Office of Talent Development FfT Summer Institute Presenter: Monica Holmes and Elzora Bellamy...

Office of Talent DevelopmentFfT Summer Institute

Presenter: Monica Holmes and Elzora Bellamy Watkins

Utilizing FfT to Enhance Teaching and Learning

“Quote of the Day”

Learning how to learn is life’s most important skill.

Anonymous

Agenda

Warm up (10 mins) FfT topic

Introductory Activity (15 mins.) What are the pieces? Challenging Components and Elements

Let’s take a Look (15 mins)All Roads Lead to… (25 mins)Closure (2 mins)

Outcome

Participants will understand how the FfT will be better able to support teachers in

enhancing teaching and learning.

The Framework for Teaching Charlotte Danielson

Warm Up

Warm Up

(10 minutes)

(10 minutes)

You Talk a Mile a Minute

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The subject is FFTSelf AssessmentResearchStudent CenteredCognitive ConstructivistReflectiveDomainsobservation

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The subject is FFTSelf AssessmentResearchStudent CenteredCognitive ConstructivistReflectiveDomainsobservation

Round 2

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The subject is FFTCultureQuestionPlanning and preparationRigorActivityDiscussionTurn and talkProfessional responsibility

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The subject is FFTCultureQuestionPlanning and preparationRigorActivityDiscussionTurn and talkProfessional responsibility

Rate yourself

1. I’m brand new at the FfT

2. I’m a little familiar with the FfT

3. I’ve trained or participated in the Pilot or FIRST


Framework for Teaching Organization

Domains(1, 2, 3, and 4)

Components(8 Essentials)

Elements(26)

Introductory

Introductory

ActivityActivity

(20 minutes)

(20 minutes)

The Framework for Teaching


Domain 4Professional Responsibilities

Domain 1 Planning and Preparation

Domain 2The Classroom Environment

Domain 3Instruction

Jigsaw

You have 15 minutes to place the elements under the appropriate elements, and the components under the appropriate Domains.What are some observations you can

tell about the elements?

Domain 1:

Planning and Preparation

1c: Establishing Instructional Outcomes

1e: Designing Coherent Instruction

Domain 2:

Classroom Environment

2b: Establishing a Culture for Learning

2d: Managing Student Behavior

Domain 4:

Professional Responsibility

4a: Reflecting on Teaching

4c: Communicating with Families

Domain 3:

Instruction

3b: Using Questioning and Discussion Techniques

3c: Engaging Student in Learning

The 8 Essential Components

Challenging

Challenging

Components

Components

and Elements

and Elements


1

3

2

4

Priorities of the FFT

What are the FFT has two priorities?

Cognitive engagement“minds-on”

Constructivist learning“learning is done by the learner”

Teaching cannot be considered Proficient or Distinguished if students are not thinking and doing the learning themselves.

Domain 3: InstructionComponent 3b: Questioning & Discussion Techniques

Elements: Quality of Questions, Discussion Techniques, Student Participation

Element Unsat Basic Proficient Distinguished

Quality of Questions

Teacher’s questions are a combination of low and high quality, posed in rapid succession. Only some invite a thoughtful response.

Most of the teacher’s questions are of high quality. Adequate time is provided for students to respond.

Teacher’s questions are of uniformly high quality, with adequate time for students to respond. Students formulate many questions.

Discussion techniques

Teacher makes some attempt to engage students in genuine discussion rather than recitation, with uneven results.

Teacher creates a genuine discussion among students, stepping aside when appropriate.

Students assume considerable responsibility for the success of the discussion, initiating topics and making unsolicited contributions.

Studentparticipatio

n

Teacher attempts to engage all students in the discussion, but with only limited success.

Teacher successfully engages all students in the discussion.

Students themselves ensure that all voices are heard in the discussion

Take a look

Take a look

at how FfT can

at how FfT can

enhance T.L.C.

enhance T.L.C.

Clip Talk

What evidence of Cognitive engagement and constructivist learning do you see or hear?

CLIPS

We will be viewing a series of clips of a ninth grade Algebra 1 lesson.

What are the Behaviors needed to enhance teaching and learning?

What would be some student behaviors that depicts cognitive engagement and constructivist learning?

What teacher behaviors should be evident to bring about these student behavior?

All Roads Lead to…

Planning

PRINCE GEORGE’S COUNTY BOARD OF EDUCATION • PRINCE GEORGE’S COUNTY PUBLIC SCHOOLSwww.pgcps.org 27

What to consider as you plan…

Academic Rigor in a Academic Rigor in a ThinkingThinking

CurriculumCurriculum

Commitment to a Knowledge Core

High Thinking Demand

Active Use of Knowledge


Commitment to a Knowledge Commitment to a Knowledge CoreCore

Includes:Includes: An articulated curriculum that avoids

needless repetition and progressively deepens concepts

Curriculum and instruction that is organized around major concepts

Teaching and assessment that focus on the mastery of core concepts


High High ThinkingThinking Demand Demand

Students are expected to raise questions, to solve problems, and to reason.

Challenging assignments are included in every subject.

Extended projects are a part of the curriculum.

Explanations and justification of ideas and opinions are expected of all students.

Reflection on learning strategies is evident in discussion and student work.


Active Use of KnowledgeActive Use of Knowledge

Students are expected to: synthesize several sources of information,

test understanding by applying and discussing concepts,

apply prior knowledge, and

interpret texts and construct solutions.

1c: Setting Instructional Outcomes

Pieces of the Lesson:

Value, Sequence, & Alignment

Clarity

Balance

Suitability for Diverse Learners

Looking at the lesson plan

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Domain 1: Planning and PreparationComponent 1c: Establishing Instructional Outcomes

Elements: Value, Sequence, and alignment, Clarity, Balance, Suitability for diverse learners

Element Unsatisfactory Basic Proficient Distinguished

Value and Sequence

Outcomes represent low expectations for students and lack of rigor. They do not reflect important learning in the discipline nor a connection to a sequence of learning.

Outcomes represent moderately high expectations and rigor. Some reflect important learning in the discipline and at least some connection to a sequence of learning.

Most outcomes represent high expectations and rigor, and important learning in the discipline. They are connected to a sequence of learning.

All outcomes represent high expectations and rigor, and important learning in the discipline. They are connected to a sequence of learning both in the discipline and related disciplines.

Clarity Outcomes are either not clear or are stated as not as student learning but as activities. Outcomes do not permit viable methods of assessment.

Outcomes are only moderately clear, or consist of a combination of outcomes and activities. Some outcomes permit viable methods of assessment.

Most of the outcomes are clear, but may include a few activities. Most suggest viable methods of assessment.

All the outcomes are clearing, written in the form of student learning, and permit viable methods of assessment.

Balance Outcomes reflect only one type of learning and only one discipline or strand.

Outcomes reflect several types of learning but teacher has made no attempt at coordination or integration.

Outcomes reflect several different types of learning and opportunities for coordination.

Where appropriate, outcomes reflect several different types of learning and opportunities for both coordination and integration.

Suitability for Diverse learners

Outcomes are not suitable for the class, or are not based on any assessment of student needs.

Most of the outcomes are suitable for most of the students in the class based on global assessments of student learning.

Most of the outcomes are suitable for all students in the class, and are based on evidence of student proficiency. However, the needs of some individual students may not be accommodated.

Outcomes are based on a comprehensive assessment of student learning and take into account the varying needs of individual students or groups.

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Domain 1: Planning and Preparation Component 1e: Designing Coherent Instruction

Elements: Learning activities, Instructional materials and resources, Instructional groups, Lesson and unit structure

Element Unsatisfactory Basic Proficient DistinguishedLearning Activities

Learning activities are not suitable to students or to instructional purposes, and are not designed to engage students in active intellectual activity.

Only some of the learning activities are suitable to students or to the instructional outcomes. Some represent a moderate cognitive challenge, but with no differentiation for different students.

All of the learning activities are suitable to students or to the instructional outcomes, and most represent significant cognitive challenge, and with some differentiation for different groups of students.

Learning activities are highly suitable to diverse learners and support the instructional outcomes. They are all designed to engage students in high-level cognitive activity, and are differentiated, as appropriate, for individual learners.

Instructional Materials and Resources

Materials and resources are not suitable for students, do not support the instructional outcomes nor engage students in meaningful learning.

Some of the materials and resources are suitable to students, support the instructional outcomes, and engage students in meaningful learning.

All of the materials and resources are suitable to students, support the instructional outcomes, and are designed to engage students in meaningful learning.

All of the materials and resources are suitable to students, support the instructional outcomes, and are designed to engage students in meaningful learning. There is evidence of appropriate use of technology and of student participation in selecting or adapting materials.

Instructional Groups

Instructional groups do not support the instructional outcomes and offer no variety.

Instructional groups partially support the instructional outcomes, with an effort at providing some variety.

Instructional groups are varied as appropriate to the students and the different instructional outcomes.

Instructional groups are varied as appropriate to the students and the different instructional outcomes. There is evidence of student choice in selecting the different patterns of instructional groups.

Lesson and Unit Structure

The lesson or unit has no clearly defined structure, or the structure is chaotic. Activities do not follow an organized progression, and time allocations are unrealistic.

The lesson or unit has a recognizable structure, although the structure is not uniformly maintained throughout. Progression of activities is uneven, most time allocations are reasonable

The lesson or unit has a clearly defined structure around which activities are organized. Progression of activities is even, with reasonable time allocations.

The lesson’s or unit’s structure is clear and allows for different pathways according to diverse student needs. The progression of activities is highly coherent.

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How would todays information have implications

on your work?

2 Minute Quick Write

595857565554535251504948474645444342414039383736353433323130292827262524232221201918171615141312111009080706050403020100

2 Minute Quick Write

How would todays information have implications

on your work?

37


Value and Sequence




















Value and Sequence


Value and Sequence





Pieces of the Lesson

Value, Sequence, & Alignment

Aligned to standards Part of a bigger picture, previous lesson, beginning

lesson, etc. Represents high expectations & intellectual rigor

(higher order thinking)

Value, Sequence and Alignment

Connected to a sequence of learning both in the discipline and in related disciplines. Does this outcome connect to what students are learning in other disciplines?

Is this important learning?

Does the learning outcome represent high expectation for all students?

Is the learning outcome rigorous? If not, how might you rewrite it to be more rigorous?

Does the outcome naturally follow what students have previously learned?

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Value and Sequence


















Clarity






Pieces of the Lesson

Clarity Objectives use measurable verbs Clearly stated as a learning goal & can be

assessed Teacher states outcome as learning not just as

an activity Outcomes can be assessed/tested

What’s the difference between Activity and Outcome?

Outcome What students are expected

to learn Worthwhile and represent

learning central to a discipline as well high level learning for the students

The result or consequence of an activity in terms of success and failure

Activity What students will do A single focus thing that

the student does An educational process

or procedure intended to stimulate learning through actual experience

Outcome

The outcome is not that the student will complete page 38 and answer the questions but what will they learn as a consequence of answering the question on page 38.

Clarity-Teacher states outcome as learning not just as an activity

Bringing Clarity, is it an activity or an outcome?

Outcome: Today you will use your problem-solving skills to resolve the following dilemma…

Activity: Read question #3 on page 47. work with a partner to answer the question.

(This outcome is not about the answer to the dilemma, but rather the thinking students engage in to come to a resolution. The outcome allows the teacher to uncover how students are thinking about a situation and provides an opportunity to probe for deeper thinking.)

Instructional Outcomes do not describe what students will do, but

what they will learn.

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Value and Sequence


















Balance






Balance

Balance represent factual knowledge and procedural skills as well as thinking and reasoning, conceptual understanding and skills in collaboration.

Among different types of learning (may represent listening, discussion, writing, drawing, presenting, groupings, etc.) How is it related to the learning outcome?

Integrated with other content areas/technology

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Value and Sequence



















Element Unsatisfactory

Basic Proficient Distinguished

Suitability for

Diverse learners.


Most of the outcomes are suitable for most of the students in the class based on global assessments of student learning



Suitability for Diverse Learners

Instruction is adjusted to accommodate diverse learners

Differentiating the Process/Activities Differentiating the processes means varying

learning activities or strategies to provide appropriate methods for students to explore the concepts.

Priorities of the FFT

The FFT has two priorities Cognitive engagement

“minds-on” Constructivist learning

“learning is done by the learner”

Teaching cannot be considered Proficient or Distinguished if students are not thinking and doing the learning themselves.

Office of Talent Development FfT Summer Institute Presenter: Monica Holmes and Elzora Bellamy...

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