1. 1 Fall 2009 New Teacher Development Program

2. 2 Brown Bag Questions

3. Case Study What are some Monitoring and Assessing Student Progress strategies you implemented related to your case study student? What worked? What didn’t? Why or why not? Discuss with a partner 3

4. Outcomes Participants will understand principles of effective Instructional Planning and Implementation. Participants will know the 3 stages of Understanding by Design and their relationship to effective lesson planning. Participants will be able to design effective lesson plans. 4

5. Agenda Welcome and Connecting Overview and Outcomes Plan Instruction & Use Strategies Effectively Understanding by Design – The Model Elements of Lesson Design Tools of the Trade Closure 5

6. Norms for Collaborative Work Equity of Voice Active Listening Respect for All Perspectives Safety and Confidentiality 6

7. Guiding Principles for Teaching & Learning in a Multicultural Society Culturally responsive educators who are committed to ensuring equity for all students: 1. Continually examine how our life experiences, perspectives, and behaviors regarding culture, language, racial identity, and equity impact our work in teaching and learning. 2. Implement a relevant and challenging curriculum which: Draws upon and affirms the cultural knowledge, life experiences, interests, and competencies of each student. Expands students’ knowledge of diverse cultural perspectives within their communities and society as a whole. 3. Design and implement equitable opportunities that maximize student learning through full participation, interaction, and empowerment. 4. Explicitly teach in a meaningful context the academic and communication skills, strategies, and conventions that are required for success in advanced learning and the larger society. 5. Understand, value, and build upon the dynamic cultures, knowledge, languages, experiences, and critical issues of families and other members of the school’s community. Towards Equity: A Guide for Teaching and Learning in a Multicultural Society, McGinty/Mendoza-Reis 1998 7

8. Teaching & Learning in a Multicultural Society: Guiding Principle 4 Explicitly teach in a meaningful context the academic and communication skills, strategies, and conventions that are required for success in advanced learning and the larger society. 8

9. Dimensions of Effective Teaching Excellence, Equity and High Expectations Professionalism Safe, Respectful, and Culturally Sensitive and Responsive Learning Communities Partnerships with Family and Community Instructional Planning and Implementation Content Knowledge Monitoring and Assessment of Student Progress Reflection, Collaboration, and Personal Growth 9

10. Instructional Planning & Implementation: Five Expectations 1. Developing and sequencing lesson plans and instructional activities for student learning 2. Connecting content learning to students’ backgrounds, interests, and other content areas 3. Using technology to reach those with different learning styles 4. Organizing the class for “workshop” and providing varied means for students to process their thinking 5. Differentiating instruction to respond to student needs 10

11. Jigsaw/Gallery Walk Individually Review indicator questions of assigned Narrative Highlight 1 – 2 questions that interest or challenge you. (2 -3 min) Table Work Select a group recorder. Discuss what each indicator question might look like in a classroom. Record group’s findings on chart paper provided. (15 minutes) Gallery Walk Present your table group’s findings. Answer questions or facilitate follow-up discussion. (3 min) Move to next chart and repeat process. (15 min total) 11

12. Understanding by Design Stage 1 – Unit Establish Goals - What relevant goals will this unit address? Goals are related to state standards. Understandings - What are the “big ideas”? What specific understandings about them are desired? Essential Questions - What provocative questions will foster inquiry, understanding, and transfer of learning? Knowledge - What key knowledge and skills will students acquire as a result of this unit? Skills - What should they eventually be able to do as a result of such knowledge and skills? 12

13. Turn & Talk Think about a curriculum unit you are currently implementing. How familiar are you with the unit goals, understandings, essential questions, knowledge, and skills? Where might you find this information? 13

14. Understanding by Design Stage 2 - Assessment Performance Tasks: Complex challenges that mirror issues and problems faced by adults. Can be short term tasks or long term, multistage projects. Yield a product or performance. Other Evidence: Open ended prompts Quizzes and tests Informal checks for understanding Key Criteria: How will understanding and performance be assessed? 14

15. Understanding by Design Stage 3 – Lesson Plans WHERE TO W – Know where they're going (the learning goals), why (reason for learning the content), and what is required of them (unit goal, performance requirements, and evaluative criteria)? H – Be Hooked – engaged in begin ideas through inquiry, research, E – Opportunities to explore and experience Big Ideas and receive instruction to equip them for the required performances? R - Opportunities to rethink, rehearse, revise and refine their work based upon timely feedback? E - Opportunity to evaluate their work and set future goals? Consider the extent to which the learning plan is T - Tailored and flexible to address the interests and learning styles of all students. 0 - Organized and sequenced to maximize engagement and effectiveness. 15

16. Understanding by Design Summary 16 Content Standard (Goal): Understanding: How effectively can students transfer and apply the knowledge and skills they have learned in this unit? Essential Questions: Big ideas of the subject that open-up thinking and possibility to everyone from struggling to more advanced student. Knowledge: What will students know as a result of this unit? Skills: What will students be able to do as result of this unit? Assessment Evidence Performance Tasks:  Complex challenges that mirror issues and problems faced by adults.  Can be short term tasks or long term, multistage projects.  Yield a product or performance. Other Evidence:  Open ended prompts  Quizzes and Tests  Informal checks for understanding Key Criteria: How will understanding and performance be assessed. Learning Plan: Daily Lesson Plans Stage 1 Stage 2 Stage 3

17. Reflection One Think about what has been presented about Understanding by Design… Write about a success you may have had with this model or something about the model that excites or intrigues you. Record a challenge, question, or stumbling block you might face if using this model in your classroom. TURN & TALK 17

18. 10 Minute Break 18

19. Before We Begin We Must… Review the curriculum unit we are about to teach. What do we want students to understand about this unit? What do students need to know and be able to do in order to understand the key concepts embedded this unit? Which essential (higher order) questions will support students’ ability to make connections and develop deeper understanding? How will I access student learning and understanding? 19

20. 20

21. Designing the Lesson 21

22. Step One: Desired Outcomes/Objectives Objectives state what you want the students to accomplish. The student must know before the lesson begins, what they are responsible for learning. - Harry K Wong & Rosemary T. Wong The First Days of School Think about what it is that you want your students to know or to be able to do as a result of this lesson Consider how this lesson connects to the key understandings we want students to take way from this unit. Write desired learning outcome(s)/objective(s) using precise language that is easily understood by students and parents. 22

23. Step Two: Assessment How will learning be evaluated? Consider what understandings, knowledge and skills you want to students to learn Select an assessment that will provide appropriate evidence of learning 23

24. Step Three: Opening An effective opening to a lesson: Provides a connection to previous learning and students own experiences Begins to engage students in ideas through inquiry and research Gets students ready to learn 24

25. Table Talk 25 Share a favorite assessment or opening that you have found to be particularly successful with you table group. What questions do you still have? Whole Group Share: Highlight insights or questions from your table group discussion.

26. Step Four: Mini-Lesson/Launch Reasonably short - focused on clear learning objective(s) Incorporate a variety of instructional activities to build understanding, and to demonstrate how skills and strategies are applied to students’ learning. Model what students are expected to do to help students understand and apply strategies. Introduce new ideas and vocabulary. Utilize a variety of questioning, discussion, and sharing techniques to promote inquiry. Provides a “Link” to what students are expected to accomplish during independent/small group work time Provides students with clear objectives, directions, and performance criteria for their independent/small group work and assignment 26

27. Step Five: Student Work Time Key idea: The greater the time students work together and the greater the responsibilities the students take for their work, the greater the learning - Harry & Rosemary Wong This is the time when students learn through doing. During this time: Students work independently or in small groups toward achieving lesson objectives through various cooperative learning structures. Teacher may provide differentiated instruction to small groups or individuals Teacher may collect evidence of student learning through observational notes and other forms of assessment. 27

28. Step Six: Closing An effective closing: Highlights important concepts and strategies. Provides practice and application of new ideas. Allows students to share, summarize and celebrate learning. Determines if the objectives of the lesson are met Provides time for students to reflect and consider next steps Brings closure to the lesson and sets the stage for future exploration and learning 28

29. Table Talk 29 Share successes and challenges you have had in facilitating and organizing student group work time. Whole Group Share: Highlight insights or questions from table group.

30. Tools of the Trade Content StandardsCurriculum Lesson Plan Templates Facets of Understanding Graphic Organizers Keeping in mind my case study student… How will I use these to plan my lessons? How will I use these to deepen students’ understanding? 30

31. 3-2-1 Keeping in mind your case study student, reflect on… 3 Tools that really interested you 2 Things you’d like to know more about 1 Idea that you will try tomorrow Turn and Talk 31

32. Modeled Strategies When will I use this strategy? 32

33. Routines Began each seminar session with: Brown Bag Questions Connector Outcomes Agenda Norms/Housekeeping Closed each seminar session with: Modeled Strategies Brown Bag Questions Summary of Learning Feedback 33 Connected each session to Principles for Teaching & Learning in a Multicultural Society

34. 34 Brown Bag Questions

35. Seminar Summary What we learned… Principles of effective Instructional Planning and Implementation The 3 Stages of curriculum unit development and their relationship to effective lesson planning. How to design effective lesson plans. How we learned it… Jigsaw Gallery Walk 3-2-1 Golden Line 35

36. Case Study Please send completed Case Studies to Victoria Hom by one of the following methods. Email: vhom@boston.k12.ma.us Mail: BPS, 26 Court Street, 6 th Floor, Boston MA 02108 FAX: 617-635-9083 No Later than Friday, December 4 36

37. Golden Line Individually Read What You Rarely Learn In Methods Classes Select a bulleted item that resonates with you Consider why this item holds special meaning for you. Whole Group First person reads aloud their selection and briefly explain why they made this selection, while others listen quietly and without comment. Next person does the same until everyone has had a turn. 37

38. Post-It Feedback 38 What Worked? What didn’t?Questions?