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Effective Instruction:

Effective Instruction:. A Summer Institute on Co-Teaching Day 2. Planning for Powerful Instruction. Co-Planning Instruction Using Assessment. Today’s Agenda. Establish how to dialogue as co-teachers about our analysis to better plan instruction

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Effective Instruction:

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  1. Effective Instruction: A Summer Institute on Co-TeachingDay 2

  2. Planning for Powerful Instruction Co-Planning Instruction Using Assessment

  3. Today’s Agenda • Establish how to dialogue as co-teachers about our analysis to better plan instruction • Outline various methods to collect data and assess student performance • Determine effective ways to analyze data and assessments • Experience various planning tools

  4. Listening to Colleagues’ Thinking • Listen without judging. Recognize you bring your own assumptions to the table. Try to leave them at the door. • Use controversy as an opportunity to explore and understand each others’ perspectives. • Make your own thinking clear to others. • Be patient and persistent. HORACE, November 1996, p.2, Coalition of Essential Schools

  5. Ground Rules for Dialogue • Describe the behavior, not person • Use observations, avoid inferring • Seek to understand, not to judge • Consider other perspectives, rather than one way • Restate what was said, not an interpretation • Validate ideas, rather than oppose

  6. Co-Planning Instruction

  7. Planning Realities 1 • Teachers work alone and struggle in their efforts to “cover the curriculum” even though “covering” and “teaching” are not the same.

  8. Planning Realities 2 • Rarely does the “self-talk” of planning center on the difficult task of reaching those who are struggling to learn. • “What could make this difficult for my students to learn?” • “Did all the students understand the content in yesterday’s lesson so that we are ready to move on?”

  9. Planning Realities 3 • Planning is typically focused on group learning. Then individual accommodations are frequently in conflict with the goals of the group.

  10. Planning Realities 4 • Planning for diversity requires quality time. Most of the time given to teachers is not quality planning time.

  11. Planning Realities 5 • Planning for diversity is rarely recorded in “planning books.”

  12. Implications • The goals of planning should shift from focusing on covering the curriculum to focusing on student learning the curriculum. • Adaptation for students with disabilities should be considered as part of the broader challenge of responding to the academic diversity within a class.

  13. Planning Particulars • Objective of the lesson • Instructional arrangements and activities • Opportunities to apply learning • Academic/behavioral modifications and/or accommodations • Monitor, (assess) and provide feedback • Document student progress on meeting the objective and then instructional changes to be made if needed for each student

  14. Connecticut’s Common Core of Teaching Planning • Teachers plan instruction based upon knowledge of subject matter, students, the curriculum and the community. • Teachers select and/or create learning tasks that make subject matter meaningful to students.

  15. A Piece of the PIE    Planning, teaching, assessing and adapting are interconnected parts of a whole educational process.

  16. Planning • Demonstrate knowledge of content, pedagogy, students, and resources • Create an instructional design that sequences learning activities, materials and strategies • Use continuous feedback to make the content of the general education curriculum accessible to all students • Planning means goal setting and identifying the specific learning to occur.

  17. Planning • Take into consideration student needs, skill level and prior knowledge • Allow for modifications and accommodations • Differentiate instructional methods and materials. (Content, Process and Product) (Respectful Tasks) • Consult and collaborate with others

  18. Accommodation A change made to the teaching or testing procedures in order to provide a student with access to information and to create an EQUAL OPPORTUNITY to demonstrate knowledge and skills (HOW) Modification A change in what the student is expected to learn and/or demonstrate (WHAT) While a student may be working on modified course content, the subject area/context remains the same as for the rest of the class. Accommodations vs. Modifications V. Nolet & M. J. McLaughlin (2000) Accessing the general curriculum: Including students with disabilities in standards-based reform.

  19. Accommodation Accommodations do not change the instructional level, content, or performance criteria for meeting standards; they do not alter the big idea or major learning outcomes expected of the instruction. Modification Modifications may alter the subject matter or the expected performance of the student. Accommodations vs. Modifications V. Nolet & M. J. McLaughlin (2000) Accessing the general curriculum: Including students with disabilities in standards-based reform.

  20. Three Types of Accommodations • Alternative Acquisition Modes to augment, bypass, or compensate for a motor, sensory, or information processing deficit. • Content Enhancements to assist with identification, organization, comprehension, and memory of information. • Alternative Response Modes in order to reduce barriers created by sensory or motor deficits or language differences. V. Nolet & M. J. McLaughlin (2000) Accessing the general curriculum: Including students with disabilities in standards-based reform.

  21. Two Types of Modifications • Change in the amount of key concepts or performance expectations to be learned within the grade level standard (e.g., learn characteristics of one planet in depth vs. characteristics of all nine planets) • Change of the grade level standard to match the student’s instructional level (e.g., recognition of wholes and parts vs. equivalent fractions) V. Nolet & M. J. McLaughlin (2000) Accessing the general curriculum: Including students with disabilities in standards-based reform.

  22. What do we want the student to do? • Using the desired goals, level of expectation/standard in the general curriculum, and student’s current level of performance, determine what can be achieved within the context of the general curriculum. • AS IS? • With accommodations? or • With modifications?

  23. Using Assessment to Co-Plan Instruction

  24. What is the Purpose for Assessment? • To determine if there is a gap between expectations and current performance • To establish the current level of functioning for a student (baseline) • To monitor student growth (outcomes)

  25. What is the Purpose for Assessment? • To drive instruction • What do we teach?

  26. Collecting Data Ways to Assess

  27. Turn To Your Co-Teacher… • What are five ways you collect data on student academic and behavioral performance? 1. 2. 3. 4. 5.

  28. Tests Commercial Standardized Focus on quantitative data Assessment Process Multi-purposeful Information gathering Testing vs. Assessment

  29. Testing vs. Assessment Assessment Tests

  30. Quantitative data (Numbers) Instructional level Frequency Duration Overall student progress Qualitative data (Words) Environmental or instructional conditions Intensity Error analysis Function of behavior The Numbers and Words About Assessment

  31. Word Identification Independent level 98%-100% Instructional level 93%-97% Frustration level 92% or less Reading Comprehension Independent level 100% Instructional level 75%-100% Frustration level 74% or less Instructional Levels for Reading

  32. Drill/Facts Independent level 85%-100% Instructional level 70%-85% Frustration level 69% or less Application Independent level 96%-100% Instructional level 85%-95% Frustration level 84% or less Instructional Levels for Math

  33. Pre-assessment: A Definition • Pre-assessment is an instructional strategy teachers use to uncover what students know about a curriculum unit before they begin formal instruction.

  34. Pre-assessment: Diagnostic Tools • Teacher Observations • Learner Profiles • K-N-W Charts • Journals • Parent Letters • Lists, Surveys • Products • Performances • Conferences • Concept Maps

  35. Pre-assessment Tool: A Modified K-W-L K N W What the student alreadyKNOWS What the student NEEDSto know What the student WANTSto know • Self-rating of • current • proficiency with • unit objectives - Prior Experiences - Knowledge - Skills - Accomplishments - Attitudes • - Interests • - Questions • Ideas for • exploration or • investigation

  36. Pre-assessment Tool: Journals • Ask students to describe processes/ examples or provide reflections related to a curriculum objective • Give the teacher an opportunity for a one-to-one interchange with the student Tell me what you know about fractions What is the purpose of a hero in a story?

  37. Pre-assessment Tool: Parent Letter • Informs parents about unit skills, concepts, and types of unit activities; • Enlists parents’ help with resources, artifacts, community connections, etc. • Asks for parents’ insights into their child’s interests, strengths, and experiences; • Informs parents that you will be giving homework assignments intended to be worked on together.

  38. Pre-assessment Tool: Lists and Surveys • “Tell me all the words that come to mind when I say “oceanography’; • List the attributes of French Impressionistic paintings; • Name several types of land masses; • Give examples of foods that contain high fats and sugars.

  39. Pre-assessment Tool: Products • Create a bar graph using data from the sports section of the newspaper; • Make a landscape drawing with a horizon; • Show me your latest science lab report.

  40. Pre-assessment Tool: Performances or Conferences • Explain how you found this answer; • Import a graphic for the newspaper; • Create a mobius strip; • Use a graphing calculator to determine an equation; • Develop a roll of black and white film; • Read to me.

  41. Pre-assessment Tool: Graphic Organizers • Are useful thinking tools that allow students to organize information and allow them to see their thinking; • Give visual representations of facts/concepts; • Show relationship between and among new facts and previous information.

  42. Pre-assessment Tool: Concept Map • Used when teaching concepts and principles; • Graphic representation of students’ understandings; • Uses a word bank, web, and links

  43. day seen in is a is in sun space Star has see at heat makes a night makes constellation hot gas Pre-assessment Tool: Concept Map Word Bank Sun Hot gas Space Heat Night Constellation Day Star

  44. Pre-assessment: When? • At the beginning of the year? • At the end of the year? • At the beginning of each semester? • At the beginning of a unit? • At the beginning of a lesson?

  45. Basic Information To Remember When Observing

  46. Tips for Observer Use/carry recording materials a few times before observation Occasionally float around Look at a few different students Be consistent in observation methods, time frames, and the focus behavior Tips for Co-teachers Avoid always having the same person observe Plan together what will be observed, when, and why Be clear on the focus behavior Examine the data together One Teach/One Observe

  47. Observational Based Assessment • Clearly define the behavior to observe • Observable (can be seen) • Measurable (can be counted) • Specific (clear terms, not vague, no room for a judgement call) • Observe at least 3 times • Different/same settings • Different/same times • Different/same activities

  48. Tally/Frequency • A tick mark is made each time the behavior occurs

  49. Tally/Frequency Behavior Occurrence Count: 8 within a 60 minute observation.

  50. Other Ideas for Tallying • Masking Tape • Pennies (in pocket)/Paperclips • Golf Counter • Post-It Notes • Mailing Labels • Index Card

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