Teacher Connect Session 3 2008
Teacher Connect
Session 3
2008
Agenda
• Homework
• Parent Teacher Communication
• Differentiated Instruction
• Design Down Planning
• DPA
• Classroom Management
Homework: Monthly Bingo
• Share your Bingo Card with your table.
• What was most successful? Why?
• What didn’t work so well? Why?
Ice Breaker: This or That
OR
Activity: A Picture Says A Thousand Words….
• Which image represents how you feel about the upcoming parent-teacher interviews?
• Discuss why with your group members.
Parent Teacher Conferences
This should not be your first contact with the parents
• Meet the Teacher Night
• Informal chats during arrival/dismissal or playground duty
• Positive phone calls home
• Communication in the agenda
It’s not too late!!!!!!!!!!!
Before the Conference
• Check the schedule of conferences.
• Call any parents you have requested to see who have not booked a conference time. Some may need to be scheduled at alternate times.
Before the Conference:Preparing Your Room
• Identify your room from outside.
• Ensure the room is well organized and neat
• Provide comfortable seating inside and outside the classroom
Before the Conference:Gather Materials
• Ontario Student Record (OSR)• Standardized test results• Student’s grades in other classes• Record of student grades/work
completed/observations/anecdotal reports• Attendance record• Copy of report card• Communication record (phone calls home,
agenda, copies of newsletter)• LST report or IEP
Before the Conference:Preparing Yourself
• Dress professionally• Check parent names • Be aware of cultural
norms in your community
• Collaborate with colleagues, administration, CYW, LST, etc
Before the Conference:Establish the Agenda
Be clear about the purpose of your conference.
• Inform parents about student learning• Increase parent knowledge about school
programs• Develop mutual goals for the student
Before beginning, you want to know what action you hope will result from the discussion with the parents
During the Conference
1. Warm Up
• Make parents comfortable
• Introduce yourself
• Begin with positive remarks
• Remind parents that you are all working together with the child’s best interests in mind
During the Conference
2. The Presentation
• Share information about the student’s progress, strengths and learning
• Share standards (no jargon)
• Be a good listener
• Share concerns• Be positive, yet honest and frank
During the Interview
3. The Plan• Next steps – curriculum expectations and/or
learning skills• Be reasonable – choose one or two critical goals
• Team approach – parent, student and teacher• Possible involvement of other team members
– CYW, Speech and language, etc.
During the Conference
4. Conclusion
• Summarize
• Review the plan of action
• Set a timeline to meet again
• Follow through with your action items
During the Conference
• End by saying something positive about the student
• Thank the parent for his/her time
• Acknowledge the importance of the parents’ coming to the interview
After the Conference
• The parent should leave the interview with positive feelings.
• Both you and the parent should feel that the time spent was worthwhile.
• Emphasize your certainty that joint efforts will be productive.
In Case of Conflict
• Be diplomatic
• Document, document, document
• No one wins an argument
• Be prepared to limit discussion
• One step at a time
• Again, try to end on a positive note
• Thank the parents for coming
After the Conference
• Record date, time and issues discussed
• Note any follow up required
• Document follow up completed
Say Something…
Break
To begin …
•Your first name & the first letter of your last name
•Large enough to see across the room
Using a MARKER . . .
On the front of the index card please print:
Anna Z.
DifferentiatedInstruction
Anticipation Guide
• On your own, read each statement in the anticipation guide.
• In the first column put a T for true
if you agree
• Put an F for false if you disagree
Read Aloud:What Students want from
Teachers
Why Differentiate Instruction?
““Children already come to usChildren already come to us
differentiated. It just makes differentiated. It just makes sense that we would sense that we would
differentiate our instruction in differentiate our instruction in response to them.”response to them.”
Carol Ann Tomlinson“The Differentiated Classroom”
Paradigm ShiftOld Paradigm:
– Teach to the middle
New Paradigm:– Address the needs of all
children
Differentiating Instruction
Requires teachers to:• increase their understanding of who they
teach• acknowledge that no two students:
– learn at the same pace– solve problems in exactly the same way– have the same interests– have learned the same skills
Differentiated Instruction is a teacher’s response to learners’ needs guided by general principles of differentiation and based on …
Content Process Product
Curriculum
Environment Instruction & Assessment
Evaluation
Readiness Interests Learning Preferences
Why Develop a Learning Profile?
Learning Learning PreferencePreference
If the assignment encourages students to work in a preferred manner/mode
A Good FitA Good Fit
If tasks ignite curiosity or passion
MotivationMotivation
If tasks are a close match for student skills.
GrowthGrowth
InterestInterest
ReadinessReadiness
Learner Profile• Cognitive abilities
• Cognitive style
• Strengths/Needs•Metacognitive, Information Processing, Communication, Academic, Social/Adaptive
• Readiness
• Learning preferences
• Multiple Intelligence preferences
• Learning modality
• Interests
• Developmental needs/stages
• Personality/temperament
• Socio-economic factors
• Prior experiences
• Cultural and Gender influences
• Value for learning
• Self-esteem/confidence
• Self-efficacy
• ELL/ESL/ELD
Learning Modality PreferencesVisual learning style
– preference for seen or observed things, (pictures, diagrams, demonstrations, displays, handouts, films, chart, etc.)
Auditory learning style – preference for the transfer of information through listening
(spoken word of self or others, of sounds and noises)
Kinesthetic learning style– preference for physical experience (touching, feeling,
holding, doing, practical hands-on experiences)
First Name & First Initial of Last Name
•Written in marker
•Large enough to see across the room
K
V
A
Sorting Cards
Learning Modality
Preferences
ActivityEight Ways of Being Smart Read the descriptors for the 8 intelligences.
Reflect on your own strengths, likes and learning experiences.
Determine: which 2 or 3 intelligences are your strongest. which ones are weaker?
First Name & First Initial of Last Name
•Written in marker
•Large enough to see across the room
K
V
A
MI - top 3
(Ranked with strongest at the top)
Sorting Cards
First Name & First Initial of Last Name
•Written in marker
•Large enough to see across the room
K
V
A
MI - top 3
Sorting Cards
Interests
(3 top)
Modality
Working
Preferences• Self
• Partners
• Small group
• Whole group
Differentiated Instruction is a teacher’s response to learners’ needs guided by general principles of differentiation and based on …
Content Process Product
Curriculum
Environment Instruction & Assessment
Evaluation
Readiness Interests Learning Preferences
What can we differentiate?CONTENT - what knowledge and skills we
want students to learn
PROCESS – how students learn/make
sense of the content
PRODUCT – how students demonstrate what they know and can do
CONTENT: The “What”
You differentiate content when you: pre-assess & match learner’s readiness level
• Valid data – assessment of what the child already knows and can do
provide choice about topics to explore in greater depth
provide resources that match the learner’s
level of understanding
PROCESS: The “How”• Adapt the process by:
– Simplifying the task or adding greater complexity or abstractness to tasks
– Engaging students in higher levels of thinking
– Increasing the variety of ways in which you ask them to learn (e.g., learning style, multiple intelligence)
PRODUCT: End Results
• Products reflect what students have
understood or been able to apply• Products are differentiated when you plan units that
reflect many ways to represent learning• Products can match:
– Learning style, multiple intelligence• Consider authentic audiences, opportunity to self
select, variety of formats/performance tasks
Woodland Park Viewing Guide
Make a graphicorganizer to recordyour thoughts as you view the clip.
Evidence of Effective Learning
Environment
Classroom Organization that
Supports D.I.
Woodland Park
Evidence of Effective Learning Environment
Classroom Organization that Supports D.I.
• clear, explicit instructions
• wall charts
• rubric provided in advance of task
• connecting to prior knowledge
• students working in groups
• metacognition
• choice of graphic organizers• multiple texts• partner work• one group given more practice
time before being assessed• effective feedback
“DI Deck”What can we use in the classroom to put the principles and instructional strategies of DI into practice?
“DI Deck” Carousel
Next Steps
• Before the next session, try implementing one of the cards in your “DI Deck”
• Share your experience with a colleague
There is no recipe for differentiation. Teachers construct differentiated classrooms
in varying ways depending on their own personalities, the nature of the subject and grade levels they teach, and the learning
profiles of their students.
Carol Ann Tomlinson
I am a Child…I am a Teacher
• How does the poem reflect the key messages of DI?
Lunch
TACK 101
• What is TACK?
• Where do we find TACK ?
• How do we use TACK?
• How do we determine the relationship between the expectations and tack?
What is TACK?
T – thinking
A – application
C – communication
K – knowledge and understanding
Where do we find TACK?
• Achievement Chart in the curriculum documents
• Four categories of knowledge and skills• Curriculum expectations can be categorized
into these four areas• Within theses categories are subsets of
knowledge and skills that define the categories
How do we use TACK?
• Provides a framework for teachers to– plan for learning;
– plan and provide feedback;
– Guide in the development of assessment tasks and tools and;
– make judgments about student work.
• Assessment is balanced between the four categories and achievement of expectations is considered within the appropriate categories
Levels on the Achievement Chart
• Provincial standard – Level 3
• Descriptors – define the criteria– effectiveness, accuracy, depth
• Qualifiers – define the levels of achievement
How do we determine the relationship between the expectations and TACK?
• Verbs from the expectations fall into TACK categories
• Some overlap depending upon the expectation and how it’s being used
• Verb chart can help you determine the TACK categories you are targeting for a unit
Processing Card
On the index card provided:
• Explain your understanding of TACK at this point in time.
• List other questions do you still have.
Design Down Curriculum Planning
• Backgrounder• As you read the backgrounder, question the
text. • Jot your questions in the margins of the
article.• As we work through the content, refer back
to your questions: Where they answered? What more information do you need?
Planning for Curriculum and Assessment: Design Down
• Design Down Model or Backwards Design Model
• Clarify results and evidence before designing the lessons and activities
• Way of thinking more accurately, being more strategic
• Overcomes the prevalence of “Aimless Activity and Superficial Coverage”
ComponentsIdentify goals, knowledge
and skills
Determine acceptable evidence
Plan learning experiences and
instruction
Choose your themes and topics
Identify Desired Results
• Expectations from the curriculum guide(s)– What expectations do you want to meet?– What learning skills do you want to assess?
• Enduring Understandings/Big Ideas– What is the “So What?”
Model: Grade 5 Social Studies, Aspects of Citizenship and
Government• Overall Expectations
– Social Studies, Grade 1-6, p.44, O.E. 2 and 3• Specific Expectations
– p.p. 44 - 46• Big Idea
– What does it mean to be a good citizen in Canada?• Know and Do
Describe rights… Formulate questionsIdentify responsibilities… Use sources…
Identify current and historical political figures Use graphic organizersUse media works to presentUse appropriate vocabulary
Model activities and process
TACK
Use the verb chart to determine the TACK categories under which the expectations fall.
T: Formulate questions…A: Use sources…;Use graphic organizers…;Use media works to present…;Use appropriate vocabulary
C: Describe rights…
K: Identify responsibilities…; Identify current and historical political figures
Determine Acceptable Evidence
• Think like an assessor
• Variety of formal and informal assessments
Continuum of Assessment Methods:
•Informal checks for understanding
•Observation/Conferencing
•Quiz/Test•Reflective writing prompt•Performance task/project
Designing PerformanceTasks: GRASPS
Goal: focus for “enduring understanding”
Role: multi perspectives
Audience: authentic tone and voice
Situation: real-life context
Product: varied - presentations, reports, brochure
Standards: criteria for success
Model: Performance Task
Hall of Citizenship Recognition
Performance Task Analysis
• GRASPS– Does it contain all components?
– Does it allow for summative assessment of the expectations (targets)?
• Differentiation– Does it differentiate for product, process, content
according to the student’s readiness, interests and learning profile?
What Formative Assessment Methods will you use?
Know • Describe rights…
• Identify responsibilities…
• Identify current and historical political figures…
Do• Formulate questions…
• Use sources…
• Use graphic organizers…
• Use media works…
• Use appropriate vocabulary….
• Model activities and processes…
Teaching/Learning Strategies
• Examine the expectations and summative tasks.
• What lessons do I need to teach to help students reach these targets?
• Where will I build formative assessments to provide feedback?
• How will I accommodate or modify my spec ed and ELL students
Topic/Themes/Resources
• What topics relate to the expectations selected?
• What resources do I have?
• What resources do I need to get?
Design Down Resources
• Ontario Curriculum Planner– www.ocup.org/units/units55.php
• Understanding By Design– Bookstore– Video series (Medianet)
• Association for Supervision and Curriculum Design – www.ascd.org
• Talk About Assessment– Bookstore
Consolidation
• Making the Shift to Expectation-Based Planning
• Self-assessment: At what stage are you in making the shift? Reflect upon your stage of development in Design Down.
DPA: Intermediate
Chair Raising Activities
Break
Exploring Solutions to Challenges in Classroom Management
• Brainstorm student behavior challenges
• Choose the challenge that you wish to explore.
• Using Wong and Jones, complete the Venn diagram by comparing the solutions to the behavior challenge
Jones Wong
Homework
• Write a reflection about your parent-teacher interview.
• Choose one of the ideas from the
DI Deck and use it with your students.
Questions