This document discusses strategies for literacy coaching, including setting instructional targets, planning for teaching and learning, unpacking standards, and using high-leverage instructional practices like effective questioning and thinking prompts. It provides examples of how to analyze standards and curriculum, plan learning assessments and activities, and develop student-focused learning goals and evaluation criteria. The document emphasizes using student-centered, evidence-based approaches to help teachers improve literacy instruction.
Developing Student Reading Skills Proposal Amal AlWazir
I am sorry to bother you, I know how you are busy. I have attached the developing reading skills presentation and proposal updated. Please let me know if you have any comments..
Developing Student Reading Skills Proposal Amal AlWazir
I am sorry to bother you, I know how you are busy. I have attached the developing reading skills presentation and proposal updated. Please let me know if you have any comments..
Sote ICT Achievements and Future Plans 2014Sote ICT
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Revisiting class reviews as a collaborative, inclusive planning tool with the goal of using the strengths and the stretches of the students to set goals and create a plan. Focus on co-planning.
The Power of Effective Feedback: Using CLASS Observations as a Catalyst for P...Teachstone
Do you struggle to provide effective CLASS observation feedback to teachers? Need guidance for using feedback to provide a foundation for improvement? Join Teachstone’s CLASS experts to explore answers and learn to build on your current approaches. This program is recommended for those with intermediate to advanced CLASS content knowledge, including Certified CLASS Observers and Trainers, and others with extensive knowledge of the tool.
What counts in reading and writing assessment? How do we choose assessments that support the strengths in our students and choose assessments that support our planning? Consider the alignment of values and assessment.
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This training presented on July 14, 2014 at CKEC. Strategies for teaching the five essential components of reading identified by the National Reading Panel. Focus on Multisensory Instruction
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He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
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The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
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2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
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3. Today we will focus on……
• Setting Clear Instructional Improvement Targets with
Teachers
• Planning for Teaching and Learning for Understanding
• Unpacking the Standards
• Congruent Planning
• High Leverage Instructional Practices
• Effective Questions
• Thinking Prompts
4. Table Jobs
• Supply Manager
•Summarizer
• Logistics
• Director
5. What is the single most important factor in
moving schools forward?
• Having a Curriculum Map or Pacing Guide
• Utilizing formative assessments effectively
• Having a clear and concise instructional goal
• Having a principal that is a learner as well as a leader
Michael Fullan , 2010
6. How does this support what
we already do?
What will this
practice replace?
9. Developing a One Pager with Instructional
Targets for Literacy
• Clear, Simple, easily understood and doable
• Clearly states the schools goals for instructional improvement that
describes critical teaching behaviors
• May be more specific (Literacy Improvement, Math Improvement)
• What will the teachers do and what will the students do in each
heading
• May organize by Danielson Framework, Knight framework (Big 4) or
other
10. Sorting activity
• Color Code Strategies on the your CSIP in these four categories:
• Pink=Instruction
• Yellow= assessment for learning
• Green= Climate/ Environment
• Orange= Content Planning
Summarize your strategies on post its and sort into the above
headings
What big themes do you see?
11. Sorting activity
• Pick one area. For Example, Instruction
• What would the teachers do?
• T will use DI practices: Leveled Passages, choice menus and Tiered
Assignments effectively
• What would students do?
• S will have a 90% pass rate. Swill be engaged in class 95% of time.
• Decide on your “Big Ticket” items for this area.
• Tiered Assignments, Match text to student lexile range, Student Choice
Menus
12. What are the Big Ticket Items?
Instruction
• Using leveled passages for
reading
• Tiered Assignments
• Choice in Assignments: menus
• SDI for coteaching
Content Planning
• Unpacking Standards
• Guiding Questions
• Congruent Target, Assessment
and Activities
• Lesson plans
13. How does my work “fit” with the Instructional
Target or Big Ticket Items?
• Look at your “roughed out” one pager
• Where is the bar? What is the expectation?
• How does it connect to our current practice or does it replace the
current practice?
• What benchmarks, practices am I looking for? What evidence will I
see?
• What will you do support the work? PD, classroom observations, etc
14.
15. Get Reacquainted with the
standards
A deeper look at what students need to know and understand
16. In order for student learning to increase we
must _____________.
• Cover all standards in KCAS for the grade level
• Teach to the test
• Teach for meaning and understanding
• Include writing across the content areas
17. How have teachers in your building/district
changed instructional practices post KCAS?
19. College and Career Readiness
Standards
Domain headings and Cluster
headings
Text at each grade level
Individual statements
20. Understanding the intent and the structure
• Begin with the “front matter” not grade level
standards
• Look at the components.
• Don’t neglect the Appendices.
• Wiggins and Mctighe, “From Common Core to Curriculum”
21. Ask your Teachers
•What is the instructional emphases called for by the
standards and their implications? What are the shifts?
30. Learn more about the standards
Nouns
Verbs
Adjectives
Adverbs
Ainsworth, Mctighe and Wiggins
31.
32. Summarize what we want kids to do on their own, without
Guidance or support, adjusting to new situations
Help us focus, all year
What do I want students to
Remember 5 years from now?
Helps me apply my knowledge and skill
Do these help answer the EQ
or support understanding? Correlate with targets?
34. I can statements……..
• I can compare and contrast two or more characters, settings or events
using details in text.
• I can restate the meaning of metaphors and similies in my own words.
• I can engage in a test based discussion comparing and contrasting
characters.
• I can write an essay comparing and contrasting characters in a text,
using details from text to support my analysis.
35. What is the Evaluation Criteria?
•Look at your desired results. These are your
verbs.
•Look at your adjectives. This is to what degree
•WHAT WILL BE THE EVALUATION CRITERIA?
36. Evaluation Criteria
• Accurately Compare and Contrast two or more characters, Setting,
events in a text.
• Locate appropriate details in text to support the comparison or
contrast of characters.
• Clear and complete explanation
39. What’s The Evidence?
• Written essay comparing and contrasting characters, setting, events
• Character maps
• Story map of events in story
• Group discussion
• Reading log H diagram
40. Stage 3 Learning Plan
•What would be some key learning events and
instruction that would lead to desired student
learning results?
41. Learning Plan Day 1-3
• Character Maps for each character as they read Chapters 1-
3
• Annotate specific details in text about each character
• Engage in small group discussion comparing and
contrasting the two main characters
• Chapter 4-5 locate similies and metaphors and discuss
what they mean, how do they help us visualize what the
author is saying
• Answer comprehension questions for chapter 1-5
42. Let’s Review How to Plan for Instruction Using
UBD
• Select a few standards which will be the primary learning targets for
the unit of learning . These should connect easily.
• Unpack them using color coding
• What is the Understanding? What is the skill and knowledge?
• What is my target?
• Decide on evaluation criteria and evidence of the student learning.
• Decide which activities will occur to support the student learning
50. Type
Open
Closed
Kind
Right/
Wrong
Opinion
Level
Knowledge
skill
Big Idea
51. How to use questions effectively
with students
52. Looking at teacher questions
• Video or Question Chart for collecting evidence
• Help teachers identify what kind of learning they are involved in and
do they have the kind of questions appropriate for that kind of
learning
• When collaborating around questions, set a student goal related to
engagement and teacher goals for themselves
53. Coaching Conversation Starters for
Questioning
• When thinking about engagement, where would you rate this lesson on a
scale of 1-10?
• What types, kind, level of questions did you ask most frequently?
• What was your learning goal for the lesson? How did your questions
support that goal?
• Did your questions move the discussion forward?
• Did your questions check for understanding?
• What was the ideal outcome?
• What are you seeing that indicates that your questioning was successful?
• What can we do to resolve this issue?
63. Engage Learners
At least 60% of students in classroom are not
auditory or text based learners. Because of
digital bombardment, they think graphically.
More visual kinesthetic learners. (Jensen)
64. What are the attributes of effective thinking
prompts?
65.
66. What Coaches Can Do
• Create a bank and help teachers find them.
• Observe engagement (time on task, teacher talk vs student talk)
• Go back to your coaching questions.
67. My Plan of Action
• On an index card, write your email address.
• Jot down one or two things that you plan to do as a result of today.
• Exchange with your learning partners.
• Have a quick conversation.
• In one week, email your learning partner.
Editor's Notes
8:30-9:45
How many years experience at your table? Total from all tables….
Establishing equality and status by acknowledging their expertise.
Decide who is partner 1 and who is partner 2
Overview of their folder
Tag something that looks interesting to you
Why are you here? What is your objective by being here today?
Look through the lens of your work. How could you adapt, adopt and apply what you hear today
Touch five chairs and stop. Share you objective after introducing yourself,.
Go over group norms and facilities information
Why are you here? What is your objective by being here today?
Look through the lens of your work. How could you adapt, adopt and apply what you hear today
Change matrix handout
Peter Senghe
Goal is for students to receive excellent instruction every day in every class.
Start with your CSIP
Often this does not address the nuts and bolts of instruction
Clear description of teaching behaviors that are most important for our students and teachers.
School improvement plans should impact instruction…. Or is yours a binder that decorates the principals office
Too Long for us to understand or use
To complex to understand for coordinated pd, different people responsible for different pieces, different interpretations, etc
Don’t address the nuts and bolts of instruction
Ensures that our professional development is aligned to support implementation of the target?
Every educator fully understands the target, what it means and the teaching practices it embodies
All professional learning is focused around the Instructional Targets so principal and coach partnerships are formed around the target
Do this with your learning partner.
Demonstrate the process using Adair County CDIP. Each table writes their strategies on index cards and sorts them into categories. Label the categories. Can you combine some of the strategies if they overlap?
Handout for recording the information notes page 2
Notes page 2-3
Demonstrate the process using Adair County CDIP. Each table writes their strategies on index cards and sorts them into categories. Label the categories. Can you combine some of the strategies if they overlap?
Share out Ah Ha Moments
Handout for recording the information
nOtes page 4 and fill in on back of page 2
One take away from this session
What is your take away from this section?
Think Pair Share
Do any of your teachers focus soley on their grade level Standards
Don’t zero in with out careful examination of the goals and structures of the document
Buidling code and house architect analogy
Pull up an electronic copy of the standards to show them important pieces
Go back and look at the preface, the beginning
Do you need to go back and revisit
Implications that we must shift
Look at Achieve the Core shifts as we go through next slides and discuss challenges at your school.
Appendix B
Regular practice
Scaffodling
Text dependent questions
Multiple readings, read aloud, chunking
Read aloud above grade level
50/50
70/30
Appendix B
Go back to front material, Appendices and think about what your teachers may need…..
With your learning partner: What are some key things students need: Read Closely, critically, variety of text, textual evidence
Look at shifts activity with coaches
Effective uses of content understandings and knowledge and skill
In order to Transfer learning into new situations
ELA CCR anchor standards specify the long term transfer goals
What if any work is to be done here? Connect to your one pager?
How could you use the Shifts with your teachers?
What is your take away from this section?
9:45-11:45
Building the plane while in the air video on my pinterest
How do we get a coherent curriculum?
What is it we want kids to know, understand and be able to do?
Verb –HOW you are to assess student mastery of the standard, what students do
Nouns – WHAT students are key concept or process
Adjectives – To what LEVEL students are to demonstrate understanding: traits of the performance
Handout: Modified Mctighe Knowledge, Skill Understanding
Use ELA RL5.1, 5.3 RL5.4 and W5.9, SL 5.1 for group practice on elmo projector
Handout: Modified Mctighe Knowledge, Skill Understanding
Use ELA RL 5.3 for group practice
Each table group will draw from a bag and do one at table. RI 2, RL 9, W2, W3
Start with ELA Anchor Standards for Transfer, can we consolidate them into a few……
Why are we learning knowledge and skills
Teachers complete based on their unpacking
PD360 Lumi book Chapter 2 Wiggins and Mctighe
Transfer Look at your anchor standards
The aim is to ensure that students understand goals and how current activities support those goals.
Ideally, then, the student has perspective and sees value in the work: they understand the why of the current work in order to find it more meaningful and to facilitate purposeful learning, and they have a touchstone for gauging progress (and thus use of time).
Write I can statements for RL5.3 with group
Participants develop I can statements for the standard they selected.
This should help with congruency.
How will you evaluate those I can statements?
Go back to standards and plan.
Answer question at table
Look at p. 15-17 in Coaching Toolbox
On PD 360 Click on lumibooks and select Core Learning: Assessing What Matters Most
Knowledge is assessed by straightforward manner, question answer
Skills and Processes more involved complex actions: tying a shoe, writing a piece, problem solving, critical thinking require that they perform the skill to demonstrate competence, not a right answer but progress from novice to proficient
Understanding: writers adjust their style based on purpose and audience, concepts such as friendship, bravery, etc
Apply learning and explain the rationale and process: Why? , analogies, justify their conclusion, Defend their position
This should help with congruent expectations and assessments.
Chart Group standard then individual standard at table.
Ways of showing that you understand
Provide indicators for assessments
Helps us think about what assessments we need to judge understanding
explain provide thorough and justifiable accounts of phenomena, facts, and data
interpret — tell meaningful stories, offer apt translations, provide a revealing historical or personal dimension to ideas and events; make subjects personal or accessible through images, anecdotes, analogies, and models
apply — effectively use and adapt what they know in diverse contexts
have perspective — see and hear points of view through critical eyes and ears; see the big picture
empathize — find value in what others might find odd, alien, or implausible; perceive sensitively on the basis of prior indirect experience
have self-knowledge — perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; they are aware of what they do not understand and why understanding is so hard
After modeling and charting with RL5.3,
Table group use their standard to practice process.
Turn and tell your partner about 3 key points from Understanding by Design based on Knight, Mctighe and Wiggins
Different Entry Points for coaching
Look at a Favorite Activity
5% chance of implementation without coaching
95% of implementation with coaching
Have a discussion with your learning partner
Step by step handout for doing this
Good questions for this process
What is your take away from this section?
What would complement or replace something you already do?
Does it connect to your one page instructional target?
Show evian baby commercial when they return.
Something that makes you smile or laugh…..
Participants have different colored post it
Jot what stuck with them and have a 90 second discussion with their group
Turn and Talk What would you see if teachers are asking effective questions?
What is my instruction really doing?
How can I facilitate student learning?
Does my level of questioning push my students to the level of learning thinking necessary?
Many of our teachers have habituated asking low level questions
How would you describe the cafeteria conversations at your school?
We want questions to prompt the same level of engagement, though and ultimately learning that take place in the cafeteria; High energy
Open unlimited number of responses What do you like about the Beatles?
Closed finite number of possible answers, may not be a short answer: What are the counties in Kentucky? What are the regions of KY? Most effective when used to check understanding, verbal practice
One is not superior to the other, but if you observe a dull classroom that lacks energy, it may be that Teacher is trying to move conversation forward with closed questions.
Right type for right instructional goal
Gall research 1984, 80% of questions low level recall facts
Opinion : good for conversation starters
When thinking of level look back to Unit Template? Are your questions congruent with your skills and knowledge?
No opt out
Wait time
Cold call
100 percent participation
Turn and Talk
Teachers need a clear picture of current reality
See questions from new perspectives
95% engagement
85% proficiency on exit slip
90% open, opinion during discussion
Would this connect to your CSIP
Handout
Handout with coaching questions to get conversation going
Script questions
Decide who is alligator and who is zebra.
Zebra is coach. Alligator is teacher.
Have a quick coaching conversation
Zebra is teacher
Alligator is coach
Gradual Release
Think about when coaching teachers
What is your take away from this section?
What would complement or replace something you already do?
Does it connect to your one page instructional target?
Key learning from this section….. Take away
Table talk
break
Provocative devices Videos, work of art, newspaper clipping rich in dialogue
Touch five chairs and have a conversation
Before we read Watson’s Go to Birmingham
Direct correlation with background and acheivement
How does this impact your teaching?
Table conversation
Make a list
Complex, evoke more than one response
Positive
Concise
Provocative
Right prompt for learning event, if it is explicit instruction more closed questions constructing thinking more open questions
Evaluate the thinking prompt. Table conversation.
Pinterest
Would this connect to your CSIP? When might you suggest thinking prompts. Is engagement a focus on your CSIP?