PGPTP Orientation Session Notes

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  • 1. Welcome to the PGPTP Secondary Science Session
    Dawn Berkeley, Seminar Leader
    After you sign in, please jot down 3 interesting facts about yourself on the index cards provided…..
  • 2. Professional Values
    Focus on our primary mission of closing the achievement gap by setting high expectations for our students, our colleagues and ourselves.
    Maximize our experience – working with a sense of urgency, seeking out and welcoming experiences, resources, and feedback in order to grow.
    Be flexible.
    Respect one another.
    Model a Culture of Achievement.
  • 3. Group Norms
    Be respectful of one another
    No side conversations
    Be on time
    Focus on things within your control
    No war stories…limit dwelling (whining or complaining)
    No blame or excuses
    No interrupting
    Take ownership of the session by actively participating
  • 4. So, what’s different?
    2nd Year Completion Requirements:
    Requirement #1 – Assessment Projects (5)
    Professional Development Plan
    Aligning Strategies to Content Requirements & Student Needs
    Analyzing Content, Standards, and Resources
    Diagnosing Student Readiness, Setting Achievement Goals and Monitoring Progress – Part 1
    Diagnosing Student Readiness, Setting Achievement Goals and Monitoring Progress – Part 1
    Requirement #2 – Updated PES Component 4 – “Setting Goals for Student Achievement and Professional Development”
    Requirement #3 – Improving Practice Analysis and Reflection (5 – 7 pg. reflection)
  • 5.
  • 6. Session Objectives
    ANALYZE course goals and related competencies and routines to clarify outcomes for the course.
    ARTICULATE how course assessments enable participants to demonstrate mastery of the course goals and competencies.
    DESCRIBE connections between lesson and unit planning and the benefit of ensuring alignment between the two.
    SOLVE common obstacles to maintaining a focus on student achievement in the classroom.
  • 7. Section 1Goals, Competencies & Routines
    Personal & Course Goals
    Course Competencies
    Course Routines
  • 8. Personal Goals
    Please generate a list of your own personal goals for the course and the significance of those goals on Handout OS.1. Also reflect on your year first year in the classroom, specifically considering your professional goal setting in your portfolio and why it was important. Be prepared to share your partner’s response. (I.S. – Think-Pair-Share)
    7 min.
  • 9. Personal Goals (con’t)
    Please turn to the Course Overview in the P.M. and read over the Course Overview and Course Goals. In the same partner pairs, please generate and discuss the significance of the course goals listed on Handout OS.1. Be prepared to share with the group.
    5 min.
  • 10. Course Competencies
    Please read over the course competencies in the course overview.
    Image courtesy of: http://www.nje3.org/
  • 11. Course Routines
    Please read over the course routines section in the Course Overview and discuss the following questions in pairs. Please discuss each of the following one at a time.
    After 1 year in the classroom, what you most excited about in relation to the course routines?
    In what ways do the course routines connect to your personal goals?
    How do the routines look different from last year?
    What are some benefits to having familiarity with the routines?
    15 min.
  • 12. Percentage of Students at or above proficient in secondary science as measured by the 2005 National Assessment of Educational Progress
  • 13. How do the course routines
    help you build the skills and
    knowledge essential to
    closing the achievement gap?
  • 14. Session Objectives
    • ANALYZE course goals and related competencies and routines to clarify outcomes for the course.
    ARTICULATE how course assessments enable participants to demonstrate mastery of the course goals and competencies.
    DESCRIBE connections between lesson and unit planning and the benefit of ensuring alignment between the two.
    SOLVE common obstacles to maintaining a focus on student achievement in the classroom.
  • 15. Check for understanding…
    Image courtesy of:
    http://castellari.blogspot.com/
  • 16. Section 2Course Assessments
  • 17. Course Assessments
    Please read the introductory paragraph about the course assessments in the Course Overview.
    This activity will allow you to more closely analyze the assessment requirements.
  • 18. Rationale…
    The goal of this activity is to provide an introduction and overview of the course assessments in order to understand the big picture before moving forward in the course.
    You will have 15 minutes to complete each center activity.
    15 min.
  • 19. Center 1  Content
  • 20. Center 2 Assessment
  • 21. Center 3  Instruction
  • 22. Rationale…
    The goal of this activity is to provide an introduction and overview of the course assessments in order to understand the big picture before moving forward in the course.
    You will have 15 minutes to complete each center activity.
    15 min.
  • 23. Group Debrief
    In what ways do the course assessments require participants to demonstrate mastery of the 3 course competencies?
    How are the descriptors in the rubric used to demonstrate mastery of the 3 course competencies?
    As second year fellows, we want to nurture a higher level of expertise by adding competency in content knowledge to our tool belt.
  • 24. Session Objectives
    • ANALYZE course goals and related competencies and routines to clarify outcomes for the course.
    • 25. ARTICULATE how course assessments enable participants to demonstrate mastery of the course goals and competencies.
    DESCRIBE connections between lesson and unit planning and the benefit of ensuring alignment between the two.
    SOLVE common obstacles to maintaining a focus on student achievement in the classroom.
  • 26. Check for understanding…
    Image courtesy of:
    http://castellari.blogspot.com/
  • 27. 10 min.
  • 28. Section 3Unit Planning Review
  • 29. Backward Design/Strategic Design
    The overarching approach to lesson & unit planning in this course is referred to as “backward design”.
    Please look at the graphic on Handout OS.5and with a partner, please discuss the following key points. Please be prepared to share your partner’s responses to the following questions:
    What is the significance of the order of the three stages of “Strategic Design”?
    Why might this approach to unit planning pose a paradigm shift?
    What role does Bloom’s Taxonomy play in “Strategic Design”?
    What key messages does this practice apply to and how?
    What did this look like in your own practice last year?
    5 min.
  • 30. Strategy Implementation Planning Sheet
    To assist in the backward design process, the Strategy Implementation Planning Sheet helps to give context to the selection of your strategies, along with the objectives and goals of the unit.
    i.e. “Toward what standard will the strategy build?”
    i.e. “How is the lesson connected to your current unit or topic of study?”
  • 31. Strategy Implementation Planning Sheet (con’t)
    For each session where the completion of a Strategy Implementation Planning and Reflection Sheet is required, always bring a unit plan to session.
    Although there is no specific format for the unit plan as outlined by TfR, PGCPS does provide a template for your use. Please use these in your planning.
  • 32. Effective Unit Planning
    For this activity, you will work individually to review one component of effective unit planning and create a poster about your assigned component to share with the group.
    Handout OS.8
  • 33. Handout OS.8
  • 34. Please create a poster for your assigned unit plan with the following components:
    • Name of assigned component
    • 35. 3 – 5 bullet points synthesizing a description of the component
    • 36. An example
    • 37. Benefits of including the component in a unit plan
    • 38. Ramifications of leaving this component out of the unit plan
    • 39. Connection of the component to the strategy implementation planning sheet
    • 40. Connection to current approach to unit planning. i.e. Do group members already do something similar to this and if so, what do they do?
    15 min.
  • 41. S.M.A.R.T.
    S – SPECIFIC
    M – MEASURABLE
    A – ALIGNED TO STANDARDS
    R – REALISTIC
    T – TIME BOUND
  • 42. Session Objectives
    • ANALYZE course goals and related competencies and routines to clarify outcomes for the course.
    • 43. ARTICULATE how course assessments enable participants to demonstrate mastery of the course goals and competencies.
    • 44. DESCRIBE connections between lesson and unit planning and the benefit of ensuring alignment between the two.
    SOLVE common obstacles to maintaining a focus on student achievement in the classroom.
  • 45. ClosingMaintaining a Focus on Student Achievement
  • 46. 3-2-1 Closing
    Please divide into 2 groups
    On Handout OS.9, please list:
    3 things that went well in your classroom last year
    2 measurable academic goals you have for your students this year
    1 specific challenge you encountered last year in trying to maintain a focus on student achievement
  • 47. 3-2-1 Closing (con’t)
    Once finished, please pass your handout to the right. Now, please work independently to brainstorm 1 solution or 1 “have you thought about” question for the challenge listed on your group member’s handout.
    Once you have received your original handout, please select one challenge and accompanying solution to share with the entire group.
    Groups
  • 48. Homework
    Please bring to Session 1:
    Acopy of the forwarded National Science Education Standards.
    For one course taught bring the following:
    State standards
    Syllabus
    Course pacing guide or calendar
    Textbook or other curriculum resource
    Read Handout 1.3 and mark as directed.
    Read Handout 1.4
    PES Component #1
  • 49. Session Objectives
    • ANALYZE course goals and related competencies and routines to clarify outcomes for the course.
    • 50. ARTICULATE how course assessments enable participants to demonstrate mastery of the course goals and competencies.
    • 51. DESCRIBE connections between lesson and unit planning and the benefit of ensuring alignment between the two.
    • 52. SOLVE common obstacles to maintaining a focus on student achievement in the classroom.
  • Instructional & Grouping Strategies
    Think-pair-share
    Interest cards
    to call students
    Random name picker
    Fist-to-five
    Clock Partners/Baseball Teammates/Map Parnters
    3-2-1 Closure