Understanding Inquiry PT1 & ECO 2013

Inspiring and Preparing ALL Students to Succeed in a Global Society

Welcome to Understanding Inquiry: Year PTs1, ECOs & SPs

November 7, 12 & December 2, 3, 4, 2013

San Jose Unified School District

Meeting Goals

Assessment of Teaching and Learning

Context for Teaching and Learning

Inquiry into Teaching and Learning (IIP Embedded Across)

Summary of Teaching and Learning

Formative Assessment for California Teachers (FACT)

• At the beginning of this year, I thought/believed/practiced __________.

• At the end of this year, I would like my actions to reflect____________.

What is your teaching practice narrative?

Teaching requires teachers to make

sense of the interaction between the

following five elements

simultaneously: the child, the

context, the content, the acts of

teaching, and the teacher's own

beliefs or dispositions.

Fichtman & Yendol-Hoppey, 2009

Action research is teacher driven, reflective practice.

• Intent is to change, improve and Intent is to change, improve and inform teaching.inform teaching.

• Carried out in the classroom.Carried out in the classroom.

• Researcher identifies problem of Researcher identifies problem of practice.practice.

Your focus area is found at intersection of the dilemmas and

complexities of your work.

Continuum of Teaching Practice

How to find your focus areaI posted my rules at the beginning of

the year.

I give kudos and catch students being

good.

I redirect behavior. I make parent

phone calls if necessary. Kudos (see

above)

How to find your focus area

Nov. 13:Rules posted at the beginning of the year. Catch students being good.

Nov. 13:Reditrect behavior. Make parent phone calls.

Element 2.6 Employing classroom routines, procedures, norms, and supports for positive behavior…• “Where do you see yourself?”

• “What student work and lesson plan is that based on?”

• “What kinds of changes can you make to get to the next level?”

Continuum of Teaching Practice

Self-Assessment: Focus Area

Areas of growth & strength• Locate the 1 – 3 elements of the CSTPs related

to your focus

• Self-Assess on these elements

• “Where do you see yourself?”

• “What student work and lesson plan is that based on?”

• “What kinds of changes can you make to get to the next level?”

Continuum of Teaching Practice

Routines

2.6 Employing classroom routines, procedures, norms,and supports for positive behavior to ensure a climatein which all students can learn.

How to find your focus area

Consider self-assessments, feedback, & classroom experience to identify areas of strength & growth

http://bit.ly/newfact

• What focus areas may this lead to?

• Write your focus area in C-1, Cell 1

• Choose focus CSTP in C-1, Cell 3

What are the criteria for a compelling Focus Question?

1. Explicit focus on improving teacher practice

2. Clear transformative and development in a specific teaching context

3. Concise, open-ended & shouldn’t already have an answer

4. Something the researcher has control over

5. Personally engaging

Non-Example Focus Questions

Will Thinking Maps work with my students?

What strategies will support my EL learners?

How can my struggling students be more successful?

Focus questions

How will incorporating pictorial input charts and sentence frames impact students’ expressive oral language?

To what extent will utilizing explicit instruction of communication and collaboration strategies impact student confidence, classroom culture, and level of academic discussion?

How can I establish a safe and rigorous learning environment in which both self- and peer-assessment are utilized in order to create a strong, final oral presentation?

Break

Craft and share your focus question

• Does it meet the criteria?

• How can it be improved?

• Write your focus question in C-1, Cell 2

Essential Components of Instruction (C-2)How will incorporating pictorial input charts

and sentence frames improve students’ expressive oral language?

CCSS.ELA-Literacy.SL.3.1b Followagreed-upon rules for discussions

Make arguments. State point of views andconvince other people of what you think

• What will your students be learning over the course of your Inquiry?

• Write the targeted academic standard and learning objectives in C-2, Cells 1 & 2

Essential Components of Instruction (C-2)

Essential Components of Instruction (C-2)How will incorporating pictorial input charts

and sentence frames improve students’ expressive oral language?

CCSS.ELA-Literacy.SL.3.1b Followagreed-upon rules for discussions

Make arguments. State point of views andconvince other people of what you think

Written on board, newsletter, tweet/text

Essential Components of Instruction (C-2)How will incorporating pictorial input charts

and sentence frames improve students’ expressive oral language?

CCSS.ELA-Literacy.SL.3.1b Followagreed-upon rules for discussions

Make arguments. State point of views andconvince other people of what you think

Written on board, newsletter, tweet/text

What type of entry & summative assessment will you use?

• Write your entry level assessment and criteria for interpretation in C-2, Cell3

• Write your summative assessment and criteria for interpretation in C-2, Cell 4

Essential Components of Instruction (C-2)How will incorporating pictorial input charts

and sentence frames improve students’ expressive oral language?

CCSS.ELA-Literacy.SL.3.1b Followagreed-upon rules for discussions

Make arguments. State point of views andconvince other people of what you think

Written on board, newsletter, tweet/text

What other types of data will answer your focus question?

• Unit assessments

• DRA

• Observation checklists

• Writing samples

• Tickets Out the Door

• Quick Checks

• Communication Logs

• Parent surveys

• Field notes

• Written reflections

• Observations

• Student interviews

• Focus groups

• Pictures

• Video

What type of academic change do you hope to see as a result of this inquiry

(C-1, Cell 4)?• Needs to be quantifiable (a number!)

• 80% of my students will increase one level on the writing rubric.

• There will be a 50% reduction in D’s & F’s among my students of color at the end of the grading period.

• The lowest third of my students will increase their knowledge of morphemes as measured on end of unit assessment by 100%.

Step 1: Develop Focus Question C-1 Cells 1-4*

C-1 Cells 5-8

Step 0: Self-Assessment CTP; E2.5 – E 2.6

Step 3: Analyze Entry AssessmentSelect Focus Students

• C-3 (Pt 1 & 2); C-4

Inquiry into Teaching & Learning:Steps 0-3

Step 2: Essential Components of Instruction

C-2

Lesson Plan (C-5)Lesson Plan (C-5)

Teach lessonTeach lesson

•Observation C-6•Collect student Work•Observation C-6•Collect student Work

•Analyze student work C-7•Research & Reflect C-1 5-8

•Analyze student work C-7•Research & Reflect C-1 5-8

Inquiry into Teaching & Learning:Step 4

x4

Step 5: Summary Student Assessment C-8

Step 7: Self-Assessment CTP; E2.5 – E 2.6

Step 6: Final Reflection• C-3 (Pt 1 & 2); C-4

Inquiry into Teaching & Learning:Steps 5-7

How is it going?

Review:Review:Focus AreaFocus AreaCompelling focus questionCompelling focus questionAcademic contentAcademic contentAssessment measuresAssessment measures

Within your SP/PT partnership, Within your SP/PT partnership, take a moment to check in.take a moment to check in.What questions do you still What questions do you still have? have?

Closure

• Please complete feedback forms

• PTs: Classroom Management 11: 1/21 & 1/23

• Returning SPs: Coaching for Induction 2: 12/12 or online beginning early Dec.

• New SPs: Coaching for Induction 2: 1/16

• Advice & Assistance Meetings in January

• Bus your tables