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Session #1 Next Steps Institute October 19-22, 2005.

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1 Session #1 Next Steps Institute October 19-22, 2005

2 Next Step Professional Development Pathway2 Agenda  Science through the decades  Goals and overview  Using notebooks for professional learning  Modeling level 1 kit training

3 October , 2005 Next Step Professional Development Pathway3 Meet and Greet at Decade Posters  Please go to the poster that represents the decade in which you began teaching  Introduce yourself  Consider this prompt… When I started teaching everyone thought the best way to teach science was to…  Record your group’s responses on the poster  Report out by decade

4 October , 2005 Next Step Professional Development Pathway4 Meet and Greet Processing Questions  What have we changed in how we teach science?  What are the implications for professional learning for veteran and beginning teachers in the 21 st century?

5 October , 2005 Next Step Professional Development Pathway5 Goals for the Pathway  Experience, evaluate, and apply a practical professional development model that addresses the requirements of NCLB including student achievement goals and research-based practice.  Develop a clear vision of effective professional development that impacts student learning.  Learn and understand how to implement successful professional development strategies and professional learning activities.

6 Using Student Notebooks to Enhance Learning Next Steps Institute October 19-22, 2005

7 Next Step Professional Development Pathway7 Journals, Logs, Notebooks??  Journals are reflections of students’ learning.  Logs are where students keep data over time.  Notebooks are tools for students to record data and thinking as they work with materials.

8 Purposes of Notebooks  Enhance the development of students’ conceptual understandings and inquiry skills, and  Provide teacher with a window into the students’ understanding of concepts and many of the skills of inquiry, and  Offer students opportunity to develop literacy skills and an authentic application of those literacy skills.

9 October , 2005 Next Step Professional Development Pathway9 What can be used?  Composition Notebook  Spiral Notebook  3-Ring Binder  3-Prong paper folder  Folded paper booklets  Other?

10 October , 2005 Next Step Professional Development Pathway10 NSI PD Pathway Notebooks Composition Notebooks

11 October , 2005 Next Step Professional Development Pathway11 NSI PD Pathway Notebooks Common Structure  Title Page  Table of Contents  Title each section  Number pages  Date every entry  Appendix

12 Seasonal Partners 1.In your notebooks draw an icon for each of the four seasons.

13 2.Draw a line beside each icon. 3.Find a person to be a partner for each of the seasons. You will write your name in their notebook and vice versa for the same season. Seasonal Partners

14 October , 2005 Next Step Professional Development Pathway14 Line of Learning  To use line of learning, learners write their thinking about a key concept or topic.  Learners return to their thinking at strategic times throughout the unit.

15 October , 2005 Next Step Professional Development Pathway15 Line of Learning  To use line of learning, write your thinking about the key concept or topic.  Date the entry to the line of learning.

16 October , 2005 Next Step Professional Development Pathway16 Map showing Grant Wood Area Education Agency School Districts (Eastern Iowa)

17 October , 2005 Next Step Professional Development Pathway17 Taking a look inside the VAST Science Materials Center

18 October , 2005 Next Step Professional Development Pathway18 Preparing and packing the kits for circulation to the schools.

19 October , 2005 Next Step Professional Development Pathway19 Level One Kit Training on the STC Pebbles, Sand and Silt Unit

20 October , 2005 Next Step Professional Development Pathway20 Modeling Level One Professional Development  Description  Purpose and Goals  Mini-Session  Kit Specialists  Logistics

21 October , 2005 Next Step Professional Development Pathway21 Level 1 Kit Training  What were your thoughts as a student?  As a teacher?  How would this experience help you teach the content more effectively?

22 October , 2005 Next Step Professional Development Pathway22 Level One Inservice Goals  Participants will become familiar with the materials and activities in the unit.  Participants will gain ideas on managing hands- on science instruction.  Participants will experience the activities of the unit of learners.  Participants will be aware of the big ideas of the unit.

23 October , 2005 Next Step Professional Development Pathway23 A Teacher to Teacher Model  Kit Specialists: Are identified for each unit Have multiple years of implementation experience with the unit Participate in the design of the Level One inservice model Become familiar with effective professional learning research and strategies Agree to respond to follow-up questions from participants

24 October , 2005 Next Step Professional Development Pathway24 Logistics  Experienced teachers as facilitators  Kits and materials prepared by materials center staff  Facilitator tool kits/notebooks with all materials and information  Evaluation  Subs; honorarium

25 Session #2 Next Steps Institute October 19-22, 2005

26 Next Step Professional Development Pathway26 Agenda  Teachers in action  Mock leadership teams  Principles of effective PD  Leadership teams analyze data set goals select content

27 October , 2005 Next Step Professional Development Pathway27 Processing Level 1 Professional Development  View Level 1 Training video  Processing Question… What do you notice in this video that connects with what you have just experienced and how are these experiences evidence of effective professional development?

28 October , 2005 Next Step Professional Development Pathway28 Line of Learning  Reread previous responses when asked to return to your thinking at strategic times throughout the unit, draw a line under what you previously wrote and record how your ideas are changing by describing how the learning experiences have: reinforced something you thought before... changed something you thought before... caused you to think something you have never thought before...  Again, date the entry to the line of learning.

29 October , 2005 Next Step Professional Development Pathway29 Next Step Community School District Leadership Team  Information about the Next Step Community School District  Developing a common vision of effective professional learning using Designing Professional Development for Teachers of Science and Mathematics (2003) by Susan Loucks-Horsley, Nancy Love, Katherine E. Stiles, Susan Mundry, and Peter W. Hewson

30 October , 2005 Next Step Professional Development Pathway30 Build a Leadership Team to… Analyze student achievement data Set goals Review research to select content Design a professional development plan

31 October , 2005 Next Step Professional Development Pathway31 Analyze Student Learning and Other Data Set Goals Plan Do Evaluate Professional Development Design Framework Commit to Vision and Standards

32 Analyze Student Learning and Other Data Set Goals Plan Do Evaluate Professional Development Design Framework Knowledge And Beliefs Context Critical Issues Strategies Commit to Vision and Standards

33 Knowledge and Beliefs  Learners and Learning  Teachers and Teaching  The Nature of the Disciplines  Effective Professional Development  Change Process

34 Context  Students  Teachers  Practices  Resources  Parents and community  Organizational culture  Organizational structures  History of professional development

35 October , 2005 Next Step Professional Development Pathway35 Analyze Student Learning and Other Data Set Goals Plan Do Evaluate Professional Development Design Framework Commit to Vision and Standards

36 Inquiring into Data Analysis

37 October , 2005 Next Step Professional Development Pathway37 Looking at data – Peeling away layers

38 October , 2005 Next Step Professional Development Pathway38 First layer – Who?  Look at the 8 th grade science and mathematics proficiency data.  Ask… What do you suspect about the group of kids below proficiency? What patterns or trends might you see? What is your hunch about why some kids fall below?

39 October , 2005 Next Step Professional Development Pathway39 Possibilities  Identified subgroups Gender Free/Reduced Lunch IEP ELL Ethnicity Migrant

40 October , 2005 Next Step Professional Development Pathway40 Your district data  Look at your district’s 8 th grade disaggregated student achievement data for mathematics total and science.

41 Percentage of 8 th Grade Student Below Proficient in Mathematics per subgroup category

42 Percentage of 8 th Grade Student Below Proficient in Science per subgroup category

43 October , 2005 Next Step Professional Development Pathway43 Rank Order of Subgroups (including Ns) SUBGROUP % Below N 1.With IEP44% 13 2.ELL40% 12 3.African-Am.31% 10 4.Eligible FRL30% 46 5.Hispanic20% 3 6.Asian20% 2 7.Males18% 22 8.Not ELL17% 10 9.White16% Not Eligible FRL14% Females14% Without IEP12% 35

44 October , 2005 Next Step Professional Development Pathway44 Your Turn  Examine the data  Record what you notice on the Analyzing and Reporting Our Data form

45 October , 2005 Next Step Professional Development Pathway45 Looking deeper – Peeling away layers

46 October , 2005 Next Step Professional Development Pathway46 Second Layer – What?

47 October , 2005 Next Step Professional Development Pathway47 Science Skills  Examine the 8 th Grade “Performance Profile”  Compare the skills under the Science Total (Scientific Inquiry, Life Science, Earth and Space Science, and Physical Sciences)  Graph the data

48 October , 2005 Next Step Professional Development Pathway48 Science 8th Grade Class Performance Profile

49 October , 2005 Next Step Professional Development Pathway49 Mathematics Skills  Examine the 8 th Grade “Performance Profile”  Compare the skills under the Mathematics Total (Prob. Solv. & Data Interpretation) Tests  Graph the data

50 October , 2005 Next Step Professional Development Pathway50 Math 8th Grade Class Performance Profile

51 October , 2005 Next Step Professional Development Pathway51 Your Turn  Examine the data  Record what you notice on the Analyzing and Reporting Our Data form  Consider what other data this team would gather to inform decision making

52 October , 2005 Next Step Professional Development Pathway52 The Data Quandary “In sum, teachers and leaders must consider both year-to-year analysis and cohort data in order to have a comprehensive understanding of the relationship between student results and professional practices. The key is to use the right tool for the right job. To understand student progress, use cohort data. To understand the consistent impact of teaching and curriculum practices, use year-to-year comparisons.” Source: The Data Quandary: Which to Use- Year-to-Year or Cohort? By Douglas B. Reeves, Ph.D. as published in A Publication of the Center for Performance Assessment Volume 5, Issue 2, November 2003

53 October , 2005 Next Step Professional Development Pathway53 Your turn  What do the results and their implications mean for the design of our professional development plans?

54 October , 2005 Next Step Professional Development Pathway54 Analyze Student Learning and Other Data Set Goals Plan Do Evaluate Professional Development Design Framework Commit to Vision and Standards

55 October , 2005 Next Step Professional Development Pathway55 Setting Professional Development Goals  Use your Analyzing and Reporting Our Data Response Sheet to focus on student learning around scientific inquiry and problem solving  Write a student learning goal on your team action plan sheet  One example… Students will improve achievement in the areas of scientific inquiry and problem solving.

56 October , 2005 Next Step Professional Development Pathway56 Setting Professional Development Goals  Write a teacher learning goal  One example… Teachers will directly experience science and mathematics concepts through the processes of inquiry and problem solving.

57 October , 2005 Next Step Professional Development Pathway57 Setting Professional Development Goals  Write a teacher practice goal  One example… All grade six through eight science teachers will implement inquiry and problem solving as modeled in the professional development workshop.

58 October , 2005 Next Step Professional Development Pathway58 Setting Professional Development Goals  Write an organizational goal  One example… The Next Step CSD will provide a structure to sustain the implementation of inquiry and problem solving as modeled in the professional development workshop.

59 Critical Issues  Ensuring Equity  Building Professional Culture  Developing Leadership  Scaling Up  Building Capacity  Public Support  Supporting Standards  Evaluating Professional Development  Finding Time

60 October , 2005 Next Step Professional Development Pathway60 Analyze Student Learning and Other Data Set Goals Plan Do Evaluate Professional Development Design Framework Commit to Vision and Standards

61 October , 2005 Next Step Professional Development Pathway61 Selecting Content and Professional Development Providers  Using the Iowa Content Network, National What Works Clearinghouse, Center for Science EducationIowa Content Network National What Works ClearinghouseCenter for Science Education  Use the collective power of multiple studies to select effective professional development to match our goals

62 October , 2005 Next Step Professional Development Pathway62 Questions to Ponder  What strategies will assist all students’ learning?

63 Strategies Immersion Experiences: Inquiry in Science and Problem Solving in Mathematics Examining teaching and learning: Lesson Study Vehicles and Mechanisms: Workshops, Institutes, Courses, Seminars

64 October , 2005 Next Step Professional Development Pathway64 One Example…  Based on our data, we find our students need improvement in both inquiry skills and problem solving skills.  Based on research available, we have decided to implement notebooks and integrate inquiry and problem solving instruction in science classrooms, grades 6-8.

65 October , 2005 Next Step Professional Development Pathway65 One Example…  Who? All 6 th - 8 th Grade Science Classroom Teachers  Professional Development Content – Implement Notebooks and problem solving in context of inquiry-based classrooms  Workshop – Immersion in inquiry in science and problem solving in mathematics  Academic Year – Lesson Study Format with grade band teachers

66 Session #3 Next Steps Institute October 19-22, 2005

67 Next Step Professional Development Pathway67 Agenda  Invitation to inquiry  Guided inquiry Set up Math connection Conduct investigation  Explore on your own  Open inquiry Choose a question Design investigation Math connection

68 October , 2005 Next Step Professional Development Pathway68 Inquiry and Problem Solving Investigating Swinging Pendulums

69 October , 2005 Next Step Professional Development Pathway69 Invitation to Inquiry  View a video  Observe a demonstration  Listen to a reading

70 October , 2005 Next Step Professional Development Pathway70 Science in my life: Line of Learning What understandings or ideas do you have about the science of swinging objects?

71 October , 2005 Next Step Professional Development Pathway71 With an elbow partner, discuss What is your prediction about what will happen if two people are on one trapeze and only one is on the other and they are both let go at the same time? What is your explanation?

72 Swinging Pendulum Guided Inquiry How does the weight of a swinging object affect the frequency of its swing?

73 October , 2005 Next Step Professional Development Pathway73 Creating Angles  Without measuring tools available, can you paper fold an 8.5 by 11 sheet of paper to create different angle measurements?  What angle measurements can you create?  After you have created a few, share them with others.

74 October , 2005 Next Step Professional Development Pathway74 Guided Inquiry: Build a Pendulum Swinger: Getting started…  Set it up…gather materials and set up the investigation.  Try it out…using your paper folded angle and your swinger, swing one washer, and record the number of swings made in 10 seconds. See the data table provided.  Make predictions…what will be the frequency for 2, 3, and 4 washers?

75 October , 2005 Next Step Professional Development Pathway75 Exploration:  Explore on your own. “Play around” with the pendulum materials and see what interests you about them.  Reflect on when you were doing the guided inquiry, questions that you may have had.  Make a list of questions.

76 October , 2005 Next Step Professional Development Pathway76 Line of Learning: What understandings or ideas do you have about the science of swinging objects?  This is what I think now.  This is how my thinking has changed and this is what changed my thinking.  This is how my thinking has been reinforced and this is what reinforced my thinking.  This is something I never thought of before and here’s what got me to think about it.

77 Session #4 Next Steps Institute October 19-22, 2005

78 Next Step Professional Development Pathway78 Agenda  Open inquiry Math…it depends Design investigation Conduct investigation Math…a look at the data  Inquiry presentations  Inquiry resolution Math Science  Assessment

79 October , 2005 Next Step Professional Development Pathway79 Open Inquiry: Investigating your question…  Identify a researchable question.  Begin to design an investigation including brainstorming data table(s) you might use.

80 October , 2005 Next Step Professional Development Pathway80 It Depends! As you design your pendulum investigation you may decide to look at how change in one quantity results in change in another quantity.

81 October , 2005 Next Step Professional Development Pathway81 You may be thinking about relationships between dependent and independent variables. It Depends!

82 October , 2005 Next Step Professional Development Pathway82 Let’s think together about dependent and independent variables…as they relate to quantities, graphs, tables, and equations. It Depends!

83 October , 2005 Next Step Professional Development Pathway83 How does this focus on dependent and independent variables relate to our task of designing an investigation? Quick Write:

84 October , 2005 Next Step Professional Development Pathway84 Open Inquiry: Continue to investigate your question… Analyze your data using these 3 questions: 1. What do you SEE in the data? 2. What can you CLAIM from what you see in the data? 3. What EVIDENCE is there that supports the claim(s) you made?

85 October , 2005 Next Step Professional Development Pathway85 Open Inquiry: Create a presentation to share the results of your investigation.  Include your question. Tell why you found it interesting and important to you.  Display data.  Present your claim(s) making sure they are supported by evidence.  Include other questions you might want to investigate next.

86 October , 2005 Next Step Professional Development Pathway86 Inquiry Resolution: Mathematics  Find your pendulum length envelope on your table.  Find a suitable location to swing your swinger.  Time and swing for 15 seconds.  Record your results by hanging your swingers on the number line.  Record the number of swings made next to its length in the T-table.

87 October , 2005 Next Step Professional Development Pathway87 Force and Inertia Inquiry Resolution: Science

88 October , 2005 Next Step Professional Development Pathway88  This is what I think now.  This is how my thinking has changed and this is what changed my thinking.  This is how my thinking has been reinforced and this is what reinforced my thinking.  This is something I never thought of before and here’s what got me to think about it. Line of Learning: What understandings or ideas do you have about the science of swinging objects?

89 Session #5 Next Steps Institute October 19-22, 2005

90 Next Step Professional Development Pathway90 Agenda  Process Workshop PD Experience  Pitfalls  Extending the workshop learning Linking two professional development strategies

91 October , 2005 Next Step Professional Development Pathway91 Assessment  Now, what do you think will happen if two people are on one trapeze and only one is on the other and they are both let go at the same time? What is your explanation?  Have you ever seen a trapeze-type swing on an angled tree branch?

92 October , 2005 Next Step Professional Development Pathway92 Quick Write  Think about the learning experiences you have had in the first four pathway sessions.  How do they connect for you?

93 October , 2005 Next Step Professional Development Pathway93 Plus/Delta Participant Feedback PlusDelta Public list of interactive strategiesIntegrate more reflection time. Modeling strategiesNeed to use our seasonal partners to juggle the mix Affirmation and feeling part of a learning community Make the Pathway storyline visible Engaging in concrete ideas for math integration Variety of strategies and people and resources Large group of presenters Mix of presenter expertise Still awake in the PM – want to continue learning into the evening Effective Pathway storyline

94 October , 2005 Next Step Professional Development Pathway94 Process  Each table will address a processing question that will guide the participants to analyze the “immersion” inquiry workshop experience with a focus on implementing and designing professional development.  One individual will share their group responses.  All may take notes from the table discussion in their notebooks

95 October , 2005 Next Step Professional Development Pathway95 Processing Question #1  What roles did the facilitators play in this example of professional development?  Participant Poster Responses by table group: Comic Relief Engagement Demo/Modeling Role Play Visuals Materials Rethink Plan – Make changes based on participant needs Cooperative learning (facilitated) Guided Activities Reflection Discussion Community of acceptance Positive learning environment Line of Learning Inquiry Literature connections Word Wall Attention Signals

96 October , 2005 Next Step Professional Development Pathway96 Processing Question #2  In what ways did the workshop experience mirror the kind of teaching and learning we would like to see in the classroom? What is similar and what is different?  Participant Poster Responses by table group: Workshop:  Short time  Summary  “flavor”  Experience  Resources  Assumptions  Team teaching  Engaging strategies “hooks”  Inquiry Cycle  Interacting Strategies  Reflection  Notebook  Literacy connection  Extended time  Diversity  *self contained  *more materials

97 October , 2005 Next Step Professional Development Pathway97 Processing Question #3  What do teachers need to know and be able to do to use inquiry in the classroom? What follow-up activities would you suggest?  Participant Poster Responses by table group: What do they know about inquiry What is or is not inquiry We need the “stuff” They need to engage in inquiry and synthesize the experience. This should happen more than once CONTENT KNOWLEDGE Set up mentoring or collaborative relationships Opportunities for Level 2 training.

98 October , 2005 Next Step Professional Development Pathway98 Processing Question #4  What is required to engage teachers in multi-day, in depth institutes such as the one modeled in this pathway? What expertise do you need? Time? Resources?  Participant Poster Responses by table group: See inspiration map on next slide…

99

100 October , 2005 Next Step Professional Development Pathway100 Processing Question #5  What aspects of the design were intended to promote reflection and dialogue about teachers’ own practice?  Participant Poster Responses by table group: Line of Learning Collaborative learning (e.g. making a tool for determining angles “it depends” Quick Write (with sharing) Sharing posters Journals Reflecting on science can’t be separated from reflecting about practice.

101 October , 2005 Next Step Professional Development Pathway101 Processing Question #6  When might you use this professional development strategy and for whom? What help or information would you need?  Participant Poster Responses by table group: Groups of teachers, K-12 teachers Instructional team makeup: Content expert, Teacher, Facilitator 1 week summer institute, Inquiry Institute 1 Day PD Level 2 Training (focus on content)

102 October , 2005 Next Step Professional Development Pathway102 Pitfalls of Immersion Experiences 1. Transfer issues 2. Linking the learning experience to the strategic goals of their schools 3. The relationship between scientists and teachers that could lead to teachers emulating poor practice or that the teachers’ contribution is not valued

103 October , 2005 Next Step Professional Development Pathway103 What Research Shows… KnowledgeSkillTransfer Theory 10%5%0% Demonstration 30%20%0% Practice 60% 5% Peer Coaching 95%

104 October , 2005 Next Step Professional Development Pathway104 “The teaching of metacognitive skills should be integrated into the curriculum in a variety of subject areas.” Bransford, J.D, Brown, A.L., & Cocking, R.R., (eds.) (2000) How People Learn: Bridging Research and Practice. p.21 Implications for Teaching…

105 October , 2005 Next Step Professional Development Pathway105 Quick Write  Reference the Adult Learning Handout.  How did the design of the immersion workshop address these adult learning assumptions and guidelines?

106 Session #6 Next Steps Institute October 19-22, 2005

107 Next Step Professional Development Pathway107 Agenda  Lesson Study Experts from a LS cycle  Lesson Study Panel sharing

108 October , 2005 Next Step Professional Development Pathway108 Improving Instruction  Examining Ways Teachers Improve Instruction  Teacher to Teacher: Reshaping Instruction Through Lesson Study (2002) North Central Regional Educational Laboratory

109 October , 2005 Next Step Professional Development Pathway109 Statements  ____ Watch and discuss each other’s classroom lessons  ____ Choose curriculum  ____ Plan lessons alone  ____ Align curriculum with standards  ____ Write curriculum  ____ Plan lessons collaboratively  ____ Add your own: ________________

110 October , 2005 Next Step Professional Development Pathway110 In our NSI power point we used resources and information from several sources. The triangle slide that showed the differences in Japanese and U.S.teachers' use of time to improve instruction can be found in this lesson study power point presentation developed by Catherine Lewis at Mills College, Oakland, CA.lesson study power point presentationMills College

111 October , 2005 Next Step Professional Development Pathway111 Getting to Know Lesson Study  Defining Lesson Study

112 October , 2005 Next Step Professional Development Pathway112 Purposes  Continuing conversations about instructional improvement  Collecting and synthesizing information on lesson study  Building definitions of lesson study

113 October , 2005 Next Step Professional Development Pathway113 Process  Finish the phrase, “Lesson Study is…” by circulating with a seasonal partner, discussing, and taking notes on the information provided on the clue placards around the room  After visiting the clues, return to your table, and with your partner, synthesize your information and prepare an answer  Share your answer with another seasonal partner pair  Merge responses and develop one group definition of lesson study

114 October , 2005 Next Step Professional Development Pathway114 Starting to Implement Lesson Study  Translating Lesson Study for a U.S. Context

115 October , 2005 Next Step Professional Development Pathway115 Characteristics of Effective Lesson Study Groups  Egalitarian discussion  Shared ownership and responsibility  Emphasis on students, not teachers

116 October , 2005 Next Step Professional Development Pathway116 “A ‘metacognitive’ approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.” Bransford, J.D, Brown, A.L., & Cocking, R.R., (eds.) (2000) How People Learn: Bridging Research and Practice. p. 18

117 October , 2005 Next Step Professional Development Pathway117 Panel Discussion about Lesson Study

118 Session #7 Next Steps Institute October 19-22, 2005

119 Next Step Professional Development Pathway119 Agenda  Lesson Study Viewing the DVD  Review Line of Learning  Next Steps  Focus Groups

120 October , 2005 Next Step Professional Development Pathway120 Getting to Know Lesson Study  What lesson study looks like

121 October , 2005 Next Step Professional Development Pathway121 Purpose  Reflecting on practice and the link of instructional activities to student learning  Understanding what the lesson study group (in the video) originally planned to teach and understanding the changes that resulted in the lesson plan following observation, reflection, and revision

122 October , 2005 Next Step Professional Development Pathway122 Video  How Many Seats?

123 October , 2005 Next Step Professional Development Pathway123 Process  Consider the following reflective cue: In the context of professional development, what do you notice?  While watching the video take notes in your notebook

124 October , 2005 Next Step Professional Development Pathway124 Second Viewing Focus Questions Segment 1: Planning  How is this segment similar and different from planning which is familiar to you?

125 Segment 1: Planning  How is this segment similar and different from planning which is familiar to you? Participant responses… SimilarDifferent (limited) team planningCollaboration (depth): focus on goal Focus on student thinking (not a single problem) Safe environment to share uncertainties Varied talents in the group Protocol/procedure structure for the meeting time Provides forum for teacher exchange Focuses on student outcome not topic

126 October , 2005 Next Step Professional Development Pathway126 Second Viewing Focus Questions Segment 2: Research Lesson 1  Record what students are saying. What might be the different effects of focusing on students, rather than the teacher?

127 Segment 2: Research Lesson 1  Record what students are saying. What might be the different effects of focusing on students, rather than the teacher?  Participant Responses Avoid terms “pacing” when describing lesson Listen to student conversation, expression Window into transfer Observer benefits Students found a pattern in worksheet – finishing it was their task Listening to students focuses on misconceptions/debates View social nature of learning Verify with manipulative

128 October , 2005 Next Step Professional Development Pathway128 Second Viewing Focus Questions Segment 3: First Debrief  Think of yourself as an anthropologist and try to describe the structure of the meeting. The culture?

129 Segment 3: First Debrief  Think of yourself as an anthropologist and try to describe the structure of the meeting. The culture?  Participant Responses Establishing protocol Moderator role helps keep people on task (timer helps) Non-threatening: teachers could explore thoughts Teachers were familiar with process Honor the lead teacher and classroom Anticipating student responses Reflective teacher Impact on teaching is powerful

130 October , 2005 Next Step Professional Development Pathway130 Second Viewing Focus Questions Segment 4: Research Lesson 2 & Second Debriefing  Record what students are saying. What might be the different effects of focusing on students, rather than the teacher?  Think of yourself as an anthropologist and try to describe the structure of the meeting. The culture?

131 Segment 4: Research Lesson 2 & Second Debriefing  Record what students are saying. What might be the different effects of focusing on students, rather than the teacher?  Think of yourself as an anthropologist and try to describe the structure of the meeting. The culture?  Participant Responses Teacher excitement, enthusiasm, accomplishment, pride Differentiation for students Students shared solutions and solution paths (negotiations) Simple change – may result in profound results Multiple observers increase feedback

132 October , 2005 Next Step Professional Development Pathway132 Second Viewing Focus Questions Segment 5: Reflection  How might this lesson study cycle have been useful to teachers? What supports for their learning did you notice within this segment or earlier segments?

133 October , 2005 Next Step Professional Development Pathway133 Second Viewing Focus Questions Segment 5: Reflection  How might this lesson study cycle have been useful to teachers? What supports for their learning did you notice within this segment or earlier segments?  Verbal responses were given but not charted

134 October , 2005 Next Step Professional Development Pathway134 Evaluation: Quick Write  Review Line of Learning on your Vision of Professional Development  Writing Cue: As a result of participating in this pathway, I now think Professional Development is more _______ and less ________.  Partner share  No public responses given

135 October , 2005 Next Step Professional Development Pathway135 Evaluation: Quick Write  Review Line of Learning on your Vision of Professional Development  Writing Cue: As a result of participating in this pathway, I now think Professional Development is more _______ and less ________.

136 October , 2005 Next Step Professional Development Pathway136 Evaluation: Process Pathway Learning  Identify key insights and strategies you have gained in the last three days that you will definitely “take home”  Seasonal partners, take your notebook and share  Large group sharing

137 October , 2005 Next Step Professional Development Pathway137 Evaluation: Process Pathway Learning Participant Responses Invite the presenting pathway team to MO Interactive strategies Increase student centered PD Empowerment of Lesson Study Intense immersion in lesson study; plan to involve all Starting with reading group To be the “seed” for the change to motivate colleagues Being out of comfort level is not a “bad thing” PD depends to focus on the transfer Notebooks (more strategies) Learners reflecting on learning Find more opportunity for reflection; PD must focus on self – reflection

138 October , 2005 Next Step Professional Development Pathway138 Evaluation: Process Pathway Learning Participant Responses More important to facilitate the teachers than to be the expert as PD provider More interactive strategies to apply to protocol for kit training statewide Involve administrators through Lesson Study

139 October , 2005 Next Step Professional Development Pathway139 Interactive Strategies - Posted  Through the decades  Line of Learning  Strategic Modeling  Seasonal Partners  Think-Pair-Share  Parking Lot  Poster Presentation  Quick Write  Mingle  Eye-Contact Partner  Whip (around the room)


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