1 Integrating the Five ACPS College Preparation Competencies into Lesson Design Integrating the Five ACPS College Preparation Competencies into Lesson Design Curriculum Implementation Modules ( ): Session Eight: April Alexandria City Public Schools

2 Essential Questions for This Workshop How can ACPS educators promote students proficiency in using the five ACPS college preparation competencies ? How can students development of these competencies enhance their academic success?

3 Session Objectives By the end of this workshop, you should be able to: 1. Integrate the five ACPS college preparation competencies into lesson planning and delivery. 2. Use one or more of the ACPS college preparation competencies as part of a lesson you will teach during the coming week(s).

4 Our Agenda at a Glance Warm-Up Activity: Participants Reflect on Module Two and Share Their Experiences Using Engagement Strategies Modeling & Discussion: The Five ACPS College Preparation Competencies A JIGSAW Activity: What Can Teachers Do? A Mini-Seminar : How Effectively Are ACPS Students Learning to Apply These College Competencies in All Content Areas? Participant Analysis of an ACPS Curriculum Guide Transfer Task (What College Competencies Does It Require?) Planning Opportunity: Integrating One or More of the College Competencies into a Lesson Design Closure: End-of-Session Reflection, Feedback, and Questions

5 Participant Debriefing Think: Think: How did you and your students work with engagement strategies in the past month? (What were your success stories? What challenges did you face?) Pair: Pair: Compare your experiences with a partner. Share: Share: Pairs share a headline (25 words or less) of their experiences.

6 The Big Ideas of Module Three The importance of integrating college-preparation competencies into the entire pre-K-12 taught curriculum. Scaffolding and tiering students work with these competencies in all content areas and grade-levels. Promoting students growing level of independent use of these five competencies. Integrating one or more of these five competencies into lesson design, including Stage One desired results, Stage Two assessment evidence, and Stage Three learning plans.

7 PAIRS SHARE: PAIRS SHARE: What Do the Following Statements Imply for Educators and Their Students? The human knowledge base (i.e., the sum total of what we know as a species) doubles (and in some cases triples) every three to five years. Futurists predict that students in school today will experience between seven to 10 career changes during the course of their lifetime. Many economists assert that a college diploma (or completion of some form of post-secondary degree program/licensure) has replaced the high school diploma as an economic non-negotiable in the 21 st century. Many students today will be involved with careers that currently do not exist on the planet. Employers today are searching for a combination of soft skills (e.g., conflict resolution, written expression, team building, active listening, speaking and presentation skills, research-driven problem solving) and highly specific technical skills (often involving new technologies and processes). Up to 30 % of high school graduates today take some form of remedial course when they enter a college or university.

8 Introducing the Five ACPS College Preparation Competencies Think: Brainstorm as many of the five ACPS college preparation competencies as you can. Pair: With a partner, review the essential questions on page one of Handout One. Which of the five competencies do you both consider especially important for your students? Why? Share: Be prepared to share your ideas with the whole group.

9 What Are the Five ACPS College Preparation Competencies? 1. Reading Complex Text: Applying analytical and critical thinking skills to interpret fiction and non-fiction text, including comparative text analysis. 2. Writing to Promote Post-Secondary Success: Using writing as a tool for self-expression and communication, including creating informational and persuasive text to express ideas, conclusions, and insights. 3. Data Analysis and Interpretation: Collecting, analyzing, and interpreting the meaning of linguistic and statistical data and data patterns. 4. Discourse Within the Disciplines: Thinking like a professional within a field or academic area (e.g., thinking like an historian, writer, economist, biologist, artist, etc., rather than just memorizing information). 5. Speaking and Listening: Using a range of formal (seminar, debate, presentation) and informal (active listening, one-on-one discourse, small group discussions) speaking/listening skills to enhance communication in interpersonal, team, and whole-group settings.

10 A Mini-Seminar : How Effectively Are ACPS Students Learning to Apply These College Competencies? Form discussion groups of three to four members. For five minutes, discuss how well your students are currently demonstrating the skills and processes associated with one or more of the five ACPS college competencies. If time permits, share a headline of your conclusions with the whole group.

11 Where Do the Five College Competencies Show Up in ACPS Curriculum Guides? Stage One: Desired Results: a. Transfer Goals b. Essential Questions c. Enabling Knowledge Objectives d.Suggested Resources Stage Two: Assessment Evidence: a. Balanced Assessment: Diagnostic, Formative, Summative b. Transfer Tasks and Measurement Topic Rubrics Stage Three: Unit Learning Plan: a. Pre-Assessment/Diagnosis: Requisite Background Knowledge b. Using Essential Questions to Promote Discourse c. Sequencing to Create a No-Secrets Classroom d. Strategies for Student Language Acquisition e. Differentiation

12 Modeling and Discussion: What Do College and University Educators Tell Us About Discourse Within Their Disciplines? 1. Team Formation: Create teams of three or four educators who teach one or more of the same subjects. Select a content focus (e.g., mathematics, science, the fine arts, etc.) you would like to explore together. 2. Team Investigation: For five minutes, review and discuss the Discourse Within the Disciplines competencies identified by the Association of American Universities (beginning on page 2 of Handout One). How well do your students think within your discipline ? 3. Team Debriefing: Be prepared to share (briefly) key points of your discussion with the whole group.

13 A JIGSAW Activity: What Can Teachers Do to Reinforce These Competencies? 1. Form an expert group of at least four participants (focused on one of the five college competencies). Please appoint a facilitator, recorder, timekeeper, and presenter. 2. Read and discuss the Instructional Look-For s (Handout Two) for your assigned competency. 3. When the workshop leader calls time, your designated presenter will share your group s recommendations for two-three useful strategies for inclusion in Stage Three of a lesson you are planning.

14 What College Competencies Do ACPS Transfer Tasks Require? Independently (or with a partner), select an ACPS transfer task for which you will be preparing your students this month. Which of the five college competencies are especially critical for students success on this task? Which instructional strategies from your JIGSAW activity might be useful in preparing students for this particular transfer task?

15 Module Three Implementation Indicators As you prepare to create a lesson based upon today s module, take a few minutes to review the Implementation Indicators on page 9 of Handout Two. Which ones are already a regular part of your own classroom? Which ones need further attention or emphasis?

16 Planning Opportunity: Integrating One or More of the College Competencies into a Lesson Design In the time remaining, think about ways you can integrate strategies from today s session in a plan for an upcoming lesson. Consider: (1) How will you address one or more of the five competencies in your lesson s Stage One essential question(s) and mastery objective(s)? (2) How will you assess students progress in using these competencies (Stage Two)? (3) Which instructional strategies from today s session will you include in your Stage Three learning plan?

17 Closure Activity What do you consider to be the big ideas of Module Eight? How will you address one or more of the five ACPS college competencies in your future lesson planning? What questions would you like answered about the five ACPS college preparation competencies?

18 A Preview of Coming Attractions … Module Nine will focus on analyzing and critiquing lesson plan design, making use of your growing understanding about the ACPS curriculum guides and PD modules. In preparation for Module Nine, consider: (1) How comfortable are you with the new ACPS lesson planning template? (2) How have you used this template in your own classroom-based curriculum design work?