Standards, Instructional Moves and Student Engagement

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Welcome

• Introduce yourselves: name, school, role• Discuss: What do the following groups of

people need to do to ensure that the CCSS are implemented with fidelity:

Teachers NTI Members/Coaches Principals Others

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Live Tweeting @ NTI

• We will be live tweeting throughout the week! Follow us:

@EngageNY @JohnKingNYSED

• Join in the fun and use this hashtag: #NTIny

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Purpose of this Session

• Participants will be able to…• Identify the bright spots in their buildings where

students are doing the majority of the thinking in the classroom.

• Become conversant in the language of the Instructional Practice Guide and to apply it to videos of instruction.

• Identify classrooms where teachers are being intentional in their planning around student engagement and thinking in the classroom.

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CCSS, Instructional Moves and Student Engagement

• Speaking and Listening Standard 1 for ELA grades 9-10

Expectations and shared understanding• Instructional Practice Guide

Teachers actions in creating student engagement• Student Engagement in Action• Application of the Tools in Your Buildings

Student Behaviors for Engagement in the ELA Classroom

• Speaking and Listening Standard 1• CCSS.ELA-LITERACY.SL.9-10.1

Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 9-10 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.

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Speaking and Listening Standard 1

• Each group describe on chart paper what student behavior you would see in order for students to demonstrate mastery of your standard.

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Teacher Behaviors for Student Engagement in the ELA Classroom

• Instructional Practice Guide Key Features

• How is this aligned to Speaking and Listening Standard 1?

• How can this be used to help recognize instruction that results in greater student engagement?

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Student Engagement in Action: Teacher One

• Using the Instructional Practice Guide (Core Action 1A, Core Action 2B, C, D and Core Action 3A, B, C) and Standard 1 for Speaking and Listening watch the video and rate the teacher behaviors.

What did you notice the teacher doing (use language from the practice guide)?

What did you notice the students doing (use language from the standards)?

What worked? What needs work? Calibrate your rating with your group. How aligned were your ratings? To what do you attribute alignment/misalignment?

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Student Engagement in Action: Teacher Two

• Using the Instructional Practice Guide and Standard 1 for Speaking and Listening watch the video and rate the teacher behaviors.

What did you notice the teacher doing (use language from the practice guide)?

What did you notice the students doing (use language from the standards)?

What worked? What needs work? Calibrate your rating with your group. How aligned were your ratings? To what do you attribute alignment/misalignment?

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Student Engagement in YOUR Buildings

• Think about a classroom where teachers are being intentional in their planning for student thinking (bright spot).

• What does that look like? Teacher behaviors Student behaviors

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Reflection and Discussion

• Thinking about how to increase student engagement in your ELA classrooms, how could you use these tools in your buildings?

Peer observations Lesson study Common planning time Other

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Q & A

Pulse Check

https://www.engageny.org/resource/network-team-institute-materials-october-7-10-2014