panorama high school professional development teaching and learning framework january 10, 2013...
TRANSCRIPT
Panorama High SchoolProfessional Development
Teaching and Learning FrameworkJanuary 10, 2013
California Standard for the Teaching ProfessionEngaging and Supporting All Students in LearningFacilitating learning experiences that promote autonomy, interaction, and choice.
PHS Expected School-wide Learning ResultsEffective CommunicatorsWho read, write, speak, and listen appropriately and effectively in various academic and social settings.
AGENDA
Instructional Philosophy
Gradual Release
Break
Teaching and Learning Framework: Instructional Delivery
Summary
Evaluation
LAUSD Planned Professional Development
Master Plan
Common Core
Public School Choice
Teaching and Learning Framework
Who
What
Why
How
Objectives: Understand each of the following topics, their classroom implications , and their impact on instructional delivery/learning.
Teaching and Learning FrameworkOverview
Public School ChoiceInstructional PhilosophyGradual Release
Teaching and Learning FrameworkInstructional Delivery
Teaching and Learning FrameworkOverview
Five Standards
1.Planning and Preparation2.Classroom Environment3.Delivery of Instruction4.Additional Professional Responsibilities5.Professional Growth
Teaching and Learning FrameworkOverview
Five Standards
1.Planning and Preparation2.Classroom Environment3.Delivery of Instruction4.Additional Professional Responsibilities5.Professional Growth
Gradual Release Model
I do
We do
Whole Class
Guided Instruction
We do
Teacher Student
Collaboration You do together
Independent Practice
You do on your own
When do you see evidence of learning in your classroom during modeling, guided instruction,
collaborative learning, and independent learning?
“Good Enough?”
I do
We do
Whole Class
Guided Instruction
We do
Teacher Student
Independent Practice
You do on your own
Gradual Release Model
I do
We do
Whole Class
Guided Instruction
We do
Teacher Student
Collaboration You do together
Independent Practice
You do on your own
Gradual Release Model
Teacher
I do:Direct Instruction
•Provides direct instruction•Establishes goals and purpose•Models•Think aloud
Student
Actively listensTakes notesAsks for clarification
We do:Guided Practice
•Interactive instruction•Works with students•Checks, prompts, clues•Provides additional modeling•Meets with needs-based groups
•Asks and responds to questions•Works with teacher and classmates•Completes process alongside others
Gradual Release Model
Teacher Student
You do it together:Collaborative Learning
•Moves among groups•Clarifies confusion•Provides support
•Works with classmates, shares outcome•Collaborates on authentic task•Consolidates learning•Completes process in small group•Looks to peers for clarification
You do it independently:Independent Practice
•Provides feedback•Evaluates•Determines level of understanding
•Works alone•Relies on notes, activities, classroom learning to complete assignment•Takes full responsibility for outcome
Teaching and Learning FrameworkDelivery of Instructional
a. Communicating with Students
b. Using Questioning and Discussion Techniques
c. Structures to Engage Students in Learning
d. Using Assessments in Instruction to Advance Student Learning
e. Demonstrating Flexibility and Responsiveness
3. Delivery of Instruction
Teaching and Learning FrameworkDelivery of Instructional
Communicating with Students
Activity: Match the component to the level of effectiveness.
Teaching and Learning FrameworkDelivery of Instructional
Teacher’s explanation of the instructional purpose is uneven. Learning expectations are tenuously connected to content standards, languageobjectives, 21st Century skills and/or assessment criteria to meet the needs of all students. Teacher has high expectations for most students. Studentsare able to communicate the learning expectations but are unclear about the purpose of the learning.
Teacher’s expectations for learning are unclear to students. Learning expectations are not aligned to contentstandards, language objectives, 21st Century skills, and/orassessment criteria to meet the needs of all students. Teacher has high expectations for very few students. Students are unable to communicate thelearning expectations.
Teacher’s purpose of the lessonor unit is clear to students andparents, including where itconnects to broader authenticlearning, linking that purpose tostudent interests. Learningexpectations are deeply alignedwith grade level contentstandards, language objectives,21st Century skills and assessmentcriteria to meet the needs of allstudents. Students are able tocommunicate learningexpectations and their purpose toparents, peers, and the largercommunity. Students hold highexpectations for themselves.
Teacher’s explanation of theinstructional purpose is clearto students and parents,including where it connectsto broader learning. Learningexpectations are aligned withgrade level content standards,language objectives, 21stCentury skills, and assessment criteria to meet the needs of all students. Students are able tocommunicate learning expectations and their purpose to parents and peers. Teacher has high expectations for all students.
ElementExpectations for LearningThe learning expectations are communicated clearly to all students
Ineffective Developing Effective Highly Effective
A B C D
Communicating with Students
Teaching and Learning FrameworkDelivery of Instructional
Using Questioning and Discussion Techniques
Teaching and Learning FrameworkDelivery of Instructional
Structures to Engage Students in Learning
Video