Can We Build It? Yes we can!

Can

We

Bui

ld It

?

Yes

we

can!

Instructional Coach Professional LearningBuilding Quality CCGPS Lesson Plans

August 28, 2012: North & South August 29, 2012: East & West

Getting the Tools to Build Student Achievement

1APS Teaching and Learning

CCGPS Lesson Planning: August 28-29, 2012 2APS Teaching and Learning

Breaking the Foundation

• Ice Breaker• Dr. Kristal Ayres• Director of Professional Learning

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At your Service


Content CoordinatorsIsaac Sparks Jr. (Literacy)

Pamela Seda (Math)Tommy Molden (Science)

Felisa Ford (Social Studies)Common Core Implementation Specialists

Patricia S. Dunac (Science HS)Leisha Fordham (Math ES)Alisha Hill (Literacy MS)

Christopher Marshall (Social Studies MS)Marcia Oglesby (Social Studies HS)

Linda S. Smith (Math MS)Jamillia Williams (Literacy HS)

Professional Learning Specialists

Cheryl Evans Shannon Hart

Towanda James Cheryl Royal Nikia Showers

Tony SpeedDeria Whatley

Norms


• Safe and respectful (share the air)• Open to learning (ask questions)• Participate in the discussion (stay on task)• Cell phones in vibrate mode and please save

texts and emails for a break (stay on task)• Use the parking lot for questions that are not

answered during the session (put your email on the post-it and the facilitators will get back to you)

Performance Standard 2: Instructional Planning The teacher plans using state and local school district curricula and standards, effective strategies, resources, and data to address the differentiated needs of all students. (Teacher Keys – 2.1-2.6)

Performance Standard 9: Professionalism The teacher exhibits a commitment to professional ethics and the school’s mission, participates in professional growth opportunities to support student learning, and contributes to the profession. (Teacher Keys – 9.5 & 9.7)

Standardsfrom GADOE Teacher Keys


• To build a quality lesson plan aligned to CCGPS and to transfer that knowledge to the educators at my school– Participants will be aware of the research behind the

components of the APS lesson plan template.– Participants will deconstruct the lesson plan

template and analyze a lesson plan using a feedback form to ensure proper alignment to the CCGPS.

– Participants will create exemplar lessons using the template and feedback form (aligned to CCGPS).

Success Criteria


• How do I support quality lesson planning using the Atlanta Public Schools Lesson Plan Template?

• How do I provide feedback on a lesson plan using the Atlanta Public Schools CCGPS Lesson Plan Feedback Form?

• How will I transfer the knowledge learned from this professional development to the educators at my school?

Essential Questions


• In the envelope are the seven components of the APS Lesson Plan Template.

• Form a circle and pass the envelope from person to person as the music plays.

• If the envelope is in your hand when the music stops, pull a component out of the envelope. Read the component, description of the component and the questions the component should address out loud.

• Place the component under the opening, work period or closing on the chart paper in the front of the room.

Activating Approach & Engagement



Building From the BlueprintModule 1

What is the connection between

learning research and the components

of APS lessons?

Essential Question


Engage: What is the Purpose of Research?


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If learning is to happen, what does research say about components of lessons that need to be intentionally planned before instruction?

Are we Focused?


• Silently engage in the Chalk Talk protocol surrounding your focus topic.

• Discuss your Chalk Talk findings.• Silently read the Visible Learning: What’s Good

for the Goose article and find evidence in the text to support your Chalk Talk.

Chalk Talk


“Number one is teaching where the students know exactly how well they're doing and can articulate this, and what they need to know, to their teacher.”

John Hattie - 2012

Research Base – John Hattie


• Madeline Cheek Hunter (1916–1994) was an American educator who researched and developed a model for teaching and learning that was widely adopted by schools during the last quarter of the 20th century.

• She was named one of the hundred most influential women of the 20th century and one of the ten most influential in education by the Sierra Research Institute and the National Women's Hall of Fame.

Research Base – Madeline Hunter


HUNTER ResearchObjectivesAnticipatory Set(hook)Standards/ExpectationsTeaching (input,

modeling/demo, direction giving, and checking for understanding)

Guided PracticeClosureIndependent practice

HATTIE Research – The importance of clearly communicating to students:

• Learning intention• Success criteria• Feedback on progress towards

meeting the learning intentions

The components of the APS lesson plan are primarily

based on the findings in these research bases!

Research Summary


• http://www.youtube.com/watch?v=Yaxhklji5pw

Closing


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Scaffolding the Support

Mr. John O’ConnorAssistant Superintendent of C & IDepartment of Student Services

10-minute Transition


• Odd numbered participants please transition to room 146 downstairs.

• Even numbered participants remain in the auditorium.

• The next session will begin promptly in 10 minutes.


Digging Deeper into the Seven Components and Shifts

Module 2

Icebreaker


Which Road are you On Now?Pick a Corner!

Highway

Yellow Brick

Dirt

Paved Road

Activating & Engaging


• Group of 4-6

• Match the content strip to the lesson plan template in your group.

Essential Questions


• How do teachers write a quality lesson plan using the Atlanta Public Schools lesson plan template?

• How do teachers effectively integrate Common Core shifts into daily lessons?

7 Major Components of an APS Lesson Plan


1. Communication of Learning Intentions 2. Communication of Success Criteria 3. Build Commitment and Engagement 4. Teacher Presentation Strategies 5. Guided Practice 6. Closure7. Independent Practice

Lesson Opening


1. Communication of Learning Intentions “What specifically, should your students know and be able to do, understand, care about as a result of the teaching?”Students need to have a clear idea of what they are expected to know and be able to do by the end of the period. Learning targets should be referenced often throughout the period. Examples: (Standards, Essential Questions, Learning Targets)

Lesson Opening


2. Communication of Success Criteriaa) How will students be held accountable for

demonstrating mastery content?b) What does success/quality work look like?

The goal here is to inform students what is “good” about “good”.

Examples: a) Providing exemplars of student work

that is emergent, meets the standards, and exceeds the standards.

b) Being able to solve a problem algebraically, graphically, and explain your reasoning to another student.

Lesson Opening


3. Build Commitment and Engagement a) Why should students care about this? b) What do students already know about this?

The aim here is to put students into a receptive frame of mind; to focus student attention on the lesson; and activate prior knowledge.

Examples:a) KWL chart, Think-Pair-Share, Anticipation Guide, Hot Seatb) Object lessons, questions or activities that pique student

interest in the content

Lesson Opening


4. Teacher Presentation Strategies “What information do students need to get started?”

Provides opportunities for students to gain knowledge or skill through input, modeling, and checking for understanding.

Examples: (Whole class discussions, PowerPoint Presentations, Demonstrations, Videos)

Lesson Work Period


5. Guided PracticeLearning by Doing Provides an opportunity for each student to demonstrate his or her grasp of new learning by working through an activity or exercise under the teacher’s direct supervision. The teacher moves around the room to determine the level of mastery and to provide feedback and individual remediation as needed.

Examples:(State tasks, performance tasks, jigsaw, experiments, problems, sorting activities, etc.)

Lesson Closing


6. ClosureWhat did students learn? How do you know?

• The closure involves reviewing and clarifying the key points of a lesson. (Should occur daily) – Promotes student reflection, synthesize, and clear up

students’ misconceptions– Students provide evidence of learning the day’s standard(s).

Examples: Possible Stems: Always True, Sometimes True, Never True; Four Corners, Think-Pair-Share, Two Minute Talks

Lesson Closing


7. Independent Practice “How do students maintain what they have learned?

Once students have mastered the content or skill, it is time to provide for reinforcement practice.

Examples :(homework, group work, individual work in class)

What makes a Quality Lesson?


• Based on your knowledge of quality lessons and the 7 components of APS Lesson Plan, provide feedback on the lesson plan provided.

• Record your feedback on a Glow/Grow chart with your group members.

• Participate in a Gallery Walk of the Glow/Grow charts posted around the room.

Common Core Literacy and Math Shifts


Choose one of the following articles to read:1. Literacy: “Creating Text Dependent

Questions”OR2. Math: “Principles Regarding the Common

Core State Standards for Mathematics”

Common Core Literacy and Math Shifts


• Jigsaw- group members will read selection of text and share understanding with the group

• Annotate Text- group members will highlight text or use post-its to mark the text.

• Fishbowl- groups will share understanding of articles and actively listen to others

Evidence of Shifts


• Revisit your lesson plans, looking for evidence of the Common Core shifts for either math or literacy.

• Record your findings on a T-chart labeled Evidence and Recommendations.

Closing


• Two Minute Talk:Summarize with a partner what you have learned from this module and how this will benefit your teachers.


LUNCH


Fueling FeedbackModule 3

Energizer Activity


Identify one of your professional learning needs.

1. Hit the beach ball; shout out one of your learning needs upon hitting the ball

2. Hit the ball to someone else, who should simultaneously shout out a learning need

Fueling Lesson Feedback


1. Each group has an assigned indicator

2. Participants should read the descriptors for their assigned indicator and engage the question of “What does this mean and what does it look like in lesson planning?”

3. Present findings to whole group

Fueling Lesson Feedback


Think-Ink-Share

1. Scan the lesson plan

2. Identify a medal and mission for each of the six indicators (using the language of the descriptors)

3. Share with a neighbor

4. Share one medal and one mission for selected indicator with entire group

Closing


Create a Question

1. Task: Come up with an individual text dependent question that must be answered with the language of “CCGPS Lesson Plan Feedback Form.”


Constructing a Quality Lesson Plan

Module 4

Goal


• As a culminating activity, you will create a lesson plan using the components of a quality lesson.

• Your PD session will model to teachers how to create a high quality lesson plan aligned to the CCGPS.

Engage: Question Swap


• On the index card, write a question about a quality lesson plan on the side with the lines.

• Write the answer to your question on the blank side of the index card.

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Lesson Plan Template


Lesson Plan Alignment of the Teacher Performance Standards with the Georgia Performance Standards

Date: Teacher:

Developed By:

Curriculum Area:

Unit: Grade:

Lesson Focus:

CCGPS Standard/Element(s):

INSTRUCTIONAL STRATEGIES

Researched-based strategies to engages

student in active learning

Literacy Integration

Technology Integration

OPENINGGetting students

ready to learn

Step 1: Teacher and students talk about what they will learn and do (Communication of Learning Intentions)

Step 2: How will you know when they have learned it? (Communication of Success Criteria)

Step 3: Activating Approach/Warm Up/Engagement (Build Commitment and Engagement):

Step 4: Give students new information (Teacher Presentation Strategies-includes Academic Vocabulary)

Step 4: Give students new information (Teacher Presentation Strategies, Procedures, Exploration)

Create Your Own Lesson Plan


• Create a lesson plan using the components of a quality lesson plan about any learned task (i.e., favorite sport, activity, or hobby).

• Collaborate in groups of no more than 3-4 members.

• Lesson Focus (OPENING, WORK PERIOD, CLOSING).

Time To Dump


• “DUMP” your ideas from your (OPENING, WORK PERIOD, CLOSING) to chart paper

• Share Out

Module 4 Closing: Headliners


When your name appears, tell us about your “AHA” moment from today’s session.

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Session Closing


Final Inspection

Session Closing: Independent Practice


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Prepared and Presented by…


Common Core Implementation SpecialistsPatricia S. Dunac (Science HS)

Leisha Fordham (Math ES)Alisha Hill (Literacy MS)

Christopher Marshall (Social Studies MS)Marcia Oglesby (Social Studies HS)

Linda S. Smith (Math MS)Jamillia Williams (Literacy HS)

Professional Learning Specialists

Cheryl Evans Shannon Hart

Towanda James Cheryl Royal Nikia Showers

Tony SpeedDeria Whatley

Documents

Can We Build It? Yes we can!