planning interventions for instructional success part 1 working with fiction text
TRANSCRIPT
Planning Interventions for Instructional Success Part 1
Working with Fiction Text
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Outcomes for This Session
Participants should be able to:
• Identify key steps in planning to teach the NY HS ELA curriculum modules.
• Plan interventions for a close reading large group discussion of a fiction text.
so much depends upon
a planned intervention
deployed by a teacher
in the midst of discussion.
The Planned Intervention
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With apologies to William Carlos Williams
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Agenda for This Session
Understanding Planned interventions
Practicing the Planning Process
Practicing Implementation
Understanding Planned Interventions
Practicing the Planning Process
Practicing Implementation
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What Do We Mean By
• Planning?
• Interventions?
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Lesson Analysis
• Using the sample lessons, identify similarities and differences.
• As a group, discuss your comparisons. What types of changes did this teacher
make? What do these changes do to the
curriculum?
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See it in Action: Video of Instruction
Questions for analysis:
• How closely did the teacher’s instruction match what was on her lesson plan? What did the teacher do differently?
• Where there were points of divergence, why did they occur?
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Effective Planning TAPS IN to An Existing Curriculum
Understand Design
TextAssess
mentsPriorities Students
INterventions
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Agenda for This Session
Understanding Planned Interventions
Practicing the Planning Process
Practicing Implementation
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Tackle the Text
Embedded Skills:
• Determine the core understandings and big ideas in the text.
• Identify the challenges and complexities of the text.
TextAssess
mentsPrioritie
sStudent
sINterve
ntions
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Practice: Determine the Core Understandings
• Read Silently:
“The Tell-Tale Heart”, by Edgar Allan Poe
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Practice: Determine the Core Understandings
Discuss in Pairs:
• What is this text about, content, theme, structurally, etc.? What is great about this text? What is Poe doing here?
• What does this text do particularly well? What is it a good exemplar of, from an ELA and CCSS perspective?
Talk About It!
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Practice: Identify Complexities
• Reread the text. Annotate for things that make this text complex or potentially challenging for your students in the school/district/BOCES you serve. Think about: Syntax Structure Vocabulary Ideas Other?
Talk About It!
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Analyze the Assessments
Embedded Skills
• Identify and articulate the learning progression of key standards in the performance and end-of-unit assessments.
• Develop a synthesis of the connection between the assessments and the text.
TextAssess
mentsPrioritie
sStudent
sINterve
ntions
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Practice: Articulate the Learning Progression and Connect to the Text• Annotate the assessment map
What are the key CCS standards? How do the demands of the assessments increase
in complexity with respect to those standards?
• How does the learning progress across the course of this unit?
• How does what you've discussed about the story relate to this progression?
Talk About It!
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Identify Priorities: Our Sample
• The priority standards will be consistent with those currently in the curriculum.
• The goal for this implementation will be to implement the curriculum as completely as possible.
TextAssess
mentsPrioritie
sStudent
sINterve
ntions
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Anticipate Student Needs and Identify Bottlenecks
Embedded Skills
• Analyze close reading questions.
• Analyze the needs of your students.
TextAssess
mentsPriorities Students
INterventions
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Practice: Analyze Close Reading Questions
• With your partner, select 2 questions to analyze. Take them apart and think carefully about what requisite knowledge is required to answer these questions. What knowledge about the ideas, context, arguments,
structure, etc. of the text to my students need to answer this question?
What additional questions, vocabulary or terms might help them?
• Share your thinking with another pair at your table. Try to deepen your analysis.
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Practice: Anticipate Student Needs
• What is the composition of my class? What assessment data do I have?
• What do I know about my students as learners?
• What student work have I analyzed/can I analyze to tell me more about what my students can do with respect to the key learning progressions?
Talk About It!
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Develop Tier 1 Interventions for Close Reading Instruction
Embedded Skills:
• Anticipate potential student answers based on steps 1–4 above.
• Develop strategic teacher responses to student answers based on the scaffolding need.
TextAssess
mentsPrioritie
sStudent
sINterve
ntions
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Practice: Anticipate Student Answers and Plan Responses
• Develop potential student answers and teacher responses using the model provided.
• Keep these questions in mind as you work: Does the intervention keep all students thinking? Does the intervention lower the bar?
• Appoint one team member to add your thinking to the Google Form http://tinyurl.com/NTI-TAPS-IN
Add your email addresses to the form to have a copy sent to you.
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Agenda for This Session
Understanding Planned Interventions
Practicing the Planning Process
Practicing Implementation
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Role Playing Round 1: Blue Paper
• Teacher: Ask the student the sample question and try to keep the student doing the thinking.
• Student: Begin with the sample answer and the understanding indicated on your slip. Respond to teacher prompts with “positive intentions”.
• Observer: Observe and track how the teacher responds to what the student says.
The Goal: Keep the student thinking.
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Round 1: Reflection Protocol
• Observer: Share your observations with the team, who was doing the thinking and when? At each shift in response, stop and ask the teacher to articulate what they were thinking in that moment and how they made the response choice they made. (2 minutes)
• Team: Think together about what additional/alternate responses the teacher might use to maximize the student thinking and learning. (1 minute)
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Role Playing Round 2: Pink Paper
• Teacher: Ask the student the sample question and try to keep the student doing the thinking.
• Student: Begin with the sample answer and the understanding indicated on your slip. Respond to teacher prompts with “positive intentions”.
• Observer: Observe and track how the teacher responds to what the student says.
The Goal: Keep the student thinking.
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Round 2: Reflection Protocol
• Observer: Share your observations with the team, who was doing the thinking and when? At each shift in response, stop and ask the teacher to articulate what they were thinking in that moment and how they made the response choice they made. (2 minutes)
• Team: Think together about what additional/alternate responses the teacher might use to maximize the student thinking and learning. (1 minute)
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Role Playing Round 3: Yellow Paper
• Teacher: Ask the student the sample question and try to keep the student doing the thinking.
• Student: Begin with the sample answer and the understanding indicated on your slip. Respond to teacher prompts with “positive intentions”.
• Observer: Observe and track how the teacher responds to what the student says.
The Goal: Keep the student thinking.
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Round 3: Reflection Protocol
• Observer: Share your observations with the team, who was doing the thinking and when? At each shift in response, stop and ask the teacher to articulate what they were thinking in that moment and how they made the response choice they made. (2 minutes)
• Team: Think together about what additional/alternate responses the teacher might use to maximize the student thinking and learning. (1 minute)
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Reflect and Consolidate
• What are 1 or 2 key takeaways for doing this kind of thinking as a teacher?
• What key messages to teachers need to hear about planning interventions for fiction text?
• Because we know that doing this for every question in every lesson is overwhelming, what should teachers take away from this MODEL to support their planning?
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Q & A
Online Parking Lot
Please go to
https://www.engageny.org/resource/network-team-institute-materials-july-7-11-2014
and select “Online Parking Lot” for any NYSED
related questions.
Thank You!