1. Induction Professional Development September 27, 2012 Facilitated by Lisa Wolf, Julie Shaw, and Amber Martello POLISH YOUR STARS UTILIZING EFFECTIVE, EFFICIENT COMMUNICATION TO DEVELOP PROFESSIONAL PRACTICE

2. WELCOME STAR POLISHERS!

3. POLISH YOUR COMMUNICATION!

7. Please turn to page 6 for Voices. Student Support Prep Book Planning for Success in the Year of the Classroom 2012 – 2013 Name ____________________________

9. Social Network Communication Emails, Twitters, Blogs, Facebook, Message Boards, Forums, Tags, Google +, Tumblr, Teacher Websites… Like Cards _______ is like _______ _______ is not like _______

10. Once you post it, you lose control… http://www.youtube.com/watch?v =CE2Ru-jqyrY

11. Email Etiquette Write a meaningful subject line Keep the message focused Avoid attachments Identify yourself clearly Be kind — don’t flame Proofread Don’t assume privacy Distinguish between formal and informal situations Respond promptly Show respect and restraint

17. POLISH YOUR INSTRUCTION!

18. The effectiveness of our instruction depends heavily on our ability to clearly communicate through: Design Delivery Engagement

19. Plan Book Lesson Plan and Implementation Plan Supplies and Materials Prepped and Ready Thoughtful, Data-Driven Documentation of Learning and Proficiency Sufficient Time Scheduled, Pace Outlined

20. Activate Prior Knowledge Think about the lessons you have taught this year. How do you introduce your topic for instruction in each lesson? Do you generally follow a routine of instructional delivery? Is instruction delivered in the same way for every lesson?

21. Explicit Inquiry

22. LEARNERS AND NEEDS FOR EXPOSURE (K. Stanovich, 1998)

23. EXPLICIT VS. IMPLICIT INSTRUCTION Explicit- direct, systematic instruction Implicit- instruction that relies heavily on questioning and exploration as opposed to a systematic design

24. VOCABULARY EXAMPLE: malapropism

25. VOCABULARY EXAMPLE: malapropism

26. VOCABULARY EXAMPLE: malapropism: the habit of misusing words, especially those that sound alike Let’s precede with this plan.

27. Set Purpose State Objective Connect to and Review Previous Learning Teach and Model New Concept Guide Practice Assess Student Application Return to the Purpose to Reflect Provide Opportunity for Independent Practice

28. Purpose Objective Connection to Previous Learning

29. TODAY WE ARE GOING TO LEARN… THE REASON WE ARE GOING TO LEARN THIS IS…

30. AT THE END OF THIS LESSON YOU WILL BE ABLE TO… YESTERDAY YOU…

31. Teach the New Skill Model the New Skill Explicitly: I Do

32. MY TURN. WATCH ME AND LISTEN AS I…

33. Guide students in practicing the new skill all together We Do

34. OUR TURN. LET’S TRY THIS TOGETHER.

35. Gradually Release Responsibility Students practice while you monitor ability, engagement, and opportunities for practice Assess student application for mastery or needs You Do Gradual Release of Responsibility (Pearson & Gallagher, 1983)

36. YOUR TURN. LET’S SEE YOU TRY THIS ON YOUR OWN.

37. Facilitate reflection Provide opportunity for independent practice for those who are ready You Do

38. TELL YOUR PARTNER WHAT YOU LEARNED AND PRACTICED TODAY.

39. I WANT TO GIVE YOU A CHANCE TO SHOW THAT YOU CAN DO THIS INDEPENDENTLY. PLEASE…

40. Teach Model Practice Apply

41. By Skill By Week Teach Model Practice Apply MondayTuesdayWednesdayThursdayFriday Teacher Role Student Role Strategic Design Knowledge Taxonomy Progression Remembering Understanding Applying Analyzing Evaluating Creating Knowledge Taxonomy Progression Remembering Understanding Applying Analyzing Evaluating Creating (A. Martello, 2009)

42. APPROPRIATENESS Explicit – Teaching a Skill – Building Knowledge Implicit – Exploring – No Correct Answer

43. http://cooperativelearning.nuvvo.com/lesson/9592-seinfeld-teaches-history

44. Learning is a process There’s no right answer Expanding into higher level thinking from prior learning Providing opportunities for creativity

45. Student Role: Teacher Role: Question Play for a purpose Observe Investigate Explore Try out ideas Alert to patterns Connect learning to prior knowledge Experiment Reflect on learning Create learning opportunities Provide problem solving opportunities Allow students to discover Alert to obstacles Guide Question

46. By Skill By Week Teach Model Practice Apply MondayTuesdayWednesdayThursdayFriday Teacher Role Student Role Strategic Design Knowledge Taxonomy Progression Remembering Understanding Applying Analyzing Evaluating Creating Knowledge Taxonomy Progression Remembering Understanding Applying Analyzing Evaluating Creating Inquiry (A. Martello, 2009)

47. Decisions, Decisions…

48. As individuals, use sticky notes to record different instructional content and activities you have coming up in the next month. As tables, strategize whether to use explicit instruction or inquiry. Justify your reasoning. Sort the sticky notes in a t-chart based on the most appropriate approach. How will you Communicate your Instruction?

49. POLISH YOUR LEARNING ENVIRONMENT!

54. #2 #3 #1

58. POLISH YOUR MANAGEMENT!

59. Please turn to page 7 for classroom management strategy, Discipline 5. Please turn to pp. 8, 9 for Common Issues with a Planned Procedure. Student Support Prep Book Planning for Success in the Year of the Classroom 2012 – 2013 Name ____________________________

60. POLISH YOUR LEGALESE!

61. 1.FERPA a.Privacy: data, grading, conversations 2.Supervision a.Discipline: due process b.Liability: safety—whether you can see them or not 3.IDEA a.IEP goals, 504 b.Discipline of students with IEP 4.ELL a.Required to teach English A

62. You are STAR POLISHERS!

65. Amber Martello Induction Coach Professional Development marteal@d11.org Lisa Wolf Induction Coach Professional Development wolflr@d11.org Julie Shaw Induction Coach Professional Development shawj@d11.org