facilitator’s guide: module 3: instructional leadership and the ccrsl · · 2016-11-036 |...

1 | Facilitator’s Guide: Module 3: Instructional Leadership and the CCRSL

Facilitator’s Guide: Module 3: Instructional Leadership and the CCRSL

Overview of the Module • "recognize" successful application of CCRSL and related strategies • support risk-taking with on-time feedback • support the professional learning provided by Catapult Learning

Provisioning/Materials Per Table

• Blank Copy Paper • Markers • Highlighters • Index Cards

• Pens, pencils • Post-it • Poster Paper • Tape

Set Up • Have all files downloaded to the desktop or a DVD in advance.

This includes the PowerPoint presentation, and all references used during this training. See Links to the Training Materials below.

o Rationale – the internet may not be available from the work station you are using during this training.

• Make ALL copies – See Training Packages of this document. • Determine which option to use for Smithsonian American Art

Museum (SAAM) resources.

• Set up the room to ensure your audience can work with an elbow partner and in a small group.

• On the table, have the blank copy paper, highlighters, markers, stickers and poster paper.

• You will need to determine how you will distribute copies throughout the training depending on the size of your group.

• You will need to set up a Parking Lot at the front of the room to hold questions.

LINK TO ACCESS THE TRAINING MATERIALS Please click the link below to access the CCRSL Training website. Click Module 3 in the navigation bar at the top. Then you will see the PowerPoint presentation and other training materials used during this training.

• https://content.dodea.edu/teach_learn/training/ccrsl/ccrsl_training/m3.html

https://content.dodea.edu/teach_learn/training/ccrsl/ccrsl_training/m3.html

https://content.dodea.edu/teach_learn/training/ccrsl/ccrsl_training/m3.html


Options for Smithsonian American Art Museum (SAAM) resources: For Module 3, facilitators will need to determine how the SAAM resources on Immigration will be woven into the presentation.

Option A:

• To do: o Print one per table of SAAM_Immigration (A) in

notes view or ensure participants have digital access • Introduced on Slide 15 (this will change the time spent on

this slide) o Using slides 1 and 2 as possible integration points,

how could these materials from the Smithsonian American Art Museum (SAAM) support this strategy?

• Slide 20 o Using slide 3 as a possible integration point, how

could these materials from the Smithsonian American Art Museum (SAAM) support this strategy?

o Slide 4 brings all four pieces of art together in a culminating writing extension.

o How does the integration of art strengthen this strategy of Compare & Contrast?

• Slide 21 o Review the tasks for each activity at tables o Looking at the SAAM_Immigration A packet on

your tables, look at how the SAAM partners provided direct resources and ideas for integrating arts into the study of Immigration. Take a few moments at your table and review these activities and prepare to share a thought/idea with the group.

Option B:

• To do: o Print out the slides from SAAM_Immigration (B) and post

them to the walls around the room (if you are able to print them larger with a poster maker, that will work well)

o Print one per table of SAAM_Immigration (B) in notes view or ensure participants have digital access

• Introduced on Slide 11 (this will change the time spent on this slide) o Which one speaks to you when you think about

immigration? (can provide time for participants to gallery walk and choose one; could have smaller versions for people at their tables; can have the pieces available in attached ppt for virtual selection)

o As we learn more this morning, keep these images in mind and we will revisit this at the conclusion today.

• Slide 21 o As we look around the room at the artwork reflective of

themes related to immigration again, does a different one speak to you now that we have explored some additional texts? (can provide time for participants to gallery walk and choose one; could have smaller versions for people at their table; can have the pieces available in attached ppt for virtual selection)

o Think about how incorporating art expands the discussion and provides opportunities for all students to relate to the concept of immigration and the many layers surrounding immigration. Can you identify some topics your students encounter where incorporating art would add a layer of depth and connection?


Slide Delivery Slide Number Time Script (Notes in PPT) Resources

Screenshot of the slide Slide # hrs/mins Notes, directions, key points HOs, videos

1 1 min

Briefly introduce the module and yourself.

Facilitator Notes: Share the book by holding it up and also remind participants it is accessible online by going to the DoDEA Information Centers page and then clicking on the Professional Libraries tab (http://www.dodea.edu/Curriculum/inforCenters/prLibrary.cfm). The ASCD Collection is the first choice listed.

Facilitator Supports: Utilize Core Six as a resource tool for this module.

2 1 min

Today we will be focusing on two strategies that support CCRSL specifically in these areas:

• evaluate and use evidence from reading • apply core skills of reading • engage in comparative analyses of academic content

http://www.dodea.edu/Curriculum/inforCenters/prLibrary.cfm


Slide Number Time Script (Notes in PPT) Resources Screenshot of the slide Slide # hrs/mins Notes, directions, key points HOs, videos

3 1 min

These are our goals for Module 3. (Provide time for participants to read)

4 2 min

Building from Modules 1 and 2, these shifts, coupled with the new Reading Anchor Standards, will work together to make change happen for our students. From module 1, remember we discussed the following points as a rationale for these standards:

• Declining U.S. competitiveness with other developed countries

• NAEP performance that is largely flat over the past 40 years in 8th grade

• Slight improvement at the 4th grade level (NAEP) • Slight decline at the high school level (NAEP) • High rates of college remediation

5 1 min

Facilitator Notes From Module 2, we looked at the Anchor Standards in the context of the Clusters. Standards 1-3 support Key Ideas and Details.



6 1 min Standards 4-6 focus on how a text is written and how that craft and structure affect understanding.

7 1 min Standards 7-9 allow readers to think across texts and participate in comparative analyses.

8 2 min

Standard 10 will be the focus of Module 4. Remember from previous modules that one system of measurement is not sufficient in and of itself – each system has limitations. This is why it is important to look at qualitative, quantitative, and reader/task consideration measures when determining text complexity. Again, we will delve deeper into this during Module 4. *Pause for questions/comments before moving forward.



9 1 min

This is a quote from the book, The Core Six. What does the last phrase ‘shared responsibility within the school’ mean to you? How will you continue to communicate this expectation with your teachers?

10 1 min

The book we are using, The Core Six, references many other texts and authors you may be familiar with from past studies. The Core Six highlights strategies that will impact lifelong learning.

11

3 min

+SAAM option

During today’s module, we will learn about a strategy, then apply it to learning as we explore these two strategies from The Core Six. Our content focus is going to be on immigration, which is a social studies topic specifically in grades 8 and 11. We will be using resources related to the topic of immigration in our application of the strategies introduced today.

Arts Integration (using SAAM Immigration B PowerPoint)

Another way we can incorporate our available resources is by looking around the room at the artwork reflective of themes related to immigration.

SAAM Immigration B PowerPoint



Which one speaks to you when you think about immigration? (can provide time for participants to gallery walk and choose one; could have smaller versions for people at their tables; can have the pieces available in attached ppt for virtual selection)

As we learn more this morning, keep these images in mind and we will revisit this at the conclusion today

12 2 min

If you have your book accessible, look at figure 1.1 on page 3. Each of the strategies are outlined here.

This first strategy, Reading for Meaning, helps to build these skills: • Text complexity • Evaluating and using evidence • Developing the core skills of reading

We will learn about this strategy and then apply it to learning.

Core Six, p. 3

13 3 min

Review the handout for Reading for Meaning. As you look at the handout, highlight key phrases that would connect with your teachers or that stand out to you. (Give time for participants to read and highlight. Have a couple of participants share out something they highlighted and explain why.)

Reading for Meaning Handout p. 1



14 17 min

Now we are going to try out this strategy. You should have a set of task cards with an organizer and a poem. Do not read the poem yet. Follow the task cards and complete this activity (individually or in pairs). (Give time for participants to complete this activity. Facilitate a discussion after everyone is finished.)

Reading for Meaning Handouts p. 2-6

15

8 min

+ SAAM option

In reference to this activity, how would these four supports on the slide be helpful for teachers? (allow participants to share)

What other supports would you plan to provide for teachers as they begin their journey with CCRSL?

Some responses could include:

• Suggest appropriate texts from publications associated with the teacher’s curriculum

• Refer frequently to the CCRSL Anchor Standards for Reading • Celebrate teachers as guides/questioners

Arts Integration (using SAAM Integration A PowerPoint, slides 1-2)

Using slides 1 and 2 as possible integration points, how could these materials from the Smithsonian American Art Museum (SAAM) support this strategy?

(optional)

SAAM Immigration A PowerPoint, slides 1-2



16 2 min

Read page 2 – second paragraph under “Making Research Work” • There is a real gap between research and practice, and any

strategy can fall flat in the classroom. Take Compare & Contrast, a strategy that extensive research has found correlates with sizeable gains in student achievement. Ask a few hundred teachers about Compare & Contrast, however, and you will likely get a different take. We actually did ask a few hundred teachers about their experiences with Compare & Contrast and learned why a strategy with such a rich research base often fails and how to make classroom comparisons powerful and effective. Here’s the gist: if you want to get results, you need to treat Compare & Contrast as a learning strategy rather than an end-of-learning assessment; make sure students have clear criteria for comparing items; and guide students to deeper thinking in phases.

This strategy teaches students to conduct a thorough comparative analysis and focuses on these specific skills:

• Conducting comparative analyses of academic content • Conducting comparative reading of two or more texts • Integrating information from multiple sources

Core Six, p. 2

17 3 min

These are the four phases of the Compare and Contrast strategy. Review the handout for Compare and Contrast. As you look at the handout, highlight key phrases that would connect with your teachers or that stand out to you. (Give time for participants to read and highlight. Have a couple of participants share out something they highlighted and explain why.)

Compare and Contrast Handout, p. 1



18 15 min

Now we are going to try out this strategy. You should have a set of task cards, three organizers, and two readings. Do not read yet. Follow the task cards and complete this activity (individually or in pairs). (Give time for participants to complete this activity. Facilitate a discussion after everyone is finished.)

Compare and Contrast Handout, p. 2-12

19 5 min

Facilitator notes: Refer to the book (pages 17-19 ) for pitfalls related to this conversation. If a participant addresses a pitfall, honor it and bring their attention to pages 17-19; if a pitfall is not brought up, address it.

Core Six, p. 17-19

20

5 min

+SAAM option

Facilitate a discussion focused on these questions. (Keep the conversation closely tied to the Compare & Contrast strategy) Arts Integration (using SAAM Immigration A PowerPoint, slides 3-4) Using slide 3 as a possible integration point, how could these materials from the Smithsonian American Art Museum (SAAM) support this strategy? Slide 4 brings all four pieces of art together in a culminating writing extension. How does the integration of art strengthen this strategy of Compare & Contrast?

SAAM Immigration A PowerPoint, slides 3-4



21

10 min

+ SAAM option

Arts Integration (using SAAM Immigration A PowerPoint) Looking at the SAAM_Immigration A packet on your tables, look at how the SAAM partners provided direct resources and ideas for integrating arts into the study of Immigration. Take a few moments at your table and review these activities and prepare to share a thought/idea with the group. Arts Integration (using SAAM Immigration B PowerPoint) As we look around the room at the artwork reflective of themes related to immigration again, does a different one speak to you now that we have explored some additional texts? (can provide time for participants to gallery walk and choose one; could have smaller versions for people at their table; can have the pieces available in attached ppt for virtual selection) Think about how incorporating art expands the discussion and provides opportunities for all students to relate to the concept of immigration and the many layers surrounding immigration. Can you identify some topics your students encounter where incorporating art would add a layer of depth and connection?

22 5 min

+discussion

What additional steps are needed for your teachers? If you have questions about additional resources shared today, please contact Jude Scally (HQ ISS for Information Specialists) for digital resources or Lori Worley (HQ ISS for Fine Arts) for SAAM. Please keep these three strategies in mind as you support teachers on their journey with CCRSL. We look forward to continuing our learning with Module 4 and the work we are sharing with Catapult Learning...


End of Presentation

Total Time ~ 90 minutes + additional time for SAAM integration and discussion


Training Packages

Activity Titles Slides #

Reading for Meaning Use the training package as noted in the slides. The package includes an informational cover page, task cards, and related materials. 12-15

Compare and Contrast Use the training package as noted in the slides. The package includes an informational cover page, task cards, and related materials. 16-20

Additional materials

CCRSL: Three Instructional Shifts College & Career Readiness Anchor Standards for Reading SAAM Immigration PowerPoint (Option A) SAAM Immigration PowerPoint (Option B)

as needed

facilitator’s guide: module 3: instructional leadership and the ccrsl · · 2016-11-036 |...

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