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Resistance and Lesson Planning

Learn strategies to define and address resistance that hinders the implementation of the Instructional Design of the CMSP. Gain insights on effective teacher learning communities for sustaining formative assessment.

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Resistance and Lesson Planning

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  1. Resistance and Lesson Planning APRIL 2012 MTL MEETING LAURA MALY BERNARD RAHMING CYNTHIA CUELLAR RODRIGUEZ

  2. Learning IntentionSuccess Criteria • Learning Intention • We are learning to deepen our understanding of how to define and overcome resistance. • Success Criteria • We will know we are successful when we develop strategies to address resistance that hinder the implementation of the Instructional Design of the CMSP.

  3. Overcoming Resistance(Ann Kilcher and Lawrence Ryan, Padaia Group, 1996)

  4. Looking at the wrong knowledge • The most powerful teacher knowledge is not explicit: • That’s why telling teachers what to do doesn’t work. • What we know is more than we can say. • And that is why most professional development has been relatively ineffective. • Improving practice involves changing habits, not adding knowledge: • That’s why it’s hard: • And the hardest bit is not getting new ideas into people’s heads. • It’s getting the old ones out. • That’s why it takes time. • But it doesn’t happen naturally: • If it did, the most experienced teachers would be the most productive, and that’s not true (Hanushek & Rivkin, 2006). “Sustaining Formative Assessment Through Teacher Learning Communities,” Dylan Wiliams, Wisconsin Formative Assessment Conference March 7, 2012

  5. Transfer to Classroom Practice Percent of Participants Attaining Transfer Theory/Information Only 5% Demonstration 10% Practice 20% Peer Coaching 90% Joyce & Showers, 2001

  6. Lesson Planning • Prepare an upcoming lesson that you will model, share and debrief with a teacher • Primary focus of your planning should be according to your assigned group • Group A: Launch • Group B: Explore • Group C: Summary • Group D: Apply • Group presentation • Where in the unit would this lesson fit? • Share things you may have previous done to prepare for this lesson • Share Learning Intention and Success Criteria

  7. Lesson Planning • Materials Needed • Pacing Guide • Curriculum Guide • Textbook • Instructional Design template • Primary focus of your planning should be according to your assigned group • Group A: Launch • Group B: Explore • Group C: Summary • Group D: Apply • Group presentation • What grade level is the lesson for? • Where in the unit would this lesson fit? • Share things you may have previous done to prepare for this lesson • Share Learning Intention and Success Criteria

  8. Group Presentations • What grade level is the lesson for? • Where in the unit would this lesson fit? • Share things you may have previous done to prepare for this lesson • Share Learning Intention and Success Criteria

  9. Debriefing of a Mathematics Lesson • Review the debriefing handout • With the teacher you will model this lesson with in mind, highlight areas/discussion questions you might want to use in the debriefing of the lesson

  10. Learning IntentionSuccess Criteria • Learning Intention • We are learning to develop an understanding of how to define and overcome resistance. • Success Criteria • We will know we are successful when we develop strategies to address resistance that hinder the implementation of the Instructional Design of the CMSP.

  11. Reflection Question • As you work with teachers in your schools, what component(s) of the Instructional Design have you seen successfully implemented? • What component(s) of the Instructional Design is/are still challenging for you? Teachers?

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