Enumclaw High School August 30, 31 and September 1, 2011

Imagine that you just walked into what you consider a classroom where high quality teaching and learning is taking place. Describe what you would see and hear. Please keep this reflection for later. Reflection

TeamworkTeamwork and our new playbook

5 Dimensions of Teaching and Learning Your five plays towards High quality teaching and learning Purpose Student engagement Curriculum and Pedagogy Curriculum and Pedagogy Assessment For Student Learning Assessment For Student Learning Classroom Environment and Culture High quality teaching and learning High quality teaching and learning

Play 1: Purpose Jot down in your play book what you think about when you think of a classroom or a lesson where the instructor has thoughtfully and effectively implemented purpose. Share in your small group – record on group worksheet. Purpose

Play 1: Purpose Sub-dimensionVision Standards The lesson is based on standard(s) that are meaningful and relevant beyond the task at hand and help students learn and apply transferable knowledge and skills. Teaching point The teaching point is based on knowledge of students' learning needs in relation to standard(s). Purpose

As a group determine if there is anything you would like to add to your list of descriptors of “Purpose” in a classroom after having looked at the framework. Reflection Purpose

Looking for “purpose” in action. The best way to develop a shared vision of “purpose” is to visit a classroom. Developing a shared vision of “purpose ” Purpose

Learning to see. Helps us to search for cause and effect relationships between what we observe teachers and students doing and what students actually know and are able to do as a consequence. Elmore, Instructional Rounds in Education, Chapter 4 Why be descriptive?

The teacher read from a book that was not at the appropriate level for the class. There was too much time on discussion, not enough time on individual work. The students conducted a sophisticated lab experiment. Description with Judgment

Descriptive: What you see, not what you think about what you see. Just the facts! Focus on teaching, learning, and the instructional core. Description without Judgment

Student 1 asked student 2: What are we supposed to write down? Student 2 said, “I don’t know.” Students looked at directions in the text and then made circuit boards. Teacher introduced the concept of fractions and students began a hands-on activity. Description without Judgment

Students did a good job during group work. All but two of the students were asking or answering questions of their peers. L. didn’t understand S. did not begin the task until the teacher talked with him. Teacher asked too many closed questions. Use private think time and give a thumbs up when you are ready. Most of the students were engaged in task. Description vs Judgment

Factual vs. Evaluative scripting Evidence – describe, count, script. –What are the teacher and students saying and doing? –What do you hear and see? Classroom Observation

Middle School Language Arts classroom Virtual Classroom

Go around protocol Reflection: Purpose Purpose

More plays from our playbook.. Purpose Student engagement Curriculum and Pedagogy Curriculum and Pedagogy Assessment For Student Learning Assessment For Student Learning Classroom Environment and Culture High quality teaching and learning High quality teaching and learning

Teamwork

Individually go back and review original classroom description of high quality teaching and learning. Highlight evidence of the 5 dimensions in your description. What would you modify or add to your description as a result of your work with the 5 Dimensions framework?

Teamwork

Classroom Environment and Culture Developing a shared vision of high quality teaching and learning Watch video and record noticings using the filter assigned to you. Small group share out Purpose Student engagement Curriculum and Pedagogy Curriculum and Pedagogy Assessment For Student Learning Assessment For Student Learning

Final Reflection