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Welcome Back. Characteristics of PLCs Specific Tools: Norms of Collaboration Data Tools Class. Obs. Instrument Assessment Model and Probes. More time to process Specifics, logistics How to get started and implement More science specifics Online PLCs/dispersed

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Welcome Back

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  1. Welcome Back

  2. Characteristics of PLCs Specific Tools: Norms of Collaboration Data Tools Class. Obs. Instrument Assessment Model and Probes More time to process Specifics, logistics How to get started and implement More science specifics Online PLCs/dispersed Less side conversations Honor time PD credit PPTs and websites Gots and Needs

  3. The Teaching Learning Collaborative (TLC): A PLC Strategy 1

  4. PLC Tools and Processes Analyzing and Interpreting Data Logistics: Who, when, where Topic for discussion Collaborative Work Interventions Curriculum Ways of talking Norms of collaboration Student data: Classroom, local, state Instruction Team inventories Teacher data: degrees, years teaching, pd experiences Assessment School data: demographics, programs Community data: Demographics, support, volunteers

  5. Provide an awareness of the Teaching and Learning Collaborative as a PLC “intervention” Recognize the connections between the process and the 6 characteristics of a PLC Experience “snippets” of the TLC strategies Apply your learning to your context Session Goals

  6. Describe your beliefs about teaching and learning. What is the teacher doing? What is the student doing? Quickwrite: Shared norms and values

  7. The Teaching and Learning Collaborative Protocol ..has the potential for changing the culture of how teachers work together to improve student learning.

  8. Shared values and vision Collaborative Share practice Engage in reflective dialogue Quality of student work Results oriented The TLC is a PLC

  9. Redesign for student learning Co Plan for Student Learning Analyze Student Work Another TLC experience Own classroom Own classroom Co-teach Co-teach Teaching Learning Collaborative Overview

  10. Sample TLC Agenda

  11. Day 1: Planning

  12. Day 2: Teaching • Each teacher takes a part of the lesson. • Lesson is taught twice with a debrief after each lesson.

  13. Student Centered • Changes are made based on evidence from student work

  14. The TLC in Action: Video Clips

  15. What did you notice about the classroom interaction? What did you notice about the teacher’s questioning? Is there a point where student understanding was evident? Based on teacher comment, how effective were the changes they made to the lesson design? What evidence did they use? TLC video: Second Debrief

  16. Conceptual Flow Content Teacher Student Student work that maximizes student thinking/understanding Questioning Strategies Learning Sequence (5Es) Spheres of Influence

  17. Your turn Reconstruct the Experience

  18. What do we want students to know? Conceptual flow 5 E Learning Sequence

  19. Conceptual Teaching and Learning

  20. What should a 4th grade student know about complete circuits? Write a paragraph that describes the concepts that students should know Place each idea on an appropriate size post-it Developing a conceptual flow

  21.  Electricity flows in a complete circuit. Electricity in circuits can produce light, heat, sound, and magnetic effects.  A complete circuit allows the flow of electricity when its components, e.g., battery, bulb, and wires are connected to form a complete path. Complete circuits can be series or parallel. A switch is a device that opens or closes a complete circuit. Materials that do not allow the flow of electricity are called insulators. Materials that allow the flow of electricity are called conductors. Page 42

  22. Read page 45 With a partner discuss how this design resonates with the characteristics of PLC Read the vignette, page 39-40 (student work: what do they know; not know) At your table discuss how you would re- design the learning sequence Learning Sequence Design

  23. Strategic questions to probe student thinking Additional explore to scaffold and re-inforce the concept of a complete circuit in words and drawings A new explain prompt (to evaluate effectiveness of the redesign) Re-design for student learning:What do we do when students experience difficulty?

  24. Read Fig 3.5 on page 48 With a partner, discuss the types of questions and the flow of T-S interaction What do you notice? Follow-on Questions

  25. ESR: the bulb will not light because the filiament is broken or missing and that is is a part of a complete circuit. Sort the work: H M L What are the characteristics of each pile? Compare your ideas with the responses on Page 51 How will we know when they know it?Looking at student work

  26. Although it takes a while to prepare for the conceptual lesson, it is well worth it. The evidence is shown in the student work. If you were to develop several lessons on this one big idea the growth would be unbelievable. I really enjoyed the collaborative effort. Teacher Voices

  27. Reflections • Which parts of the model were meaningful to you? • What structures exist in your context would support a TLC-like process? What structures inhibit the use of the model? • To what extent does your school culture provide avenues to support a TLC-like process? • What cultural features need to be addressed for this type of collaborative work?

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