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Structured Lesson Protocols Powerpoint

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  • 1. Leading Innovation 2011: Sanding the Edges - Tuning a Lesson
    STRUCTURED LESSON REVIEW
    BEGIN
  • 2. STRUCTURED LESSON REVIEW: WHAT IS IT?
    The Structured Lesson Review Groups are an easy and effective way to make teaching practices not
    only explicit but also public through collaboration and reflection through critique.
    Structured Lesson Review Groups are designed to:
    • Make teaching practice explicit and public by "talking about teaching"
    • 3. Help people/educators involved to work collaboratively in democratic, reflective communities
    • 4. Establish a foundation for sustained professional development based on a spirit of inquiry
    • 5. Provide a context to understand educators’ work with students, relationships with peers,
    and educators’ thoughts, assumptions, and beliefs about teaching and learning
    • Help educators help each other turn theories into practice and standards into actual student learning
    • 6. Create a professional learning community
    http://www.creativechange.net/images/shared/program_icons/teachers_collaborating.jpg
  • 7. STRUCTURED LESSON REVIEW: LOOK AND FEEL
    This module is designed to demonstrate the 4 steps of the Structured Lesson Review though
    modeling an actual lesson so that you will get an idea of what this structure looks like.
    Structured Lesson Review Group:
    A group of 4-8 is an ideal size. The whole process takes about 45 to 50 minutes total. It is important that you watch your time for each portion. A "coach" or mediator is suggested to be in charge of watching the clock and keeping the group within the Tuning Protocol structure.
    PRESENTATION
    CRITIQUE
    RESPONSE
    QUESTIONS
    The lesson we will be demonstrating within this module is a Social Studies lesson on Civil Rights. The Red screens explain the process while the blue screens depict the example.
    http://www.skillsconverged.com/Portals/5/CourseMaterial/Team_people.jpg
  • 8. STRUCTURED LESSON REVIEW: STEP ONE - PRESENTATION
    Educator or Presenting Groupdescribes their product, lesson/unit, standards, phases, etc. Meanwhile,Peer Group will remain silent. They are not allowed to ask clarifying or follow up questions.
    They should, however, be  taking notes (using Six A rubric, for example) to evaluate the lesson as it is presented.
    STEP ONE - PRESENTATION
    Introduction (1 min): Presenter briefly introduces protocol goals, norms, and agenda.
    Teacher(s) present the project (8 min): Discuss/present topics such as...
    • What is the current title?
    • 9. Describes the project :(What will the students learn, what will students do, how long will it take? Etc.)
    • 10. Describes the process of the project :(What kinds of support and feedback will the student  receive, what
    are the criteria for success? How will the students exhibit & present their project?)
    • Provide any models or work samples (if available)
    Focus Question (1 min)
    Presenter poses question(s) to the participants they would like to be answered or discussed.
    Mediator : Watches the time and prompts presenter with the list above if necessary.
  • 11. STRUCTURED LESSON REVIEW: STEP ONE - PRESENTATION
    Example Module
    Educator or Presenting Group describes their product, lesson/unit, standards, phases, etc. Meanwhile,Peer Group will remain silent.
    LESSON TITLE: Virtual Civil Rights Museum
    Learning Goal: 11.02
    Trace major events of the Civil Rights Movement and evaluate its impact.
    Task 1: Introduction
    Students will create a Civil Rights Movement virtual museum.
    In small groups participants will research an event as represented by a physical item (artifact) in
    the Civil Rights Movement and determine what people, places, and outcomes are important of the artifact.
    Groups will then create an exhibit that may include oral, visual, and written information conveying the significance
    of the item/event. Once the exhibits are complete, they will be posted on a collaborative workspace ( a
    Civil Rights Virtual Museum wiki).
    Task 2: Introduction Video (Day 1)
    Students will watch short videos about the Civil Rights Movement. This is meant to activate their knowledge about
    this time period and to prepare them for the upcoming activity. I have a Dream Speech by Martin Luther King, Jr.
    Images and music from the US civil rights struggle
  • 12. STRUCTURED LESSON REVIEW: STEP ONE - PRESENTATION
    Example Module
    Educator or Presenting Group describes their product, lesson/unit, standards, phases, etc. Meanwhile,Peer Group will remain silent.
    LESSON TITLE: Virtual Civil Rights Museum cont.
    Task 3: Getting Started (Day 1 and Day 2)
    Student s will choose a partner, select an artifact, and collaborate.
    A list of artifacts will be provided to students. Once an artifact is selected,
    students will complete a Google form document to add their selection to a timeline. Individual group members
    can compile their research results by talking with one another and collaborating to enter the information they find.
    Task 4: Creating the Exhibit (Day 2 and Day 3)
    Students will go to wiki and locate their artifact page. They will begin their research and assemble the exhibit.
    Example Exhibit Page
    Task 5: Presentation and Assessment (Day 4)
    Students will present their exhibit as part of the Civil Rights Museum to the class.
    Focus Questions:
    What other elements could I add to the Exhibit page?
    What are some ways I could more effectively asses the students on the entire
    Civil Rights Museum creation made by the class?
    Presenter will ask Focus Question:
    Presenter poses question(s) to the participants they would like to be answered or discussed.
  • 13. STRUCTURED LESSON REVIEW: STEP TWO - QUESTIONS
    Educator or Presenting Grouphas the chance to answer questions with brief, factual answers.
    Peer Group will ask any clarifying questions raised after initial presentation.
    STEP TWO - QUESTIONS
    Clarifying questions (5 min)
    Clarifying questions are asked of presenter . Example: “How were the groups chosen for this activity?”, etc.
    Probing questions
    Peer Group asks questions in an effort to understand better the presenters’ thinking, decisions, and purposes. Probing questions should not be advice in disguise, such as “Have you considered…?” Examples: “How did each student demonstrate their understanding by the end of the class?” or “What evidence did you gather to determine if goals of your lesson were met?”
    Mediator prompts Peer Group to ask questions.
    http://www.theaccidentalsuccessfulcio.com/wp-content/uploads/2009/03/question-mark.jpg
  • 14. STRUCTURED LESSON REVIEW: STEP TWO - QUESTIONS
    Example Module
    Peer Group will ask any clarifying questions raised after initial presentation.
    LESSON TITLE: Virtual Civil Rights Museum
    CLARIFYING QUESTIONS
    Q: What are the size groups of students you plan on having?
    Q: Will the teacher be providing all artifacts for this project, or will students have the option to research and choose their own?
    Q:Is the timeline you will be using in class digital or on paper version?
    PRESENTER ANSWERS
    A: I plan on having 2 students per group.
    A: I will be providing the list of artifacts for the project for students to choose from.
    A: The timeline is in a digital format using Capzles, a Web 2.0 timeline creator.
    Peer Group asks questions in an effort to understand better the presenters’ thinking, decisions, and purposes. Probing questions should not be advice in disguise.
  • 15. STRUCTURED LESSON REVIEW: STEP THREE - CRITIQUE
    Educator or Presenting Groupwill remain silent and are not allowed to respond to the comments  but  are encouraged to take notes.Peer Group will talk amongst themselves about the project as if the presenters were not in the room .
    STEP THREE - CRITIQUE
    Discussion (10-25 min)
    The Peer group begins with “warm” feedback (What is good about this project? )+
    Then the discussion moves to “cool” feedback. (What could be improved?) ᐃ
    Lastly the discussion touches on next steps for the educator or presenter and/or the lesson/unit.
    The discussion structure of Peer Groups’ Discussion is as follows, each prompted by Mediator:
             ”I like that/the fact that…”        ”I wonder if…”        ”A next step might be…”
  • 16. STRUCTURED LESSON REVIEW: STEP THREE - CRITIQUE
    Example Module
    The Peer group begins with “warm” feedback and next steps for the educator or presenter. The Presenter must remain silent.
    LESSON TITLE: Virtual Civil Rights Museum
    CRITIQUE
    ”I like that/the fact that…”
    • Students will be collaborating in teams
    • 17. Students will be creating something with a real world application – a museum installation
    • 18. A presentation is the culmination of this project
    ”I wonder if…”
    • students could conduct an original interview of someone in the community, or an expert, to expand upon their research
    • 19. students present their finished museum installation to not only the class, but members of the community and guest experts
    • 20. there is a way to share students’ work on a community level
    • 21. Students could create a video blog of voice thread to talk about their
    • 22. Own personal feelings about the project/the artifact/the Civil Rights Movement
    The discussion structure of Discussion is as follows:         ”I like that/the fact that…”        ”I wonder if…”        ”A next step might be…”
      ”A next step might be…”
    • to investigate/contact local experts and community leaders
    • 23. create interview questions for students
    • 24. create database of individuals in the community to use as resources
    • 25. investigate voice thread and blogging applications
  • STRUCTURED LESSON REVIEW: STEP FOUR - RESPONSE
    Mediator will prompt Educator or Presenting Groupand Peer Group for open discussion.
    STEP FOUR - RESPONSE
    Response (5-10 min) The Mediator willopen discussion period for presenter(s) to respond to the comments of the Peer Group and to follow up on ideas or suggestions. This final step is an open discussion between the educator or presenting group and the rest of the critical friends.
    http://www.theaccidentalsuccessfulcio.com/wp-content/uploads/2009/03/question-mark.jpg
  • 26. STRUCTURED LESSON REVIEW: CONCLUSION
    The collaboration and reflection through The Structured Lesson Review Groups are an easy and effective
    way to make teaching practices explicit but to also encourage cross curricular lessons and
    an open and transparent culture within your school.
    Make your teaching practice explicit and public by "talking about teaching“ and help educators involved to work collaboratively in democratic, reflective communities. By establishing a foundation for sustained professional development you will provide a context to understand educators’ work with students, relationships with peers, as well as and educators’ thoughts, assumptions, and beliefs about teaching and learning in general.
    Take this structure back to your next professional development meeting or team collaboration.
    http://www.creativechange.net/images/shared/program_icons/teachers_collaborating.jpg