Strategy Inventory

1. Strategy Inventory From Understanding and Supporting Instruction for all

2. Line UP! • In the back of the room, line up according to your familiarity with your school’s instructional framework: • Brand new to framework on the left • Could be a framework specialist on the right

3. Fold UP! • Fold the line in the middle and find a conversation partner from the other side of the line.

4. Let’s Share Out! • Number off in your teams 1-6 so that each person has a unique number. • When it’s your team’s turn to share out, I will call a number and that person will be the one who shares the team’s contribution.

5. Activating/Engaging • Please take a sticky note and write down an element of the learning targets that you’re particularly interested in for today. • Write down any question(s) that you have about our purpose for this series. • Share your ideas with an elbow partner

6. Preparing to work together:High Expectations T-Chart • What does it look like • What does it sound like

7. Wallpapering (ELLs) • On blank paper, do a quick write about the most effective instruction for English Learners that you’ve seen. What were the elements that made it so great? (2 minutes) • When you’re solid in your thinking, write your main idea on the chart paper. Be sure to read what others have written and build from their ideas.

8. Talking Legos • Each person from your team takes one color of legos from the bag. • Take turns talking about the prompt below. Every time you talk, you put a lego in the center. When you’re out of legos, you’re done talking. Prompt: Reading the wallpaper about effective instruction for English Learners and Special Education Students what do you notice is the same? What’s different? Why?

9. Accessing Your Background Knowledge Using the chart paper on your table: • Individually write in your section everything that you know about Sheltered Instruction and Universal Design for Learning(2 minutes) • Share your knowledge with your group and record the shared knowledge of the group in the area in the middle of the paper (5 minutes) 2’s ideas 3’s ideas Group’s ideas 1’s ideas 4’s ideas 6’s ideas 5’s ideas

10. Accessing Prior Knowledge Thought Jot Review • Write down 10 words that connect with your district’s chosen instructional framework. • Choose your 3 favorites and write them on sticky notes (one per sticky) • Share your 3 with your group and categorize all of the sticky notes. • What are the themes that have emerged?

11. Universal Design for Learning- Explore on your own or with a partner On your computer, take 15 minutes to tour the UDL website at: http://www.udlcenter.org/aboutudl/take_a_tour_udl Be prepared to teach your teammates (assign one question to each pair of partners) about : What is UDL (definition, structure, etc.) ? What is the research and background of UDL? What are the principles and guidelines that are necessary for all students to be successful learners?

12. Cooperative Teaching and Learning- Universal Design for Learning • Teach your team mates about your learning and take notes from their learning, using your graphic organizer.

13. Box and T Similarities between Instructional Framework and UDL: Research based, UDL: Instructional Framework: Developed for students Developed for all students with a variety of learning needs

14. Second Language Acquisition- Artifact Box Activity 1.Explore the documents in your “Artifact Box” 2. Assign one person each to read: Handout 1 and Handout 2 3. Assign 2 people each to read: Handout 6 and Handout 7 4. Once everyone has read their handout, take turns teaching each other, in numerical order 5. Collectively, complete handouts 3 and 5- try to come to consensus on answers

15. Context • Let’s enter a classroom and talk to a teacher about her practice in order to contextualize the next piece of our learning: https://www.teachingchannel.org/videos/guided-groups-formative-assessment

16. Developing the Tool for Understanding Effective Instruction- Criterion 1 • What is your instructional framework saying in this indicator about effective teaching? (left hand column) • How does this connect with SIOP’s framework for sheltered instruction? (next column) • How does it connect with the Universal Design for Learning Framework? (third column) • If a teacher isn’t showing evidence of instruction that’s appropriate for diverse learners, what can you offer that teacher for support?

17. Reflection- Effective Instruction for Diverse Learners

18. Imagine • Think about what you’d like to learn and be able to do as a result of the 5 days spent here. • Write down your vision for what impact your learning can have on your teachers and students.

19. Activating and EngagingSoul Mates • Find someone with different style shoes from yours. • Decide who will be partner A and who will be B. • When prompted, share a key learning from your reflection and imagining.

20. “…strategies, resources, and practices…” Individually, for the next 2 minutes, write responses to the prompt below on sticky notes (one idea per note): What have we done here today that could be helpful for diverse learners? What did we see in the video?

21. “…strategies, resources, and practices…” • Take turns sharing sticky notes with your team (one person, one sticky note at a time). • Organize the notes in whatever way makes sense to your team • Be ready to share your ideas with the group

22. Welcome Back • Find someone you didn’t get to talk to yesterday (some enchanted evening) who’s not at your table • Share something that you do to relax and recharge. • If you have a picture on your phone, share it.

23. Let’s Review • With your partner, take turns explaining the purpose and content of the following slides. • If your partner gets stuck, help them out.

24. Walk the Walls and Tables • Take a few minutes to look at the posters that we now have in the room and at your tables. Review your notes, and materials. • Write down key words, phrases or ideas that are meaningful to you in your understanding of instruction for diverse learners (sheltered instruction and universal design for learning).

25. Word Wall • Designate someone to bring your group’s stickies to put up on the Word Wall • You can keep the stickies in categories

26. Shapes Reflection In triads, discuss: • What squares ( )with you about that model? • What changes (Δ) would we need to make for it to apply to your framework? • What’s still rolling ( ) around in your head?

27. Noticings and Wonderings • What conversation would you have with Ms. Hernandez as a follow-up from your observation to collect more data? • Try it out with a partner.

28. Choice!!! • As an individual, choose which of the four (4) options you’d like to engage in for the next 20 minutes, then make a second choice: • Crosswalking Criterion 2 with UDL and SIOP • Searching for strategies for diverse learners that support Criterion 2 indicators/components • Looking at systems for ongoing, job-embedded professional learning.

29. Before we get started:Walk the Walls and Reflect • Take a few minutes by yourself to look at the posters that around the room.. • Using your yellow reflection sheet, write down: • Connections • What you think you know now • What you want to explore • What questions you still have

30. Color Mates • Find two (2) people wearing the same (or similar) color to you. • Share something from your yellow reflection sheet that you’re excited about.

31. Break it up! • Cut the line in the middle and slide down the line to find a conversation partner from the other side of the line. • How did what you hear square with your understanding of Special Education?

32. How does our word cloud relate to positive interdependence?

33. You’re the teacher now! • In your team, take turns teaching one thing that you noted on your tool that connected with Criterion 2 during our last training. • Move from left to right on the tool until everyone has had a chance to teach the group about each of the connections, strategies and practices that they found. • Take notes in your tool, based on what you’re learning.

34. Musical Walkabout • When the music stops, find a partner who is close to you and talk with them about: When might you be able to authentically use the tool that you’re creating to support teachers?

35. Applying our Knowledge • Decide which group mates will attend to which aspects of the note-taking tool: SIOP UDL Instructional Framework • Principals may want to practice scripting to capture all that is happening for group. • Watch the video clip from Ms. Hernandez and take notes

36. Discussion Cards • Take out your yellow “Share your Thinking” card, the red “Cite Evidence” card and purple “Build on an Idea Card” • Discuss what you noticed in the video that directly relates to SIOP, UDL and your instructional framework. • Assign a note taker to capture the connections to UDL, SIOP and the framework.

37. Invitational Stems Need to be : plural Forms , exploratory language, open-ended and use positive presuppositions • Think • Write • Pair (with someone you haven’t talked to today from another team)- bring paper and something to write with • Share

38. Invitational Inquiry • Positive presupposition- Expressing belief in capacity • Find a partner whose hair color is different from yours. • Think about a conversation that you need to have with a student, spouse, child, friend, etc. • Take turns explaining the situation and finding a positive presupposition to begin your inquiry. (be ready to share with the whole group) • Example- How can you possibly get all of your homework done when you’re always our with friends: vs. Given the careful attention that your paying to your assignments, what might be some ways that you’re balancing your social time and study time?

39. Let’s practiceListen first- attend fully • Talk with your partner about something that you want to improve in this year in your professional life. • Partner, try to paraphrase to shift the level of abstraction up or down, depending on the need. • I will model this first with my partner

40. Please thank your partners and mosey (walk slowly) back to your seat. You have 5 mintutes to get what you need before we get started.

41. Card Sort for Criterion 3 In your team, using positive interdependence: • Create categories from your framework cards (biggest and on paper) • Sort out the SIOP and UDL components into each category- not all of these cards must be used • Keep your cards where they are.

42. Strategy Bingo • Choose 8 UDL or SIOP components that you’d like to learn more about and write them on your card • Take 15 minutes to find people to help you learn about how to enact them in a classroom (strategies/practices) • Take 15 minutes to complete your card using text and online resources to learn how to enact them in a classroom (strategies/practices)

43. Before we get started:Look Through your Materials and Reflect • Take a few minutes by yourself to look at your materials (books, papers, digital notes, tools, etc.) from the previous days of learning together. • Using your salmon (pinkish orange) reflection sheet and write down: • Connections • What you understand now • What you want to explore • What questions you still have

44. Make your Appointments • Find a partner from another team for each of your four (4) appointments . Write down the name of the person for each time. • 12:00___________ • 3:00____________ • 6:00____________ • 9:00____________

45. Candy Re-Grouping • Find the table with the candy wrapper that matches what you chose this morning.

46. Bridging to Fundamentals • 3 main ideas- pg. 5 • Use your Expert Text to explore your section. • Use your Mind Map for taking notes.

47. Process Grid • Read “In Practice”, pp. 7-10 and annotate. • Put a star next to the bullet in each section that is the most important for you. • As a team, complete the digital copy of your process grid (one person can be the recorder). Be sure to include all of the starred items from your team members

48. Random Response

49. Writing Practice with Support • Explain how the fundamentals of learning were exhibited in the instruction we just saw. • Describe how the instruction we just saw is inconsistent with the fundamentals of learning. • Use the “Ways we express our thinking” guide to help you write a paragraph for each prompt (the orange section may be the most helpful)