Teacher Academy- Day 2

Curriculum, Instruction and Assessment

What is the most important component in developing a positive learning environment?

Name 3 – 5 strategies used to build/maintain a positive learning environment.

Flashback/Review

Setting the Tone from Day One: https://www.teachingchannel.org/videos/setting-classroom-tone

Attention Getting Signals; One Spot: https://www.teachingchannel.org/videos/establish-classroom-culture

Setting and Achieving High Expectations: https://www.teachingchannel.org/videos/prioritizing-classroom-management

Ready to Learn; Creating a Positive Classroom Culture: https://www.teachingchannel.org/videos/establish-classroom-culture

I Love a Silent Start: https://www.teachingchannel.org/videos/setting-positive-classroom-tone

Homework - Caring and Control; Creating a Safe, Positive Classroom: https://www.teachingchannel.org/videos/create-a-safe-classroom

Homework – Teaching Channel

Seating Chart Doorway Greeting ‘Bell to Bell’ – provide structure and pacing. Expectations – keep it simple. Be in Charge Routines – teach, practice and reinforce. Appearance Build Relationships - Be Proactive/’Fill the

Bucket’

Review - Rick’s Picks

Essential Question – What makes an effective and efficient teacher?Daily Learning Targets: I CAN…

- …develop a comprehensive Lesson Plan that includes effective strategies and activities.

- …develop a ‘draft’ Student Growth Goal for 2015-2016

EQ/DLT

Curriculum – What we teach.

Instruction – How we teach.

Assessment – How we measure student learning.

CIA

CurriculumCommon Core Anchor Standards

(KCAS)Grade Level StandardsPacing GuidesUnit Goals/PlansDaily Learning TargetLearning Plans

Objectives and Feedback Reinforcing Effort and Recognition Cooperative Learning Cues, Questions and Organizers Nonlinguistic Representations Summarizing and Note Taking Homework and Practice Compare and Contrast Hypothesis – generating and testing*Source; Classroom Instruction that Works

Instruction

Rigor

Formative (Assessment for Learning) – used to measure student learning in relation to the DLT and to inform instruction (i.e. observations, Q&A, Exit Slips, etc…).

Summative (Assessment of Learning) – used as a measure of overall student learning. Generally, a Summative Assessment includes the assignment of a grade (i.e. Unit Test, Mid-Term, state assessment).

Assessment Types

Assessments Examples

State Assessment/K-PREP End of Course – high school EXPLORE, PLAN and ACT Interim – MAP (also used as the

Universal Screener) Common Assessments Learning Checks – elementary and

middle

‘Backwards Design’ Standard (KCAS) Daily Learning Targets Summative Assessment DLT Assessment Instruction

General Information Flashback Standard Daily Learning Target – “I Can…” statement DLT Assessment Instruction:

Accommodations/Modifications/Adaptations Thinking Strategies H.O.T. Questions (Higher Order Thinking)

Learning Plan

Set (1st 10 minutes) Instruction/Mini-Lesson/Crafting (25%)

Guided Practice/Composing (50%)Closure/Reflection (Last 5 – 15 minutes)

Sponge (i.e. H.O.T. Questions)

Pacing/Agenda

Doorway Greeting Begin at Bell Flashback (5 minutes) Review (optional, but recommended) Daily Learning Target (What you are going to learn.) Relevancy Connection (Why this is important.)

- Real-Life Connection- Connection to Standard

Agenda (post/review) Expectations Assessment (How learning/performance will be measured.) Pre-Assessment (“Let’s talk about what you already know.”)

Set – 1st 10 minutes

Design a complete lesson using the following resources:

-KCAS/Curriculum Guide-Expanded Lesson Plan

Share

Activity

1. Preparation and Planning2. Classroom Environment3. Instruction4. Professional

Responsibilities5. Student Growth

Teacher Professional Growth and Effectiveness System

Review the TPGES domains, elements and indicators.

Self-Assess where you were in spring of 2014.

Identify areas of focus and/or growth for the fall of 2014.

TPGES Activity

Student Growth Process

Step 1:Determine

needs

Step 2:Create specific learning goals based on pre-assessment

Step 3:Create and implement

teaching and learning

strategies

Step 4:Monitor student

progress through ongoing

formative assessment

Step 5:Determine whether students

achieved the goals

22

Learning that… …ENDURES beyond a single test date, …is of value in other disciplines, …is relevant beyond the classroom, …is worthy of embedded, course-long

focus, …may be necessary for the next level of

instruction.

What is an ‘Enduring Skill?’

The Big Rocks Anchor Standards – Reading, ELA,

Science, Social Studies and Technical Mathematical Practices – Math Engineering Concepts – Science KY World Language Standards KOSSA Standards National Standards – Visual Arts,

Performing Arts, PE, etc.

ENDURING LEARNINGWHAT IT IS WHAT IT ISN’T

Worthy of extended focus

Fundamental to learning in other disciplines

Aptitude that has value and utility beyond one narrow context

Foundational for the application of content

Applicable beyond school

Can be measured over time

ENDURING LEARNINGWHAT IT IS WHAT IT ISN’T

A sub skill Explicit content

knowledge An activity A skill with

limited application

A strategy for learning

ENDURING LEARNINGWriting Example

EXAMPLES NON-EXAMPLESWrite arguments to support claims with clear reasons and relevant evidence.

-Establish the significance of claims- Create logical organization of claims, reasons and evidence-Use words, phrases and clauses to create cohesion

Sub Skills

ENDURING LEARNINGReading ExampleEXAMPLES NON-EXAMPLES

Summarize key ideas of a complex text

-Differentiate between bias and evidence.-Differentiate between essential and irrelevant information.-Skimming or scanning a text.

Sub Skills

Strategy

ENDURING LEARNINGScience Example

EXAMPLES NON-EXAMPLESDevelop models using an analogy, example, or abstract representation to describe a scientific principle or design solution.

Create a model of an erupting volcano using vinegar and baking soda.

Activity

ENDURING LEARNINGSocial Studies Example

EXAMPLES NON-EXAMPLESProduce an argument to support claims with appropriate use of relevant historical evidence.

Describe point of view for primary and secondary sources.

Use Chicago Style correctly when citing evidence.

Improve student perception of history.

Sub Skill

Strategy

Disposition

SMART Goal Process for Student Growth

For the 2015-2016 school year, 100% of my

students will make measurable progress in

argumentative writing. Each student will

improve by at least one performance level in

three or more areas of the LDC argumentation

rubric. Furthermore 80% of my students will

score a 3 or better on the scoring rubric.

Student Growth Goal Sample

Write a Sample Goal

1. Identify the Enduring Skill2. Consider the Baseline Data3. Set a Growth Target4. Set a Proficiency Target5. Write a Goal that is S-M-A-R-T

List 3 – 5 of the most important things that you learned over the past 2 days.

Make a list of your priorities for the 1st month of school with students.

Closure

ClassroomSeating ChartExpectations1st Day Presentation/ActivityLesson Plan – 1st weekPractice the Set (1st 10 Minutes)

Next Steps