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Page 1 of 29 © Copyright 2015 Delta Research and Educational Foundation. All rights reserved.
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Delta Teacher Efficacy Campaign
Teacher Efficacy Academy Syllabus
Course Description
The Delta Teacher Efficacy Campaign (DTEC) will support teachers who will enhance the
educational opportunities for underserved students. The framework of the Delta Research
Educational Foundation (DREF) is supported by Delta Sigma Theta Sorority, Inc. (DST)
and the Bill & Melinda Gates Foundation and consists of a three pronged approach: (1)
training for teachers, (2) conducting advocacy sessions for communities, and (3) publishing
scholarly research on teacher efficacy and student achievement.
This course will address the training prong of the collaborative project and seeks to
increase the number of teachers receiving enhanced efficacy training.
Course Overview (Modules) Module Dates Page
Week 1 - Foundations March 23 – 29, 2015 5
Week 2 – Teacher Efficacy March 30 – April 5, 2015 7
Week 3 – Whole Child Approach April 6 - April 12, 2015 10
Week 4 – Cultural & Instructional Differentiation April 13 – 19, 2015 13
Week 5 - 21st Century April 20 – 26, 2015 16
Week 6 – Reading Foundations April 27 – May 3, 2015 19
Week 7 – Math Foundations May 4 – May 10, 2015 21
Week 8 – Literacy Across the Curriculum May 11 – May 17, 2015 24
Week 9 – Posting of Culminating Projects May 18 - May 24, 2015 27
Complete Post Self-Assessment May 25 - May 31, 2015 28
Complete Post Application Self-Assessment October 18 – October 30, 2015 28
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Course Schedule: March 23, 2015 through May 24, 2015
1. Virtual Assignments:
● Each module starts on Monday.
● Individual posting of discussion questions should be posted by
Wednesday at midnight.
● Responses to 2 cohort discussion questions should be posted by Friday
at midnight.
● Journal entries should be posted by Sunday at midnight.
2. Face to Face meetings:
● Two dates per region TBD for collaboration with region cohort.
● More details forthcoming from your facilitator.
3. Culminating Performance Task described below.
Key Descriptors
These words and phrases will be seen and used with regularity during the course of
learning within this module. It is suggested that you use these key descriptors in your
Discussion Questions, Journal Entries, or Final Reflective Analysis as you internalize
their meaning.
Essential Questions
Use the given examples of Essential Questions to guide your thinking when you create
your own discussion questions for your cohort members to respond to. Answering these
questions is not a part of your assignment, they are metacognitive path markers for
thinking about the application of these ideas.
Course Objectives
In each module, objectives will further define expectations for demonstrating your
learning in a specific and measurable way in relation to Discussion Questions, Journal
Entries, and your Culminating Project.
Resources
The resources section will include links to videos, websites, or articles from a bank of
vetted resources. This section will specify a particular resource or resources that will be
used for Discussion Questions and Journal Entries. Participants should read, view, or
explore the resources that appear in this element of each module.
If further learning is desired or more exploration is needed, additional vetted resources will
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be available in an Edmodo library (delineated by module name) to support additional
learning around the ideas in this module and to support the Culminating Project.
CLICK HERE FOR EDMODO LINK: www.edmodo.com
CLICK HERE FOR EDMODO APP: https://www.edmodo.com/mobile
The group access code will be shared by your facilitator.
● All materials are accessed via the CaseNEX website using the PIN provided and the
user name/password you create.
● All readings listed can be found in the Edmodo library.
● If you do not have the most recent versions of the following software, please
download each from the given sites.
○ Windows Media Player (PC)
○ RealPlayer (PC)
○ Adobe Reader (All Platforms)
○ QuickTime (Mac)
Discussion Questions Assignment
Each of the modules includes discussion questions related to the exploration of resources.
The initial discussion question will be created by the participant after reading, viewing, or
exploring the resource(s) assigned. This initial question should be posted by Wednesday
night at midnight so that other members of the cohort can respond. After module 2, specific
questions are embedded.
Part two of the discussion questions will be responding to at least two other cohort
member’s questions, keeping in mind the key descriptors, the course objectives, and the
explored resource(s). These responses should be posted by Friday night at midnight.
Journal Entry Assignment
In each module, there is an opportunity to reflect on the learning from the resources shared
and the discussions within the cohort. While there are guiding questions to help support the
construction of your reflective response, there is not a need to answer those questions
specifically. This is an opportunity to think about the application of the new learning in
terms of your current practice and the stakeholders with whom you work.
Journal entries should be posted by Sunday night at midnight.
Course Fundamentals and Culminating Performance Task
1. Fundamentals:
● This course is designed to enhance teacher efficacy both internally and,
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through discussion and reflection, externally with a collaborative cohort of
participants.
● The discussions and reflections are meant to help participants understand
elements of teacher efficacy.
● These elements will then be applied to the upgrading of a lesson or arc of
lesson plans.
2. Culminating Performance Task:
● Participants will apply their knowledge of the elements of teacher efficacy
to a lesson plan or arc of related lesson plans.
● Participants will document in their lesson plans evidence of the learning
from the teacher efficacy modules.
● Participants will write a final reflective analysis that details the inclusion of
their chosen efficacy elements and the transfer of the learning to the
classroom actions.
● Both the lesson plan and the reflection will be uploaded to the CaseNEX
system as a Workbook Entry.
3. In order to upload to the CaseNEX system, participants will need to name the
files with the following parameters:
● For the lesson plan: Region_LessonPlan_LastName_FirstInitial
● Example: Southwest_LessonPlan_Smith_T
● For the reflection: Region_Reflection_LastName_FirstInitial
● Example: Southwest_Reflection_Smith_T
***Note that there is no uniform lesson plan format. Use what you already use within your
learning community. ***
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MODULE 1: FOUNDATIONS
Schedule
March 23 - March 29, 2015
Module Description
Teachers will understand the importance of capturing qualitative data from the perspective
of completing a pre-post self-assessment. Teachers will understand the need to capture
aspects from each module to make applicable connections in regards to efficacy and
content concepts. The comfort level of utilizing vetted resources, housed in Edmodo, for
this course will be enhanced.
Key Descriptors
● Self-Assessment
● Edmodo
● Vetted Resources
Essential Questions
1. In terms of your own personal growth, why is important to deeply understand your
starting point?
Learning Objectives
Upon completion of this course, participants will:
● Understand the importance of a self-assessment.
● Understand the importance of and utilize vetted resources for professional
development in the Professional Learning Community.
Resources
1. Pre Self-Assessment Link – The link will be sent and the pre-assessment is to be
completed before March 29, 2015.
2. Edmodo Link -
www.edmodo.com
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Discussion Questions Assignment
● Answer the following question:
○ Share your reaction to the pre self-assessment and use of Edmodo for this
course.
● Post your response by Wednesday, March 25th, at midnight. ● Respond to at least 2 questions posted by your cohort members by Friday, March
27nd, at midnight.
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MODULE 2: TEACHER EFFICACY
Schedule
March 30 - April 5, 2015
Module Description
Teachers will understand what efficacy is, what it looks like from different perspectives, and
how it is measured. Teachers will self-reflect on their well-beings and how it affects the
flow of their classroom, effectiveness and productivity. Teachers will provide insight and
suggestions about these components from their perspectives via discussions, journals, and
an assignment.
Key Descriptors
● Teacher Efficacy
● Teacher Wellness: Mind, Body & Spirit and its effect on students
● Effectiveness factors
● Observation Protocol
● Observation Feedback
● Pedagogy and its effect on efficacy
● District and local leadership’s effect on efficacy
● Servant Leadership
● Cooperative Management
● Sustained School Reform
● Urban Schools/Teacher
Essential Questions
1. How does a teacher’s sense of efficacy affect student his or her teaching?
2. Through its impact on teaching can teacher Efficacy affect achievement?
Learning Objectives
During the implementation of this module, participants will:
● Explore perspectives around teacher efficacy and how efficacy can be measured.
● Reflect on their own efficacy and how it impacts their classroom, their effectiveness,
and their productivity.
● Participate in discussions around efficacy with their regional cohort.
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Resources
Videos: https://www.youtube.com/watch?v=Mgouex0WSJw https://www.youtube.com/watch?v=YJM6WUNDnhA
Articles:
Nancy Protheroe article: http://www.naesp.org/resources/1/Principal/2008/M-Jp42.pdf https://soltreemrls3.s3-us-west-2.amazonaws.com/solution-
tree.com/media/pdf/study_guides/StudyGuide_CBTL.pdf
http://www.allthingsplc.info/files/uploads/DuFourWhatIsAProfessionalLearningCommunity.pdf
Discussion Questions Assignment
Open the discussion board to allow participants to post and respond to two questions related
to the article Teacher Efficacy: What Is It and Does It Matter? By Nancy Protheroe.
● Create a discussion question from your understanding and perspective of this article
and post by Wednesday, April 1st at midnight.
● Respond to at least 2 questions posted by your cohort members by Friday, April 3rd,
at midnight.
Journal Entry Assignment
Consider these two questions to construct your journal entry.
1. How has this module on Teacher efficacy helped you to envision yourself as an
effective teacher?
Write a response by Sunday, April 5th, at midnight using any of the following thinking
routine prompts or guiding questions: ● I used to think… But now, I think…*
● What new ideas do I have about the topic that I didn't have before? *
● What do I notice? What do I think about that? What does it make me wonder? *
● How do I see this impacting my professional practice?
● What are immediate actions I can take into my classroom based on this new
learning?
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● How will what I have learned affect student achievement?
● How do I leverage this learning to lead change? (My Professional Learning
Community, e.g. team, school, district, state.)
*Thinking Routines from Harvard’s Project Zero Visible Thinking Website: http://www.visiblethinkingpz.org/
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MODULE 3: WHOLE CHILD APPROACH
Schedule
April 6 - April 12, 2015
Module Description
Teachers will understand the concept of teaching the whole child: mind, body & spirit.
Teachers will connect the social-emotional and stereotype threat component to the whole
child approach. They will clearly be able to compare and contrast this approach to most
traditional approaches. They will discuss the need for professional development in this area
and its projected effect on student achievement. Lastly, they will share practical and
innovative ways to infuse such methods into a curriculum and the daily operations of a
class.
Key Descriptors
● Whole Child
● Social- Emotional
● Stereotype Threats
● Biases
● Stigmas
● Positive Energy
● Confidence
● Inspiration
● Home/School Connection
● Motivation
● Relationships/Communication
● Learning Styles/Multiple Intelligences
● Social Stability & Skills
● Emotional Health
● Physical Health
● Child development
● Classroom Management
Essential Questions
How does the awareness of stereotype threats help teachers design personalized learning
experiences for their students using the Whole Child approach?
Learning Objectives
During the implementation of this module, participants will:
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● Explore the components of the whole child approach.
● Compare and contrast the whole child approach to other traditional approaches.
● Discuss the projected effect of the stereotype threats on student achievement.
● Share practical and innovative ways to infuse the whole child approach into teaching
and learning through discussions and as part of their culminating project.
Resources
Stereotype Threat Mini-Lesson:
(Please work through this mini-lesson for information purposes ONLY)
http://timbuktuacadame.org/learn/demo/delta/teacherefficacy_st/story.html
Videos: https://www.youtube.com/watch?v=HC78HQbnmgI
https://www.youtube.com/watch?v=zXy2V1JmJUs
Article:
http://www.ascd.org/ASCD/pdf/siteASCD/publications/wholechild/wscc-a-collaborative-
approach.pdf
http://www.sagepub.com/upm-
data/34869_Kochhar_Bryant__Effective_Collaboration_for_Educating_the_Whole_Child_Ch1.pdf
Discussion Questions Assignment
● Answer the following question:
○ As it relates to classroom environment and teacher student relationship, what
role does teacher efficacy and stereotype threats play in implementing the
whole child approach?
● Post your response by Wednesday, April 8th, at midnight.
● Respond to at least 2 responses posted by your cohort members by Friday, April 10th, at
midnight.
Journal Entry Assignment(s)
What are some aspects of The Whole Child Approach that I could incorporate into my
classroom practice? Please incorporate knowledge attained from the stereotype threat
mini-lesson. Write a response by Sunday, April 12th at midnight using any of the following thinking
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routine prompts or guiding questions:
● I used to think… But now, I think…*
● What new ideas do I have about the topic that I didn't have before? *
● What do I notice? What do I think about that? What does it make me wonder? *
● What do I think about the whole-child approach?
● What concerns do I have about this approach?
● How do I see this impacting my professional practice?
● What are immediate actions I can take into my classroom based on this new
learning?
● How will what I have learned affect student achievement?
● How do I leverage this learning to lead change? (My Professional Learning
Community, e.g. team, school, district, state.) *Thinking Routines from Harvard’s Project Zero Visible Thinking Website: http://www.visiblethinkingpz.org/
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MODULE 4: CULTURAL & INSTRUCTIONAL DIFFERENTIATION
Schedule
April 13- April 19, 2015
Module Description
Teachers will understand cultural differentiation as it relates to cultures, races, gender,
socioeconomic status, learning styles, abilities/disabilities, and identity. They will
understand how to promote social justice in their classrooms and beyond.
Teachers will identify their cultural paradigms and compare/contrast to empirical research to
help narrow the achievement gap in their classrooms.
Key Descriptors
● Cultural Differentiation
● Culturally relevant teaching
● Instructional Differentiation
● Learning Styles
● Multiple Intelligences
● Social Justice
● Equity
● Paradigm shifts
● Perspectives
● Achievement gap
● Best practices
● Lesson Structure
● Achievement Gap
Essential Questions
1. How do culturally insensitive resources, methods, or assessments impact student
learning?
2. How can we promote high levels of academic success for all learners? (Goes back to
Whole Child too…)
Learning Objectives:
During the implementation of this module, participants will:
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● Recognize cultural differentiation as it relates to cultures, races, gender,
socioeconomic status, learning styles, abilities/disabilities, and identity.
● Identify their cultural paradigms, biases, and stereotypes.
● Promote social justice and the narrowing of the achievement gap in their classrooms
and discussions as evidenced in their Journal Entries and their culminating project.
Resources
Videos (all short): https://www.youtube.com/watch?v=cjiNMFpVOzA&index=33&list=UUhjsO5_4DPm88v4
BriGRncA&spfreload=10
https://www.youtube.com/watch?v=ZqaMg-
OS40Y&index=34&list=UUhjsO5_4DPm88v4BriGRncA
https://www.youtube.com/watch?v=CKNh_3KmM2Y&list=UUhjsO5_4DPm88v4BriGRnc
A
https://www.youtube.com/watch?v=MPl8OSCX_f8&list=PLC438194A2CC5F2D8
https://www.youtube.com/watch?v=mVRYSC8YyYA
https://www.youtube.com/watch?v=bsw39SCzLtE&list=UUhjsO5_4DPm88v4BriGRncA
Article: http://www.equityallianceatasu.org/sites/default/files/9.pdf
Discussion Questions Assignment
● Answer the following question:
○ In what ways can differentiated instruction provide access opportunities to
students who have been excluded due to cultural and/or socioeconomic bias?
● Post your response by Wednesday, April 15th, at midnight.
● Respond to at least 2 responses posted by your cohort members by Friday, April 17th, at
midnight.
Journal Entry Assignment(s)
How can you leverage your students’ experiences, cultures, races, genders,
socioeconomic statuses, learning styles, abilities/disabilities, and/or identities for
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cultural responsiveness, classroom success, and academic achievement?
Write a response by Sunday, April 19th at midnight using any of the following thinking
routine prompts or guiding questions:
● I used to think… But now, I think…*
● What new ideas do I have about the topic that I didn't have before? *
● What do I notice? What do I think about that? What does it make me wonder? *
● Do you feel comfortable addressing stereotypes related to culture, race, gender, and
social injustices in your classroom?
● Who is your classroom differentiated for?
● How do the physical space and materials in your classroom reflect diversity?
● How do I see this impacting my professional practice?
● What are immediate actions I can take into my classroom based on this new
learning?
● How will what I have learned affect student achievement?
● How do I leverage this learning to lead change? (My Professional Learning
Community, e.g. team, school, district, state.) *Thinking Routines from Harvard’s Project Zero Visible Thinking Website: http://www.visiblethinkingpz.org/
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MODULE 5: 21st Century Learning Environment
Schedule
April 20 - 26, 2015
Module Description
Teachers will infuse 21st Century skills into their currently taught curriculum. They will
explore several digital tools for collaboration, including the already in-use Edmodo library,
Google Tools, and other web tools to help build their technology and 21st Century
toolboxes.
Key Descriptors
● 21st Century Learning Environment
● 21st Century Skills
● Interdisciplinary use of technology
● Edmodo
● Google Calendar
● Google Docs
● Today’s Meet
● Technology Challenges & Change
Essential Questions
1. How do 21st Century Skills differ from Technology skills?
Learning Objectives
During the implementation of this module, participants will:
● Infuse 21st Century skills into current curriculum, specifically in relation to the
culminating project.
● Access and manipulate new tools to add to their professional toolboxes.
● Explore different tools that may have an impact on increasing both learning and
engagement with their students.
Resources
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Videos: https://www.youtube.com/watch?v=nA1Aqp0sPQo
https://www.youtube.com/watch?v=Ax5cNlutAys
https://www.youtube.com/watch?v=3fMC-z7K0r4
Articles: Creativity and Innovation Skills: http://www.p21.org/about-us/p21-framework/262
Critical Thinking and Problem Solving Skills:
http://www.p21.org/about-us/p21-framework/260
Communication and Collaboration Skills:
http://www.p21.org/about-us/p21-framework/261
Snapshot of a Modern Learner:
http://smartblogs.com/education/2012/06/29/snapshot-modern-learner/
http://www.nea.org/home/46989.htm
Discussion Questions Assignment
● Answer the following question:
○ How can 21st Century Skills and classroom technology tools support the
Whole Child Approach and / or leverage equity for underserved student
populations? What are some potential roadblocks for using technology tools
and some potential solutions for overcoming those roadblocks?
● Post your response by Wednesday, April 22nd, at midnight.
● Respond to at least 2 responses posted by your cohort members by Friday, April
24th, at midnight.
Journal Entry Assignment(s)
How do you think learning and engagement are impacted when students use
technology tools (e.g. Livebinders, Edmodo, course management tools like CaseNEX,
etc.) AND 21st Century Skills? How might contemporary skills and tools impact
student learning over the breadth of their K-12 experiences?
Write a response by Sunday, April 26th, at midnight using any of the following
thinking routine prompts or guiding questions: ● I used to think… But now, I think…*
● What new ideas do I have about the topic that I didn't have before? *
● What do I notice? What do I think about that? What does it make me wonder? *
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● How do I see this impacting my professional practice?
● What are immediate actions I can take into my classroom based on this new learning?
● How will what I have learned affect student achievement?
● How do I leverage this learning to lead change? (My Professional Learning Community, e.g.
team, school, district, state.)
*Thinking Routines from Harvard’s Project Zero Visible Thinking Website: http://www.visiblethinkingpz.org/
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MODULE 6: READING FLUENCY
Schedule
April 27 – May 3, 2015
Module Description
Teachers will understand the characteristics of effective reading instruction and assessment.
They will understand contemporary reading strategies and gain knowledge and applicable
methods to increase the effectiveness of vocabulary instruction, literacy differentiation, and
skill development across all content areas. Teachers will gain practical knowledge to help
them increase fluency levels for all students.
Key Descriptors
● Reading Instruction
● Reading Assessments
● 21st Century Strategies for reading
● Vocabulary Strategies
● Literacy Differentiation
● Fluency Diagnostics/Strategies
● Comprehension Diagnostics/Strategies
● Diverse Literature
Essential Questions
1. How does a high octane reading vocabulary at a young age create opportunities for
success as students get older?
2. How does fluency reading aid in problem solving and deeper critical thinking?
Learning Objectives
During the implementation of this module, participants will:
● Explore the characteristics of effective reading instruction and ways to assess
students’ reading ability
● Explore methods to increase the effectiveness of vocabulary instruction
● Apply practical knowledge of literacy differentiation and skill development to
increase fluency for all students
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Resources
Videos: https://www.youtube.com/watch?v=Z6M0KPOFPBk&index=11&list=PLC05DE60B3540C412 http://www.youtube.com/watch?v=Ac6f0eNxE_w http://www.youtube.com/watch?v=mVRYSC8YyYA&list=PLOXUrDMSVPHmL9NuANpvD64cS
hR74j9rA
Articles: http://www.ncbi.nlm.nih.gov/pmc/articles/PMC2805254
http://www.readingrockets.org/article/10-ways-use-technology-build-vocabulary
Discussion Questions Assignment
● Answer the following question:
○ How will the strategies for effective literacy instruction as well as engaging
vocabulary strategies impact student learning and achievement?
● Post your response by Wednesday, April 29th, at midnight.
● Respond to at least 2 responses posted by your cohort members by Friday, May 1st,
at midnight.
Journal Entry Assignment
Before you were introduced to the materials of this module what were your thoughts
on literacy and fluency for children ages 5 through 12? What has changed about your
opinion since you’ve had the opportunity to view the materials?
Write a response by Sunday, May 3rd, at midnight using any of the following thinking
routine prompts or guiding questions:
● I used to think… But now, I think…*
● What new ideas do I have about the topic that I didn't have before? *
● What do I notice? What do I think about that? What does it make me wonder? *
● How do I see this impacting my professional practice?
● What are immediate actions I can take into my classroom based on this new
learning?
● How will what I have learned affect student achievement?
● How do I leverage this learning to lead change? (My Professional Learning
Community, e.g. team, school, district, state.)
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*Thinking Routines from Harvard’s Project Zero Visible Thinking Website: http://www.visiblethinkingpz.org/
MODULE 7: MATH FLUENCY
Schedule
May 4 - May 10, 2015
Module Description
Teachers will understand the characteristics of effective math instruction and assessment.
They will understand contemporary classroom strategies related to math instruction and the
application of literacy strategies in the math classroom.
Key Descriptors
● Math Design Collaborative
● Math Instruction
● Math Assessments
● Computational Fluency
● 21st Century Strategies for math
● Vocabulary Strategies
● Literacy Differentiation
● Computation Diagnostics/Strategies
● STEM / STEAM
Essential Question
How does fluency in math aid in problem solving and deeper critical thinking?
Learning Objectives
During the implementation of this module, participants will:
● Explore the characteristics of effective math instruction and the development of
fluency in the math classroom using the MDC model.
● Explore methods to increase the effectiveness of vocabulary instruction as it pertains
to domain-specific math terms.
● Apply literacy strategies in the math classroom.
Resources
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Video: http://www.youtube.com/watch?v=ga1WZ14o1TI
https://www.youtube.com/watch?v=BC08rJZDBjo
Articles: http://www.nctm.org/about/
http://www.eduplace.com/state/pdf/author/chard_hmm05.pdf
http://www.sreb.org/page/1631/LDCMDC.html
http://www.osln.org/college-and-career-ready-by-design-mathematics-design-collaborative-mdc/ http://www.impatientoptimists.org/Posts/2012/10/My-Experiene-with-Collaborative-Design-
Lessons-and-the-Common-Core-State-Standards
Website: http://www.scribd.com/doc/157475841/Upgrading-the-Math-Shifts
Discussion Questions Assignment
● Answer the following question:
○ How can you support students’ efficacy with math fluency and leverage their
prior experiences to lead them to higher levels of learning and achievement?
● Post your response by Wednesday, May 6th, at midnight.
● Respond to at least 2 responses posted by your cohort members by Friday, May 8th,
at midnight.
Journal Entry Assignment(s)
Two Part Question:
Why is it important that we make a shift in mathematical practices and to help
students have authentic math-classroom experiences?
Do you believe that you have the support necessary to implement the Mathematics
Design Collaborative that was demonstrated in the video “Making Mathematics
Matter”?
Write a response by Sunday, May 10th, at midnight using any of the following thinking
routine prompts or guiding questions:
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● I used to think… But now, I think…*
● What new ideas do I have about the topic that I didn't have before? *
● What do I notice? What do I think about that? What does it make me wonder? *
● How were you taught about fluency in mathematics and how does that differ from
the way we’re asking students to learn now?
● How do I see this impacting my professional practice?
● What are immediate actions I can take into my classroom based on this new
learning?
● How will what I have learned affect student achievement?
● How do I leverage this learning to lead change? (My Professional Learning
Community, e.g. team, school, district, state.) *Thinking Routines from Harvard’s Project Zero Visible Thinking Website: http://www.visiblethinkingpz.org/
Page 24 of 29 © Copyright 2015 Delta Research and Educational Foundation. All rights reserved.
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MODULE 8: LITERACY ACROSS THE CURRICULUM
Schedule
May 11 - May 16, 2015
Module Description
Teachers will connect information to understand the importance of utilizing
interdisciplinary units to teach across the curriculum. They will understand how the depth of
understanding and connections in Math, Reading, Literacy, Social Studies and Science are
critical when shifting the perception/perspective of elementary students. They will create
applicable ways to engage student’s thoughts to seek, understand and make connections to
careers in STEM/STEAM.
Key Descriptors
● Literacy Design Collaborative
● Interdisciplinary units
● Teaching across the curriculum
● Connections of content/topics
● Perception shifts
● Vision
● STEM/STEAM careers
Essential Questions
1. How does an integrated approach to teaching and learning support college and career
readiness?
Learning Objectives
During the implementation of this module, participants will:
● Engage in interdependent thinking that includes curriculum connections between
Science, Technology, Engineering practices, and Math, all within literacy
framework.
● Explore opportunities to apply the learning around facets of STEM/STEAM to
invigorate their current practice and help students make career connections.
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Resources
Videos: http://www.youtube.com/watch?v=1cjxYR7G6EI
http://www.youtube.com/watch?v=O5EnOVjRPGI
http://www.youtube.com/watch?v=oA3vMgKVJr0
Articles: http://www.ascd.org/publications/educational-leadership/mar13/vol70/num06/New-
Literacies-and-the-Common-Core.aspx
https://www.naesp.org/resources/2/Leadership_Compass/2008/LC2008v5n3a2.pdf
http://www.sreb.org/page/1631/LDCMDC.html
Website: http://www.slideshare.net/pjhiggins/literacy-across-the-curriculum
Discussion Questions Assignment
● Answer the following question:
○ How does the integration of content and literacy across all content areas
support authentic learning opportunities for students in urban schools?
● Post your response by Wednesday, May 13th, at midnight.
● Respond to at least 2 responses posted by your cohort members by Friday, May 15th,
at midnight.
Journal Entry Assignment(s)
In consideration of what you’ve learned up to this point, how might the LDC
framework support your students’ learning and achievement? What are some
concerns, and perhaps, some potential solutions for dealing with those concerns?
Write a response by Sunday, May 17th, at midnight using any of the following thinking
routine prompts or guiding questions: ● I used to think… But now, I think…*
● What new ideas do I have about the topic that I didn't have before? *
● What do I notice? What do I think about that? What does it make me wonder? *
● How was literacy supported in classes beside Language Arts or Math? How did your
preparation differ from the way we are expected to prepare students today?
● How do I see this impacting my professional practice?
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● What are immediate actions I can take into my classroom based on this new
learning?
● How will what I have learned affect student achievement?
● How do I leverage this learning to lead change? (My Professional Learning
Community, e.g. team, school, district, state.)
*Thinking Routines from Harvard’s Project Zero Visible Thinking Website: http://www.visiblethinkingpz.org/
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MODULE 9: CULMINATING TASK
Schedule
May 18 - May 24, 2015
Module Description
In this module, teachers will “put it all together.” Based on their participation in the Teacher
Efficacy Academy, teachers will decide how to best put into practice the elements of
Teacher Efficacy. They will analyze their current curriculum at the lesson plan(s) level and
select a lesson or lessons to upgrade with several of the Efficacy Module elements. They
will document their upgrades in their lesson plans and submit both the plan(s) and a
reflective analysis of their plans to the CaseNEX system.
Key Descriptors
● Interdisciplinary units
● Teaching across the curriculum
● Connections of content/topics
● Perception shifts
● Vision
● STEM careers
Essential Questions
1. How can you put all of this learning together and have an impact on your
professional practice?
2. What do we gain when we focus on depth rather than breadth (coverage)?
Learning Objectives
During the implementation of this module, participants will:
● Upgrade a lesson plan or arc of related lessons with consideration for the elements of
Teacher Efficacy learned in this course.
● Write a final reflective analysis about the course as a whole and specifically
addressing the upgrades to their current lesson plan(s). Thought Points: How did you
decide what to upgrade? How do the upgrades support your learning around teacher
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efficacy, and perhaps, student efficacy?
● Upload the upgraded lesson plan(s) and the reflection in the Workbook Entry section
of CaseNEX.
WORKBOOK: CULMINATING TASK (Details of the task)
Culminating Performance Task: 1. Lesson Plan Upgrade
● Select a previously taught lesson plan or arc of related lesson plans.
● Apply the elements obtained as a participant in the Teacher Efficacy
Academy to upgrade the chosen lesson plan.
● Include documentation within the lesson plans as evidence of the learning
from modules.
2. Construct a Final Reflective Analysis
● Include details of the chosen efficacy elements from the modules.
● Clearly identify the transfer of the learning to classroom actions and
professional learning communities. (Refer to your journal entries and recall
your metacognitive processing as you considered the guiding questions)
***Both the lesson plan and the reflection will be uploaded to the
CaseNEX system as a Workbook Entry. (See directions below)
***All of this should be uploaded by May 24th at midnight.
***Note that there is no uniform lesson plan format. Use what you already use within your
learning community.
In order to upload to the CaseNEX system as a Workbook assignment, participants
will need to name the files with the following parameters: ● For the lesson plan: Region_LessonPlan_LastName_FirstInitial
Example: Southwest_LessonPlan_Smith_T
● For the reflection: Region_Reflection_LastName_FirstInitial
Example: Southwest_Reflection_Smith_T
Complete Post Self- Assesment – The link will be e-mailed to you.
May 25 - May 31, 2015
Complete Course Evaluaition – The link will be e-mialed to you.
May 25 - May 31, 2015
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Complete Post Application Self- Assesment – The link will be e-mailed to you.
October 18 – October 30, 2015
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