induction professional development september 27, 2012 facilitated by lisa wolf, julie shaw, and...
TRANSCRIPT
Induction Professional DevelopmentSeptember 27, 2012
Facilitated by Lisa Wolf, Julie Shaw, and Amber Martello
POLISH YOUR STARSUTILIZING EFFECTIVE, EFFICIENT COMMUNICATION TO DEVELOP PROFESSIONAL PRACTICE
WELCOMESTAR POLISHERS!
POLISHYOUR COMMUNICATION!
What do we communicate to others?
Click icon to add picture
Please turn to page 6 for
Voices.
Student SupportPrep Book
Planning for Success in
the Year of the Classroom2012 – 2013
Name ____________________________
Social Network Communication
Emails, Twitters, Blogs, Facebook, Message Boards, Forums, Tags, Google +, Tumblr, Teacher Websites…
Like Cards_______ is like _______
_______ is not like _______
Once you post it, you lose control…
http://www.youtube.com/watch?v=CE2Ru-jqyrY
POLISH YOUR INSTRUCTION!
The effectiveness of our instruction depends heavily on our ability to clearly communicate through:
•Design•Delivery •Engagement
INSTRUCTIONAL COMMUNICATION
•Plan Book
•Lesson Plan and Implementation Plan
•Supplies and Materials Prepped and Ready
•Thoughtful, Data-Driven
•Documentation of Learning and Proficiency
•Sufficient Time Scheduled, Pace Outlined
Communicating Through Design—Planning Instruction
Activate Prior KnowledgeThink about the lessons you have taught this year.
•How do you introduce your topic for instruction in each lesson?
•Do you generally follow a routine of instructional delivery?
•Is instruction delivered in the same way for every lesson?
Explicit Inquiry
LEARNERS AND NEEDS FOR EXPOSURE
5%
30%
60%
5%
1 to 4 4 to 14 14 to 250250 to 350
(K. Stanovich , 1998)
EXPLICIT VS. IMPLICIT INSTRUCTION
• Explicit- direct, systematic instruction
• Implicit- instruction that relies heavily on questioning and exploration as opposed to a systematic design
VOCABULARY EXAMPLE:
malapropism
VOCABULARY EXAMPLE:
malapropism
VOCABULARY EXAMPLE:
malapropism: the habit of misusingwords, especially those that sound alike
Let’s precede with this
plan.
• Set Purpose • State Objective• Connect to and Review Previous
Learning• Teach and Model New Concept• Guide Practice• Assess Student Application• Return to the Purpose to Reflect• Provide Opportunity for
Independent Practice
The Components of the Explicit Instruction Routine
• Purpose
• Objective
• Connection to Previous Learning
CLEARLY COMMUNICATE:
TODAY WE ARE GOING TO LEARN…
THE REASON WE ARE GOING TO LEARN THIS IS…
AT THE END OF THIS LESSON YOU WILL BE ABLE TO…
YESTERDAY YOU…
• Teach the New Skill
• Model the New Skill
Explicitly:
I
Do
MY TURN.
WATCH ME AND LISTEN AS I…
• Guide students in practicing the new skill all together
EFFECTIVELY:
We
Do
OUR TURN.
LET’S TRY THIS TOGETHER.
• Gradually Release ResponsibilityStudents practice while you monitor ability, engagement, and opportunities for practice
• Assess student applicationfor mastery or needs
DELIBERATELY:
You
DoGradual Release of Responsibility (Pearson & Gallagher,
1983)
YOUR TURN.
LET’S SEE YOU TRY THIS ON YOUR OWN.
• Facilitate reflection
• Provide opportunity for independent practice for those who are ready
STRATEGICALLY:
You
Do
TELL YOUR PARTNER WHAT YOU LEARNED AND PRACTICED TODAY.
I WANT TO GIVE YOU A CHANCE TO SHOW THAT YOU CAN DO THIS INDEPENDENTLY.PLEASE…
• Teach
• Model
• Practice
• Apply
ESSENTIALLY…
GRADUAL RELEASE MODEL
By Skill
By WeekTeach
Model
Practice
Apply
Monday Tuesday WednesdayThursday Friday
Teacher Role
Student Role
Strategic Design
Knowledge Taxonomy Progression Remembering Understanding Applying Analyzing Evaluating
Creating
(A. Martello, 2009)
APPROPRIATENESS
• Explicit– Teaching a Skill – Building Knowledge
• Implicit– Exploring– No Correct Answer
• http://cooperativelearning.nuvvo.com/lesson/9592-seinfeld-teaches-history
Choosing the Right Strategy
•Learning is a process•There’s no right answer•Expanding into higher level thinking from prior learning•Providing opportunities for creativity
USE INQUIRY WHEN…
Student Role:
Teacher Role:
Question Play for a purpose
Observe
Investigate
Explore
Try out ideas
Alert to patterns
Connect learning to prior
knowledge
Experiment Reflect on
learning
• Create learning opportunities
• Provide problem solving opportunities• Allow students to
discover• Alert to obstacles
• Guide• Question
GRADUAL RELEASE MODEL
By Skill
By WeekTeach
Model
Practice
Apply
Monday Tuesday WednesdayThursday Friday
Teacher Role
Student Role
Strategic Design
Knowledge Taxonomy Progression Remembering Understanding Applying Analyzing Evaluating
Creating
Inquiry
(A. Martello, 2009)
Explicit or
Inquiry?
Decisions, Decisions…
• As individuals, use sticky notes to record different instructional content and activities you have coming up in the next month.
• As tables, strategize whether to use explicit
instruction or inquiry. Justify your reasoning.
• Sort the sticky notes in a t-chart based on the most appropriate approach.
How will you Communicate your Instruction?
POLISHYOUR LEARNINGENVIRONMENT!
WHAT DO THESE SPACES COMMUNICATE TO STUDENTS, PARENTS, COLLEAGUES, AND
ADMINISTRATION?
WHAT DO THESE SPACES COMMUNICATE TO STUDENTS, PARENTS, COLLEAGUES, AND
ADMINISTRATION?
#2 #3
#1
A WELL PREPARED LEARNING ENVIRONMENT IS A GIFT TO OUR
STUDENTS
HOW WILL YOU MAKE A CHANGE?
POLISHYOUR MANAGEMENT!
Click icon to add picture
Please turn to page 7 for classroom management strategy, Discipline 5.
Please turn to pp. 8, 9 for Common Issues with a
Planned Procedure.
Student SupportPrep Book
Planning for Success in
the Year of the Classroom2012 – 2013
Name ____________________________
POLISH YOUR LEGALESE!
1. FERPAa. Privacy: data, grading, conversations
2. Supervisiona. Discipline: due processb. Liability: safety—whether you
can see them or not3. IDEA
a. IEP goals, 504b. Discipline of students with IEP
4. ELLa. Required to teach English
A
You areSTAR POLISHERS!
Amber MartelloInduction [email protected]
THANK YOUFOR YOUR TIME
AND PARTICIPATION!
Lisa WolfInduction CoachProfessional [email protected]
Julie ShawInduction CoachProfessional [email protected]