Literacy Coach PD Session 4 May 5,  2010
ARS Model <ul><li>Science-based practice </li></ul><ul><ul><li>Uses research evidence </li></ul></ul><ul><ul><li>Promotes ...
Who's the center of attention? Smarts . This question is perennial, but one idea has been increasingly influential--that m...
Thinking (and learning) occurs when a person combines information from the environment and long-term memory in new ways. T...
agenda <ul><li>Morning </li></ul><ul><li>*Updates </li></ul><ul><li>Assessment </li></ul><ul><li>Flowers </li></ul><ul><li...
updates <ul><li>Some questions: </li></ul><ul><li>What is the status of the assessment? Will we have data to report on May...
Toward  fidelity with flexibility  in using protocols
Shared Book Redux  re-dux: brought back; returned; revisited <ul><li>How do we balance OLC and Voc in the sequence?  predi...
Read Aloud Redux  Read Biemiller & Boote (2006); Silverman (2007) <ul><li>How do we balance ‘just reading to’ with ‘read t...
eBook Wrap Up <ul><li>Post-test with CBDM </li></ul><ul><li>Debrief on May 7 at 4:00 pm </li></ul><ul><li>Planning for 201...
Topic Studies for 2010-2011 <ul><li>Which ones? </li></ul><ul><li>How introduce to teachers/teacher assistants? </li></ul>...
May 17 Agenda/Activities <ul><li>Morning PD focus </li></ul><ul><li>Afternoon Activities </li></ul><ul><li>Summer Reading?...
Learning Spaces Symposium~June 25 <ul><li>Overview </li></ul><ul><li>Guest List </li></ul><ul><li>Agenda </li></ul><ul><li...
Coach Summer Activities/Tasks <ul><li>Debriefing in June </li></ul><ul><li>Curriculum Tasks </li></ul><ul><li>Assessment T...
Book Discussion chapter 2 <ul><li>What are the structural supports that attempt to improve the education of young children...
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ARS Coaches PD - May 2010

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ARS COaches PD

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Transcript of "ARS Coaches PD - May 2010"

  1. 1. Literacy Coach PD Session 4 May 5, 2010
  2. 2. ARS Model <ul><li>Science-based practice </li></ul><ul><ul><li>Uses research evidence </li></ul></ul><ul><ul><li>Promotes scientific thinking in teaching work </li></ul></ul><ul><li>Core early literacy skills </li></ul><ul><li>Prepared, knowledgeable educators </li></ul><ul><li>Supportive learning environment 21st century </li></ul>
  3. 3. Who's the center of attention? Smarts . This question is perennial, but one idea has been increasingly influential--that much of what we call intelligence is the ability to regulate attention. Selective attention determines what will enter working memory (the mental workspace in which thought occurs) and what will happen to information once it is in working memory.
  4. 4. Thinking (and learning) occurs when a person combines information from the environment and long-term memory in new ways. This combining happens in working memory. Why intentional teaching of literacy skills & voc matters… Cognitive principle : It is virtually impossible to become proficient at a mental task without extended practice.
  5. 5. agenda <ul><li>Morning </li></ul><ul><li>*Updates </li></ul><ul><li>Assessment </li></ul><ul><li>Flowers </li></ul><ul><li>CBDM </li></ul><ul><li>*Shared Book Redux </li></ul><ul><li>Protocol </li></ul><ul><li>Schedule </li></ul><ul><li>*Read Aloud Redux </li></ul><ul><li>Protocol </li></ul><ul><li>Schedule </li></ul><ul><li>*We need OL book + protocols </li></ul><ul><li>Afternoon </li></ul><ul><li>*eBook wrap up </li></ul><ul><li>* 2010-2011 Topic Studies </li></ul><ul><li>*May 17 agenda/activities </li></ul><ul><li>*Learning Symposium-June25 </li></ul><ul><li>*Summer Tasks </li></ul><ul><li>*Book Discussion - chptr2 </li></ul>
  6. 6. updates <ul><li>Some questions: </li></ul><ul><li>What is the status of the assessment? Will we have data to report on May 17? Have we made arrangements to meet with APS (BarbR) to share data? </li></ul><ul><li>How is the Flowers topic progressing? </li></ul><ul><li>Is CBDM being implemented? What is working? What isn’t? </li></ul><ul><li>Have coaching logs and protocols been submitted to Carolyn O? </li></ul>
  7. 7. Toward fidelity with flexibility in using protocols
  8. 8. Shared Book Redux re-dux: brought back; returned; revisited <ul><li>How do we balance OLC and Voc in the sequence? predict-confirm-connect; say-tell-do </li></ul><ul><li>How do we improve the protocol? </li></ul><ul><li>What’s the procedure for ‘coaching’ teachers? </li></ul><ul><li>Which word meanings to emphasize? </li></ul><ul><li>Which Big Books will we use in 2010-2011? </li></ul><ul><li>Outcomes: revised protocol; schedule; words; books </li></ul>
  9. 9. Read Aloud Redux Read Biemiller & Boote (2006); Silverman (2007) <ul><li>How do we balance ‘just reading to’ with ‘read to instruct’? Half ‘n’ Half </li></ul><ul><li>How many read alouds should occur in a week and who does them? </li></ul><ul><li>Read Aloud sequence with instructional intents: 2x without interruptions; with interruptions </li></ul><ul><li>Which word meanings to emphasize? </li></ul><ul><li>Outcomes: revised protocols; schedule; words </li></ul>
  10. 10. eBook Wrap Up <ul><li>Post-test with CBDM </li></ul><ul><li>Debrief on May 7 at 4:00 pm </li></ul><ul><li>Planning for 2010-2011 </li></ul><ul><ul><li>More classrooms with touch screens? </li></ul></ul><ul><ul><li>Improving the eBook Nook setting? </li></ul></ul><ul><ul><li>eBook collection matched to topic studies? </li></ul></ul><ul><ul><li>Teacher training? </li></ul></ul><ul><ul><li>Monitoring effectiveness? </li></ul></ul>
  11. 11. Topic Studies for 2010-2011 <ul><li>Which ones? </li></ul><ul><li>How introduce to teachers/teacher assistants? </li></ul><ul><li>Schedule? </li></ul><ul><li>Topic planning template? </li></ul><ul><li>Lesson planning template? </li></ul><ul><li>Kits??? </li></ul>
  12. 12. May 17 Agenda/Activities <ul><li>Morning PD focus </li></ul><ul><li>Afternoon Activities </li></ul><ul><li>Summer Reading? </li></ul>
  13. 13. Learning Spaces Symposium~June 25 <ul><li>Overview </li></ul><ul><li>Guest List </li></ul><ul><li>Agenda </li></ul><ul><li>Outcomes </li></ul>
  14. 14. Coach Summer Activities/Tasks <ul><li>Debriefing in June </li></ul><ul><li>Curriculum Tasks </li></ul><ul><li>Assessment Tasks </li></ul><ul><li>August Retreat </li></ul><ul><li>Summer Reading </li></ul>
  15. 15. Book Discussion chapter 2 <ul><li>What are the structural supports that attempt to improve the education of young children? </li></ul><ul><li>What are the indicators in Ohio of attempts to systematize early education and care? </li></ul><ul><li>Why is alignment so important? How can we improve PreK-K alignment in the Akron community? </li></ul>

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