Denver Public Schools Diving Into the Revised Framework Taking a Closer Look at I.3 Instructional Methods and Pacing

Content/Language Objective 1 Participants will explain orally and in writing the intent of I.3 using target vocabulary from the revised framework with the whole group by: a)Highlighting key words in the indicator b)Creating a room chart with the whole group c)Discussing with the table group

Content/Language Objective 2 Participants will distinguish the effectiveness category of two teacher’s lessons using comparative adjectives : a)from a word bank b)categorizing evidence on a graphic organizer c)Discussing rationale for category placement with the whole group

Agenda Examine I.3, Instructional Methods and Pacing Identify intent of I.3 Examine various instructional methods Compare and contrast two lessons by applying I.3 to videos Identify what I.3 means for your lesson planning and instruction

Masterful Content Delivery The order of Indicators under the Instruction Domain represents the chronological order for how a teacher should effectively plan classroom lessons. I.1 Develop Content / Language Objectives I.2 Select / Create Tasks I.3 Choose Instructional Method I.4 Incorporate Opportunities to Develop and Use Academic Language

High Impact Instructional Moves High-Impact Instructional Moves: During instruction, effective teachers enact essential instructional moves (practices): I.5 Use Formative Assessments to Check for Understanding I.6 Differentiate Data Based on the Checks for Understanding I.7 Provide Academic Feedback Based on Student Responses I.8 Create Opportunities for Students to Communicate / Collaborate While Learning

What is the Intent of I.3? Discuss at your table, what you see as the intent of I.3. Why was this indicator added to the revised Framework?

Intent of I.3 Recognizes there is not one instructional method that is “best” for all lessons Recognizes the importance of lesson pacing on student learning Recognizes the importance of a teacher’s knowledge of the content AND HOW this knowledge is being communicated to students (including ELL supports) Recognizes the importance of teachers making “in the moment” adjustments to the lesson structure/pacing based on student misconceptions or needs Recognizes the importance of clear and accurate communication and an appropriate balance of teacher talk vs. student talk

What Are You Thinking? Take 2 minutes and discuss with others at your table – What are your initial thoughts about I.3? Questions? Comments?

Applying I.3 to a Lesson We will view a clip from a (fill in with appropriate content/grade) Your Job: – Script evidence related to I.3

Debriefing Lesson Take 5 minutes and record your evidence for I.3 on Handout 1. Take 10 minutes and discuss your evidence with your group. Include rationale for the placement of your evidence.

Performance Level for I.3 What performance level does the evidence align to for I.3? What elements of the lesson made the teacher’s instructional methods and pacing align to the performance level identified?

Applying I.3 to a Lesson We will view a clip from a (fill in with appropriate content/grade) Your Job: – Script evidence related to I.3

Debriefing Lesson Take 5 minutes and record your evidence for I.3 on Handout 1. Take 10 minutes and discuss your evidence with your group. Include rationale for the placement of your evidence.

Performance Level for I.3 What performance level does the evidence align to for I.3? What elements of the lesson made the teacher’s instructional methods and pacing align to the performance level identified?

What Does This Mean for You? How will you ensure that the delivery of your instruction and the pacing of your lessons are appropriate for the content you teach and the needs of your students?  What decisions will you need to make when planning?  What actions will you need to take during instruction?

Content/Language Objective 1 Participants will explain orally and in writing the intent of I.3 using target vocabulary from the revised framework with the whole group by: a)Highlighting key words in the indicator b)Creating a room chart with the whole group c)Discussing with the table group

Content/Language Objective 2 Participants will distinguish the effectiveness category of two teacher’s lessons using comparative adjectives by: a)Scripting I.3-related evidence while watching two lesson videos b)Categorizing evidence on a graphic organizer c)Discussing rationale for placement with the whole group

Thank you for your time with the revised Framework today!