Personalized Instruction, and Collegial Learning

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Personalized Instruction, and Collegial Learning

• Academy of Pacesetting StatesJuly 19-24, 2009
• Princeton, New Jersey

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Next Steps Report

• Be prepared to give a summary of your teams
  response to the Next Steps in ---Instructional
  Delivery
• Classroom Culture
• in the fish bowl.
• For those outside the fish bowl, you will have
  the opportunity to question (the fish).

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Day 3 Objectives

• Review systemic practices for monitoring
  students progress, and communicating with
  parents
• Explore opportunities to personalize instruction
• Examine additional collegial learning experiences
  

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Indicators

• Monitoring and Reporting Progress
• IIIA06
• IIIB06

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Monitoring and Reporting Progress

• Student learning evaluated on an ongoing basis
• Teachers use their knowledge
• Student work can be checked, and given immediate
  feedback
• Progress is recorded
• Parents are informed with meaningful reports

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Buzz Groups

• What has been your experience
• How do teachers keep track of each students
  mastery of specific objectives.
• Do they use this information to adjust individual
  assignments?
• How do teachers report to parents about their
  childrens mastery of standards-based objectives?

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Class Progress Chart

• Unit pre-test determines mastery of objective for
  each student
• Teacher records pre-test results, and
• Identifies the leveled learning activity to
  assign each student during Work Time
• Identifies areas to focus instruction in
  Teacher-directed small group
• Helps keep track of whole class progress
  throughout the Unit of Instruction

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Student Learning Report

• Sent home to parents/guardians
• to report students progress in meeting aligned
  objectives
• at the end of the unit, or a grading period
  (i.e., with the report card)
• and used to support discussions at conference
  time

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Next Steps

• Complete your Instructional Specialists
• Next Steps Monitoring and Reporting Progress

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Personalizing Instruction

• Instructional Modes in the classroom
• Homework
• Communicating with parents
• Student Learning Plans

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Indicators

• Student-Directed Group or Individual
• IIIA28 IIIA31-33
• Computer-Based Instruction
• IIIA35 IIIA40
• Parent Communication and Homework
• IIIB01-03 IIIB06

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Think Jigsaw Activity

• What are the opportunities to personalize
  instruction?
• Instructional Modes
• Student-Directed Groups Peer learning,
  Cooperative
• Independent Work
• Computer-Based
• Homework and Communication with Parents

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Know Why Student Learning Plans?

• Bring the planning to the classroom, and into the
  hands of the students
• Vehicle for bringing each student into proper
  relationship with content
• Enable students to become increasingly
  responsible for monitoring their progress
• Give the teacher the flexibility to adjust
  instruction with monitoring, and interaction

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After the Unit Pre-Test

• Results provide the teacher with a beginning
  point for each student
• Each students level of mastery is recorded
  (i.e., Class Progress Chart)
• Teacher determines the flexible grouping
  patterns, and identifies the level where each
  student should be working
• (Learning Plan Grids are the toolbox!)

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Work Time

• Marked Student Learning Plans
• Students work is guided by their SLP
• Teacher is working in small groups, tutoring
  individual students, monitoring student mastery
  in activities
• Student Learning Plans can be adjusted
  on-the-spot, as needed

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Whats on it? How should it look?

• Differentiated activities identified by mode
• (thanks to the planning!)
• Varies according to subject, grade level, teacher
  preference
• Student Learning Plan rubric, pg 28 in session
  manual

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Student Learning Plan Participants Name
________________________________ School Name
________________________________ Pre-Test Date
_____________ Post Test Date
_______________ Subject ________________________
Standards/Indicators Codes _______________
Unit of Instruction Code
______________ Week of
______________
Sequence Independent Activities Mode of Instruction Homework Teacher Check
Activity Number and Title (Check) Activity Number and Title Initial/Date
1 __P __T __E __Other CB___ SD___ TD___ __P __T __E __Other
2 __P __T __E __Other CB___ SD___ TD___ __P __T __E __Other
3 __P __T __E __Other CB___ SD___ TD___ __P __T __E __Other
4 __P __T __E __Other CB___ SD___ TD___ __P __T __E __Other
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Why is it (the SLP) important?

• Inventory System that organizes and displays
  curriculum
• Student Plan that provides opportunity for
  individualization and flexibility
• Record Keeper that helps students self-monitor,
  and assists with teacher/student communication
• Communication tool between school-home

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Show - Next Steps

• Task Card Task 5
• during Work Time

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Work Time Tasks

• Task 1
• Small Group

Task 2 Student- directed
Task 3 Independent
Task 4 Partner
Task 5 State Team

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Fluid-grouping rotations with self-scheduling
Independent Teacher Student-directed Partner
One Task 3 Group 1 Task 1 Group 4 Task 2 Task 4
Two Task 3 Group 2 Task 1 Group 3 Task 2 Task 4
Three Task 3 Group 3 Task 1 Group 2 Task 2 Task 4
Four Task 3 Group 4 Task 1 Group 1 Task 2 Task 4
Five All Task 5
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Cool down
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COLLEGIAL LEARNING

• The star teachers of the twenty-first century
  will be those who work together to infuse the
  best ideas into standard practice.
• James W. Stigler James Hiebert
• from The Teaching Gap

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Collegiality

• Adults in school talk about practice
• Adults in school observe each other
• Adults in school work on curriculum
• Adults in school teach each other what
• they know
• (Judith Warren Little, 1981)

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Indicators

• Professional Development
• IF04-05
• Classroom Assessment
• IIB03-05
• Periodic Assessment
• IID08-11

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Examining data to support student learning

• Wheres the data?
• Who has the data?
• What does that data say?
• How can we use this data?
• The Student Profile helps to clarify the purpose
  of achievement through the scope of looking at
  the whole child.

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Manual review

• Read the top of page 13 in manual 2.
• Consider the Think, Write, Share prompts, and
  then continue reading about a Student Profile at
  the top of page 14. Review the example of a
  profile, page 15.
• What is your reaction or experience with this
  profile? How is it beneficial to a team in
  reference to collegial learning?
• Next Steps Instructional Leaders, page 17

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Collegial coaching to hone instructional skills

• In fact, a profession is created not by
  certificates and censures but by the existence of
  a substantive body of professional knowledge, as
  well as a mechanism for improving it, and by the
  genuine desire of the professions members to
  improve their practice.
• Stigler Hiebert, 1999

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Collegial Coaching

• Strengthens an environment of trust
• Increases interdependency
• Values coaching qualities
• Develops communication guidelines
• Invites observation opportunities
• Identifies a time for reflection and discussion,
  before and after observation

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Manual review

• Do a quick review of pages 27 and 28 in manual 3.
• In your group, do a Think Share with the
  Observation and Discussion Instrument for
  Collegial Coaching on pages 29-30.
• Use the Instructional Leaders Next Steps on page
  31 for discussion prompts, as needed.

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Day 3 Objectives

• Review systemic practices for monitoring
  students progress, and communicating with
  parents
• Explore opportunities to personalize instruction
• Examine additional collegial learning experiences

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Session Closing

• Questions and remarks
• Complete your Next Steps - Collegial Learning
  and Collegial Coaching in the academy workbook
  for planning preparation.
• Day 4 information
• Thank you!
• Have a great evening!