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Understanding Inquiry PT1 & ECO 2013
- 1. Welcome to Understanding Inquiry: Year PTs1, ECOs & SPs November 7, 12 & December 2, 3, 4, 2013 San Jose Unified School District Inspiring and Preparing ALL Students to Succeed in a Global Society
- 3. Formative Assessment for California Teachers (FACT) Context for Teaching and Learning Assessment of Teaching and Learning Inquiry into Teaching and Learning (IIP Embedded Across) Summary of Teaching and Learning
- 4. What is your teaching practice narrative? • At the beginning of this year, I thought/believed/practiced __________. • At the end of this year, I would like my actions to reflect____________.
- 5. Teaching requires teachers to make sense of the interaction between the following five elements simultaneously: the child, the context, the content, the acts of teaching, and the teacher's own beliefs or dispositions. Fichtman & Yendol-Hoppey, 2009
- 6. Action research is teacher driven, reflective practice. • Intent is to change, improve and inform teaching. • Carried out in the classroom. • Researcher identifies problem of practice.
- 7. Your focus area is found at intersection of the dilemmas and complexities of your work.
- 8. Continuum of Teaching Practice
- 9. How to find your focus area I posted my rules at the beginning of the year. I give kudos and catch students being good. I redirect behavior. I make parent phone calls if necessary. Kudos (see above)
- 10. How to find your focus area Nov. 13: Rules posted at the beginning of the year. Catch students being good. Nov. 13: Reditrect behavior. Make parent phone calls.
- 11. Continuum of Teaching Practice Element 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior… • “Where do you see yourself?” • “What student work and lesson plan is that based on?” • “What kinds of changes can you make to get to the next level?”
- 12. Continuum of Teaching Practice Self-Assessment: Focus Area Areas of growth & strength • Locate the 1 – 3 elements of the CSTPs related to your focus • Self-Assess on these elements • “Where do you see yourself?” • “What student work and lesson plan is that based on?” • “What kinds of changes can you make to get to the next level?”
- 13. IIP#______ Date:____________ Individual Induction Plan (C-1) Participating Teacher: Support Provider: District: School: Teaching Assignment: Content Credential Area of Emphasis: Area: FOCUS OF THE INQUIRY: Determining what I need to know and be able to do 1. Based on findings from self-assessments, determine area(s) of focus. 2. Develop a focus question for this inquiry. Routines 4. What are the anticipated measurable outcomes for student learning? PLAN 3. Which CSTP element(s) will be addressed? 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior to ensure a climate in which allresearch related to mycan learn. new learning in my instructional setting ACTION PLAN: Examining students focus question and applying 6. Research: Describe resources used (e.g., talked to colleague. researched on-line. other) 7. Application: Implementation of new knowledge 8. Measurable Results: Impact on teaching/student achievement PLAN/TEACH 5. Date of research
- 14. How to find your focus area Consider self-assessments, feedback, & classroom experience to identify areas of strength & growth http://bit.ly/newfact • What focus areas may this lead to? • Write your focus area in C-1, Cell 1 • Choose focus CSTP in C-1, Cell 3
- 15. What are the criteria for a compelling Focus Question? 1. Explicit focus on improving teacher practice 2. Clear transformative and development in a specific teaching context 3. Concise, open-ended & shouldn’t already have an answer 4. Something the researcher has control over 5. Personally engaging
- 16. Non-Example Focus Questions Will Thinking Maps work with my students? What strategies will support my EL learners? How can my struggling students be more successful?
- 17. Focus questions How will incorporating pictorial input charts and sentence frames impact students’ expressive oral language? To what extent will utilizing explicit instruction of communication and collaboration strategies impact student confidence, classroom culture, and level of academic discussion? How can I establish a safe and rigorous learning environment in which both self- and peerassessment are utilized in order to create a strong, final oral presentation?
- 18. Break
- 19. Craft and share your focus question • Does it meet the criteria? • How can it be improved? • Write your focus question in C-1, Cell 2
- 20. Essential Components of Instruction (C-2) How will incorporating pictorial input charts and sentence frames improve students’ expressive oral language? CCSS.ELA-Literacy.SL.3.1b Follow agreed-upon rules for discussions Make arguments. State point of views and convince other people of what you think
- 21. Essential Components of Instruction (C-2) • What will your students be learning over the course of your Inquiry? • Write the targeted academic standard and learning objectives in C-2, Cells 1 & 2
- 22. Essential Components of Instruction (C-2) How will incorporating pictorial input charts and sentence frames improve students’ expressive oral language? CCSS.ELA-Literacy.SL.3.1b Follow agreed-upon rules for discussions Written on board, Make arguments. State point of views and convince other people of what you think newsletter, tweet/text
- 23. Essential Components of Instruction (C-2) How will incorporating pictorial input charts and sentence frames improve students’ expressive oral language? CCSS.ELA-Literacy.SL.3.1b Follow agreed-upon rules for discussions Written on board, newsletter, tweet/text Make arguments. State point of views and convince other people of what you think
- 24. What type of entry & summative assessment will you use? • Write your entry level assessment and criteria for interpretation in C-2, Cell3 • Write your summative assessment and criteria for interpretation in C-2, Cell 4
- 25. Essential Components of Instruction (C-2) How will incorporating pictorial input charts and sentence frames improve students’ expressive oral language? CCSS.ELA-Literacy.SL.3.1b Follow agreed-upon rules for discussions Written on board, newsletter, tweet/text Make arguments. State point of views and convince other people of what you think
- 26. What other types of data will answer your focus question? • • • • • • • • Unit assessments DRA Observation checklists Writing samples Tickets Out the Door Quick Checks Communication Logs Parent surveys • • • • • • • Field notes Written reflections Observations Student interviews Focus groups Pictures Video
- 27. What type of academic change do you hope to see as a result of this inquiry (C-1, Cell 4)? • Needs to be quantifiable (a number!) • 80% of my students will increase one level on the writing rubric. • There will be a 50% reduction in D’s & F’s among my students of color at the end of the grading period. • The lowest third of my students will increase their knowledge of morphemes as measured on end of unit assessment by 100%.
- 28. Inquiry into Teaching & Learning: Steps 0-3 Step 0: Self-Assessment CTP; E2.5 – E 2.6 Step 1: Develop Focus Question C-1 Cells 1-4* C-1 Cells 5-8 Step 2: Essential Components of Instruction C-2 Step 3: Analyze Entry Assessment Select Focus Students • C-3 (Pt 1 & 2); C-4
- 29. Inquiry into Teaching & Learning: Step 4 ••Analyzestudent work C-7 Analyze student work C-7 ••Research& Reflect C-1 5-8 Research & Reflect C-1 5-8 Lesson Plan Lesson Plan (C-5) (C-5) x ••ObservationC-6 Observation C-6 ••Collectstudent Work Collect student Work 4 Teach lesson Teach lesson
- 30. Inquiry into Teaching & Learning: Steps 5-7 Step 5: Summary Student Assessment C-8 Step 6: Final Reflection • C-3 (Pt 1 & 2); C-4 Step 7: Self-Assessment CTP; E2.5 – E 2.6
- 31. How is it going? Review: Focus Area Compelling focus question Academic content Assessment measures Within your SP/PT partnership, take a moment to check in. What questions do you still have?
- 32. Closure • Please complete feedback forms • PTs: Classroom Management 11: 1/21 & 1/23 • Returning SPs: Coaching for Induction 2: 12/12 or online beginning early Dec. • New SPs: Coaching for Induction 2: 1/16 • Advice & Assistance Meetings in January • Bus your tables
Editor's Notes
- 4:00 – 4:02 2m Darren Thank you for bringing your binders and computers and signing in. Gita has been on board now A few of you may not have met her yet in person, but she’s been working.
- 4:02 – 4:05 3m Darren Formative Assessment for California Teachers (FACT) as a tool for Cycle of Inquiry Agenda: Essential Question: In what ways does the inquiry cycle influence and support teacher growth? Outcomes, this is what you will walk away with tonight: a compelling focus question rooted within your self-assessment and think through the beginning stages of your inquiry. And you’ll understand the relationship between inquiry and the CSTPs You’ll document the thinking in some of your Module C resources.
- 4:05 – 4:06 1m Darren Overview of FACT Purpose: Show the vision of the entire year. This is where you are going. We use Formative Assessment system to help teachers accelerate on their teaching practice. Flow chart of FACT with the first two modules Context and Teaching Learning
- 4:07 – 4:15 8m Darren Significance/handout: on popper-mint green Using these sentence frames as starting points, reflect upon your teaching practice this year as well as some hopes for this year. After some silent writing time, you will share these thoughts with another person and then we’ll ring the chime to have you. What is the narrative of your change in practice you hope to see this year. Looking forward, what would you like that narrative to say this year? Example of when Kelly & Darren answered this question. Focus of narrative is on YOU, the individual, not on your students. Reflection. Beginning, middle end Usually small but can be larger. Using these sentence frames as starting points, reflect upon your teaching or mentoring practice as well as some hopes for this year. After some silent writing time, you will share these thoughts with your SP/PT partnership. Essentially what you are reflecting on with these prompts is the story of the growth of your teaching practice. What is the narrative of your practice? Looking forward, what would you like that narrative to say this year?
- 4:15 – 4:16 1 m Darren Nancy Fichtman & Dana Diane Yendol-Hoppey. Teaching requires teachers to make sense of the interaction between the following five elements simultaneously: the child, the context, the content, the acts of teaching, and the teacher's own beliefs or dispositions.Nancy Fichtman Dana;Diane Yendol-Hoppey. The Reflective Educator's Guide to Classroom Research: Learning to Teach and Teaching to Learn Through Practitioner Inquiry (Kindle Locations 427-428). Kindle Edition.
- 4:16 – 4:20 4m Darren 4 min Action research is a type of social research usually conducted in a school setting. It might be a collaboration with a group of colleague or individual or even a larger scale effort. It’s about improving educational practice in a systematic way. Working with colleagues. The FACT system provides the document where you collect evidence of the cycle of Inquiry process. The bonus in this FACT system is that you get to choose your area of improvement and it is not an autocratic research project. This is in contrast to when we look outside of our context, classroom, school to work with an expert or consultant. Practitioner as researcher. Researching a problem in your classroom It isn’t problem solving in the sense of trying to find out what is wrong, but how to improve an identified problem/concern. Usually small but can be larger. Pair share if time allows *First step in action research is to find the problem of practice that will be your focus area.
- 4:20 – 4:25 5min (2 min explain 3 min write on sticky) Gita The first step in inquiry is to identify a focus area. A focus area is a broad category you are interested in exploring further. It may be an area of growth, a strategy you are interested in learning. For example, you might be interested in implementing classroom routines, formative assessment. In building habits of mind, there’s complexity in your work. There’s dilemmas in your work and many different components. Bringing them all together and seeing where they come together that’s seeing where you can look at to be your focus area. These wonderings help get to the significance of action research. It is only as powerful as it connects to personal explorations of your teaching practice. What is your pondering? Write on a mini-post it 1” x 1 ½ “. What do you think your focus area could be at this point? ******
- 4:25 – 4:27 2min Gita Keeping your focus area in mind, now we’re going to connect it to the CTP continuum of teaching practice. One of the ways in BTSA that we help you form your focus is to connect it to the California Standards for the Teaching Profession-- Engaging and Supporting Students Creating and Maintaining Effective Environment.
- 4:27 – 4:30 3 min Gita Purpose/Rationale. Highlight and model Connecting to a CSTP I chose element 2.6. Now I’m going think about where I see myself. I find myself at EXPLORING as evidenced by: I would like to move towards applying and integrating by having the students work with each other more in monitoring their behavior
- 4:27 – 4:30 3 min Gita I found myself in exploring… As my evidence, I have classroom rules posted in the room and I posted, but they aren’t at the point of help aren’t monitoring each other. They don’t have control over them, it’s still me telling them. , but I have to give the kids reminders. I am trying to teach the kids procedures as we learn new activiities, but I’m not always consistent using them. I need to give more timely feedback. Purpose/Rationale. Highlight and model Connecting to a CSTP I chose element 2.6. Now I’m going
- 4:30 – 4:32 2 min Gita Now is the time to take the post it and see where it connects to the CSTPs. With your PT you will be going through the process of self-assessment. And I say this is a process that both of you should be going through because often the reflection requires questioning and insight of another person. It's difficult to know exactly where you are and what you might be without that experience. Your SP may help you recognize the differences between the levels to more accurately self-assess. If I were to self-assess within this framework, I would consider… Write out my script with specifics. Highlight importance of evidence. So maybe I'm not integrating, maybe I'm really applying. Explore with your SP/PT partnership. After your discussion, highlight and note evidence of where you are at at this point. I know that some of you may have done this. If that is the case, I'm going to ask that you do it again and see if after the discssion and some more thought you still feel like you placed yourself in a good position on the continuum.Your support provider will be asking you guiding - and you might even feel critical - questions, but if that's the case, it's to get to the heart and for you to begin to thing about the evidence that is necessary to support where you place yourself on the continuum. Remember, ultimately, you'll need to support your self-assessment with evidence. Self-assess on Element 2.7. Take a highlighter. Now here I'm going to give you a hint if you haven't started self-assessing for the year. You'r going to have to self assess on this document three times during th eyear if you are an ECO or twice if you are Year One candidate. To make things easier, each time you self assess, use a different color highlighter. For example, you'll be doing this now (November 2011, use a Yellow highlighter an dmark all of your self assessments in yellow. After your first inquiry, you'll self assess again. use a blue highlighter then). Take out your CTP. We'll be working with this for some time, really digging into what it means and what it is. We will be targeting CSTP 1 and 2 and it may be useful for those of you who are ECO option to target these CSTPs as well.
- 4:32 – 4:39 Gtta 7 min **You Do** Next, find which of the CSTP elements relate to your focus area. Find a maximum of three elements. Self assess on those ones only.
- 4:39 – 4:41 2 min Gita Color: bottle rocket blue Now that you’ve found your focus area and CSTP elements, you’re going to take this information and enter into the C-1, Individual Induction Plan. Cells 1 & 3. Show the form and pull it up before you go get your sandwich
- 4:41 – 4:45 4 min Gita Questions. Working slide
- 4:45-4:50 5 min Gita Now we are going to explore how to create compelling focus questions. As the foundation and framework for your Inquiry, this is one of the most important steps of the process. It details your research focus, intended action steps, as well as provides the lens through which you will reflect on your teaching practice. When considering the development and how you might evaluate your focus question, keep these criteria in mind as a way to self-check. We’ll also be using these criteria to evaluate some non-examples and example focus questions. You’re inquiry question shouldn’t be yes/no. Pick something you have control over. And be sure that your focus question, your area is engaging to you. It’s for your own personal growth as a teacher, not to impress your SP.
- 4:50-4:56 6 min Gita Rubric: popper-mint green **We’ll talk about the first one in relation to the rubric. Think aloud: comparing rubric to the first question: How am I as a teacher involved look at rubric one. I’m not sure there is student achievement…Second bullet says there isn’t professional growth. Definitely it’s a yes/no answer. What I’d like you to do is look at the rubric in ** on popper-mint green**. Take a minute to look that over. I’d like you to look at the other non-examples of questions. Please evaluate these questions Working within your SP/PT partnership, please evaluate these non-examples: Which criteria do they satisfy and not satisfy? Why are these non-examples? If you have time, the next level of building your understanding of compelling focus questions would be to consider how might you develop these questions to make them compelling inquiry questions? You’ll have about 4 minutes to discuss these three and then we’ll share out. What are your thoughts regarding how these questions satisfy the criteria?
- 4:56-5:02 6 min Gita Now let’s look at some better examples of focus questions. Now that you’ve had practice using the evaluation criteria, take some time with your SP/PT partnership and examine these (perhaps) more compelling focus questions. Notice if the degree of specificity helps or hinders the question as well as the phrasing of the questions. Here, and on the (powder pink) paper are some examples you may want to look to for inspiration as well as question frames or starters.
- 5:02-5:20 or 5:25 About 15 or 20 min
- 5:25 – 6:00 35 min Gita 1. Start with SP 10m 2. SP move 5m 3. SP move 5m 4. Back to original SP 5m 5. Whole group Share out 5m Easy movement to have SPs listen to and give feedback on multiple focus questions. Share out how yours changed and how you feel about it. 1. Now is your opportunity to craft your focus question with your SP. First, grab your mini sticky note with your previously chosen focus on it. This, or a more specific version of this, will be the seed of your focus question. You may want to consider the stronger focus questions as models and use some of the same language, or come up with something that works for you. You’ll have about 10 minutes to write the first draft of your question, then you’ll have multiple opportunities to— “massage” your question to grow it into something you are excited about. 2. & 3. Meet with other SPs to get feedback. SPs move. How much more time with this SP? If time, switch again. After #4 Take a moment to consider how you feel about the current version of your question. 4 is share it with the world!, 3 is I think this might work & ready to start, 2 is OK but not sure, 1 is keep on working. Show me on your fingers. Ask if the any of the 4s want to share? Or the 3s? One of our objectives for this evening is that you leave with a question you are at least satisfied with, but if this is not the case, you can still re-work and massage it into something you are excited about. By considering a focus and drafting a focus question, you’ve begun the Action Research process and you may go into the classroom tomorrow with your current question in mind and experience something that leads you to refine your question even more. Thank you for sharing now we will proceed to show you the next steps in your Inquiry process.– to Darren
- 6:00 – 6:06 4 min or 6 min Darren Handout on: bottle rocket blue Overview/directions of how to use this. Now that we are focusing on the ECI, C-2, we are going to look at Cells 1 & 2. Cell 1 asks you to connect to a academic content standard. CELL #1 You may not know exactly what the content focus will be at this moment, but use your best educated guess based on your pacing guide, unit planning, etc. Please focus on 1 or 2 content standards for this purpose. Real life applications may include: Rules for discussion. In class partners. Playground problem solving (Project Cornerstone). Formats for certain kinds of speaking, such as debate. Formal speaking protocols at meetings, Congress, etc.? Cell 2 asks you to think of how the learning goals may be communicated. Cell 2 also has a part for Ed Specialists. Then, discuss/share how will learning goals be communicated to students and families? Newsletters, Web site Text messages, News blasts, Tweets, Displayed in classroom On student work, explained by the teacher Working slide The student content related to your focus question. It includes what the students will be learning. You may not know exactly what the content focus will be at this moment, but use your best educated guess based on your pacing guide, unit planning, etc. Please focus on 1 or 2 content standards for this purpose. Need to know a content standard and a learning objective. Be sure to also consider how will students be helped to connect the content to real life applications? And How will the learning goals be communicated to the students? Families? For Ed Specialists, also consider the alignment needed to connect with IEP goals or IFSPs. Cell 2 learning objective: SWBAT speak in complete sentences when stating their point of view Ramona and her sister Beezus in the book Ramona the Pest
- 6:02 – 6:12 10 min Darren Purpose You do slide. After developing your focus question, the next step is to consider when you will conduct the research, what content you are going to “hang” your Inquiry on. This is the the student content related to your focus question. It includes what the students will be learning during the 4-6 week time segment of your research. If your question has more of a management focus like transitions or engagement, you’ll be exploring your question during a particular time of the day, so that would be the content area. You may not know exactly what the content focus will be at this moment, but use your best educated guess based on your pacing guide, unit planning, etc. Please focus on 1 or 2 content standards for this purpose. Need to know a content standard and a learning objective. Be sure to also consider how will students be helped to connect the content to real life applications? And How will the learning goals be communicated to the students? Families? For Ed Specialists, also consider the alignment needed to connect with IEP goals or IFSPs.
- 6:12 – 6:16 4 m Darren
- 6:16 – 6:19 3m Darren Part of slides #27, 28 Overview/directions of how to use this. Now that we are focusing on the ECI, C-2, we are going to look at Cells 1 & 2. Cell 1 asks you to connect to a academic content standard. CELL #1 You may not know exactly what the content focus will be at this moment, but use your best educated guess based on your pacing guide, unit planning, etc. Please focus on 1 or 2 content standards for this purpose. Real life applications may include: Rules for discussion. In class partners. Playground problem solving (Project Cornerstone). Formats for certain kinds of speaking, such as debate. Formal speaking protocols at meetings, Congress, etc.? Cell 2 asks you to think of how the learning goals may be communicated. Cell 2 also has a part for Ed Specialists. Then, discuss/share how will learning goals be communicated to students and families? Newsletters, Web site Text messages, News blasts, Tweets, Displayed in classroom On student work, explained by the teacher
- 6:19 – 6:25 6m Darren 1 m 5 m to think of assessments and enter into C-2 The before and after assessments. You will also have formative assessment during. You need to consider the academic standard you are teaching to, as well as the learning objectives for your students. Following are some examples of assessments you may consider.
- 6:25 - Darren Cells 3 &4
- 6:25 – 6:27 5 min Darren On power pink DRA = Developmental Reading Assessment How might you assess at the beginning? What sort of entry level assessments? How might you interpret these results? Cell 3 How might you assess at the end of the unit? What sort of summative assessments would you use? How might you interpret these results? Cell 4 Qualitative or quantitative? If you are going to focus on something like management, how might data be collected and measured for this?
- 6:27 – 6:33 6 min Darren Back to the IIP What change do you hope to see in your students as a result of this inquiry? Measurable outcome. One change might be. All of my students will increase their score 1 point on the writing rubric in persuasive writing. If a performance assessment is used, looking at the changes in the student work, such as 90% of the class will be able to explain their thinking with a math problem. Another change might be, the bottom third of my class will increase their unit assessment in Algebra by 50%. Measurable outcome. An example of this may be, 80% of my students will advance one more levels on the reading assessment. What change do you hope to see in your students as a result of this inquiry? Address how this is inconsistent with the true spirit of action research in which you are investigating a question to which you don’t already hypothesize answers.
- 4:45 – 4:47 2 min Darren Now that we’re grounded in your work last year, we’re going to connect the Inquiry to the FACT, specifically the Induction Standards and CSTP in the Assessment of Teaching and Learning module of FACT. As you may recall, these are the initial steps of the Inquiry Process, some of which you will have an opportunity to complete this evening. 0: growth, interest to delve into further 1: identification and developing a focus question to drive the inquiry 2:
- 4:47 – 4:51 4min Darren Basic overview of the Cycle of Inquiry. We use Action Research and Cycle of Inquiry, and Inquiry project synonymously. The IIP is the guiding document, skeleton if you will of the Cycle of Inquiry. We want you to understand what the Cycle of Inquiry is and how it is connected to the other FACT resources. Highlight how there are multiple C-6 tools to use and each needs to be used once. Emphasize: This info is in the Collaborative logs. The binder instructions have this info. Observations are available.
- 4:51 – 4:53 2 min Darren Now we’re going to move into using the Induction Standards and CSTP in the Assessment of Teaching and Learning module of FACT
- 6:33 – 6:38 5 min Darren With your SP/PT partnership, check in about the following. Eval on crackling canary
- 2 min Darren Thank you for coming