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Dream Team Training
►Welcome & Introductions
►Background
►The Video Lesson & Its Components
►Resources & Support
►Question and Answer
Dream Team Training
►Welcome & Introductions
►Background
►The Video Lesson & Its Components
►Resources & Support
►Question and Answer
Introductions
►Who are you?
►Where do you teach?
►Something interesting about yourself…
Who is on the call?
Sarah P Roshni Patel Orly Friedman
Amber Smith Andrea Greenwich
Keina Newell Christopher Guanajuato Rachel McClam
Stephen A Rachel T Andrea Smith
Brian V J ennifer Marchy Nicole Akers
J eff D Kevin Murphy J ulie Sara Boyd
Emily Raskin Emily Eddy Ethan Merlin
Kirk Walters
Quote
"Communities are not built of friends, or of groups of people with similar styles and tastes, or even of people who like and understand each other. They are built of people who feel they are a part of something that is bigger than themselves: a shared goal or enterprise, like righting a wrong, or building a road, or raising children, or living honorably, or worshipping a god. To build community requires only the ability to see value in others; to look at them and see a potential partner in one's enterprise."
Suzanne Goldsmith
Dream Team Training
►Welcome & Introductions
►Background
►The Video Lesson & Its Components
►Resources & Support
►Question and Answer
Background
“Every E.L. Haynes student of every race, socioeconomic status, and home language will reach high levels of academic achievement and be prepared to succeed at the college of his or her choice. Every E. L. Haynes student will be adept at mathematical reasoning, will use scientific methods effectively to frame and solve problems, and will develop the lifelong skills needed to be successful individuals, active community members, and responsible citizens.”
Background
►E.L. Haynes’ Broader Impact – Focus on Great Teaching and Learning
o Teacher Leadership Panelso Teacher Training Programo Principal Training Program
The problem we’re trying to solve
9
Teachers teach
Different students respond differently
Student data is collected
Teachers take targeted action
Core work flow
Challenge:
Not enough time to address every student and deliver the next lesson
Current default action:
Focus on next lesson rather than targeted actions
Current best strategies for targeted action
Work longer hours to create more time
Decrease student-teacher ratios
Deploy separate programs (tutoring centers, computer-based learning) that lie outside the teacher’s workflow
Student data is analyzed
The Learning Match’s core offering
10
A web-based platform that:
Provides easy access to the content library and analytical features
Accepts new, uploaded content
Is simple in design
A library of microlessons that:
Are short (3-5 minutes), easy-to-understand videos using visuals and scaffolding
Are conceptual focused instead of procedural
Demonstrate the Common Core in action
Are stress-tested (only the microlessons that generate the greatest student growth remain in the core library)
Assessment items that:
Are used as mastery checks after each microlesson
Match the rigor and focus of end-of-year assessments
Allow for additional practice
An analytic engine that:
Allows teachers, administrators, parents, and students themselves to see and understand student progress
Suggests updates for each student’s playlist
Identifies trends across classrooms and schools to inform program decisions for teachers and administrators
Additional resources that:
Include materials such as: guided practice, lesson material, and meta-videos with commentary explaining the pedagogical approach
Are used directly by teachers in their own practice
How the Learning Match works
11
Teachers create personalized playlists for students
Playlists allow each student using the site to follow his or her own unique learning path
The suggestion engine can help tailor playlists based on what has worked for similar students in the past
Teachers are freed from the administrative hassle of tracking completion or grading work—The Learning Match does it automatically
Students view microlessons
Microlessons can be completed at school or elsewhere—for example, as homework
Microlessons can be paused, rewound, and repeated as often as desired
Students can go beyond the playlist and have free access to supplement their learning
Students take short assessments following each microlesson
Assessments are short but targeted to provide a precise measure of what students have learned
Assessment items are varied to test different applications of the student’s knowledge
The item bank is large, to allow for repeated assessments and customization
Assessment results help determine what students should do next
The Learning Match keeps track of how well students have mastered different standards
Every time a student completes a microlesson and the related assessment, his or her profile is updated
Based on his/her up-to-the-minute profile, a student’s playlist can be revised to ensure that all standards are mastered
How the Learning Match is used by different groups of users
12
Students
Learn at their own pace
Go beyond the curriculum to learn any subject
Monitor their own progress
Take ownership of their learning pathParents
Understand the grade level standards; see what their students are responsible for knowing and being able to do
See how their students are progressing through the material
See what it will take to keep their students on track for milestones like graduation or college admissions
Create separate parental playlists for their students
Re-learn topics they may have forgotten, to better help their students
Teachers
Personalize instruction for all students efficiently and effectively
Are freed from the administrative hassle of grading and tracking progress
Use the library as a professional development resource, to explore different instructional approaches
Record their own videos, so that every student, every year, has access to that “perfect lesson”
Administrators
Multiply impact of most effective, experienced teachers
Monitor how groups of students are progressing across the school or district
Support targeted professional development—for example, by supporting teachers in recording, viewing, and perfecting lessons
Design Principles
1.Quality
2.Simplicity
3.Flexibility
Social-Mission Driven Company
►Practical Reasons
►Philosophical Reasons
Timeline
15
Pilot use
Initial content creation
2nd wave content creation
3rd wave content creation
Site launch (v1.0)
V2.0 launch
Broad-based use begins
Q3 2011(summer)
Q4 2011 Q1 2012 Q2 2012 Q3 2012(summer)
Q4 2012
C
A
D
F
B
E
G
Dream Team Training
►Welcome & Introductions
►Background
►The Video Lesson & Its Components
►Resources & Support
►Question and Answer
Lesson Plan Template
Part of the Lesson
Stem Teachers Script
Introduction 10-20 sec
Mathematicians, in this lesson you are going to learn…by doing/using…
Connection (Define Terms/ Building on
Prior Knowledge) 30-60 sec
You know that…
Demonstration 1-3 minc
I’m going to explain this idea by showing you…
Application 1-2 min
Let’s see how this works in a problem…
Conclusion 10-20 sec
So, now you know how to… by…
Lesson Plan Rubric
Components Weight 4 3 2 1
Core Requirements NA
Has an introduction, connection, demonstration, application, and conclusion Is 3-5 minutes long Uses the standard template/ color scheme Uses the standard language
Introduction & Conclusion 20
States the WHAT and the HOW in specific, clear, and concise language
States the WHAT and the HOW in clear and concise language
States the WHAT or the HOW but not both
Vague, confusing, or nonexistent
Connection 10
Reminds the student of what he/ she already knows Is clear and concise Addresses the key building block needed to access the lesson
Reminds the student of what he/ she already knows Addresses a building block needed to access the lesson
Is unclear or too long Addresses a building block needed to access the lesson
Vague, confusing, or nonexistent
Demonstration 30
Is focused on conceptual understanding (not procedural) Provides compelling visual(s) that show the concept Anticipate misconceptions Aligns with the assessment
Is focused on conceptual understanding (not procedural) Provides visual(s) that show the concept Aligns with the assessment
Provides visual(s) that show the concept Aligns with the assessment
Vague, confusing, or nonexistent
Application 20
Provides useful examples of the concept in action Reinforces the concept Provides specific and clear steps
Provides useful examples of the concept in action Reinforces the concept
Provides examples of the concept in action
Vague, confusing, or nonexistent
Presentation Voice, Flow, Look &
Feel 20
Voice is engaging (upbeat without being too fast) Lesson flows; each part transitions seamlessly to the next Presentation is pleasing to look at. It is simple, clean, and clear.
Voice is clear Lesson flows Presentation is clean and clear
Voice is too fast or too slow Lesson transitions are choppy The presentation is either too sparse or too complicated
Voice is not engaging Lesson transitions are not coherent; confusing The presentation contributes to the confusing
Rubric
►Read it over►Reflect
– What stands out?– What’s confusing?
►Discussion
Watch Lesson: Reflections
►What stands out?
►What makes this effective?
►What could be improved?
Video Lesson Components
Supporting Videos
Guided Practice Video Director’s Cut Video
Core Video LessonVideo Lesson Plan Slides - Used
Preparation Assessment Item
Selection Lesson Plan Template Lesson Plan Slides - Blank
Guided Practice
► Introduction: “Now we are going to practice doing X by Y together. Let’s say,…..(explain the problem)”
► Stopping the Video: “Now, I want you to stop the video and see if you can do it by yourself. If you get confused, or need help, just hit play again and watch how I work through it.”
► Restarting the Video: “Watch how I work this out…Remember, you can stop the video at any time and challenge yourself to do it without me.” Complete the problem while clearly explaining the steps you are taking.
Dream Team Training
►Welcome & Introductions
►Background
►The Video Lesson & It’s Components
►Resources & Support
►Question and Answer
Resources
Document Sharing via the Wiki
Technology
-HP TouchSmart-Camtasia-Office
Creation Documents
-Lesson template-Lesson Plan slides-Lesson Plan Rubric
Background Documents
-Books-Substandards-Assessment Items
Tablet – HP Touchscreen
Camtasia
Templates
Part of the Lesson
Stem Teachers Script
Introduction 10-20 sec
Mathematicians, in this lesson you are going to learn…by doing/using…
Connection (Define Terms/ Building on
Prior Knowledge) 30-60 sec
You know that…
Demonstration 1-3 minc
I’m going to explain this idea by showing you…
Application 1-2 min
Let’s see how this works in a problem…
Conclusion 10-20 sec
So, now you know how to… by…
Books
Standards Document
Grades/ Assignments A B C D Nice To Haves
Add and Subtract Whole Numbers Understanding Fractions Data in Plots, Tables, & Graphs Rounding
Place Value
Multiply and Divide Whole Numbers Understanding Fractions
Select Appropriate Operations Add & Subtract Fractions
Multiply Fractions
Equivalency with Fractions
Fraction Models
Data in Plots, Tables, & Graphs Understanding Fractions Equivalency Graph Points with Coordinates
Place Value Add & Subtract Fractions Simplify Fractions
Multiply and Divide Whole Numbers Multiply and Divide Fractions Compare & Order
Select Appropriate Operations Add, Subtract, Multiply & Divide Fractions Algebraic Expressions Multiply & Divide Decimals
Number Line Volume and Surface Area
Compare & Order Estimate
Order of Operations Evaluate Expressions Given a Variable Data in Plots, Tables & Graphs Probability
Probability Linear Relationships (rates of change) Scale drawing
Add, subtract, multiply, and divide rational numbers
Solve Linear Equations Inverse relationships
Congruence and Similarity (Geometry) Irrational Numbers Express Linear Relationships
Exponents, Roots, and Order of Operations Solve Linear Equations in One Variable
Inverse Relationships (powers and roots) Solve Pairs of Linear Equations
Rounding
Estimate
Area and Perimeter
Data & Central Tendency
7 Ratio & Proportions Data & Central Tendency
8Slope of a Line
4
Place Value
5
6Ratios Solve one-variable equations
3Multiplication & Division Facts Add and Subtract Fractions
Estimate
Assessment Item Documents
Shared Space
►Wiki
Support
►Instructional Support– Each other– Content Expert – Kirk Walters
►Design Support – Alix & Eric
►Technical Support– Alix, Eric & Alison
Dream Team Training
►Welcome & Introductions
►Background
►The Video Lesson & It’s Components
►Resources & Support
►Question and Answer
Next Steps
►Video Lessons on Creating Videos
►Prioritizing standards (google form email)
►Coaching support calendar - Kirk
► July 11th webinar
► July 13-14
► Individual Schedule