think & Share with the Observation and Discussion Instrument for Collegial Coaching on pages 29-30.
Use the Instructional Leaders’ Next Steps on page 31 for discussion prompts, as needed.
30
Day 3 Objectives
Review systemic practices for monitoring students’ progress, and communicating with parents
Explore opportunities to personalize instruction
Examine additional collegial learning experiences
31
Session Closing
Questions and remarks Complete your Next Steps - Collegial
Learning and Collegial Coaching in the academy workbook for planning preparation.
Day 4 information
Thank you! Have a great evening!
32