1. Front Screen Computer Station

2. Daily Outcome Sheet Reflect – After the lesson place a √ in the appropriate space. Today’s Outcomes I will be able to… Choose TWO words from each outcome that you think are the most important and explain why. What did you do today to understand these outcomes? I know this. I am getting there. I made the attempt. align, write, and communicate effective outcomes that address the various needs of students. explain the impact that outcomes have on effective teaching and the COMPASS rubric. BELL RINGER – What outcome do you hope to achieve from today’s session “The Keys to a Successful Lesson”?

3. Planning, Preparation, & Instruction Setting outcomes and using assessment in instruction NTO July 24, 2015

4. Instructional Outcomes I I will be able to: align, write, and communicate effective outcomes that address the various needs of students. explain the impact that outcomes have on effective teaching and the COMPASS rubric.

5. Outcomes vs. Herding Cats?? Watch the following and think about how outcomes can be connected to the idea of “herding cats” in the classroom.

6. WRITING EFFECTIVE OUTCOMES Part 1

7. Setting Instructional Outcomes What is an outcome? –An outcome is NOT an activity. –An outcome is the goal of what the student will be able to do before the end of the lesson. –Using “The student will be able to...” or “I can...” statements are useful. Example: The student will identify and explain the factors that led to the United States' involvement in World War II. Where do outcomes come from? –Outcomes should be consistent with Common Core State Standards (CCSS) and Grade Level Expectations (GLEs). What should they look like? –Outcomes should follow the SMART motto Specific, Measurable, Achievable, Relevant, & Timely

8. Each outcome should address a different type of learning. You should have at least two outcomes per lesson Types of Learning Factual & Procedural Thinking & Reasoning Conceptual Understanding Collaborative** Communication Strategies**

9. Types of Learning Styles (based off of SCPPS Learner Goals) Types of LearningExamples Factual & Procedural Demonstrate knowledge of… Describe a series of events or sequence… Thinking & Reasoning Form and defend an opinion about… Compare and contrast… Conceptual Understanding Explain the relationship between… Analyze a test or problem in order to… Collaborative** Collaborate with a partner in order to… Contribute to the effort of a group by… Communication Strategies** Use (verbal, written, presentation) skills to… Communicate a position by…

10. Think of a lesson that you have taught in the past. What type of learning was reflected in the lesson? What might that lesson's outcome look like? Pelicans or Hornets?

11. Examples of Effective Outcomes THE LEARNER WILL BE ABLE TO… Compare and contrast the elimination, substitution, and graphing methods of solving a system of equations (thinking & reasoning). Explain the symbiotic relationship between a barnacle and a Baleen whale (conceptual understanding).

12. What type of learning is addressed by the following? Collaborate with a partner in order to characterize elements using the Periodic Table (??????). Demonstrate knowledge of the factors that contributed to the United States’ involvement in World War II (????????).

13. Partner Discussion: Rate on a Scale of 1-3 (1 – not effective, 3 – effective) Outcome #1: –The student will be able to use a graphing calculator to find the limit of function problems on pg. 112-114 (factual & procedural). Outcome #2: –The student will be able to analyze the structure of a word, apply a learned strategy for discovering its meaning, and justify the strategy used (conceptual understanding). Outcome #3: –The student will be able to form and defend an opinion by citing textual evidence regarding the United States’ use of the atomic bomb in World War II (thinking & reasoning).

14. Communicating Outcomes Outcomes should be communicated & referenced continually throughout the lesson. Beginning of the Lesson Read outcomes to students. All teachers have different approaches to introducing outcomes to students. Middle of the Lesson Remind the students at natural “pausing moments” in the lesson. Ex: “Bell” moments, turn & talk, etc. End of Lesson Incorporate some type of reflection activity that requires them to state or explain how they satisfied the outcome. “What we have here is a failure to communicate!”

15. Share one important fact about outcomes and how they positively impact the classroom. Turn & Talk

16. REMINDER: OUR OUTCOMES TODAY I will be able to: align, write, and communicate effective outcomes that address the various needs of students. explain the impact that outcomes have on effective teaching and the COMPASS rubric.

17. Content AreaTOPIC English POETRY Math SOLVING SYSTEMS OF EQUATIONS USING GRAPHING, SUBSTITUTION, AND ELIMINATION Science VALENCE ELECTRON CONFIGURATION Social Studies WORLD WAR TWO Other Areas **Select a topic that fits your content area

18. How do outcomes prevent teaching from becoming like the “herding of cats?”

20. Using questioning / prompts and discussions

21. Using Questioning/Prompts and Discussion Outcomes TLWBAT: Identify the critical language and expectations from the Compass Rubric in order to effectively use questioning, prompts, and discussion.

22. Your Graphic Organizer

23. Silent Discussion

24. Jerry Seinfeld… a Master Teacher?? Which watching, think of the reasons why the lesson is floundering. http://teachinghistorysmysteries.blogspot.com/2009/07/jerry-seinfeld-snl-skit-every-history.html http://teachinghistorymysteries.blogspot.com/2009/07/jerry-seinfeld-snl-skit-every-hisory.html

25. Think of the reason why Mr. Seinfeld is struggling so much during the lesson. What are they and what can he do to solve them?

26. So what does the COMPASS rubric say? What are some words that are specific to each proficiency level in the Component 3b: Using questioning/prompts and discussion?

27. Brainstorm, Interview, Share

28. TeachingChannel.Org Facilitating Academic Discourse

29. How Does Mr. English Fare?

30. Tennis ball Discussion According to the COMPASS rubric, what is encompassed within effective questioning & discussion? How it Works: In order to speak, you must have the tennis ball. If you wish to respond to another’s thought, raise your hand. The speaker chooses who to throw the ball to. If you get stuck, pull a sentence starter from the ball. Try to pass to those who haven’t spoken yet. Variations: Ball holder as facilitator Time limits Write thoughts down before speaking “Wingmen”

31. School Initiative

32. Your Graphic Organizer

33. Think about this … “We are what we repeatedly do. Excellence, then, is not an act, but a habit.” ~Aristotle

35. to improve and inform teaching and learning

36. Think about this … We are what we repeatedly do. Excellence, then, is not an act, but a habit. ~Aristotle

37. Instructional Outcomes The Learner will identify critical language and expectations from the Compass Rubric in order to effectively use assessment in instruction. (Factual & Procedural) The Learner will use the COMPASS rubric to evaluate a math lesson. (Thinking & Reasoning)

38. Activities should be directly aligned to THAT DAY’S outcomes.

39. Component 3d: Using Assessment in Instruction Rationale Read the Rationale for Compass Component 3d: Using Assessment in Instruction. Highlight 2 phrases that stand out to you. Sound Bites

40. Component 3d: Using Assessment in Instruction Elements Assessment Criteria Monitoring of student learning Feedback to students (SMART) Student self-assessment and monitoring of progress

41. Component 3d: Using Assessment in Instruction Heads Together: Rubric Review Assessment Criteria Monitoring of student learning Feedback to students (SMART) Student self-assessment and monitoring of progress

42. Rubric Round-Up Read each bullet presented in the activity. When called upon, randomly choose a scenario and move it to the correct COMPASS category. (Ineffective, Effective: Emerging, Effective: Proficient, or Highly Effective) Whole group discussion

43. Feedback on Activity Turn & Talk: What was helpful? Effective? How could the activity be improved?

44. Live Model Fish Bowl Randomly chosen participants take on the role of students in a snapshot math lesson. Audience Watch the interaction between the teacher and her students. Rate the teacher’s use of assessment in instruction, according to the Compass rubric.

45. What might effective assessment look like in a classroom? A true learning partnership

46. What might effective assessment look like in a classroom? Teachers pay close attention to evidence of student understanding. pose specifically‐created questions to elicit evidence of student understanding. circulate to monitor student learning and to offer feedback. adjust instruction in response to evidence of student understanding (or lack of it).

47. What might effective assessment look like in a classroom? Students responsibly monitor and candidly self-assess their own knowledge. (Fist to Five, Thumbs Up) assess their own work against established criteria. (exemplars, rubrics)

48. Bumper Sticker On an index card, design a “bumper sticker” that answers the question: What is ONE thing I will do this year to improve assessment in my classroom?

49. Instructional Outcomes The Learner will identify critical language and expectations from the Compass Rubric in order to effectively use assessment in instruction. (Factual & Procedural) The Learner will use the COMPASS rubric to evaluate a math lesson. (Thinking & Reasoning) Fist to Five self-assessment: no clue got it!

50. evaluation Results --- Process --- Relationships PLUS (+)DELTA ( ) Even better if…

51. HANDOUTS for this Session

52. Daily Outcome Sheet Reflect – After the lesson place a √ in the appropriate space. Today’s Outcomes I will be able to… Choose TWO words from each outcome that you think are the most important and explain why. What did you do today to understand these outcomes?I know this. I am getting there. I made the attempt.  align, write, and communicate effective outcomes that address the various needs of students. explain the impact that outcomes have on effective teaching and the COMPASS rubric. New Teacher Orientation – Elements of a Successful Lesson July 24, 2015

53. Tips & Tricks TOPICS COVEREDNOTESTAKE AWAYS Writing Effective Outcomes 1) 2) Communicating Outcomes 1) 2) Questioning, Prompts, & Discussions 1) 2) Using Assessment1) 2) New Teacher Orientation – Elements of a Successful Lesson July 24, 2015