1/15/10. Get lunch and settle in Review your notes/line of learning from past session: ◦ Understanding by design/Backward design ◦ Clear learning.

New Teacher Learning Series

1/15/10

Get lunch and settle in Review your notes/line of learning from past

session:◦ Understanding by design/Backward design◦ Clear learning targets◦ Interactive strategies/CFU

Get computer ready for map and talk Know how to access Wiki

http://ccsdnewteacher2009-10.wikispaces.com

Welcome!

Examples of scaffolding in maps and lessons

Clear and explicit model of UBD and LO Interact with others across the district to

see how ideas are used Plan with job-alike peers on real

units/lessons Seeing real lessons and maps helps to put

all pieces together

What was helpful?

Look toward my culminating outcome before I write my lesson objectives

Link LO and skills in my map Incorporate more planned CFU’s &

interactive strategies Activities are important in my lessons but

skills in maps are about what students will be able to do

Embed more WTL strategies

Impact on your teaching and planning

Plan, plan , plan Write essential questions that are relevant

and motivating Backward design is a new way of thinking

for me Getting more comfortable with the mapping

tool after playing around with it

What was a stretch for you?

Observe my lessons and give me targeted feedback

Plan with others Continue to have new teacher workshops

How to support you?

By next workshop - Be prepared to bring a unit (map) and a lesson using the unit/lesson design template◦ UBD/EDI concept reflected in planning◦ Expanded skill statements in maps ◦ Clear learning objectives/targets in lesson plan◦ Planned CFU and interactive strategies

We asked you to work with your principal on…

PK-6 West; 7-12 East including administrators

Find partner 1 from the opposite level Find partner 2 from same level Stay with partner 2 Come to front if you are still searching

Debriefing Partners

How did you apply Understanding by Design in your map? (Share one essential question with your partner)

Share evidences of:◦ Scaffolding (Expanded Skills) in your map (K-6)◦ Interactive strategies in your lesson (7-12)

Be ready to share your partner’s examples or insights

MAP and TALK (with partner 2)

1. Design units and lessons that reflect UBD, clear targets and scaffolding

2. Plan, reflect and collaborate lessons and units via web tools

3. Embed interactive strategies (including CFU) in lessons

4. Design lessons with Think Aloud moves5. Self-assess implementation6. Confirm coaching sessions with admin

Objectives of the Day

Think AloudThe most important strategy for complex

learning!

ExplainDemonstrateModel/Think

AloudComplex Thinking

Form Triads; Assign ABC Read all parts and highlight A shares for 45 seconds; B shares for additional 30 seconds without

repeating anything A said C shares additional 15 seconds without

repeating A or B ABC summarize the differences among all

three parts

Information Frenzy

Moves are for fidelity!Missing moves will NOT have impact on learning!

Find ways to make moves happen in your teaching during the first 21 trials!

Moves

Use move organizer to record during demo Independently organize own notes before

sharing

Demo– PK-1Demo – 2-12

Observation

UBD/Clear LO/Essential Understanding Model/Think Aloud Moves Interactive Strategies/CFU Scaffolding

Evidence of Implementation

How might students learn differently if the teacher explains the steps without using think aloud moves?

Line of learningWhat have I learned from the demo and the teacher’s reflection?

Ask the demo teacher…

Use the tool◦ As you plan◦ After you teach◦ While you collaborate◦ When you conference with your principal or

mentor

Curriculum Tool

Identify a real unit you will teach/have taught

Write at least one or two skill statements that will require Think Aloud (complex thinking)

Be ready to share in 15 minutes Ask for help!

Guided Practice – MapPrincipals Provide Coaching

Frequency and Fidelity

Work independently

Must follow the moves May use the lesson template or the Web

lesson tool Share with a peer at the end of 20 minutes Ask for help!

Independent Practice: Plan a Think Aloud Lesson- 20 minutesPrincipals provide coaching

Two Stars One Wish

Sharing and Celebrating

Think independently for a moment Start with one person, go clock wise Key words only Silent activity Go around until all ideas are on the chart Can pass

Group Write

What best practices have you learned so far in new teacher workshops?

Add to your map as you plan, revise or dialogue

Design and teach think aloud lessons◦ Frequency - about once or twice a week◦ Complex thinking

USE THE MOVES WITH FIDELITY

Reciprocity - Expectations

Work on the map and lesson with your PP or Mentor

Confirm with your principal regarding a coaching and feedback session

Wiki – Describe how you used the Think Aloud moves to develop complex thinking in your students–minimum one entry or response.

Reciprocity - Support

Show your map and bring three copies of a typed lesson◦ Link lesson to your map ◦ Map and lesson reflect UBD and clear LOEvidence of scaffolding (expanded skills on map

and lesson)Reflects EDI with think aloud movesPlanned CFU (before, during and after each

lesson)Embed interactive strategies to cognitively

engage students in learning

Final Learning SessionCelebration and Showcase

Go to Wiki to fill out the self assessment form

Principals will observe your lesson and provide support to you before we meet again

Self Assessment