1. Fall Teacher Academies Afternoon Session

2. Welcome! Afternoon activities: –Introduction to afternoon outcomes –AM & PM: tying them together –Lesson plan examination & gap analysis –Lesson plan jigsaw “Expert groups” “Teacher groups” –Continuing professional development

3. Afternoon Outcomes Participants will be able to –Unpack the Ohio ABE/ASE Standards to identify skills, content, context, cognitive demand and sample learning activity(ies) –Identify gaps in existing iCAN and Eureka lessons using the lesson evaluation rubric –Apply information gained to fill existing gaps and retrofit lessons –Use existing resources to begin planning for differentiated instruction

4. AM & PM: Tying it Together AM = Unpacking “Lite” PM = Application –Use information gained in morning session to work through activities designed to facilitate understanding of these elements of retrofitting: Realignment of standards Level of cognitive rigor Strong objective statements Teaching strategies/learning activities/assessments Use of resources Differentiation

5. Afternoon Activities Resource review Lesson plan examination and gap analysis Lesson plan jigsaw –“Expert groups” –Teacher groups Share-out ideas for: –Realigned standards –Teaching strategies/learning activities/assessment –Resources –Differentation/multi-level classroom

6. Afternoon Resources ABE/ASE Standards ABE/ASE Crosswalks Standards Progressions Tables Depth of Knowledge Guide TEAL Differentiation Document Lesson Plans (ELA/Math) Lesson Plan Rubric Lesson Plan Template Top Missed Skills

7. ABE/ASE Standards Released in April 2013 by OVAE (now OCTAE) Sub-set of the Common Core State Standards Represent necessary college and career-ready skills for adults Adopted by Ohio in June 2014 Adapted by PDN for Ohio ABLE Practitioners

8. ABE/ASE Standards

9. ABE/ASE Crosswalks Shows the relationship between 2009 and 2014 standards Assists teachers with identifying gaps in lessons and curricula

10. Standards Progressions Tables Indicate the learning path students should follow according to the new standards Helps teachers see the “big picture” across EFLs Assist with planning for differentiation and the multi-level classroom

11. DOK Guide

12. Provides introduction to DOK and cognitive rigor by indicating some key terms and sample question stems Should be considered when developing/retrofitting lessons/curricula –Outcomes, teaching strategies, learning activities, assessments Some notes! –DOK is NOT progressive –Students at EFL 1 can do DOK 3 tasks –The same tasks may be DOK 1 to an EFL 3 student –Not the difficulty of the task but the level of the cognitive processes necessary to complete the task Spell sphygmomanometer Explain how childhood obesity is related to early-onset diabetes

13. TEAL Differentiation Document Lists six dimensions for adapting to learner differences – including how the teacher approaches the: –Content (the what of the lesson) –Process (the how of the lesson) –Expected product (the learner-produced result) –Learner’s interest(s) –Profile (learning strengths, weaknesses, gaps) –Learner readiness Offers differentiation suggestions –Chunking, inquiry based-learning

14. Lesson Plans

15. Lesson Plan Rubric

16. Lesson Plan Template

17. Most Missed Items

18. Gap Analysis For this activity, you will need: –Buying for Irregularities lesson plan –Lesson plan evaluation rubric X X X X X

19. Gap Analysis With their table groups, teachers will identify instructional gaps in the lesson using the lesson plan rubric Group recorder will take notes Tables will share out their findings with the larger group

20. Gap Analysis Where were the gaps? What are your suggestions for: –Standards? –Learner outcomes? –Teaching strategies? –Learning activities? –Assessments? –Resources? –Differentiation?

21. Expert Groups: Jigsaw For this activity, you will need: –Slave Acts lesson plan –Blank lesson plan template –Evaluation rubric –Your professional expertise!

22. Expert Groups: Jigsaw Think about which EFL you work with best Move to one of the following groups: –EFLs 1-2 –EFLs 3-4 –EFLs 5-6 Move to the table(s) assigned to that EFL Select a recorder from the table participants

23. Expert Groups EFLs 1-2 EFLs 3-4 EFLs 5-6 EFLs 3-4 EFLs 1-2 EFLs 5-6

24. Expert Groups Expert groups will work together to identify the instructional gaps present in the lesson plan using the lesson plan rubric Participants will brainstorm ways to meet the instructional needs of their selected EFL(s) Each participant will take notes on a lesson plan template to share back with the group Teacher co-facilitators will circulate the room, offering advice, support, and guidance

25. Teacher Groups Groups will restructure themselves – each table should have a representative from groups 1-2, 3-4, 5-6 For this lesson, you will need: –Notes from “expert group” –Slave Laws lesson plan –Lesson plan template –ABE/ASE Standards Progression Tables

26. Teacher Groups 5-6 3-4 1-25-6 3-4 1-2 5-6 3-4 1-25-6 3-4 1-2 5-6 3-4 1-25-6 3-4 1-2 5-6 3-4 1-25-6 3-4 1-2 5-6 3-4 1-25-6 3-4 1-2 5-6 3-4 1-25-6 3-4 1-2 5-6 3-4 1-25-6 3-4 1-2 5-6 3-4 1-25-6 3-4 1-2

27. Teacher Groups Participants will share out their notes from the “expert groups” and use provided resources to determine ways to differentiate the lesson Teacher co-facilitators will offer support and guidance Group will populate a lesson plan template Ideas for retrofitting and differentiation will be shared with the larger group

28. Wrap-Up! Participants will regroup with their original instructional teams A recorder from each instructional team will document one “new” best practice from each table participant Best practices will be shared out with the rest of the group –Post-its will be collected, compiled by the PDN, and shared with the field after the academies

29. Continuing PD Opportunities! Hone your skills by participating on one of the ongoing PD opportunities for FY15 –Curriculum Retrofitting Project –Standards Unpacking Cohort Stay tuned for additional details, dates, and information!

30. Thank You! Keep up the great work! Use the resources available to you –Online Teacher Resource Center Database –FYI Video Series –Supporting documents Please contact the PDN with: –Questions –Comments –Suggestions –Contributions!

31. Remember… “The difference between ‘try’ and ‘triumph’ is a little ‘umph’!” Author Unknown Together, we can do it! We are ABLE!

32. Contact Katherine Bradley Fergus fergus.30@osu.edu Tricia Hughes-Fitzgerald hughes-fitzgerald.1@osu.edu