Collaboration Workshop

December 9, 2013

Michelle GeisQuynh Vu Wagoner

Procedures and Routines

Drop in Reading Think Pair Share Numbered Heads - Number off #1-4 Random calling (card/equity sticks/Name

Selector)

ObjectiveTeachers will: Gain an overview understanding of the

Inquiry process (Module C) Be able to write a compelling inquiry

question Complete draft of IIP Cells #1-4

Inquiry Focus

Module A*A-1 thru A-6 (CSDC Information Collection)*Module A Conversations: A: 7.1 &7.2

Module B*Teacher Prep Alignment Chart: B 1.2 *K-W-O: B-2*Informal Observation (Information Collection)*Module Post Observation Reflection: B-4

Assessment Toolbox

CTD E- 2.5, 2.6a, 2b Conversations

Components of Inquiry (Module C)Determine Inquiry FocusCreate Action Plan and complete researchWrite Lesson plan (5-10 days)Must Include Essential Component for Instruction

Entry Level, progress monitoring, summative assessments CELDT, Accommodations and Modifications Technology

SP Observes lesson with differentiationDe-brief Lesson and Analyze Student WorkReflection

Standard 5—Pedagogy (E-5)

Use and interpret student assessment data from multiple measures for entry-level, progress-monitoring, and summative assessments to inform instruction.

Plan and differentiate instruction using multi-tiered interventions as appropriate based on assessed individual academic literacy and diverse learning needs of students

Create and maintain well-managed classrooms that foster students’ physical, cognitive, emotional, and social well-being.

Standard 5—Pedagogy (cont’d)

Develop safe, inclusive, and healthy learning environments

Use available technology to assess, plan, and deliver instruction.

Enable students to use technology to advance their learning.

Teacher vs. Teacher Researcher

Teacher

Goals:*Facilitates teaching and learning and maximizes student potential

TeacherTeacher

Researcher

*Collects information about students

*Asks questions about teaching and learning

*Often feels overwhelmed and/or isolated

*Focuses on a specific area of inquiry

*Organizes and collects information

*Intentionally asks questions about teaching and learning

*Engages in reflection

*Benefits from ongoing collaboration and support of critical friends

How does being a teacher researcher support growth in your teaching practice?

It All Begins with a Question

Always the more beautiful answer who asks the more

beautiful questions.-e.e.cummings

Compelling Inquiry Questions Are…

Grounded in a specific teaching context Personally engaging for the researcher Richly generative Open-ended Specific and tangible Concerned with the student(s) Focused on improvement of practice

Developing A Focus Question→ What are the characteristics of a

well-written focus question?

Possible Answers:

Question is narrow enough to measure resultsQuestion is broad enough to last six weeksQuestion is directly related to the Focus Area in

Cell 1

Inquiry Question Quiz

Individually complete quiz. With a partner, discuss answers.

Challenges in the Development of the Inquiry Question

The question is too broad Participating teachers may have difficulty

articulating what they really mean Year 1 participating teacher question may

look very different than a Year 2 participating teacher question

The Question is Too Broad…Evolution of An Inquiry Focus

1st “How can I use conferencing to improve the English speaking, reading, listening and writing skills of my EL students?” led to…

2nd “How can conferencing improve reading and writing skills of my EL students?” led to…

3rd “How can I use conferencing to increase writing skills among my EL students?”

Participating Teachers May Have Difficulty Articulating What They Really Mean

1st “How can I improve my students mathematical test scores?” led to…

2nd “How can I help my students use the resources (i.e. class notes, quizzes, text) available to them to help them better prepare for their math tests?”

Year 1 Participating Teacher Question Looks Very Different Than a Year 2 Participating Teacher Question

Year 1 participating teacher questions often center around organization, management and student behavior.

Year 2 participating teacher questions should focus more specifically on access to content, pedagogy (UA), and assessment.

An Inquiry Question should be Compelling…

“If you don’t know where you are going then any road will do.”

An inquiry question should breathe life into the area-of-focus statement and help provide a focus for the data collection plan.

The inquiry question should help validate that the teacher has a workable way to proceed with his/her action plan.

Table Talk

In groups, discuss how to refine this inquiry question (Be sure to discuss the components of a compelling question)

Re-write the question and be prepared to share

How can I use assessments to help my students?

Standard 5--Pedagogy Use and interpret student assessment data from multiple

measures for entry-level, progress-monitoring, and summative assessments to inform instruction.

Plan and differentiate instruction using multi-tiered interventions as appropriate based on assessed individual academic literacy and diverse learning needs of students

Create and maintain well-managed classrooms that foster students’ physical, cognitive, emotional, and social well-being.

Develop safe, inclusive, and healthy learning environments Use available technology to assess, plan, and deliver

instruction. Enable students to use technology to advance their learning.

Table Talk

In groups, discuss how to refine this inquiry question (Be sure to discuss the components of a compelling question)

Re-write the question and be prepared to share

How can I maximize instructional time?

Standard 5--Pedagogy Use and interpret student assessment data from multiple

measures for entry-level, progress-monitoring, and summative assessments to inform instruction.

Plan and differentiate instruction using multi-tiered interventions as appropriate based on assessed individual academic literacy and diverse learning needs of students

Create and maintain well-managed classrooms that foster students’ physical, cognitive, emotional, and social well-being.

Develop safe, inclusive, and healthy learning environments Use available technology to assess, plan, and deliver

instruction. Enable students to use technology to advance their learning.

Inquiry Question Quiz

Individually complete quiz. With a partner, discuss answers. Choose two non-compelling

questions and revise.

C-1 (Individual Induction Plan)

Cell #1 Determine Area of Focus (Revisit E-documents)

Cell #2 Develop Focus Question

Cell #3 Determine CSTP Elements (no more than 3)

Cell #4 Identify Measureable Outcomes for Student Learning

Identify related Induction Standard component

Revisit E-2.5

Groups of 3-4 PTs Reflect on your Self-Assessment Share

One area of strength One area where you would like to focus this year

(Standard 5)

IIP-CELL #1

Inquiry Focus Areas (Cell #1)7-12

Classroom Management/ Routines & ProceduresChecking for UnderstandingGradual Release of ResponsibilityThinking MapsEL StrategiesStrategies to support the implementation of Common Core

Induction Standard 5

Based on your chosen area of focus, determine the specific focus within Standard 5 that will be addressed.

Refer to E-2.5.

Standard 5--Pedagogy Use and interpret student assessment data from multiple

measures for entry-level, progress-monitoring, and summative assessments to inform instruction.

Plan and differentiate instruction using multi-tiered interventions as appropriate based on assessed individual academic literacy and diverse learning needs of students

Create and maintain well-managed classrooms that foster students’ physical, cognitive, emotional, and social well-being.

Develop safe, inclusive, and healthy learning environments Use available technology to assess, plan, and deliver

instruction. Enable students to use technology to advance their learning.

Guided Practice Individually develop a possible inquiry question

(based on focus area/self-assessment) Share the question with your group Group analyzes question and discusses the

components of a compelling question Group works together to re-write/refine

question if necessary

IIP-CELL #2

Cell 3 Identify 1-2 CSTP elements that will

be addressed through your Inquiry question.

Use CSTPs Placemat or E-2.1 to determine CSTP element(s).

Refer to Sample IIP.

Table Talk

Based on your previous revision of this question, refer to E-2.1 to determine the CSTP element(s) that this question addresses.

How can I maximize instructional time?

Cell 4Cell 4

Identify the anticipated, measurable outcomes for student learning.

Be specific (use numbers, percentages, figures, etc)

Refer to Sample IIP.

Step 2: Developing the Action Plan

Step 2: Developing the Action Plan Individual Induction Plan

(C-1, Cells 5-8)

Developing the Action Plan

Step One: Determining the Focus of the Inquiry

Step Two: Developing the Action Plan

Step Three: Preparing for Instruction

Step Four: Observation and Student Analysis

Step Five: Summative Assessment

Step Six: Reflection and Application

You are here!

Developing the Action Plan – Cells 5 - 7 (Cell 5) Insert dates– “When action was taken.”

(Cell 6) Research Cycle #1– “Steps taken to gain new knowledge:”

Consulting Colleagues Observing Classrooms Professional Journals Internet Research

Research Cycle #2– “Steps taken to gain new knowledge:” This cycle should be a shared experience with your Support

Provider Co-plan/co-teach Support Provider Demo lesson PT Application of Research with SP feedback (lesson

observation outside of required Inquiry observation) Classroom Observations with SP and De-Brief (lesson should

target PT’s Inquiry focus)

Developing the Action Plan – Cell 7 and Cell 8

(Cell 7) Application- Record how the new knowledge was implemented (state each action taken) Be sure to include specifically how knowledge was

implemented with students Must include Initial Implementation and at least one “Re-visit”

for EACH Research Cycle

(Cell 8) Results—Record the impact on teaching/student achievement

Use numbers/percentages when possible Must include Initial Implementation and Re-visit data Example: (Cell 8)

“18 of 31 students were able to produce a visual representation of story and summary with key points.”

ObjectiveTeachers will: Gain an overview understanding of the

Inquiry process (Module C) Be able to write a compelling inquiry

question Complete draft of IIP Cells #1-4

The purpose of _________ is ________. ______ is essential because __________. A question we still have regarding _____

is __________.

Ticket Out the Door

Draft of IIP Cells #1-4Workshop EvaluationTable of Contents—to be

distributed in January