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The Role of Video in Making the Shift to Standards-Aligned ELA Instruction
March 31, 2015
3:00 pm ET/12:00 pm PT
Introductions
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Andrew Barbour
Senior Contributor Editor
eSchool Media, Inc.
Speakers
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Sarah Brown Wessling
NBCT, 2010 National Teacher of the Year
Author & Teaching Channel Teacher Laureate
Brandon Dorman
Teacher on Special Assignment
Innovative Professional Learning grant
Fresno Unified School District
Agenda
During this webinar Sarah Brown Wessling will discuss the impact the ELA Common Core State Standards have for teaching and learning, and describe why and how video is so powerful in facilitating this transition. Brandon Dorman will share how his district is leveraging the power of video to support the implementation of standards-aligned ELA instruction.
#TchLIVE
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Discover: v What the Standards really mean for teaching and learning v What a Common Core classroom looks like v The power of video and how it is used effectively v How video is being used as a core part of Fresno’s Innovative Professional Learning work v Examples of video-based professional learning groups
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Sarah Brown Wessling
Sarah Brown Wessling
NBCT, 2010 National Teacher of the Year
Author & Teaching Channel Teacher Laureate
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We too often value the thing…
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rather than the process of learning.
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Common isn’t the same; !a standards environment doesn’t mean!
standardization.!
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Looking too closely creates isolation:
a lesson about narrative and expository
writing.
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… I wasn’t even able to see there was a window to look through.
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When we isolate standards, we reduce learning to tasks.
When we bundle standards, we can create learning purpose.
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We can’t teach Common Core by memorizing it or only making it larger. We teach it by being able to see it.
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More than a playbook of strategies, we need to be strategic.
Strategies are the tasks that can facilitate strategic learning
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Strategic teaching evolves as we learn to focus on purpose and use video to get clear about it.
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Teachers are posing ques?ons, students are crea?ng solu?ons.
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Teachers are posing ques?ons, students are crea?ng solu?ons. Teachers know content deeply
because they are readers, writers too; students help design.
TeachingChannel.org/Teams @TeachingChannel © Copyright 2014
Teachers are posing ques?ons, students are crea?ng solu?ons.
Teacher know content deeply because they are readers, writers too; students help design.
Teachers privilege process and ideas, thinking over answers; students struggle in produc?ve ways.
Brandon Dorman
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Teacher on Special Assignment for the Innovative Professional Learning Grant
Fresno Unified School District
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• Fourth largest school district in California
• Second highest per capita poverty rate in the U.S.
• Approximately 75,000 students
• Largest employer in the Fresno area
• First Round Recipients of the Innovative Professional Development
grants from Bill and Melinda Gates Foundation
• Second Year in iPD Project u 12 comprehensive middle schools (300 teachers) u All 9th grade teachers from our 8 comprehensive high schools (150 teachers)
Our Innovation… 1. Create time for meaningful learning for teachers 2. Re-design the PL Experience to ensure relevance and evidence of change 3. Grow teacher Leadership
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Building iPL in Middle School
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Year 1: 2013-‐2014
• Build a strong Instruc?onal Core around CCSS.
• Common planning tools: LDC/MDC.
• Adopt protocols for inquiry learning and feedback.
• Introduce technology structures and tools.
Year 2: 2014-‐2015
• Con?nue to refine Instruc?onal Core.
• Implement inquiry cycles aligned to the scope and sequence products and assessments.
• Use technology tools to analyze teaching and learning.
• Use data to determine PL needs.
Year 3: 2015-‐2016
• Teachers use inquiry to determine PL needs.
• Teachers receive PL in mul?-‐modali?es.
• Teachers are fully implemen?ng inquiry cycles as a mode for learning.
Creating Time Within the Work Day
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• 16 Full Release Days for Core Content Area Teachers in 7th-9th Grade.
• Addition of a PLUS team to provide high quality instruction during the school day.
Core Content Area Teacher Participation and PL Hours
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We Have the Time, Now What?
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Redesigning the Professional Learning Experience
How do we sustain this work?
Teacher Leadership
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Teacher Leadership
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iPL Leadership Team
• Grant Writers • Interdepartmental Reps
Content Leaders
• 2-‐3 Teachers per Content • Plan/Facilitate/Lead Work Teams
Content Work Teams
• Plan/Facilitate Sessions • Provide Feedback
Scaling the Learning: Fresno’s Teams Platform
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Instruc?onal Coaches
On-‐Line Professional Learning
Easy Video Upload Teams includes access to the Tch Recorder App
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You can also take video with any capture device.
Simply transfer the video to your computer, log in to Teams, and upload the video.
Share with selected people/groups.
Challenges v Aligning leader professional learning and teacher professional learning
v Gaining momentum in self-reflection through video
v Gaining momentum in coaching through video
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Teams Interactive Admin Panel:
Group Usage Report
Lessons Learned v A solid instructional core is needed before innovation can take hold
v The addition of common assignments propels collaboration
v Use of self video moves when teacher leaders lead the way
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Q&A and Resources v Videos Research-Based Practices Experts discuss 5 key themes TeachingChannel.org/Teams > Why it Works> Research v Teaching Channel Teams Watch Teams in Action! AUSL & Educate Texas case study videos TeachingChannel.org/Teams
v Link to recording and PDF of slides
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