Session 3


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  • Session 3

    1. 1. Teacher Connect Session 3 2008
    2. 2. Agenda <ul><li>Homework </li></ul><ul><li>Parent Teacher Communication </li></ul><ul><li>Differentiated Instruction </li></ul><ul><li>Design Down Planning </li></ul><ul><li>DPA </li></ul><ul><li>Classroom Management </li></ul>
    3. 3. Homework: Monthly Bingo <ul><li>Share your Bingo Card with your table. </li></ul><ul><li>What was most successful? Why? </li></ul><ul><li>What didn’t work so well? Why? </li></ul>
    4. 4. Ice Breaker: This or That OR
    5. 5. Activity: A Picture Says A Thousand Words…. <ul><li>Which image represents how you feel about the upcoming parent-teacher interviews? </li></ul><ul><li>Discuss why with your group members. </li></ul>
    6. 6. Parent Teacher Conferences <ul><li>This should not be your first contact with the parents </li></ul><ul><li>Meet the Teacher Night </li></ul><ul><li>Informal chats during arrival/dismissal or playground duty </li></ul><ul><li>Positive phone calls home </li></ul><ul><li>Communication in the agenda </li></ul><ul><li>It’s not too late!!!!!!!!!!! </li></ul>
    7. 7. Before the Conference <ul><li>Check the schedule of conferences. </li></ul><ul><li>Call any parents you have requested to see who have not booked a conference time. Some may need to be scheduled at alternate times. </li></ul>
    8. 8. Before the Conference: Preparing Your Room <ul><li>Identify your room from outside. </li></ul><ul><li>Ensure the room is well organized and neat </li></ul><ul><li>Provide comfortable seating inside and outside the classroom </li></ul>
    9. 9. Before the Conference: Gather Materials <ul><li>Ontario Student Record (OSR) </li></ul><ul><li>Standardized test results </li></ul><ul><li>Student’s grades in other classes </li></ul><ul><li>Record of student grades/work completed/observations/anecdotal reports </li></ul><ul><li>Attendance record </li></ul><ul><li>Copy of report card </li></ul><ul><li>Communication record (phone calls home, agenda, copies of newsletter) </li></ul><ul><li>LST report or IEP </li></ul>
    10. 10. Before the Conference: Preparing Yourself <ul><li>Dress professionally </li></ul><ul><li>Check parent names </li></ul><ul><li>Be aware of cultural norms in your community </li></ul><ul><li>Collaborate with colleagues, administration, CYW, LST, etc </li></ul>
    11. 11. Before the Conference: Establish the Agenda <ul><li>Be clear about the purpose of your conference. </li></ul><ul><li>Inform parents about student learning </li></ul><ul><li>Increase parent knowledge about school programs </li></ul><ul><li>Develop mutual goals for the student </li></ul><ul><li>Before beginning, you want to know what action you hope will result from the discussion with the parents </li></ul>
    12. 12. During the Conference <ul><li>1. Warm Up </li></ul><ul><li>Make parents comfortable </li></ul><ul><li>Introduce yourself </li></ul><ul><li>Begin with positive remarks </li></ul><ul><li>Remind parents that you are all working together with the child’s best interests in mind </li></ul>
    13. 13. During the Conference <ul><li>2. The Presentation </li></ul><ul><li>Share information about the student’s progress, strengths and learning </li></ul><ul><li>Share standards (no jargon) </li></ul><ul><li>Be a good listener </li></ul><ul><li>Share concerns </li></ul><ul><ul><ul><li>Be positive, yet honest and frank </li></ul></ul></ul>
    14. 14. During the Interview <ul><li>3. The Plan </li></ul><ul><li>Next steps – curriculum expectations and/or learning skills </li></ul><ul><ul><ul><li>Be reasonable – choose one or two critical goals </li></ul></ul></ul><ul><li>Team approach – parent, student and teacher </li></ul><ul><li>Possible involvement of other team members – CYW, Speech and language, etc. </li></ul>
    15. 15. During the Conference <ul><li>4. Conclusion </li></ul><ul><li>Summarize </li></ul><ul><li>Review the plan of action </li></ul><ul><li>Set a timeline to meet again </li></ul><ul><li>Follow through with your action items </li></ul>
    16. 16. During the Conference <ul><li>End by saying something positive about the student </li></ul><ul><li>Thank the parent for his/her time </li></ul><ul><li>Acknowledge the importance of the parents’ coming to the interview </li></ul>
    17. 17. After the Conference <ul><li>The parent should leave the interview with positive feelings. </li></ul><ul><li>Both you and the parent should feel that the time spent was worthwhile. </li></ul><ul><li>Emphasize your certainty that joint efforts will be productive. </li></ul>
    18. 18. In Case of Conflict <ul><li>Be diplomatic </li></ul><ul><li>Document, document, document </li></ul><ul><li>No one wins an argument </li></ul><ul><li>Be prepared to limit discussion </li></ul><ul><li>One step at a time </li></ul><ul><li>Again, try to end on a positive note </li></ul><ul><li>Thank the parents for coming </li></ul>
    19. 19. After the Conference <ul><li>Record date, time and issues discussed </li></ul><ul><li>Note any follow up required </li></ul><ul><li>Document follow up completed </li></ul>
    20. 20. Say Something…
    21. 21. Break
    22. 22. To begin … <ul><li>Your first name & the first letter of your last name </li></ul><ul><li>Large enough to see across the room </li></ul>Using a MARKER . . . On the front of the index card please print: Anna Z.
    23. 23. Differentiated Instruction
    24. 24. Anticipation Guide <ul><li>On your own, read each statement in the anticipation guide. </li></ul><ul><li>In the first column put a T for true </li></ul><ul><li>if you agree </li></ul><ul><li>Put an F for false if you disagree </li></ul>
    25. 25. Read Aloud: What Students want from Teachers
    26. 26. Why Differentiate Instruction? <ul><li>“ Children already come to us </li></ul><ul><li>differentiated. It just makes sense that we would differentiate our instruction in response to them.” </li></ul>Carol Ann Tomlinson “ The Differentiated Classroom”
    27. 27. Paradigm Shift <ul><li>Old Paradigm: </li></ul><ul><ul><li>Teach to the middle </li></ul></ul><ul><li>New Paradigm: </li></ul><ul><ul><li>Address the needs of all children </li></ul></ul>
    28. 28. Differentiating Instruction <ul><li>Requires teachers to: </li></ul><ul><li>increase their understanding of who they teach </li></ul><ul><li>acknowledge that no two students: </li></ul><ul><ul><li>learn at the same pace </li></ul></ul><ul><ul><li>solve problems in exactly the same way </li></ul></ul><ul><ul><li>have the same interests </li></ul></ul><ul><ul><li>have learned the same skills </li></ul></ul>
    29. 29. Differentiated Instruction is a teacher’s response to learners’ needs guided by general principles of differentiation and based on … Content Process Product Environment Instruction & Assessment Readiness Interests Learning Preferences Curriculum Evaluation
    30. 30. Why Develop a Learning Profile? <ul><li>Learning Preference </li></ul>If the assignment encourages students to work in a preferred manner/mode A Good Fit If tasks ignite curiosity or passion Motivation If tasks are a close match for student skills. Growth Interest Readiness
    31. 31. Learner Profile <ul><li>Cognitive abilities </li></ul><ul><li>Cognitive style </li></ul><ul><li>Strengths/Needs </li></ul><ul><ul><li>Metacognitive, Information Processing, Communication, Academic, Social/Adaptive </li></ul></ul><ul><li>Readiness </li></ul><ul><li>Learning preferences </li></ul><ul><ul><ul><li>Multiple Intelligence preferences </li></ul></ul></ul><ul><ul><ul><li>Learning modality </li></ul></ul></ul><ul><li>Interests </li></ul><ul><li>Developmental needs/stages </li></ul><ul><li>Personality/temperament </li></ul><ul><li>Socio-economic factors </li></ul><ul><li>Prior experiences </li></ul><ul><li>Cultural and Gender influences </li></ul><ul><li>Value for learning </li></ul><ul><li>Self-esteem/confidence </li></ul><ul><li>Self-efficacy </li></ul><ul><li>ELL/ESL/ELD </li></ul>
    32. 32. Learning Modality Preferences <ul><li>Visual learning style </li></ul><ul><ul><li>preference for seen or observed things, (pictures, diagrams, demonstrations, displays, handouts, films, chart, etc.) </li></ul></ul><ul><li>Auditory learning style </li></ul><ul><ul><li>preference for the transfer of information through listening (spoken word of self or others, of sounds and noises) </li></ul></ul><ul><li>Kinesthetic learning style </li></ul><ul><ul><li>preference for physical experience (touching, feeling, holding, doing, practical hands-on experiences) </li></ul></ul>
    33. 33. Sorting Cards <ul><li>First Name & First Initial of Last Name </li></ul><ul><li>Written in marker </li></ul><ul><li>Large enough to see across the room </li></ul>K V A Learning Modality Preferences
    34. 34. Activity <ul><li>Eight Ways of Being Smart </li></ul><ul><li>Read the descriptors for the 8 intelligences. </li></ul><ul><li>Reflect on your own strengths, likes and learning experiences. </li></ul><ul><li>Determine: </li></ul><ul><ul><li>which 2 or 3 intelligences are your strongest. </li></ul></ul><ul><ul><li>which ones are weaker? </li></ul></ul>
    35. 35. Sorting Cards <ul><li>First Name & First Initial of Last Name </li></ul><ul><li>Written in marker </li></ul><ul><li>Large enough to see across the room </li></ul>K V A MI - top 3 (Ranked with strongest at the top)
    36. 36. Sorting Cards <ul><li>First Name & First Initial of Last Name </li></ul><ul><li>Written in marker </li></ul><ul><li>Large enough to see across the room </li></ul>K V A MI - top 3 Modality Interests (3 top) <ul><li>Working </li></ul><ul><li>Preferences </li></ul><ul><ul><li>Self </li></ul></ul><ul><ul><li>Partners </li></ul></ul><ul><ul><li>Small group </li></ul></ul><ul><ul><li>Whole group </li></ul></ul>
    37. 37. Differentiated Instruction is a teacher’s response to learners’ needs guided by general principles of differentiation and based on … Content Process Product Environment Instruction & Assessment Readiness Interests Learning Preferences Curriculum Evaluation
    38. 38. What can we differentiate? <ul><li>CONTENT - what knowledge and skills we </li></ul><ul><li> want students to learn </li></ul><ul><li>PROCESS – how students learn/make </li></ul><ul><li>sense of the content </li></ul><ul><li>PRODUCT – how students demonstrate what they know and can do </li></ul>
    39. 39. CONTENT: The “What” <ul><li>You differentiate content when you: </li></ul><ul><ul><li>pre-assess & match learner’s readiness level </li></ul></ul><ul><ul><ul><li>Valid data – assessment of what the child already knows and can do </li></ul></ul></ul><ul><ul><li>provide choice about topics to explore in greater depth </li></ul></ul><ul><ul><li>provide resources that match the learner’s </li></ul></ul><ul><ul><li>level of understanding </li></ul></ul>
    40. 40. PROCESS: The “How” <ul><li>Adapt the process by: </li></ul><ul><ul><li>Simplifying the task or adding greater complexity or abstractness to tasks </li></ul></ul><ul><ul><li>Engaging students in higher levels of thinking </li></ul></ul><ul><ul><li>Increasing the variety of ways in which you ask them to learn (e.g., learning style, multiple intelligence) </li></ul></ul>
    41. 41. PRODUCT: End Results <ul><li>Products reflect what students have </li></ul><ul><li>understood or been able to apply </li></ul><ul><li>Products are differentiated when you plan units that reflect many ways to represent learning </li></ul><ul><li>Products can match: </li></ul><ul><ul><li>Learning style, multiple intelligence </li></ul></ul><ul><li>Consider authentic audiences, opportunity to self select, variety of formats/performance tasks </li></ul>
    42. 42. Woodland Park Viewing Guide <ul><li>Make a graphic </li></ul><ul><li>organizer to record </li></ul><ul><li>your thoughts as you </li></ul><ul><li>view the clip. </li></ul>Classroom Organization that Supports D.I. Evidence of Effective Learning Environment
    43. 43. Woodland Park <ul><li>  choice of graphic organizers </li></ul><ul><li>multiple texts </li></ul><ul><li>partner work </li></ul><ul><li>one group given more practice time before being assessed </li></ul><ul><li>effective feedback </li></ul><ul><li>  clear, explicit instructions </li></ul><ul><li>wall charts </li></ul><ul><li>rubric provided in advance of task </li></ul><ul><li>connecting to prior knowledge </li></ul><ul><li>students working in groups </li></ul><ul><li>metacognition </li></ul>Classroom Organization that Supports D.I. Evidence of Effective Learning Environment
    44. 44. “ DI Deck” <ul><li>What can we use in the classroom to put the principles and instructional strategies of DI into practice? </li></ul>
    45. 45. “DI Deck” Carousel
    46. 46. Next Steps <ul><li>Before the next session, try implementing one of the cards in your “DI Deck” </li></ul><ul><li>Share your experience with a colleague </li></ul>
    47. 47. <ul><li>There is no recipe for differentiation. Teachers construct differentiated classrooms in varying ways depending on their own personalities, the nature of the subject and grade levels they teach, and the learning profiles of their students. </li></ul><ul><li>Carol Ann Tomlinson </li></ul>
    48. 48. I am a Child… I am a Teacher <ul><li>How does the poem reflect the key messages of DI? </li></ul>
    49. 49. Lunch
    50. 50. TACK 101 <ul><li>What is TACK? </li></ul><ul><li>Where do we find TACK ? </li></ul><ul><li>How do we use TACK? </li></ul><ul><li>How do we determine the relationship between the expectations and tack? </li></ul>
    51. 51. What is TACK? <ul><li>T – thinking </li></ul><ul><li>A – application </li></ul><ul><li>C – communication </li></ul><ul><li>K – knowledge and understanding </li></ul>
    52. 52. Where do we find TACK? <ul><li>Achievement Chart in the curriculum documents </li></ul><ul><li>Four categories of knowledge and skills </li></ul><ul><li>Curriculum expectations can be categorized into these four areas </li></ul><ul><li>Within theses categories are subsets of knowledge and skills that define the categories </li></ul>
    53. 53. How do we use TACK? <ul><li>Provides a framework for teachers to </li></ul><ul><ul><li>plan for learning; </li></ul></ul><ul><ul><li>plan and provide feedback; </li></ul></ul><ul><ul><li>Guide in the development of assessment tasks and tools and; </li></ul></ul><ul><ul><li>make judgments about student work. </li></ul></ul><ul><li>Assessment is balanced between the four categories and achievement of expectations is considered within the appropriate categories </li></ul>
    54. 54. Levels on the Achievement Chart <ul><li>Provincial standard – Level 3 </li></ul><ul><li>Descriptors – define the criteria </li></ul><ul><ul><li>effectiveness, accuracy, depth </li></ul></ul><ul><li>Qualifiers – define the levels of achievement </li></ul>
    55. 55. How do we determine the relationship between the expectations and TACK? <ul><li>Verbs from the expectations fall into TACK categories </li></ul><ul><li>Some overlap depending upon the expectation and how it’s being used </li></ul><ul><li>Verb chart can help you determine the TACK categories you are targeting for a unit </li></ul>
    56. 56. Processing Card <ul><li>On the index card provided: </li></ul><ul><li>Explain your understanding of TACK at this point in time. </li></ul><ul><li>List other questions do you still have. </li></ul>
    57. 57. Design Down Curriculum Planning <ul><li>Backgrounder </li></ul><ul><li>As you read the backgrounder, question the text. </li></ul><ul><li>Jot your questions in the margins of the article. </li></ul><ul><li>As we work through the content, refer back to your questions: Where they answered? What more information do you need? </li></ul>
    58. 58. Planning for Curriculum and Assessment: Design Down <ul><li>Design Down Model or Backwards Design Model </li></ul><ul><li>Clarify results and evidence before designing the lessons and activities </li></ul><ul><li>Way of thinking more accurately, being more strategic </li></ul><ul><li>Overcomes the prevalence of “Aimless Activity and Superficial Coverage” </li></ul>
    59. 59. Components Identify goals, knowledge and skills Determine acceptable evidence Plan learning experiences and instruction Choose your themes and topics Then and only then... Expectations Assessment
    60. 60. Identify Desired Results <ul><li>Expectations from the curriculum guide(s) </li></ul><ul><ul><li>What expectations do you want to meet? </li></ul></ul><ul><ul><li>What learning skills do you want to assess? </li></ul></ul><ul><li>Enduring Understandings/Big Ideas </li></ul><ul><ul><li>What is the “So What?” </li></ul></ul>
    61. 61. Model: Grade 5 Social Studies, Aspects of Citizenship and Government <ul><li>Overall Expectations </li></ul><ul><ul><li>Social Studies, Grade 1-6, p.44, O.E. 2 and 3 </li></ul></ul><ul><li>Specific Expectations </li></ul><ul><ul><li>p.p. 44 - 46 </li></ul></ul><ul><li>Big Idea </li></ul><ul><ul><li>What does it mean to be a good citizen in Canada? </li></ul></ul><ul><li>Know and Do </li></ul><ul><ul><li>Describe rights … Formulate questions </li></ul></ul><ul><ul><li>Identify responsibilities… Use sources… </li></ul></ul><ul><li>Identify current and historical political figures Use graphic organizers </li></ul><ul><li>Use media works to present </li></ul><ul><li>Use appropriate vocabulary </li></ul><ul><li>Model activities and process </li></ul>
    62. 62. TACK <ul><li>Use the verb chart to determine the TACK categories under which the expectations fall. </li></ul>T : Formulate questions… A : Use sources…;Use graphic organizers…;Use media works to present…;Use appropriate vocabulary C : Describe rights … K: Identify responsibilities…; Identify current and historical political figures
    63. 63. Determine Acceptable Evidence <ul><li>Think like an assessor </li></ul><ul><li>Variety of formal and informal assessments </li></ul><ul><li>Continuum of Assessment Methods: </li></ul><ul><ul><li>Informal checks for understanding </li></ul></ul><ul><ul><li>Observation/Conferencing </li></ul></ul><ul><ul><li>Quiz/Test </li></ul></ul><ul><ul><li>Reflective writing prompt </li></ul></ul><ul><ul><li>Performance task/project </li></ul></ul>
    64. 64. Designing PerformanceTasks: GRASPS <ul><li>G oal: focus for “enduring understanding” </li></ul><ul><li>R ole : multi perspectives </li></ul><ul><li>A udience : authentic tone and voice </li></ul><ul><li>S ituation : real-life context </li></ul><ul><li>P roduct : varied - presentations, reports, brochure </li></ul><ul><li>S tandards : criteria for success </li></ul>
    65. 65. Model: Performance Task Hall of Citizenship Recognition
    66. 66. Performance Task Analysis <ul><li>GRASPS </li></ul><ul><ul><li>Does it contain all components? </li></ul></ul><ul><ul><li>Does it allow for summative assessment of the expectations (targets)? </li></ul></ul><ul><li>Differentiation </li></ul><ul><ul><li>Does it differentiate for product, process, content according to the student’s readiness, interests and learning profile? </li></ul></ul>
    67. 67. What Formative Assessment Methods will you use? <ul><li>Know </li></ul><ul><li>Describe rights … </li></ul><ul><li>Identify responsibilities… </li></ul><ul><li>Identify current and historical political figures… </li></ul><ul><li>Do </li></ul><ul><li>Formulate questions… </li></ul><ul><li>Use sources… </li></ul><ul><li>Use graphic organizers… </li></ul><ul><li>Use media works… </li></ul><ul><li>Use appropriate vocabulary…. </li></ul><ul><li>Model activities and processes… </li></ul>
    68. 68. Teaching/Learning Strategies <ul><li>Examine the expectations and summative tasks. </li></ul><ul><li>What lessons do I need to teach to help students reach these targets? </li></ul><ul><li>Where will I build formative assessments to provide feedback? </li></ul><ul><li>How will I accommodate or modify my spec ed and ELL students </li></ul>
    69. 69. Topic/Themes/Resources <ul><li>What topics relate to the expectations selected? </li></ul><ul><li>What resources do I have? </li></ul><ul><li>What resources do I need to get? </li></ul>
    70. 70. Design Down Resources <ul><li>Ontario Curriculum Planner </li></ul><ul><ul><li> </li></ul></ul><ul><li>Understanding By Design </li></ul><ul><ul><li>Bookstore </li></ul></ul><ul><ul><li>Video series (Medianet) </li></ul></ul><ul><li>Association for Supervision and Curriculum Design </li></ul><ul><ul><li> </li></ul></ul><ul><li>Talk About Assessment </li></ul><ul><ul><li>Bookstore </li></ul></ul>
    71. 71. Consolidation <ul><li>Making the Shift to Expectation-Based Planning </li></ul><ul><li>Self-assessment: At what stage are you in making the shift? Reflect upon your stage of development in Design Down. </li></ul>
    72. 72. DPA: Intermediate <ul><li>Chair Raising Activities </li></ul>
    73. 73. Break
    74. 74. Exploring Solutions to Challenges in Classroom Management <ul><li>Brainstorm student behavior challenges </li></ul><ul><li>Choose the challenge that you wish to explore. </li></ul><ul><li>Using Wong and Jones, complete the Venn diagram by comparing the solutions to the behavior challenge </li></ul>Jones Wong
    75. 75. Homework <ul><li>Write a reflection about your parent-teacher interview. </li></ul><ul><li>Choose one of the ideas from the </li></ul><ul><li>DI Deck and use it with your students. </li></ul>
    76. 76. Questions