CLR Teacher Fellows Spring 2015 February 28, 2015 Bret Harte Middle School.

CLR Teacher FellowsSpring 2015

February 28, 2015

Bret Harte Middle School

Agenda

12:30 Lunch

1:30 Lesson Plan Development

2:00 Reflection

2:30 Homework Review, Evaluation,

Announcements and Dismissal

,

8:00 Welcome and Grounding

8:20 Course Updates

8:30 Culturally and Linguistically Responsive Teaching and Learning

9:45 Break

10:00 An Overview of Session 1 MOOC

11:15 Backwards Planning Using Essential Questions

BRET HARTE MIDDLE SCHOOL

Network Name: 8170

Password: 4d532d323137302d3933303130

THANK YOU FOR BREAKFAST!

KATHY

ESTIBALIZ

BRENDA

MARITIES

SHARON

GLENDA

MICHELLE

NINA

ALYSIA

GREG

EVALUATION REUSLTS• 24 out of 41 participants responded

• 87.5% of participants agreed that the goals/objectives were clearly stated

• 87.5% of participants agreed that the content was aligned to the stated goals and objectives

• Some participants shared the following responses: • Great modeling

• It was absolutely great!• Collaborating with colleagues• More explanation of lesson plan• More classroom application• Snacks during session

Group Norms

Arrive on time

Be respectful

Be present: listen actively and attentively

Silence your phones

Participate to the fullest of your ability -- community growth depends on the inclusion of every individual voice

OBJECTIVES

Establish a professional learning community amongst the CLR Teacher Fellows

Review Course Requirements and updates

Explore Culturally and Linguistically Responsive Teaching and Learning for all students

Define and Develop Language Objectives

Create Essential questions using CCSS for lessons

Obtain feedback in regards to Lesson Design

Reflect on today’s learning

GROUNDING

Adaptive Schools

Find a CLR Teacher Fellow Who…

Course Updates

Course Requirements, Culminating Tasks, Compensation and

Responsibilities

Culminating Tasks

CLR/ALD Infused Two Day Lesson

Video of Lesson

PowerPoint Presentation

MOOCMassive Online Open Course

NovoEd.com

Constructing Classroom Conversations

MOOC Syllabus

Assignment Due Dates:•Team Task #1: 3/1•Assignment #1: 3/17•Peer Evaluations: 3/24•Team Task #2: 3/29•Assignment #2: 4/7•Peer Evaluations: 4/14•Team Task #3: 4/19•Assignment #3: 4/28•Peer Evaluations: 5/5•Team Task #4: 5/10•Assignment #4: 5/19

Culturally and Linguistically Responsive

Teaching and Learning (CLR)

Dr. Jamila Gillenwaters

Culturally and Linguistically Responsive Teaching and Learning

(CLR)

Facilitator:

Dr. Jamila Gillenwaters

SEL Specialist

Objective:

Participants will further develop a working understanding of CLR and its implications for instruction and SELs.

Why CLR?

Discussion Protocol :

Numbered Heads Together

We will view a video clip of Dr. Sharroky Hollie, the author of the book we will all be receiving .

We will engage in the “Watch and Speak” Digital Text Analysis Protocol

Close Viewing of Digital Text

Why Culturally Responsive Education?From the Author’s Perspective

! New, interesting, or surprising

? Raises a question

Seems important, Answers a Question

Digital Text Analysis: Chapter 13

MOOCSession One

Dr. Magan Mitchell

Search for GoodnessLawrence-Lightfoot (1983) explained

that she was inspired to move beyond traditional methods of social science research because of the continued focus on “pathology and disease rather than health and resilience” (p. 8).

MOOC SESSION ONE ASSIGNMENTS

• Housekeeping Task 1• Assignment #1• Team Task #1• Reading: Classroom

Discourse: The Language of Teaching and Learning

• Instructional Videos

2-Minute Academic Conversation Analysis

The goal of this activity is for you to gain a more dynamic picture of your focal students and their Academic Language Skills:

The Partner Activity: “Do you agree or disagree? Should marijuana be legalized? Why or Why not?

Prompt starter (A): Response starter (B):

1. What do you think? 1. I think that ….

2. I agree or disagree with you because? 2. I agree or disagree with you because…

I think that…

3. Would you like to add anything else? 3. I would also like to add that….

Session One Videos

Now Consider Two Focal Students …

Select any two students to focus on for your language assessment.

Chapter Two: Designing Activities and Lessons “The bigger the building, the stronger its foundation needs to be.”

“An ounce of planning is worth a pound of confusion avoidance and pedagogical triage…”

Teacher Reflection Strand 1: ID Complex Language Demands to Create Language Objectives

Strand 2: Structure Engaging Tasks that Require Authentic and Original Communication Strand 3: Build on Background Knowledge, Culture and Language

Three Main Dimensions of Academic LanguageMessage: Create a logical flow

of and connections between ideas, knowing how ideas develop and need to develop.

Sentence: Combine ideas, phrases, and clauses

Word/Phrase: Figure out the meaning of new words and terms

Complex Language Demands (p.7)

Creating Language ObjectivesStep 1: Reflect on the complex language needs of the students in the class.

What language knowledge and skills do they most need to develop?

Analyze their written work and listen to their conversations.

Have short interactions with them to gauge their language abilities.

Source: Zwiers, J., O’hara, S., & Pritchard, R., (2014). Common Core Standards in Diverse Classrooms: Essential Practices for Developing Academic Language and Disciplinary Literacy. Portland,ME: Stenhouse Publishers.

Creating Language ObjectivesStep 2: Analyze the “content” objective for message organization (i.e., discourse) demands; then sentence-level demands; and then word and phrase demands.

Step 3: Analyze texts that will be used. Texts include written texts, oral messages, videos, and visuals. Identify the most challenging language for message organization (i.e.,

discourse) demands; then sentence-level demands; and then word and phrase demands.


Creating Language ObjectivesStep 4: Analyze tasks that will be used, including assessment tasks.

Tasks include activities and products. Identify the most challenging language for message organization (i.e.,

discourse) demands; then sentence-level demands; and then word and phrase demands

Step 5: Choose the most pressing demands. Look back at the lesson objective and decide which language is most

useful for learning and showing learning of the objective.


Creating Language ObjectivesStep 6: Use the language identified in Step 5 to create a clear language objective.

The objective will usually have a function (communication or thinking skill).

May or may not have specific terms or syntax strategies in it.


Creating Language Objectives from Demands

Students will be able to (skill or function) using (specific language) in a (type of activity).

Language Objective ExampleStudents will be able to understand and express cause and effect relationships in the text, using complex sentences and vocabulary(wide open, emigrate,

motivate), as well as cause/effect terms (motivate, led to, as a result, due to) in a discussion with a partner and on an essay organizer.

Practice with Language Objectives

Identify the skill or function

Identify the specific language

Identify the type of activity

Backwards Design Using Essential Questions

Ms. Cindy Marquez

Essential QuestionsOpening Doors to Student Understanding

Text as ExpertPlease individually read the following::“UbD in a Nutshell - Page 1”Suggested Annotations:

Box two or more claims made by the author

Circle two or more “ahas” Point an arrow at two or more wonderings

UbD

UbD Connection

Teaching and Learning Framework

Understanding by Design (UbD)

➢ Plan “backwards” from the desired results

➢ Plan with the end in mind

➢ Expectations are transformed into targets based upon Big Ideas, Essential Understandings, Essential Questions, and a Summative Assessment

Big Ideas and Essential Understandings

Big Ideas offer a conceptual framework for a unit of study (themes, principles, theories)

Examplesfriendshiprelationshipspowerchangejustice

Essential Understandings frame Big Ideas as an understanding in a sentence.

Examples“A friend is a treasure.” “Relationships change over time.”“Power is the ability to influence.”“Change is inevitable.”“Do unto others as you would have them do unto you.”

Essential Questions

Frame the key learning goals for a unit of study in the form of a question

Three connotations of essential:• important and timeless• foundational• vital

A good essential question:

Open-ended Transferable ideasThought-provoking

Raises more questionsRequires support and justification

Essential Questions

Essential Questions are generated from Big Ideas and they frame the learning goals for a unit of study.

● Generate more inquiry● Open-ended● Provocative● Authentic● Debatable● Stimulating

History/ELA Examples

● Whose “story” is this?● Why does America believe

in democracy?● What is worth fighting for?● What is the relationship

between truth and fiction?

UbD for Your LessonPlease consider the following elements as you craft

your lesson: 1.1 Common Core Standard2.1 Big Idea3.1 Essential (or Enduring) Understanding4.1 Essential Question

Standard Big Idea

Essential (or Enduring)

Understanding

Essential Question

Lesson Plan Template Overview

Breakout Groups

Begin completing Checkpoints #1 & #2

Reflection

I’m wondering….

I learned that…

Homework MOOC Readings

Checkpoint #2

Survey Gizmo Evaluation

Please enter the following URL to access the online evaluation:

http://bit.ly/clrfellowsday2

Next Class: March 7, 2015

Please feel free to contact us:

Dr. Jamila Gillenwaters: [email protected]

Dr. Magan Mitchell: [email protected]

Ms. Jessica Thomas: [email protected]

Ms. Cindy Marquez: [email protected]

Or contact us at (213) 241-3340

CLR Teacher Fellows Spring 2015 February 28, 2015 Bret Harte Middle School.

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Transcript of CLR Teacher Fellows Spring 2015 February 28, 2015 Bret Harte Middle School.