Professional Learning in Practice

Professional Learning in Practice
Graphic Organizers and Foldables in use in BISD classrooms ITS are making this

Professional Learning Resources
Go to BISD homepage Departments Professional Learning District Professional Learning October 2012 Download presentations and resources from today’s sessions!

Planning for Learning: Starting with the Standards
Welcome to today’s session on Planning for Learning. The core work of Birdville ISD is powered by the relationship between curriculum, data, and collaboration. When we plan for learning, we must fully engage in all three in order to meet the needs of our students. Today, we will focus primarily on collaborating around the examination and delivery of curriculum through effective and aligned instruction.

Why are we here today? In the survey given after August professional learning, The #1 training requested was how to plan from a standards-based curriculum. As we have engaged in using Forethought, the #1 area of concern has been on the process of planning for learning in a PLC. The goal of professional learning in Birdville ISD it to align with the needs and goals of the district. We hear your concerns about planning for learning in a standards-based environment, so today will help you to grow in this process.

To become more familiar with the process of planning from standards
Goals for the day To become more familiar with the process of planning from standards To collaborate with peers to apply learning to authentic classroom scenarios Our goals for today are to become more familiar with a process for planning from standards and to understand how various grouping structures can enhance learning. We will collaborate throughout the day to apply learning to authentic classroom scenarios.

Session Norms Listen fully and reflectively
Practice forming new habits of mind that challenge the limits of your potential Hold confidentially the experiences and revelations of others with care Be responsible for your impact on the room Give yourself the grace to be a learner, and not necessarily an expert, today

Planning for Learning Model
Lesson 1 Instructional Unit 1 Common assessment Formative assessment (FA) Regroup/ Re-teach Lesson 2 Lesson 3 Lesson 4 FA PLC Curriculum

Planning for Learning Model: The PLC
The primary purpose of the PLC is to PLAN FOR LEARNING by answering the following questions: What do students need to know and be able to do? How will we know when they’ve learned it? What will we do if they haven’t learned it? What will we do if they already learned it? Today we will only look at questions 1 and 2.

What do students need to know and be able to do?
PLC Curriculum First step of Planning for Learning in an Instructional Unit: What do students need to know and be able to do? PLCs examine the standards that make up the unit’s curriculum and plan how to best address those standards in the amount of time suggested. We will begin by zooming into that first step of the Planning for Learning Model where the question is answered: What do students need to know and be able to do? Standards within a unit can be grouped together and sequenced depending on a variety of factors, so we must engage in a collaborative process in order to develop a plan for teaching and assessing the unit standards within the appropriate amount of time.

How will we know when they’ve learned it?
PLC Curriculum Second step of Planning for Learning in an Instructional Unit: How will we know when they’ve learned it? PLCs plan how to best assess those standards so that we will know whether the students learned at the appropriate levels or not. Common assessment

Navigating Forethought Standards folder (or in ELA, standards folders organized by strand): These are all of the standards students should learn during this unit. Unit Overview: The concepts, key understandings, and guiding questions that shape the unit and align to the standards. Vocabulary: list of essential terms and/or word stems The design of the curriculum and lesson plan template in Forethought aligns to the process necessary to planning from standards. First, the curriculum is divided into units and six-weeks folders. The Standards are at the very top of each unit folder, representing that they are at the beginning of the planning process. The standard clarifications help to provide a better understanding of the cognitive rigor, content, and context of those standards. Next, the unit documents provide an overview of the concepts and key understandings that bind the unit, along with guiding questions and suggestions for how to approach teaching the unit. The vocabulary that is essential to the unit of study is provided to fill out the content of the unit. Resources that are aligned to the standards are listed to guide teachers on what they can use to promote student learning that will result in mastery of standards. Resources: the resources available for effectively teaching this unit. These resources have been vetted for alignment to each standard in the unit.

Resources Box at the bottom right of the screen.
What do students need to know and be able to do? Navigating Forethought Remember: The Unit Overview, Vocabulary, Resources, Standard Clarifications, and any other attached materials are available in the Resources Box at the bottom right of the screen. All of the documents available in Forethought are located in the Resource box at the bottom right of the screen. These can be viewed or even added into a lesson plan.

Planning for Learning Model
Lesson 1 Instructional Unit 1 Common assessment Formative assessment (FA) Regroup/ Re-teach Lesson 2 Lesson 3 Lesson 4 FA PLC Curriculum From there, your PLC meets to create a common assessment focused on how students will show evidence of their learning. Now you are ready to begin designing lessons that will lead your students to that learning and equip them with all necessary tools for demonstrating their learning effectively. Formative assessments will be used to monitor student learning throughout the lesson cycle. Based on this data, along with teacher observations, PLCs can re-design, re-teach, or re-group so that students are ready for the CFA, or common formative assessment, by the end of the lesson cycle.

Planning for Learning: The Lesson Design Level
Select the standard Partners, PreReqs, and Process Evidence of Learning Strategies and Structures Resources Procedure Accommodations/ Modifications/ Extensions Reflection Look at this graphic. This is a process in which you can plan from a standard or from multiple standards. It is important to consider that a lesson does not have a pre-determined time period. Rather, a lesson can be one day, or stretch over the course of several days. It will depend on the standards that we choose. We will now look at the first level in more depth.

Planning for Learning: Expectations for Lesson Planning
The WHAT we teach within a unit will be common (the standards) The HOW we teach may vary Lessons DO NOT have to be lock-step We will COLLABORATE to design quality lessons We will MODIFY for our students’ unique needs Look at this graphic. This is a process in which you can plan from a standard or from multiple standards. It is important to consider that a lesson does not have a pre-determined time period. Rather, a lesson can be one day, or stretch over the course of several days. It will depend on the standards that we choose. We will now look at each piece in more depth.

Planning for Learning: The Lesson
Select the standard Partners, PreReqs, and Process Evidence of Learning What standard is the target of learning? Are there any TEKS that partner with this? are prerequisites? How do I bundle these standards together? What process skills are necessary for the student to be able to master the standard(s)? What is the cognitive rigor, content, and context of the standards? What is the purpose of this lesson? How exactly will students demonstrate evidence of their learning? How will you assess the evidence? What formative assessments can be used throughout the lesson cycle to monitor student progress? What strategies can I use to cause my students to engage in the content, context, and rigor of the standards? What whole class instruction is necessary? How can I use different groupings to structure learning? What is the purpose of each structure I choose and how does it align to the standard? Strategies and Structures What resources do I have? What resources will my students need? Do these resources align to the intent of the standards? Resources For each part, there are guiding questions that can help us look deeply into our lessons. Let’s look at these further. This is on the tables and will be available online for teacher use. Procedure Accommodations/ Modifications/ Extensions How can I plan for differentiation according to the varied needs of my students? What activities and processes will I use to ensure that what I have planned in terms of grouping and strategies occur in an efficient and effective manner? Reflection What will I do if students don’t get it? What other strategies could help my struggling students? Do I need to re-teach (whole group, certain students)? How will I re-teach and why?

Select the standard Partners, PreReqs, and Process Evidence of Learning Strategies and Structures Resources Procedure Accommodations/ Modifications/ Extensions Reflection We will start with Steps 1 and 2: Select the Standard and identify its partners, prerequisites, and process skills.

Leading Standard The leading standard is the target learning of a lesson. It is not reasonable to expect to be able to teach an explicit lesson on each and every TEKS. We must learn how to group them. It is the TEKS that is the focus of the lesson although there may be other TEKS that you are teaching at the same time. The idea of choosing a leading standard has nothing to do with whether the standard is readiness, supporting or even tested.

PREREQUISITE SKILLS Are there any skills the students will need to have already mastered in order to demonstrate mastery of the leading standard? Is there a skill that can be related to the leading standard (spiraling)? We can also look at vertical alignment in this area. For example, if the leading standard is: Investigate, describe, and predict the effects of changes in c on the graph of [A.9C] Prerequisite Skills might include: Investigate, describe, and predict the effects of changes in m and b on the graph of [A.6C] *Discuss these types of skills in the context of your course

PARTNER STANDARDS Though one standard may be the primary target of a lesson, or the leading standard, other standards may also be addressed in a partnership with one another. For example, if the leading standard is: Identify the population of interest, select an appropriate sampling technique, and collect data. [AQR.5B] A partner standard could be: Describe strengths and weaknesses of sampling techniques, data and graphical displays, and interpretations of summary statistics or other results appearing in a study. [AQR.4D]

PROCESS SKILLS Process skills are those skills needed for applying the content standards. For example, if the leading standard is: Make inferences and convincing arguments based on an analysis of given or collected data [7.11B] Students will need to have this process skill in order to apply the above standard: Communicate mathematical ideas using language, efficient tools, appropriate units, and graphical, numerical, physical or algebraic models. [7.14A] Talk about the fact that the dual coding kicked our butt in middle school this year. We must be intentional about using the process skills in our instruction. Use your data from last year’s STAAR test to get examples of which process skills can be paired with the content standard. As we learn more about how the state uses dual coding, we will make changes to the Scope and Sequence in Forethought to reflect these pairings. New TEKS will include process standards at the high school level, dual coding is coming. Let’s learn from the middle school and avoid the drop in our scores when new TEKS come into play.

What do students need to know and be able to do
What do students need to know and be able to do? Guiding Questions for the PLC What will be the leading, or target, standard for this lesson? Are there standards that partner with this one? Are there standards that are prerequisites? How do I bundle these standards together? What process skills are necessary to the student’s ability to master the standard(s)? What is the cognitive rigor of the standard(s)? What content is addressed in the standard(s) and in what context will it be assessed? What is the current level of my students regarding their ability to demonstrate mastery over the standard(s)? First we start with selecting the standard or group of standards that we want to explicitly teach in the lesson. We might ask ourselves questions like: Read the questions on the slide Our goal in this step, along with the next two steps of looking at processes, prerequisites, and partners as well as looking at how students will show what they learned, is to ensure that we are making choices based on the rigor of the standards while providing any supports a student might need to be successful. It is important that we remember that data and classroom observations can help us determine the level of mastery of the students on content that has been introduced. Formative assessment can help us know where our students are on content that will be new to them.

ACTIVITY 1 Step 1: Independent Examine the standards for the first unit of the 2nd six-weeks What is one leading standard in this unit? Teachers will have 2 minutes to independently examine the unit standards and consider what standard might be leading a broad chunk of learning.

ACTIVITY 1 Step 2: Partners Turn to your shoulder partner Discuss: the standard each of you chose What makes this a leading standard? Select one of the standards for the focus of the next step. About 5 minutes: Teachers will turn to the person next to them to discuss the standards they just examined and why they think the standards are leading broad chunks of learning. They will choose only one of the standards they discussed to use in the next step of the activity. Stop and share out why standards were leading.

ACTIVITY 1 Step 3: Partners What are prerequisite skills for your leading TEKS? Do any other unit standards naturally partner with this one? What process skill(s) would be necessary for the student to be able to master this standard? For 10 minutes, they can look at the unit standards to decide what process skills, partner standards, and/or any prerequisites the students would need in order to fully master the leading standard they selected on the last step.

ACTIVITY 1 Step 4: Partner Swap Find another partner group and SWAP so that you have a new partner 10 minutes Teachers swap so that they are with a new partner. They each share the standard they had selected with their last partner and what kinds of other skills (process, partner, prerequisite) that would need to be addressed alongside that leading standard.

ACTIVITY 1 Step 5: Partner Discuss: How will grouping standards impact planning a lesson? Why is it essential to examine the standards in this way? Teachers swap so that they are with a new partner. They each share the standard they had selected with their last partner and what kinds of other skills (process, partner, prerequisite) that would need to be addressed alongside that leading standard. They discuss the impact of grouping standards on lesson planning.

ACTIVITY 1 Step 6: Whole Group What did we learn? How will this impact planning for learning? Debrief the following: if you identified different leading standards. if you identified a partner skill. if you identified a process skill.

Select the standard Partners, PreReqs, and Process Evidence of Learning Strategies and Structures Resources Procedure Accommodations/ Modifications/ Extensions Reflection Now for the next step: Evidence of learning

How will we know when they’ve learned it? EVIDENCE OF LEARNING
Types of Assessment Formative: -Frequent -Occurs before or during the unit of instruction -For instructional purposes -Can be anything that informs you on student progress - May not be for a grade Summative: - Less frequent - Occurs after unit of instruction - For evaluative purposes - Can be a test, a project, an essay, a presentation, etc. - May be major test grade

How will we know when they’ve learned it? EVIDENCE OF LEARNING
How exactly will students demonstrate evidence of their learning at the end of the lesson cycle? How will you assess the evidence? (Examine multiple-choice data, rate with a rubric, etc.) What formative assessments can be used throughout the lesson cycle to monitor student progress? After we have determined the standard or standards that the lesson will address, we need to consider how students will show their learning. Read questions on slide. By considering what evidence you will use, you can determine the depth and complexity of the standard. The evidence of the learning needs to match the rigor of the standard. During this process, we can also determine formative assessments to help use monitor learning throughout the lesson. Keep in mind that formative assessments can be both formal and informal. Asking students to summarize their learning orally so far is an example of an informal assessment while having students write what they have learned in a journal could be a more formal assessment. It does not matter as much whether the formative assessment is formal or informal in nature, rather it matters that we use formative assessment in order to make sure our students are on track and we don’t have any misconceptions that will be hard to correct at a later time. This will allow us to make instructional decisions as we move forward through the lesson cycle.

Evidence of Learning ACTIVITY 2
Step 1: Independent Think for 2 minutes and jot down notes about an assessment (either formative or summative) for the standard: 6.2(E)use order of operations to simplify whole number expressions (without exponents) in problem solving situations Facilitator models thinking through this example standard. Invite teachers to think to themselves for 2 minutes about a possible way this standard could be assessed. Encourage them to move beyond multiple-choice and consider how students could demonstrate the thinking involved. *This standard is an example. Teachers will use the Activity 2 materials on their tables to work with a grade-level/subject-specific standard.

Step 2: Small Group Stand Up (take notes with you) Raise both hands in the air Find someone with both hands up and join one hand 4. Find a third person to complete the huddle 5. Huddle Up! Huddle Up! Let’s form a triad to do our next activity.

Step 3: Small Group Take turns discussing the assessment idea you just came up with Discuss how you think each idea aligns to the cognitive rigor, content, and context of the standard. For 10 minutes, teachers share their assessment ideas with the group. They will decide on one assessment idea to use in the next step.

Step 4: Small Group Come to an agreement on one assessment shared by the group Consider: is it aligned to the cognitive rigor, content, and context of the standard? Will this authentically assess the students’ mastery of the standard? For 5 minutes: The whole group will now decide on the best, most aligned assessment option out of all of the ideas they just shared.

Step 5: Small Group On a piece of paper: Describe the assessment Explain how the assessment is aligned to the intent of the standard The group will now write a brief description of the assessment and explain how that assessment aligns to the standard. About 5 minutes. For example: Students will independently read a poem, circling every paradox that is posed by the author. Then, they will pair off to discuss how each paradox is contributing to the development of imagery within the poem. They will then collaborate to compose a paragraph that explains what they believe to be the two most powerful paradoxes within the poem, what specific words or phrases within the poem demonstrate this sensory language, and how each contributes to imagery development within the poem. This aligns to the standard because it will cause students to make inferences as they read, determine precise textual evidence, and draw conclusions about the effect of the language choices on the development of imagery in the poem.

Step 6: Gallery Walk Elect a docent, or representative, from the team to remain seated with the group’s paper All other team members stand up Rotate around the room discussing all of the assessments with the docent for each group One group member will stay seated with the paper. The other group members will stand up and move around the room to hear about the assessment ideas generated by other groups. They may not make it to every single group, but should be able to visit several in the 10 minutes allotted.

On a Post-It Note: record your biggest A-HA about the multiple ways we can assess student learning. Please put it in the “Parking Lot.” 15-20 minutes

Multiple Assessments: Debrief
Student Work Samples Multiple Assessments: Debrief Discuss the A-HAs about the multiple ways we can assess student learning.

Evidence of Learning: Student Work
Let’s look at some student work samples. Please take out the work samples Now we are going to take some time to examine work our students have been doing. Please get out the student work samples that you brought with you today.

Evidence of Learning: Student Work
Student Work Samples Evidence of Learning: Student Work Each table is a group Each person at the table will share the following: The work sample assigned to you The standard identified on the piece of work The group will determine: Does the product demonstrate the content, context, and cognition (look at the verb) of the standard? If it does not, how could it? How does the product show evidence of learning of this standard? If it doesn’t, how could it? About 30 minutes. Start with first work sample: One person shares the identified standard Describe the product Group discusses the questions Feedback on the sticky notes (Secondary – repeat as needed) (For elementary rotations) Subsequent Rotations: 1. One person shares the identified standard 2. Describe the product 3. Read the sticky notes 4. Group discusses the questions 5. Feedback on the sticky notes Repeat!

Evidence of Learning: Debrief
Student Work Samples Evidence of Learning: Debrief Discuss how to extend this learning into PLCs as a strategy for addressing the calibration of work products.

Select the standard Partners, PreReqs, and Process Evidence of Learning Strategies and Structures Resources Procedure Accommodations/ Modifications/ Extensions Reflection We have just engaged in the process of planning for learning at the lesson level. We started with the standards and all other choices made were in an effort to ensure student learning will align to those standards. This framework will help guide you through this process and it mirrors the setup in Forethought, as well as the 4 questions of the PLC.

Planning for Learning: The Lesson Plan in Forethought Select the standard Partners, PreReqs, and Process What do students need to know and be able to do? Strategies and Structures Every component of the process has its place in Forethought. While the checklist box is not all-inclusive, it will remind you to consider all of the components. Remember, if you are using a strategy, structure, or assessment type that is not in the box, just describe it as part of your procedure. DO NOT feel confined to using only these items. These items are here because we are training these this year and this gives us the ability to gather data on the use and effectiveness of these items. Evidence of Learning How will we know when they’ve learned it? Resources

Planning for Learning: The Lesson Plan in Forethought
Procedure Accommodations/ Modifications/ Extensions The white space is where you can design procedures, plan for accommodations, modifications, and extensions, and reflect. Reflection

Debrief Debrief Are you more familiar with the process of planning from standards? How can you apply learning to authentic classroom scenarios? How will this inform your instruction? How will this process fit in with the work of your PLC? 10 minutes to discuss in small group, 5 minutes to share out to whole group

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