2. 1 The Professional Teaching and Learning Cycle in Action

3. 2 Session Questions What data will be needed to begin the PTLC? Why should there be a common understanding of what students should know and be able to do? How does the PTLC help improve alignment of curriculum, instruction, and assessment to state standards? 2

4. 3 Competencies Built During PTLC Creating coherence Collecting, interpreting, and using data Building relationships 3

5. 4 Prior to PTLC Student data has been reviewed and content target area—either mathematics, reading, or both—has been identified. An item analysis of student performance data, identifying the TEKS standards that need attention, has also been conducted. 4

6. 5 Example of Current Standard Standard: TEKS (7.7) Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane.The student is expected to... (B) graph reflections across the horizontal or vertical axis and graph translations on a coordinate plane. 5

7. 6 Examples of Preceding and Next Standards Preceding Standard: TEKS (6.7) Geometry and spatial reasoning. The student uses coordinate geometry to identify location in two dimensions. The student is expected to locate and name points on a coordinate plane using ordered pairs of non-negative rational numbers. Next Standard: TEKS (8.7) Geometry and spatial reasoning. The student is expected to … (D) locate and name points on a coordinate plane using ordered pairs of rational numbers. 6

8. 7 Mini-Review of the Meaning for TEKS (7.7) Fold graph paper in four equal parts; make the folds on lines of the graph paper. What have you created? What do you know about it? Mark a point (line intersection) in quadrant I. Find the coordinates of that point. Find the reflection of that point in quadrant II. What can you say about that other point? What can you say about the y-axis? 7

9. 8 Step 1: Study the selected standard critically and collaboratively, developing a common understanding of the implications for student learning. Study the Standard: TEKS (7.7) Geometry and spatial reasoning. The student uses coordinate geometry to describe location on a plane.The student is expected to... (B) graph reflections across the horizontal or vertical axis and graph translations on a coordinate plane. Use the Step 1 handout to answer these questions: What do students need to know and be able to do to meet this standard? What does the assessment require students to know and be able to do? How does the standard fit with our district curriculum? 8

10. 9 Step 1: Study the selected standard critically and collaboratively, developing a common understanding of the implications for student learning. Possible responses— What do students need to know and be able to do to meet this standard? The coordinate plane has two axes, the horizontal one is called the x-axis and the vertical one is called the y-axis. The reflection of a geometric shape on the coordinate plane is congruent to the original shape, but has a different orientation. If a geometric shape is reflected across the y-axis, the y-axis is its line of symmetry or its line of reflection. What does the assessment require students to know and be able to do? The released test item indicates that students need to know about other lines of reflection and other types of geometric transformations on the coordinate plane, such as translations. 9

11. 10 Step 2: Select instructional strategies and resources to enhance learning and agree on appropriate assessments to provide evidence of student learning. Questions to Consider: What research-based instructional strategies can we select so that our students will learn this standard? What resources should we select? What type of assessments should we select that will give us evidence about student learning, and also student thinking? 10

12. 11 Research-Based Instructional Strategies 1.Identifying similarities and differences 2.Summarizing and note taking 3.Reinforcing effort and providing recognition 4.Homework and practice 5.Nonlinguistic representations 6.Cooperative learning 7.Setting objectives and providing feedback 8.Generating and testing hypotheses 9.Cues, questions, and advance organizers Marzano, R. (2001): Classroom instruction that works. Alexandria, VA: ASCD. 11

13. 12 Selected Response: Multiple choice, true-false, matching Constructed Response: Fill in the blanks, label a diagram, short answer Products: Essay, art exhibit, poem, spreadsheet, model Performances: Presentations, debate, recital, science lab demo Process: Interviews, observations, conferences Types of Assessments Regional Educational Laboratories (1998): Improving Classroom Assessment: A Toolkit for Professional Developers. Portland, OR: Northwest Regional Educational Laboratory 12

14. 13 Target Match Target/ Assessment Selected/ Constructed Response ProductsPerformanceProcess Knowledge Reasoning Skills Aesthetics/ appreciation If this is the target, what assessment will give us that information? Regional Educational Laboratories (1998): Improving Classroom Assessment: A Toolkit for Professional Developers. Portland, OR: Northwest Regional Educational Laboratory 13

15. 14 Step 3: Plan lessons with selected instructional strategies, resources, and assessments. Decide what evidence of student learning will be collected. Plan for Learning Reflection of Images Objectives for the Lesson: Students will use coordinate geometry to graph location on a plane. Students will demonstrate ability to graph reflections across the y-axis and x-axis. Students will demonstrate understanding that reflections preserve the properties of figures, but have different orientations. Materials: Graph paper Straightedges (rulers) Handout: Reflection of Images 14

16. 15 Step 3: Plan lessons with selected instructional strategies, resources, and assessments. Decide what evidence of student learning will be collected. Plan for Learning Reflection of Images Engage: Brainstorming: Provide students with graph paper and straightedges; tell them to use their straightedges to draw a coordinate plane. (Draw the x-axis and the y-axis.) Ask them to tell you what they know about the coordinate plane. Write their answers on chart paper. Tell them to locate a point in quadrant I and tell you what they know about this point. Ask them to locate the reflection of this point on quadrant II. What do they know about this point? Explore: Tell students to locate and connect three points (not in a straight line) in quadrant I of their coordinate plane. What shape have they formed? In groups of three, ask students to reflect the same shape across the y-axis. Tell them they have 3 minutes to decide where they are to place the reflection. Explain: Ask groups to explain what they have done. Tell them that in their explanations they are to use the word “pre-image” which is their original triangle and the word “image” to talk about their new triangle. Also tell them to include how the pre-image and the image are the same and how are they different. Elaborate: Ask for a group definition of a reflection over the y-axis. Then ask for a group definition of a reflection over the x-axis. (Assure that students understand that the image and the pre-image are congruent but have different orientation.) Evaluate: Provide handout on “Reflection of Images” and tell students to follow instructions on the handouts. 15

17. 16 Step 4: Implement the plan during specified period of time provided, record results, and collect agreed-upon evidence. Implement Teachers deliver the lesson as planned in the specified time period, making note of what is working or not working during the lesson. Other staff members may observe the implementation of the lesson, making note of what students and teachers are doing and the effectiveness of the assessments and resources being used. 16

18. 17 Step 5: Analyze student work, but first revisit the standard(s). Review the standard: TEKS (7.7) Review student work: Work in your group of 3 to analyze the 6 samples of student work. Using the rubric provided and the correct responses, compile your student work samples into “proficiency piles” based on the group’s consensus. You have 10 minutes. 17

19. 18 Time Is Up! 18

20. 19 Step 5: Analyze student work, but first revisit the standard(s). Using the Intervention Plan, identify what knowledge and skill students have gained to identify what needs to be addressed in future lessons. You have 5 minutes. 19

21. 20 Intervention Plan Beginning These students can: Instructional steps to support student advancement Developing These students can: Instructional steps to support student advancement Accomplished These students can: Instructional steps to support student advancement Exemplary These students can: Instructional steps to support student advancement 20

22. 21 Step 6: Adjust lesson to promote student learning, build modifications into future lesson or a new lesson. What Kind of Intervention? Beginning Students __________________________________ Developing Students __________________________________ Accomplished Students __________________________________ Exemplary Students __________________________________ 21

23. 22 Six Steps of the PTLC Study Select Plan Implement Analyze Adjust 22

24. 23 Table Talk Discuss –How is the PTLC process different from the way teachers in your district/school plan and implementing lessons and determine student learning? –What knowledge and skills do teachers learn in the PTLC process? 23

25. 24 Key Ideas connecting the improvement work to the classroom level aligning curriculum, instruction, and assessment to state standards providing job-embedded, continuous, research-based professional development The PTLC is a strategy for 24