Polish your stars Utilizing effective, efficient communication to develop professional practice

1. Polish your starsUtilizing effective, efficient communication to develop professional practice Induction Professional Development September 27, 2012 Facilitated by Lisa Wolf, Julie Shaw, and Amber Martello

2. WELCOME STAR POLISHERS!

3. POLISH YOUR COMMUNICATION!

4. What do we communicate to others?

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

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

16. POLISH YOUR INSTRUCTION!

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

18. Communicating Through Design— Planning Instruction 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

19. 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?

20. Inquiry Explicit

21. Learners and Needs for Exposure (K. Stanovich , 1998)

22. Explicit vs. Implicit Instruction • Explicit- direct, systematic instruction • Implicit- instruction that relies heavily on questioning and exploration as opposed to a systematic design

23. Vocabulary Example: malapropism

24. Vocabulary Example: malapropism

25. Vocabulary Example: malapropism: the habit of misusing words, especially those that sound alike Let’s precede with this plan.

26. The Components of the Explicit Instruction Routine • 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

27. Clearly Communicate: • Purpose • Objective • Connection to Previous Learning

28. Today we are going to learn…The reason we are going to learn this is…

29. At the end of this lesson you will be able to…Yesterday you…

30. Explicitly: • Teach the New Skill • Model the New Skill I Do

31. My turn. Watch me and listen as I…

32. Effectively: • Guide students in practicing the new skill all together We Do

33. Our turn. Let’s try this together.

34. Deliberately: • 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)

35. Your turn. Let’s see you try this on your own.

36. Strategically: • Facilitate reflection • Provide opportunity for independent practice for those who are ready You Do

37. Tell your partner what you learned and practiced today.

38. I want to give you a chance to show that you can do this independently.Please…

39. Essentially… • Teach • Model • Practice • Apply

40. Gradual Release Model Strategic Design By Skill By Week Teach Model Practice Apply Monday Tuesday Wednesday Thursday Friday Knowledge Taxonomy Progression Remembering Understanding Applying Analyzing Evaluating Creating Teacher Role Student Role (A. Martello, 2009)

41. Appropriateness • Explicit • Teaching a Skill • Building Knowledge • Implicit • Exploring • No Correct Answer

42. Choosing the Right Strategy • http://cooperativelearning.nuvvo.com/lesson/9592-seinfeld-teaches-history

43. Use inquiry when… Learning is a process There’s no right answer Expanding into higher level thinking from prior learning Providing opportunities for creativity

44. 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 Student Role: Teacher Role:

45. Gradual Release Model Strategic Design By Skill By Week Teach Model Practice Apply Monday Tuesday Wednesday Thursday Friday Inquiry Knowledge Taxonomy Progression Remembering Understanding Applying Analyzing Evaluating Creating Teacher Role Student Role (A. Martello, 2009)

46. Decisions, Decisions… Explicit or Inquiry?

47. How will you Communicate your Instruction? • 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.

48. POLISH YOUR LEARNING ENVIRONMENT!

50. What do these spaces communicate to students, Parents, Colleagues, and administration?