1. Effective Small Group Instruction

2. Goal Statement: Hillcrest teachers will have a mastery of small group instruction by incorporating complete student understanding through high-yield engagement strategies, varied learning styles and differentiation, and articulating clear expectations with the final assessment/goal in mind. Hillcrest teachers will have a mastery of small group instruction by incorporating complete student understanding through high-yield engagement strategies, varied learning styles and differentiation, and articulating clear expectations with the final assessment/goal in mind.

3. Timeline December 2- PLC meet with Departments INSTEAD of teams to discuss how, as a department, you will implement this December 2- PLC meet with Departments INSTEAD of teams to discuss how, as a department, you will implement this January 6- Department meetings to discuss and report on progress (staff mtg) January 6- Department meetings to discuss and report on progress (staff mtg) January 7- Departments present data from small group implementation (1/2 day) January 7- Departments present data from small group implementation (1/2 day) Feb. 2- Full Professional Development Day– More Info To Come! Feb. 2- Full Professional Development Day– More Info To Come!

4. Evaluations How does this link to the teacher evaluations? How does this link to the teacher evaluations?

5. Evaluations Robin: 1E Robin: 1E

6. Evaluations Continued Additional 15-30 minute observation to see small grouping and rotation of groups Additional 15-30 minute observation to see small grouping and rotation of groups In Post Conference: Your evaluator will ask what data you use to implement your small groups In Post Conference: Your evaluator will ask what data you use to implement your small groups

7. What is small group instruction? Small flex groups based on data and teacher observation of students Small flex groups based on data and teacher observation of students Small groups are used to meet specific students’ needs in one area Small groups are used to meet specific students’ needs in one area Teacher needs to form groups depending on outcome of assessment/data Teacher needs to form groups depending on outcome of assessment/data

8. What is small group instruction? Identify target components of the lesson Identify target components of the lesson –What concept do you want them to learn? Identify target resources Identify target resources –What materials do I need? Implement a classroom management system Implement a classroom management system –How will my students know what to do? Differentiated instruction in target groups Differentiated instruction in target groups –What is the purpose of the activity? –Are each groups’ needs the same?

10. What does Small Group Instruction Look Like: See: Total student engagement, complete understanding of topics, varied lesson plans, varied styles of learning, data driven, flexible, personalized, small group, differentiation, clear expectations, goal to get to the assessment, posted procedures, independence among groups, teacher monitoring, class set-up and structure See: Total student engagement, complete understanding of topics, varied lesson plans, varied styles of learning, data driven, flexible, personalized, small group, differentiation, clear expectations, goal to get to the assessment, posted procedures, independence among groups, teacher monitoring, class set-up and structure Hear: students understanding topics, reciprocal teaching, teacher instruction, re-direction, transitional cues, and informal assessment Hear: students understanding topics, reciprocal teaching, teacher instruction, re-direction, transitional cues, and informal assessment Touch: Varied lesson plans, materials for learning styles, finished products, desk (room set-up) Touch: Varied lesson plans, materials for learning styles, finished products, desk (room set-up)

12. Differentiated Instruction is Proactive The teacher will different learners have different needs. different learners have different needs. variety of ways to “get at” and express learning. variety of ways to “get at” and express learning. organizes materials and resources so learning will be purposeful and not chaotic. organizes materials and resources so learning will be purposeful and not chaotic.

13. Expect BETTER work, not MORE work!!! Adjust the nature of the assignment to meet student needs. Adjust the nature of the assignment to meet student needs. The level of complexity, steps in a task, and levels of questioning can be geared to student ability. The level of complexity, steps in a task, and levels of questioning can be geared to student ability.

14. What do they already know? Determine where your students are at Pretests are not the same for every teacher AIMS Tests AIMS Tests DVA’s DVA’s Interest Surveys Interest Surveys Benchmarks monitor student’s progress!

15. Provide Several Routes to Content, Process, and Product Content—what students learn Content—what students learn Process—how students go about making sense of ideas and information Process—how students go about making sense of ideas and information Product—how students demonstrate what they have learned Product—how students demonstrate what they have learned

16. Differentiation Blends Several Types of Instruction Whole-class instruction Whole-class instruction Individual instruction Individual instruction Flexible grouping Flexible grouping Cooperative/collaborative learning Cooperative/collaborative learning

17. Differentiation is Fluid Teachers participate in ongoing collaboration with students Teachers participate in ongoing collaboration with students Lessons and assignments are adjusted as needed Lessons and assignments are adjusted as needed There is no one “right” way to differentiate as long as the basic principles of differentiated learning are followed. There is no one “right” way to differentiate as long as the basic principles of differentiated learning are followed.

18. Why have you been looking at the ocean during the presentation?

19. Because Like being on the ocean, to avoid being adrift in your new endeavor you need to ensure that… Students are pre-assessed to determine learning needs. Students are pre-assessed to determine learning needs. The teacher plans proactively to provide several learning options. The teacher plans proactively to provide several learning options. Students work alone, in pairs, and in small groups. Students work alone, in pairs, and in small groups. Students sometimes receive whole-class instruction. Students sometimes receive whole-class instruction. The teacher gives clear directions and shares responsibility with students. The teacher gives clear directions and shares responsibility with students. The teacher provides organization to the degree that learning is purposeful and not chaotic. The teacher provides organization to the degree that learning is purposeful and not chaotic. The teacher provides support as needed. The teacher provides support as needed. The student takes responsibility for his/her own learning and demonstrates understanding through a student- designed product. The student takes responsibility for his/her own learning and demonstrates understanding through a student- designed product.

20. 10 Minute Break ** When you return: MAKE SURE you get a number from Knowlton **