Alternative%20Education%20History%20Social%20Science%20PLC%20Meeting

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Alternative EducationHistory Social Science PLC
Meeting

• September 1, 2010

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Outcomes

• Understand your leadership style and how it can
  be a strength when working in teams.
• Understand the importance of learning goals.
• Create learning goals.
• Identify essential standards for Module One.
• Become familiar with WIKI resource

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Agenda

• Welcome Introductions
• Leadership Compass
• Learning Goals
• Professional Learning Community
• Next Steps

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Norms

• Start and end on time.
• Keep cell phones on silent mode.
• Be prepared.
• Stay focused on the task.
• One person talks at a time.
• No side conversations.
• Remain open to different or opposing views.

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Leadership Compass

• Leadership and Collaboration

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TEAMING

• Think-Pair Share
• What are the characteristics of effective teams?
• What are barriers to effective teamwork?

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Team Development Phases
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Introduction History

• Bonner Curriculum
• Native American Indian Four Fold Way
• Warrior (North)
• Healer (South)
• Teacher (West)
• Visionary (East)
• All directions have strengths and weakness
• Each person can work on all four areas to make
  one whole. Learnable Qualities.

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NorthActingLets do it. Likes to act, try
things, plunge in
West Paying attention to details Likes to know
the who, what, when, where, and why, before acting
East Speculating Likes to look at the big
picture, the possibilities, before acting
South Caring Likes to know that everyone's
feelings have been taken into consideration
that their voices have been heard, before acting
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Whats Your Style?(See Previous Slide)

• What are the strengths of your team?
• What are the limitations of your team?
• What do you want others in the room to know about
  your style so you can work together more
  effectively?

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Extremes
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What Role Do The Different Styles Play At the
Different Stages?

• Forming
• North moves them forward. South makes sure
  everyone is on board.

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What Role Do The Different Styles Play At the
Different Stages?

• Storming
• South can make sure the disagreements do not
  become personnel. East maintains the vision
  throughout this process. Learn from differences
  and use to the advantage of the group.

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What Role Do The Different Styles Play At the
Different Stages?

• Norming
• West is important here. Can help group keep
  track of the norms. What kinds of processes will
  we use. What data are we going to collect? How?
  How are we going to get the work done. South has
  role to make sure work is well distributed. South
  needs to make sure that people are ready to norm
  if not maybe need to go back to storming.

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Team Map

• Do we have any styles missing on our team?

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Group Debrief and Closing

• What have you learned?
• How could you use this information with your team
  here or back at your school?

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Learning Goals

• When students know what they are LEARNING, their
  performance, on average, has been shown to be
• 27 percentile points higher than students who do
  not know what they are learning.

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Classroom Instruction That Works

• Identifying similarities and differences
• Reinforcing effort and providing recognition
• Summarizing and note taking
• Homework and practice
• Setting objectives (Learning Goals)
• Generating and testing hypotheses
• Cues, questions, and
• advance organizers

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Whats the Difference

• LEARNING GOALS
• what students will KNOW or BE ABLE TO DO
• Understand the antecendants leading to the civil
  war
• Can incorporate primary text quotes in writing

• ACTIVITIES ASSIGNMENTS
• what students are asked to DO
• Read Chapter 2.
• Finish study questions.
• Work on essay.

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Heres an Example for History Social Science

• HSS Standard 12.2.1 Students discuss the effects
  of changes in supply and/or demand on the
  relative scarcity, price and quantity of
  particular products.
• Learning Goal Students will be able to (SWBAT)
  discuss the effects of supply and demand.
• Now you practice writing one from Module 1

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Common assessments

• Provide a degree of consistency.
• Represent common, agreed upon expectations.
• Align with grade level standards.
• Help identify effective practices for
  replication.
• Make data collection possible.
• Help teachers view student thinking through a
  common lens.

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PLC Data Team Cycle
Equity
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Step 1 Administer assessment and collect
data

• Administer common assessment
• Data collection tool

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Step 2 Analyze student strengths and obstacles

• Complete Student Strengths and Obstacles Chart

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Step 2 Analyze Student Strengths and Obstacles
Strengths After examining student work, list strengths of students who are proficient and higher. Obstacles List obstacles or reasons why students did not achieve proficiency. What is preventing these students from becoming proficient? Are there misconceptions about concepts or skills?

Prioritize Needs of Students Prioritize Needs of Students
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Step 2 Analyze Student Strengths and Obstacles
Strengths After examining student work, list strengths of students who are proficient and higher. Obstacles List obstacles or reasons why students did not achieve proficiency. What is preventing these students from becoming proficient? Are there misconceptions about concepts or skills?
Solve one-step linear equations Simplifying expressions Solving multi-step linear equations when using the distributive property they dont understand the distributive property especially when using negative numbers. Simplifying expressions within an equation
Prioritize Needs of Students Distributive property Prioritize Needs of Students Distributive property
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Step 3 Establish SMART Goals

• Strategic and Specific
• Measureable
• Attainable
• Results-Oriented
• Timely

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SMART Goal

• SMART Goal Target Calculation (actual
  proficient) (expected proficient)
• The percentage of __________________scoring
• proficient or higher in _______________will
• increase from _____ to _____ as measured
• by ____________________administered on
  _____________.

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SMART Goal

• SMART Goal Target Calculation (actual
  proficient) (expected proficient)
• The percentage of seventh grade students
  scoring
• proficient or higher in solving one and two
  step linear equations involving the distributive
  property will increase from 65 to 85 as
  measured by Chapter 2 Quiz 2.1-2.4 administered
  on September 19.

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Step 4 Select instructional strategies (always
keeping equity at the forefront)

• Brainstorm list of instructional strategies
• Determine which instructional strategies would be
  the most effective to reach SMART Goal

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Step 5 Reassess students and review SMART goals
as needed

• Administer common post assessment
• Analyze results
• Review and revise SMART goal

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Questions Comments

• Contact Information
• Todd Farr
• (408) 453-
• todd_farr_at_sccoe.org
• Edy Mourtos
• [phone]
• edith_mourtos_at_sccoe.org