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6 12 day 1

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6-12 ELA Day 1 Training

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6 12 day 1

  1. 1. 6-12 ELA: Day 1
  2. 2. • Introductions • Name, Grade/Courses, Favorite Book • Dates/Sub requests etc. • Norms • Parking Lot • Agenda Why? GRR/Workshop Instructional Model Classroom Environment Collaboration Reflection
  3. 3. (curriculum, instruction, and assessment) is: -Engaging and differentiated -Standards based -data driven -research and evidence based -Wisconsin RTI Center
  4. 4. Curriculum, instruction, and assessment that are grounded in the culturally responsive practices of relevance, identity, belonging and community will serve to best engage all students. -Wisconsin RTI Center
  5. 5. High expectations can help reduce delinquency and behavioral disturbances. ~Doug Fisher
  6. 6. Research-Based Factors that Influence Student Achievement ~Allington, R. (2005). Reading Today.
  7. 7. *Classroom Management
  8. 8. *Balance of Whole Group, Small Group, 1-1
  9. 9. *Matching Texts to Readers
  10. 10. *Reading and Writing Reciprocity
  11. 11. *Effective Interventions with Levels of Intensity
  12. 12. (c) Frey & Fisher, 2008 TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Focused Instruction Guided Instruction “I do it” “We do it” “You do it together” Collaborative Independent “You do it alone” A Structure for Instruction that Works
  13. 13. (c) Frey & Fisher, 2008 Original Workshop Model… TEACHER RESPONSIBILITY STUDENT RESPONSIBILITY Guided Instruction “I do it” “We do it” Independent “You do it alone” Focused Instruction
  14. 14. Learning Targets for Day 1 Teachers will… • develop an understanding of classroom workshop as a gradual release of responsibility • understand how to create a collaborative classroom environment that fosters a community of learners
  15. 15. Workshop is Gradual Release Doug Fisher: GRR
  16. 16. Small Group Activity Review Annotations Answer Questions
  17. 17. What would you, as the teacher, be doing in order to create an effective ELA classroom that uses workshop? What would you expect students to be doing in an ELA classroom that uses workshop?
  18. 18. Teacher Observation Activity • Cut and paste questions provided • Read the questions • Observe the teacher in the lesson • Record in your notebook – Answers – Thoughts – New Questions
  19. 19. GRR: Focused Instruction Component Purpose (Learning Target or Learning Objective) and Modeling Think Aloud Demonstrations Common Core State Standards
  20. 20. The established purpose focuses on student learning, rather than an activity, task, or assignment.
  21. 21. Students understand the relevance of the established purpose.
  22. 22. GRR: Independent Work Component Guided Instruction Component Collaborative Component
  23. 23. as Independent Practice • Silent Reading • Individual Writing • Formative Assessment • Skill Practice • Student/Teacher Conferencing
  24. 24. No “Shut Up” sheets
  25. 25. as Guided Instruction Students read, write, and talk to make meaning Practice skill, complete the tasks modeled Teacher works with small groups or walks around and uses prompts, cues, and questions with groups Small group intervention Conferencing
  26. 26. as Collaborative Time Book Clubs/Literature Circles Conferencing Turn and Talk
  27. 27. • Closure • Refer back to Learning Target • Formative Assessment • Share Out • Learning Log • Reflection • Exit Ticket
  28. 28. Students work together using academic language to discover information.
  29. 29. Comprehension and Collaboration 1. Prepare for and participate in collaborations with diverse partners, building on each others’ ideas and expressing their own clearly and persuasively.
  30. 30. K-2 Features • Following the rules of discussion • Moving from participation to turn taking • Sustaining discussion through questioning • Adult support
  31. 31. 3-5 Features • Preparation for discussion • Yielding and gaining the floor • Posing and responding to questions • From explaining own ideas to explaining the ideas of others
  32. 32. 6-8 Features • Using evidence to probe and reflect • Collegial discussions include goals and deadlines • Questions connect ideas from several speakers • Acknowledge new information
  33. 33. 9-10 Features • Use prepared research in discussion • Voting, consensus, and decision making • Ensure hearing full range of opinions or options • Summarize and synthesize points of disagreement
  34. 34. 11-12 Features • Civil, democratic discussions • Questions probe reasoning and evidence • Resolving contradictions • Determine what additional info is needed
  35. 35. Talk occurs on grade level topics, texts, and issues.
  36. 36. How do we get there?
  37. 37. 5 Essential Aspects of Classroom Environment and Community: 1. Classroom Environment (physical environment) 2. Community of Learners (social and emotional environment) 3. Learning and Teaching (instructional environment) 4. Independence (instructional environment) 5. Reflective Practice Hill, B.C, and Ekey, C. Enriching Classroom Environments, 2010, pg. xiv
  38. 38. "I believe that classroom environments are most effective when they are literate and purposeful, organized and accessible, and, most of all, authentic." Debbie Miller, Teaching with Intention, pg 23
  39. 39. "First impressions count. Classroom environments vary, but they always need to be welcoming places; interesting, joyful places that beckon kids and teachers to actively participate in the pursuit of knowledge. Debbie Miller, Teaching with Intention, pg 30
  40. 40. Classroom Set Up/Libraries
  41. 41. Classroom Organization
  42. 42. Needs, Wants, Wishes
  43. 43. What could your classroom look like?
  44. 44. Classroom Discussion Procedures Differentiation Inclusion High Expectations Create “I can do it” Environment Make student thinking visible 2. Create a Community of Learners
  45. 45. Document student thinking - make thinking visible, public, and permanent
  46. 46. “I Can Do It” Environment • Word Walls • Anchor Charts to Cue Procedures • Visuals (ELL) • Inclusive • Frames (Discussion/Sentence)
  47. 47. Visual, Public, Permanent
  48. 48. Teach Them!
  49. 49. Classroom discussion • Teacher talks less than students • Appropriate behaviors What does it look like? What does it sound like? • Socratic Circles
  50. 50. Establish Procedures • Set Rules/Expectations Together • Post on Anchor Charts (Easy cue) • Model • Fish bowl practice and observe • Redirect/Revisit/Reteach • Three Before Me
  51. 51. Turn and Talk Using materials/library Independent Work Time Group Discussions Socratic Circles
  52. 52. Differentiation Content Process Product
  53. 53. Differentiation • Cannot differentiate purpose/modeling • Guided Instruction is defacto differentiation – Scaffolding, practice, cueing, prompting, questioning • Independent work can be differentiated • Collaborative work can be differentiated
  54. 54. 3. Learning and Teaching (instructional environment) "Celebration of specific strengths -not idle praise - helps ensure early success for our students. Through whole-class sharing, small-group work, one-on-one conferences, and every other way we respond to students all day every day, we need to give them the message that they are capable.“ Regie Routman, Teaching Essentials, pg. 29
  55. 55. Intentional Use of Language
  56. 56. The way that we, as adults talk to children affects the way that they view us, and the language that we use to describe their actions can really affect the way that they see themselves. Especially as teachers…the things that are said to a student can be interpreted differently through tone of voice…even one word difference can change the meaning of a whole sentence, therefore changing the way the student takes the statement. This can mean the difference between doubting themselves and their competence and setting low future goals, to, believing in themselves to choose challenging tasks and set high goals.
  57. 57. Implications of Different Teacher Responses to Social Transgression
  58. 58. Teacher Comment Question Answered by Comment That group, get back to work or you’ll be staying in at lunch. When you are loud like that, it interferes with the other discussion groups and I feel frustrated This is not like you. What is the problem you have encountered? Okay, how can you solve it? What are we doing here? Laboring. Living in cooperation. Living collaboratively. Who are we? Slaves and owner. People who care about others’ feelings. Social problem solvers. Normally admirable people. How do we relate to one another? Authoritarian control. Respectful with equal rights. Work out our problems. How do we relate to what we are studying? Do it only under duress. [no implication] [no implication] ~From Choice Words by Peter H. Johnston p. 6
  59. 59. 4. Independence (instructional environment) Get to know your students as readers and writers Students need to first realize who they are as readers and writers in order to become better readers and writers.
  60. 60. EXPLORE YOUR READING LIFE
  61. 61. JESSICA: A READERLY LIFE
  62. 62. Learn different techniques to motivate and engage students.
  63. 63. “Reading changes your life. Reading unlocks worlds unknown or forgotten, taking travelers around the world and through time. Reading helps you escape the confines of school and pursue your own education. Through characters – the saints and the sinners, real or imagined – reading shows you how to be a better human being.” ― Donalyn Miller, The Book Whisperer: Awakening the Inner Reader in Every Child
  64. 64. EXPLORING YOUR WRITING LIFE
  65. 65. Getting Started • Check out our Livebinder • Distribute Surveys • Familiarize yourself with YA books • Book Talk! • Create a Shopping List/Goodreads Account • Keep a Reading Record
  66. 66. Rights of Readers
  67. 67. 5. Reflective Practice “Reflective teaching requires that teachers examine their values and beliefs about teaching and learning…This practice frees teachers from impulsive and routine activity and enables them to act in a more deliberate and intentional manner. Experience itself is actually not the greatest teacher, for we do not learn as much from experience as we learn from reflecting on that experience.”
  68. 68. Goal Setting Working with Your Coaches
  69. 69. 5. Reflective Practice: Think about your classroom • What do you need? • What do you want? • What do you wish? • What are 2-3 small improvements you could make to your current classroom environment?

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