Early Release Professional Development Feb. 2012

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  • Where have we been? In April for ERPD we had our first introduction to Common Core 8 Mathematical Practices Shifts in ELA/Literacy Shifts that need to be made before next year: 8 practices: conceptual to abstract; focus on problem solving and explaining thinking; decomposing and composing numbers; Balancing Informational and Literary Texts Emphasize literacy experiences across content areas Attention to text complexity Rich questioning and providing answers with evidence based on text Writing from sources Focus on academic vocabulary
  • Shifts that need to be made before next year: 8 practices: conceptual to abstract; focus on problem solving and explaining thinking; decomposing and composing numbers; Balancing Informational and Literary Texts Emphasize literacy experiences across content areas Attention to text complexity Rich questioning and providing answers with evidence based on text Writing from sources Focus on academic vocabulary
  • 1) What is the importance of cultivating students’ close reading of a text? Helps student develop a fascination, connection with text We have to train students to be good readers Teachers can get in the way of authors intent; to let the work speak to the reader 2) How can we get students to go beyond making the easy connection with the text they are reading to a deeper connection? Asking students where in the text the author said something or where an event occurred. “ Get yourself out of the way” 3) What are questions worth asking? Connection with the text How do we develop a fascination with the text? Text based answers aren’t always helping students make a connection to the text How do you plan? Know what questions to ask – [spent weeks on a unit – yeah, that’ll happen!??! – make better use of PLC, trust someone] Connection with the text How do we develop a fascination with the text? Text based answers aren’t always helping students make a connection to the text How do you plan? Know what questions to ask – [spent weeks on a unit – yeah, that’ll happen!??! – make better use of PLC, trust someone] “ Careful planning; There is a real shift here. [This requires] spending much more time in preparing for instruction by reading carefully yourself.” “ Where did the author say that? Why do you think the author believes that? Show me the words in the text.” “ We talk in terms of pre-reading, during reading and post reading, but in many ways there’s just reading.” “ Students become scholars, not just witnesses of the text.” Less text, more deeply Letter from a Birmingham Jail as a two week lesson; without supplemental video or text. What does that look like? If you are not the driver… do you pay attention?
  • THIS WAS DEVELOPED BY A SPECIAL ED TEAM BECAUSE THEY WANTED THEIR STUDENTS TO HAVE JUST A QUICK PARAGRAPH TO READ AND ONE QUESTION TO ANSWER. THEY ALSO SAID THEIR STUDENTS NEEDED THE STRUCTURE THAT THIS TEMPLATE GAVE THEM. I’VE HAD HS TEACHERS WHO LIKE IT ALSO AND SAID THEIR STUDENTS NEEDED IT AT FIRST ALSO.
  • Can we think-write-pair-share with article and word version of document? http://www.wsascd.org/downloads/annual_conf_archives_2007/lanstrintro.pdf

Transcript

  • 1. Early Release Professional Development Troutman Middle School February 15, 2012
  • 2. Agenda
    • 12:00 – 1:00 Lunch & 360 ° Evaluation
    • 1:00 – 3:00 Shifting to Common Core
    • 3:00 – 4:00 Improving PLC Effectiveness
  • 3. Lunch & 360
  • 4. Norms
    • Stick to agenda
    • Stay on topic
    • Be positive
    • Be on time
    • Participate-full/actively
    • Limit sidebars
  • 5. Celebrations
  • 6. Resources
    • Media Center ERPD Link
    • IF ERPD Link
  • 7. Common Core Where Have We Been? Where Are We Going?
  • 8. Shifts to make before next year
    • 8 practices
    • Balancing informational & literary texts
    • Emphasize literacy - across content areas
    • text complexity
    • Rich questioning
    • Writing from sources
    • Academic vocabulary
  • 9. Shifts in ELA/Literacy
    • Balancing Informational & Literary Text
    • Building Knowledge in the Disciplines
    • Staircase of Complexity
    • Text-Based Answers
    • Writing From Sources
    • Academic Vocabulary
  • 10. Text-Based Answers
    • Students have to connect with text
    • Close reading of text
    • Referring back to text
    • Learning the questions worth asking
  • 11. Tools Common Core
    • A.C.E. Strategy
    • Synthesis Template
  • 12. ACE Frayer A.C.E. is a tool to assist students in translating their learning into extended response that can help them self-monitor their progress. A.C.E. A.C.E. is NOT intended as replacement for rubrics used to guide and evaluate the complete writing process. characteristics Answer Cite Expand
  • 13. ACE template examples Passage to read…. Question to answer… Answer ______________________________________________________________________________________________ Cite Evidence_______________________________________ __________________________________________________ Expand __________________________________________________________________________________________________________________________________________________________________________________________________
  • 14. ACE Template Examples E xplanation:_________________________________ ___________________________________________ ___________________________________________ ___________________________________________ ACE ….. your math questions Question_______________________________________________________________________________________________________________________________ C omputation: A nswer:
  • 15. Synthesis Template Vocabulary Notebook Term: Synthesis Template My Understanding level: 1 2 3 4 Describe: A scaffolding tool to assist students in pulling key information from text and making connections. It could be incorporated as part of the cooperative learning strategy: Think-WRITE-Pair-Share. Draw:
  • 16. Digital Tools
    • Annotations
      • Diigo
      • MSWord
  • 17. NC Education / DPI Modules
    • https://center.ncsu.edu/nc/
    • Log in same as NC Falcon
  • 18. Break as Needed
    • We will begin next session: 3:00 p.m.
  • 19. Collaborative Time
    • Work with PLC/Team to incorporate ACE/Synthesis strategies into upcoming lesson planning
    • Explore Diigo or NC Education site
  • 20. Improving PLC Effectiveness February 15, 2012
  • 21. Why PLCs?
    • DuFour Video
    • Trego SCAN
  • 22. PLC Definitions
    • Content Level
    • Grade Level
    • Team Level
  • 23. PLC Expectations Content Level
    • Documentation
    • -Agenda Emailed by Chair
    • -Agenda posted to Wiki
    • Process
    • -Assign Roles
  • 24. PLC Expectations Grade Level
    • Documentation
    • -Lesson Plan Template
    • -Notes emailed to IF
    • Process
    • -Share Best Practices
    • -Reflection on Prior Week
    • -Data Analysis on PA and CFA (when needed)
    • -EC and Sci and SS attend (next year)
  • 25. PLC Expectations Team Level
    • Meet as needed
    • Documentation
    • -Team Leader take notes
    • Process
    • -Up to Team
  • 26. Model PLCs
    • Activity
    • 3 – things you observed
    • 2 – things to implement w/ your PLC
    • 1 – question you have
  • 27. Data Folders and Planning
    • Data Folders (Brinager)
    • -Importance of Data
    • Lesson Planning
    • -Importance of Collaboration (Steytler and Gilliland)
  • 28. Reflection
    • Activity- Use checklist to reflect on Content level PLC
      • PE will meet together
      • Remainder of Wheel meet separately
  • 29. ERPD Feedback
    • Please complete the online feedback survey
  • 30. Thank You for All You Do!