1. SHARING AND EMPOWERING: OUR INSTRUCTIONAL COMMUNITY Thursday, January 30 th, 2014 TLPD

3. Well…. then we need some structure!

4. Dowd & Fonseka Introductions Sean Dowd - GeometryPrashant Fonseka - Geometry

5. Dowd & Fonseka Start off with some norms!

6. Dowd & Fonseka Get everybody thinking  What brought you here today?  What skills do you have and what do you love about being in the classroom?  What TLPD opportunity excites you the most?

7. Dowd & Fonseka Session Norms  Be an active participant.  Be fully attentive to the presenter.  Participate with the intention of sharpening or improving your professional practice  Start on time, end on time

8. Dowd & Fonseka Today’s Focus  Our main purpose is to improve student achievement.  Effective instruction makes the most difference in student academic performance.  There is no excuse for poor quality instruction.  With our help, at risk students will achieve at the same rate as non-at risk students.  Staff members must have a commitment to children and a commitment to the pursuit of excellence.  Create a campus culture in which all stakeholders are committed to helping Bryan Adams strive for excellence.  Improve the quality of instruction to ensure “Good, First Instruction” in every classroom every day at BAHS.  Increase the student academic achievement in all classes offered at BAHS.  Increase the percentage of college and career ready graduates or (improve systems that promote college and career ready graduates) DISD Core BeliefsBAHS Campus Goals Highlight the alignment between your session and our district and campus ideals!

9. Dowd & Fonseka Today’s Focus  Our main purpose is to improve student achievement.  Effective instruction makes the most difference in student academic performance.  There is no excuse for poor quality instruction.  With our help, at risk students will achieve at the same rate as non-at risk students.  Staff members must have a commitment to children and a commitment to the pursuit of excellence.  Create a campus culture in which all stakeholders are committed to helping Bryan Adams strive for excellence.  Improve the quality of instruction to ensure “Good, First Instruction” in every classroom every day at BAHS.  Increase the student academic achievement in all classes offered at BAHS.  Increase the percentage of college and career ready graduates or (improve systems that promote college and career ready graduates) DISD Core BeliefsBAHS Campus Goals In our session (lesson planning), we will highlight these

10. Dowd & Fonseka TLPD Planning: The Basics  Clear Lesson Objective  Hook  Introduction to New Material  Demonstration/Modeling  Guided and Independent Practice  Assessment/DOL Just like planning a good lesson!

11. Dowd & Fonseka Hook ‘Em!  Make the content relevant “If they can't learn the way we teach, we teach the way they learn” ― O. Ivar Lovaas

12. Dowd & Fonseka Hook ‘Em!  Make the content relevant and interesting

13. Dowd & Fonseka Today we are… Developing a lesson planning model to ease day to day planning, improve instruction, and assess student progress toward mastering standards. Set the objective: communicate purpose

14. Dowd & Fonseka We will know our goal is met by…  Today we will plan the main components necessary for our own TLPD session Defining our objective narrowly and with a measurable outcome!

15. Dowd & Fonseka Introduction to New Material  The basic nuts and bolts  Brief  CFUs/MRSs covering most basic concepts

16. Dowd & Fonseka Raise your left handRaise your right hand Quick Question… true Introduction to new material in TLPD should be a lecture that takes up most of the session. false

17. Dowd & Fonseka Raise your left handRaise your right hand Quick Question… true Introduction to new material in TLPD should be a lecture that takes up most of the session. false

18. Dowd & Fonseka Demonstration/Modeling  You’re the expert – show ‘em how you do it!  Scaffold with the step by step “how to”  Time to assemble the “nuts and bolts”

19. Dowd & Fonseka Modeling  What steps will you need to model for participants in your TLPD session to ensure success?  What example might you use to model these steps?

20. Dowd & Fonseka Guided and Independent Practice  Run through an exercise with participant input  We will be having collaborators brainstorm elements of the lesson planning cycle then integrating these into content.

21. Dowd & Fonseka If we were leading a lesson planning TLPD…  Clear daily objectives  Demonstration with appropriate scaffolds  Reference materials and anchor charts We would make sure to cover… We would be thought partners on these topics during guided practice G.8.C: derive, extend, and use the Pythagorean Theorem

22. Dowd & Fonseka  Discuss with a partner how you will facilitate guided practice for your TLPD session.  What should participants leave knowing?  What is the clearest way to impart this skill?  What questions will you ask them?  What background knowledge must you cover first? (3 minutes)

23. Dowd & Fonseka (3 minutes)  Discuss with a partner what practice you could expect of participants in your TLPD session.  What task should you assign for independent practice?  What questions may come up?  What will good solutions look like?

24. Dowd & Fonseka Debrief  Let’s address remaining questions and concerns.  What are your thoughts?  What might you need to be successful from here in order to lead a session?

25. Dowd & Fonseka DOL 1. List the main components of a successful TLPD session. 2. State the purpose of a TLPD you would be interested in leading (Develop an objective). 3. With what skills should your participants leave and how will you know if they mastered it? (Design a DOL)

26. Dowd & Fonseka Thank you for joining us

27. Dowd & Fonseka Lesson Objectives  Specific (Google rule)  Aligned to TEKS  Accomplishable in 1 class period  Vague enough to be subject to misinterpretation  Consistent from day to day  Previously taught foundational skills without ties to current content Are…Are not…

28. Dowd & Fonseka Hook  Provides real world context for content  Immediate and relatable to student experiences  Ideally ties into previous knowledge