fall teacher academies afternoon session. welcome! afternoon activities: –introduction to...
TRANSCRIPT
Fall Teacher Academies
Afternoon Session
Welcome!
• Afternoon activities:– Introduction to afternoon outcomes– AM & PM: tying them together– Lesson plan examination & gap analysis– Lesson plan jigsaw
• “Expert groups”• “Teacher groups”
– Continuing professional development
Afternoon Outcomes
• Participants will be able to– Unpack the Ohio ABE/ASE Standards to
identify skills, content, context, cognitive demand and sample learning activity(ies)
– Identify gaps in existing iCAN and Eureka lessons using the lesson evaluation rubric
– Apply information gained to fill existing gaps and retrofit lessons
– Use existing resources to begin planning for differentiated instruction
AM & PM: Tying it Together
• AM = Unpacking “Lite”• PM = Application
– Use information gained in morning session to work through activities designed to facilitate understanding of these elements of retrofitting:
• Realignment of standards• Level of cognitive rigor• Strong objective statements• Teaching strategies/learning activities/assessments• Use of resources• Differentiation
Afternoon Activities
• Resource review• Lesson plan examination and gap analysis• Lesson plan jigsaw
– “Expert groups”
– Teacher groups
• Share-out ideas for:– Realigned standards
– Teaching strategies/learning activities/assessment
– Resources
– Differentation/multi-level classroom
Afternoon Resources
• ABE/ASE Standards • ABE/ASE Crosswalks• Standards Progressions Tables• Depth of Knowledge Guide• TEAL Differentiation Document• Lesson Plans (ELA/Math)• Lesson Plan Rubric• Lesson Plan Template• Top Missed Skills
ABE/ASE Standards
• Released in April 2013 by OVAE (now OCTAE)
• Sub-set of the Common Core State Standards
• Represent necessary college and career-ready skills for adults
• Adopted by Ohio in June 2014
• Adapted by PDN for Ohio ABLE Practitioners
ABE/ASE Standards
ABE/ASE Crosswalks
• Shows the relationship between 2009 and 2014 standards
• Assists teachers with identifying gaps in lessons and curricula
Standards Progressions Tables
• Indicate the learning path students should follow according to the new standards
• Helps teachers see the “big picture” across EFLs• Assist with planning for differentiation and the multi-level
classroom
DOK Guide
DOK Guide
• Provides introduction to DOK and cognitive rigor by indicating some key terms and sample question stems
• Should be considered when developing/retrofitting lessons/curricula– Outcomes, teaching strategies, learning activities, assessments
• Some notes!– DOK is NOT progressive– Students at EFL 1 can do DOK 3 tasks– The same tasks may be DOK 1 to an EFL 3 student– Not the difficulty of the task but the level of the cognitive processes
necessary to complete the task• Spell sphygmomanometer• Explain how childhood obesity is related to early-onset diabetes
TEAL Differentiation Document
• Lists six dimensions for adapting to learner differences – including how the teacher approaches the:– Content (the what of the lesson)– Process (the how of the lesson)– Expected product (the learner-produced result)– Learner’s interest(s) – Profile (learning strengths, weaknesses, gaps)– Learner readiness
• Offers differentiation suggestions– Chunking, inquiry based-learning
Lesson Plans
Lesson Plan Rubric
Lesson Plan Template
Most Missed Items
Gap Analysis
• For this activity, you will need:– Buying for Irregularities lesson plan– Lesson plan evaluation rubric
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Gap Analysis
• With their table groups, teachers will identify instructional gaps in the lesson using the lesson plan rubric
• Group recorder will take notes
• Tables will share out their findings with the larger group
Gap Analysis
• Where were the gaps?
• What are your suggestions for:– Standards?– Learner outcomes?– Teaching strategies?– Learning activities?– Assessments?– Resources?– Differentiation?
Expert Groups: Jigsaw
• For this activity, you will need:– Slave Acts lesson plan– Blank lesson plan template– Evaluation rubric– Your professional expertise!
Expert Groups: Jigsaw
• Think about which EFL you work with best
• Move to one of the following groups:– EFLs 1-2– EFLs 3-4– EFLs 5-6
• Move to the table(s) assigned to that EFL
• Select a recorder from the table participants
Expert Groups
EFLs 1-2
EFLs 3-4
EFLs 5-6
EFLs 3-4
EFLs 3-4
EFLs 1-2
EFLs 5-6
EFLs 5-6
Expert Groups
• Expert groups will work together to identify the instructional gaps present in the lesson plan using the lesson plan rubric
• Participants will brainstorm ways to meet the instructional needs of their selected EFL(s)
• Each participant will take notes on a lesson plan template to share back with the group
• Teacher co-facilitators will circulate the room, offering advice, support, and guidance
Teacher Groups
• Groups will restructure themselves – each table should have a representative from groups 1-2, 3-4, 5-6
• For this lesson, you will need:– Notes from “expert group”– Slave Laws lesson plan– Lesson plan template– ABE/ASE Standards Progression Tables
Teacher Groups
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Teacher Groups
• Participants will share out their notes from the “expert groups” and use provided resources to determine ways to differentiate the lesson
• Teacher co-facilitators will offer support and guidance
• Group will populate a lesson plan template
• Ideas for retrofitting and differentiation will be shared with the larger group
Wrap-Up!
• Participants will regroup with their original instructional teams
• A recorder from each instructional team will document one “new” best practice from each table participant
• Best practices will be shared out with the rest of the group– Post-its will be collected, compiled by the PDN, and
shared with the field after the academies
Continuing PD Opportunities!
• Hone your skills by participating on one of the ongoing PD opportunities for FY15– Curriculum Retrofitting Project– Standards Unpacking Cohort
• Stay tuned for additional details, dates, and information!
Thank You!
• Keep up the great work!• Use the resources available to you
– Online Teacher Resource Center Database– FYI Video Series– Supporting documents
• Please contact the PDN with:– Questions– Comments– Suggestions– Contributions!
Remember…
“The difference between ‘try’ and ‘triumph’ is a little ‘umph’!”
Author Unknown
Together, we can do it!
We are ABLE!
