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Gots and Needs Characteristics of PLCs Specific Tools: Norms of Collaboration Data Tools Class. Obs. Instrument Assessment Model and Probes More time to process Specifics, logistics How to get started and implement More science specifics Online PLCs/dispersed Less side conversations Honor time PD credit PPTs and websites

1 The Teaching Learning Collaborative (TLC): A PLC Strategy

PLC Tools and Processes Logistics: Who, when, where Topic for discussion Collaborative Work Analyzing and Interpreting Data Interventions Ways of talking Norms of collaboration Team inventories Student data: Classroom, local, state School data: demographics, programs Teacher data: degrees, years teaching, pd experiences Community data: Demographics, support, volunteers Curriculum Instruction Assessment

Session Goals Provide an awareness of the Teaching and Learning Collaborative as a PLC “intervention” Recognize the connections between the process and the 6 characteristics of a PLC Experience “snippets” of the TLC strategies Apply your learning to your context

Quickwrite: Describe your beliefs about teaching and learning. What is the teacher doing? What is the student doing? Shared norms and values

The Teaching and Learning Collaborative Protocol.. has the potential for changing the culture of how teachers work together to improve student learning.

The TLC is a PLC Shared values and vision Collaborative Share practice Engage in reflective dialogue Quality of student work Results oriented

Co Plan for Student Learning Analyze Student Work Redesign for student learning Another TLC experience Co-teach Own classroom Own classroom Teaching Learning Collaborative Overview

Sample TLC Agenda Day 1 Fall Day 2 Fall Day 3 Spring Day 4 Spring Day 5 Spring Review of conceptual teaching, questions, lesson design Plan Lesson Teach Debrief Re-teach Debrief Input on Assessmen t Plan Lesson Teach Debrief Re-teach Debrief Give Assessmen t Score Debrief

Day 1: Planning

Day 2: Teaching Each teacher takes a part of the lesson. Lesson is taught twice with a debrief after each lesson.

Student Centered Changes are made based on evidence from student work

The TLC in Action: Video Clips

TLC video: Second Debrief What did you notice about the classroom interaction? What did you notice about the teacher’s questioning? Is there a point where student understanding was evident? Based on teacher comment, how effective were the changes they made to the lesson design? What evidence did they use?

Spheres of Influence Content Questioning Strategies Learning Sequence (5Es) Student work that maximizes student thinking/understanding Conceptual Flow Teacher Student

Your turn Reconstruct the Experience

What do we want students to know? Conceptual flow 5 E Learning Sequence

Conceptual Teaching and Learning

Developing a conceptual flow What should a 4th grade student know about complete circuits? Write a paragraph that describes the concepts that students should know Place each idea on an appropriate size post-it

 Electricity flows in a complete circuit. Electricity in circuits can produce light, heat, sound, and magnetic effects.  A complete circuit allows the flow of electricity when its components, e.g., battery, bulb, and wires are connected to form a complete path. A switch is a device that opens or closes a complete circuit. Complete circuits can be series or parallel. Materials that allow the flow of electricity are called conductors. Materials that do not allow the flow of electricity are called insulators. Page 42

Learning Sequence Design Read page 45 With a partner discuss how this design resonates with the characteristics of PLC Read the vignette, page (student work: what do they know; not know) At your table discuss how you would re- design the learning sequence

Re-design for student learning: What do we do when students experience difficulty? Strategic questions to probe student thinking Additional explore to scaffold and re-inforce the concept of a complete circuit in words and drawings A new explain prompt (to evaluate effectiveness of the redesign)

Follow-on Questions Read Fig 3.5 on page 48 With a partner, discuss the types of questions and the flow of T-S interaction What do you notice?

How will we know when they know it? Looking at student work ESR: the bulb will not light because the filiament is broken or missing and that is is a part of a complete circuit. Sort the work: H M L What are the characteristics of each pile? Compare your ideas with the responses on Page 51

Teacher Voices Although it takes a while to prepare for the conceptual lesson, it is well worth it. The evidence is shown in the student work. If you were to develop several lessons on this one big idea the growth would be unbelievable. I really enjoyed the collaborative effort.

Reflections Which parts of the model were meaningful to you? What structures exist in your context would support a TLC-like process? What structures inhibit the use of the model? To what extent does your school culture provide avenues to support a TLC-like process? What cultural features need to be addressed for this type of collaborative work?