1. Professional Learning Communities USD #443 Secondary Schools What Does Great Teaching Look Like?

2. Mastery Objective Teachers will demonstrate an understanding that their time spent committed to the “Five Kinds of Teacher Thinking” directly impacts student learning by interpreting walkthrough data and setting school year goals.

3. Five Kinds of Teacher Thinking Writing Mastery and Language Objectives Planning Checks for Understanding Walk Through Data

4. Five Kinds of Teacher Thinking Coverage Thinking Mastery Thinking Involvement Thinking Activity Thinking Thinking about Thinking

5. Coverage Thinking What topic will I be covering in my lesson today, what agenda do I need to get through, what concept am I teaching? Note: If this is the ONLY type of thinking we do in planning, we are failing our students. Coverage thinking is about the teacher, the other types have the student in mind.

6. Mastery Objective - Part #1 What do I want them to learn today? Mastery Objective - Part #2 How will I know they learned it? Mastery Thinking Language Objective What language skills will I need to teach for students to be successful? Reading? Writing? Listening? Speaking?

7. How will I gain and maintain students’ attention? How can I hook them into the lesson? How can I make this meaningful to students? Involvement Thinking

8. What activities will students do to meet the objective? How will I utilize my class time to maintain student engagement? How will I check that students are understanding throughout the lesson? Activity Thinking

9. What generalized thinking skill am I asking students to use? Thinking about Thinking Compare / Contrast Brainstorming Make Generalizations Formulating Questions Problem Solving

10. Mastery Thinking What do I want my students to know or be able to do at the end of the lesson? How will I know if they know it or can do it? These questions lead us to our Mastery Objective!

11. Mastery Objective - Part#1 What do I want them to learn today? As I begin to write my Mastery Objective, I ask myself the following: What do I want them to learn today? What part or piece of the bigger objective am I concentrating on in this lesson? What steps do we need to take today to get to the bigger picture?

12. Mastery Objective - Part #2 How will I know they learned it? As I begin to write Part #2 of my Mastery Objective, I ask myself the following: How will they demonstrate their learning? Will they make a product? Will they discuss? Will they write? Will they do a cooperative activity?

13. Example Mastery Objective Part #1: The student will understand the parts of the water cycle.. Part #2: Create a labeled diagram Mastery Objective: The student will demonstrate their understanding of the parts of the water cycle by creating a labeled diagram. I will show I understand the water cycle by creating and labeling a diagram.

15. “Language Objectives are lesson objectives that specifically outline the type of language that students will need to learn and use in order to accomplish the goals of the lesson.” Echevarria & Short 2010 What are Language Objectives and why do students need them?

16. A Great Lesson Fits Together We set a Mastery Objective to identify the purpose of our lesson/learning. We plan engaging activities to guide students in their learning toward our Mastery Objective. Now, how do we know they are getting it?

17. Why is CHECKING important? According to Mike Schmoker in Results Now, “For the majority of lessons, no evidence exists by which a teacher could gauge or report on how well students are learning essential standards.” Checking for Understanding gives teachers the evidence to monitor their students’ learning and make adjustments to their teaching.

18. Key Ideas about “Checking” strategies They are planned to identify misconceptions They monitor students’ learning in order to modify and/or adjust the lesson as needed They are scattered throughout the lesson, (occurring approximately every 15 minutes)

19. Characteristics of Checks for Understanding according to the Walk-Through template Occurs every 10 – 15 minutes Actively engages every student Activity is relative to mastery objective Teacher gives immediate feedback

20. Checks for Understanding forces you to take what you’ve heard and make it your own understanding.

21. To get the list of Checks for Understanding, Go to the O Drive (Shared Drive) and look for a PDF that says “Checking for Understanding. “ This has many Checks and links for materials.

23. Walk Through Data Review Dodge City Middle School

24. Walk Through Data Review DCMS - ELA

25. Walk Through Data Review Dodge City Middle School

26. Walk Through Data Review DCMS - ELA

27. Walk Through Data Review Dodge City Middle School

28. Walk Through Data Review DCMS - ELA

29. Goal Setting Using the data, set one or two goals for your PLC group. Be sure your goals are S – specific M – measurable A – attainable R - relevant T – time-bound

30. Five KTT Writing Mastery Objectives Planning CFUs Walk Through Data 2014-15 Professional Development Plan Vocabulary and Language Development Strategies