FSP (Facilitating Student Practice) An Introduction PLEASE OPEN ON YOUR COMPUTERS: ATL.CM.FD > #CMIM Handouts -- > Week2.Handouts -- > CS Handouts  SIT WITH YOUR CONTENT TEAM!

Chloe’s Hot Tips  Dafont.com  BMC beasts (narrate)  Online stopwatch  Name on board  energizers

SWBAT convert numbers from the base-10 system to the octal system and vise versa.  Take notes!  Fist of 5- confidence  Fist of 5- frustration level  Why do you think you felt this way?  What was hard about this? Handout 1: Lesson on Octal System pg. 1

Yikes!  Assessment problems had zeros and decimals which we didn’t practice.  We didn’t practice converting from octal into the base-10 system.  Not enough time to practice  Not able to ask questions  Our practice wasn’t checked

Our Classrooms  Effective Practice:  is aligned to the daily lesson vision  Features meaningful repetition to build student automaticity and fluency with new content  Is scaffolded in terms of difficulty and complexity  Pushes students to practice with support, collaboratively, and/or independently  Provides opportunities to synthesize learning Handout 2: Key Points for Session Partner Up: Leadership How did the practice for this lesson not live up to this criteria? 3 min Partner Up: Leadership How did the practice for this lesson not live up to this criteria? 3 min

Aligned?  Our practice must be COMPREHENSIVE of our daily lesson vision.  We can’t assume that students will just “figure something out” based on our instruction; we have to make sure they have the opportunity to practice EVERYTHING we expected them to have learned by the end of the lesson.  If it’s important enough to be on the lesson assessment, it is important enough to practice.

Meaningful Repetition?  When thinking about meaningful repetition, we need to think about both the NUMBER of practice prompts we give to students, and also about HOW students engage with and debrief those practice prompts.

Scaffolded?  Doesn’t mean it needs to start at a lower level and progress to higher levels  Prompts should be varied!  Sliding scale- start in the middle, but we need to be able to slide both forward and backward depending on how student are doing and/or where they need to go.

Practice with supports?  Not always in pairs or groups  Some of the practice should give students an opportunity to process and check their learning with others.

Opportunity to synthesis?  Students need to practice the “why” of a lesson just as much as they need to practice the what and the how.  Prompt to explain their thinking about the objective.  Why process works?

Our Classrooms  Successful Teachers:  Connect: This means ensuring students make connections between the work they are doing during practice and some or all of the following: 1) What already happened in the lesson 2) The daily lesson vision 3) The broader vision and goals for the unit, class  Direct: this means giving clear instructions in age-appropriate way so that every student is clear on what they should be doing and so that time working toward the objective is maximized. Handout 2: Key Points for Session Partner Up: Trans. Change How did the practice for this lesson not live up to this criteria? 3 min Partner Up: Trans. Change How did the practice for this lesson not live up to this criteria? 3 min

Connect?  1) Investing students in the practice  2) Sense of confidence  3) Pushes students to Zoom Out

Direct?  Same as procedures  1) address verbal behavior and movement  2) features clear expectations for student participation  3) comprehensive of all steps in as concise a manner as possible

Coach and Correct?  Practice is not the lesson assessment  All learners need a guiding hand (gradual release)  Ultimate goal: no hand at end!

Walk out of here…  Knowing you need to make connections during practice  Developing an emerging vision for what this looks like  Practiced a small set of specific ways to do it

How we’ll accomplish our goals…  Opening/Intro (20 minutes)  Big Picture: Strong Student Practice (20 minutes)  Deep Dive: Directing During Practice (25 minutes)  Closing (5 minutes)

Let the chalk do your talk…  5 min. Independent review of content exemplar - Handout 3 note taking  5 min. Chalk Talk criteria:  Where is this planned practice effective in terms of the following?  Aligned to daily lesson vision  Meaningful repetition  Scaffolded  Practice with supports  Synthesizing learning Finished Early? What does this exemplar make you think in terms of concrete next steps for your own lesson planning? Pull up Thurs. LP Finished Early? What does this exemplar make you think in terms of concrete next steps for your own lesson planning? Pull up Thurs. LP

Team Debrief  Tell me in 10 seconds one way your group thought this lesson was….  Aligned to daily lesson vision  Meaningful repetition  Scaffolded  Practice with supports  Synthesizing learning

How we’ll accomplish our goals…  Opening/Intro (20 minutes)  Big Picture: Strong Student Practice (20 minutes)  Deep Dive: Directing During Practice (25 minutes)  Closing (5 minutes)

Direct Zoom in  The purpose behind giving strong directions for practice is so that stud ents know exactly what to do and how to do it.  Practice with strong directions  Practice without strong directions

How to check-list  We can and should use the same principles we talk about when managing a classroom to give directions for academic practice.  Teacher Voice  Focus on Verbal Behavior, Movement, and Participation  Pre-empt confusion  Check for Understanding

Debrief  How does Ms. Johnson give effective directions for practice?  What impact do these directions have on students?

Debrief  How does Ms. Brousseau give effective directions for practice?  Impact on students?

You try!  4 min: Wed. or Thurs script out how you will give directions for practice (use check-list)  5 min: Share ideas with a partner 1) Are the directions clear and explicit? 2) Do I have effective methods for commanding student attention?  Switch  2 min: Reflect on next steps

What’s Next?  Next Steps  Practice (this afternoon- BMC)  Script direct pieces in lesson plans  Checking For Understanding (Wednesday)  GP Gradual Release deep dive (Thursday)  Work-Time/Coaching  Lesson Planning Clinics  Staff support/coaching  Office Hours (8-9)  Additional Resources:  TFANet (annotated plans)  Seek methods ideas from FAs  Running peer-directed rehearsal protocols  Addition GP strategies at tables and on website

3-2-1  3 Things you learned  2 connections  1 question (next steps) CS session feedback