A Summer Institute on
Co-TeachingDay 2
Effective Instruction:Effective Instruction:Effective Instruction:Effective Instruction:
Planning for Planning for Powerful Powerful
InstructionInstruction
Planning for Planning for Powerful Powerful
InstructionInstruction
Co-Planning Instruction Using Assessment
Today’s AgendaToday’s AgendaToday’s AgendaToday’s Agenda
Establish how to dialogue as co-teachers about our analysis to better plan instruction Outline various methods to collect data and assess student performanceDetermine effective ways to analyze data and assessmentsExperience various planning tools
Listening to Colleagues’ Listening to Colleagues’ ThinkingThinking
Listening to Colleagues’ Listening to Colleagues’ ThinkingThinking
Listen without judging. Recognize you bring your own assumptions to the table. Try to leave them at the door.Use controversy as an opportunity to explore and understand each others’ perspectives.Make your own thinking clear to others.Be patient and persistent.
HORACE, November 1996, p.2, Coalition of Essential Schools
Ground Rules for Ground Rules for DialogueDialogue
Ground Rules for Ground Rules for DialogueDialogue
Describe the behavior, not personUse observations, avoid inferringSeek to understand, not to judgeConsider other perspectives, rather than one wayRestate what was said, not an interpretationValidate ideas, rather than oppose
Co-Planning InstructionCo-Planning InstructionCo-Planning InstructionCo-Planning Instruction
Planning Realities 1Planning Realities 1Planning Realities 1Planning Realities 1
Teachers work alone and struggle in their efforts to “cover the curriculum” even though “covering” and “teaching” are not the same.
Planning Realities Planning Realities 2 2
Planning Realities Planning Realities 2 2
Rarely does the “self-talk” of planning center on the difficult task of reaching those who are struggling to learn.
“What could make this difficult for my students to learn?”“Did all the students understand the content in yesterday’s lesson so that we are ready to move on?”
Planning Realities 3Planning Realities 3Planning Realities 3Planning Realities 3
Planning is typically focused on group learning. Then individual accommodations are frequently in conflict with the goals of the group.
Planning Realities 4Planning Realities 4Planning Realities 4Planning Realities 4
Planning for diversity requires quality time. Most of the time given to teachers is not quality planning time.
Planning Realities Planning Realities 55
Planning Realities Planning Realities 55
Planning for diversity is rarely recorded in “planning books.”
ImplicationsImplicationsImplicationsImplications
The goals of planning should shift from focusing on covering the curriculum to focusing on student learning the curriculum.
Adaptation for students with disabilities should be considered as part of the broader challenge of responding to the academic diversity within a class.
Planning ParticularsPlanning ParticularsPlanning ParticularsPlanning Particulars
Objective of the lessonInstructional arrangements and activitiesOpportunities to apply learningAcademic/behavioral modifications and/or accommodationsMonitor, (assess) and provide feedbackDocument student progress on meeting the objective and then instructional changes to be made if needed for each student
Connecticut’s Common Connecticut’s Common Core of TeachingCore of Teaching
Connecticut’s Common Connecticut’s Common Core of TeachingCore of Teaching
Planning1. Teachers plan instruction based upon
knowledge of subject matter, students, the curriculum and the community.
2. Teachers select and/or create learning tasks that make subject matter meaningful to students.
Planning
Instruction
Evaluation
Planning, teaching, assessing and adapting are interconnected parts of a whole educational process.
A Piece of the PIEA Piece of the PIEA Piece of the PIEA Piece of the PIE
Planning Planning Planning Planning Demonstrate knowledge of content, pedagogy, students, and resources Create an instructional design that sequences learning activities, materials and strategiesUse continuous feedback to make the content of the general education curriculum accessible to all students
Planning means goal setting and identifying the specific learning to occur.
PlanningPlanningPlanningPlanning
Take into consideration student needs, skill level and prior knowledgeAllow for modifications and accommodationsDifferentiate instructional methods and materials. (Content, Process and Product) (Respectful Tasks)
Consult and collaborate with others
Accommodations vs. Accommodations vs. ModificationsModifications
Accommodations vs. Accommodations vs. ModificationsModifications
Accommodation A change made to the teaching or testing procedures in order to provide a student with access to information and to create an EQUAL OPPORTUNITY to demonstrate knowledge and skills (HOW)
ModificationA change in what the student is expected to learn and/or demonstrate (WHAT)While a student may be working on modified course content, the subject area/context remains the same as for the rest of the class.
V. Nolet & M. J. McLaughlin (2000) Accessing the general curriculum: Including students with disabilities in standards-based reform.
Accommodations vs. Accommodations vs. ModificationsModifications
Accommodations vs. Accommodations vs. ModificationsModifications
Accommodation Accommodations do notdo not change the instructional level, content, or performance criteria for meeting standards; they do notdo not alter the big idea or major learning outcomes expected of the instruction.
ModificationModifications may alter the subject matter or the expected performance of the student.
V. Nolet & M. J. McLaughlin (2000) Accessing the general curriculum: Including students with disabilities in standards-based reform.
Three Types of Three Types of Accommodations Accommodations
Three Types of Three Types of Accommodations Accommodations
Alternative Acquisition Modes to augment, bypass, or compensate for a motor, sensory, or information processing deficit.Content Enhancements to assist with identification, organization, comprehension, and memory of information.Alternative Response Modes in order to reduce barriers created by sensory or motor deficits or language differences.
V. Nolet & M. J. McLaughlin (2000) Accessing the general curriculum: Including students with disabilities in standards-based reform.
Two Types of Two Types of ModificationsModificationsTwo Types of Two Types of ModificationsModifications
Change in the amount of key concepts or performance expectations to be learned within the grade level standard (e.g., learn characteristics of one planet in depth vs. characteristics of all nine planets)
Change of the grade level standard to match the student’s instructional level (e.g., recognition of wholes and parts vs. equivalent fractions)
V. Nolet & M. J. McLaughlin (2000) Accessing the general curriculum: Including students with disabilities in standards-based reform.
What do we want the What do we want the student to do?student to do?
What do we want the What do we want the student to do?student to do?
Using the desired goals, level of expectation/standard in the general curriculum, and student’s current level of performance, determine what can be achieved within the context of the general curriculum.
AS IS?AS IS? With accommodations? orWith modifications?
Using Assessment to Co-Using Assessment to Co-Plan InstructionPlan Instruction
Using Assessment to Co-Using Assessment to Co-Plan InstructionPlan Instruction
What is the Purpose for What is the Purpose for Assessment?Assessment?
What is the Purpose for What is the Purpose for Assessment?Assessment?
To determine if there is a gap between
expectations and current performance
To establish the current level of functioning for a student (baseline)
To monitor student growth (outcomes)
What is the Purpose for What is the Purpose for Assessment?Assessment?
What is the Purpose for What is the Purpose for Assessment?Assessment?
To drive instructionWhat do we teach?
Collecting DataCollecting DataCollecting DataCollecting Data
Ways to Assess
Turn To Your Turn To Your Co-Teacher…Co-Teacher…Turn To Your Turn To Your Co-Teacher…Co-Teacher…
What are five ways you collect data on student academic and behavioral performance?
1.
2.
3.
4.
5.
Testing vs. AssessmentTesting vs. AssessmentTesting vs. AssessmentTesting vs. Assessment
TestsCommercial StandardizedFocus on quantitative data
AssessmentProcess
Multi-purposeful
Information gathering
Testing vs. AssessmentTesting vs. AssessmentTesting vs. AssessmentTesting vs. Assessment
The Numbers and The Numbers and Words About Words About Assessment Assessment
The Numbers and The Numbers and Words About Words About Assessment Assessment
Quantitative data (Numbers)
Instructional level
Frequency
Duration
Overall student progress
Qualitative data (Words)
Environmental or instructional conditions
Intensity
Error analysis
Function of behavior
Instructional Levels for Instructional Levels for ReadingReading
Instructional Levels for Instructional Levels for ReadingReading
Word IdentificationIndependent level
98%-100%
Instructional level93%-97%
Frustration level92% or less
Reading Comprehension
Independent level100%
Instructional level75%-100%
Frustration level74% or less
Instructional Levels for Instructional Levels for MathMath
Instructional Levels for Instructional Levels for MathMath
Drill/FactsIndependent level
85%-100%
Instructional level70%-85%
Frustration level69% or less
ApplicationIndependent level
96%-100%
Instructional level85%-95%
Frustration level84% or less
Pre-assessment: Pre-assessment: A DefinitionA Definition
Pre-assessment: Pre-assessment: A DefinitionA Definition
Pre-assessment is an instructional strategy teachers use to uncover what students know about a curriculum unit before they begin formal instruction.
Pre-assessment: Pre-assessment: Diagnostic ToolsDiagnostic ToolsPre-assessment: Pre-assessment: Diagnostic ToolsDiagnostic Tools
Teacher ObservationsLearner Profiles K-N-W ChartsJournalsParent LettersLists, SurveysProductsPerformancesConferencesConcept Maps
Pre-assessment Tool: Pre-assessment Tool: A Modified K-W-LA Modified K-W-L
Pre-assessment Tool: Pre-assessment Tool: A Modified K-W-LA Modified K-W-L
What the student already KNOWS
What the student NEEDS to know
What the student WANTS to know
K N W
- Prior Experiences- Knowledge- Skills- Accomplishments- Attitudes
-Self-rating of current proficiency with unit objectives
- Interests- Questions- Ideas for exploration or investigation
Pre-assessment Tool: Pre-assessment Tool: JournalsJournals
Pre-assessment Tool: Pre-assessment Tool: JournalsJournals
Ask students to describe processes/ examples or provide reflections related to a curriculum objective
Give the teacher an opportunity for a one-to-one interchange with the student
Tell me what you
know about
fractions
What is the purpose of a hero in a
story?
Pre-assessment Tool: Pre-assessment Tool: Parent LetterParent Letter
Pre-assessment Tool: Pre-assessment Tool: Parent LetterParent Letter
Informs parents about unit skills, concepts, and types of unit activities;Enlists parents’ help with resources, artifacts, community connections, etc.Asks for parents’ insights into their child’s interests, strengths, and experiences;Informs parents that you will be giving homework assignments intended to be worked on together.
Pre-assessment Tool: Pre-assessment Tool: Lists and SurveysLists and Surveys
Pre-assessment Tool: Pre-assessment Tool: Lists and SurveysLists and Surveys
“Tell me all the words that come to mind when I say “oceanography’;List the attributes of French Impressionistic paintings;Name several types of land masses;Give examples of foods that contain high fats and sugars.
Pre-assessment Tool: Pre-assessment Tool: ProductsProducts
Pre-assessment Tool: Pre-assessment Tool: ProductsProducts
Create a bar graph using data from the sports section of the newspaper;
Make a landscape drawing with a horizon;
Show me your latest science lab report.
Pre-assessment Tool: Pre-assessment Tool: Performances or Performances or
Conferences Conferences
Pre-assessment Tool: Pre-assessment Tool: Performances or Performances or
Conferences Conferences Explain how you found this answer;Import a graphic for the newspaper;Create a mobius strip;Use a graphing calculator to determine an equation;Develop a roll of black and white film;Read to me.
Pre-assessment Tool: Pre-assessment Tool: Graphic OrganizersGraphic Organizers
Pre-assessment Tool: Pre-assessment Tool: Graphic OrganizersGraphic Organizers
Are useful thinking tools that allow students to organize information and allow them to see their thinking;Give visual representations of facts/concepts;Show relationship between and among new facts and previous information.
Pre-assessment Tool: Pre-assessment Tool: Concept MapConcept Map
Pre-assessment Tool: Pre-assessment Tool: Concept MapConcept Map
Used when teaching concepts and principles;
Graphic representation of students’ understandings;
Uses a word bank, web, and links
Pre-assessment Tool: Pre-assessment Tool: Concept MapConcept Map
Pre-assessment Tool: Pre-assessment Tool: Concept MapConcept Map
Word BankSun
Hot gasSpaceHeatNight
Constellation
DayStar
Star space
heat
hot gas
day
sun
nightconstellation
is in
seen in
is a
has
makesmakes a
see at
Pre-assessment: Pre-assessment: When?When?
Pre-assessment: Pre-assessment: When?When?
At the beginning of the year?At the end of the year?At the beginning of each semester?At the beginning of a unit?At the beginning of a lesson?
Basic Information To Basic Information To Remember When Remember When
ObservingObserving
Basic Information To Basic Information To Remember When Remember When
ObservingObserving
One Teach/One One Teach/One Observe Observe
One Teach/One One Teach/One Observe Observe
Tips for ObserverUse/carry recording materials a few times before observationOccasionally float aroundLook at a few different studentsBe consistent in observation methods, time frames, and the focus behavior
Tips for Co-teachersAvoid always having the same person observePlan together what will be observed, when, and whyBe clear on the focus behaviorExamine the data together
Observational Based Observational Based AssessmentAssessment
Observational Based Observational Based AssessmentAssessment
Clearly define the behavior to observeObservable (can be seen)Measurable (can be counted)Specific (clear terms, not vague, no room for a judgement call)
Observe at least 3 timesDifferent/same settingsDifferent/same timesDifferent/same activities
Tally/FrequencyTally/FrequencyTally/FrequencyTally/Frequency
A tick mark is made each time the behavior occurs
Tally/FrequencyTally/FrequencyTally/FrequencyTally/Frequency
Jon hits another student
Jon leaves his seat during story time
Jon throws blocks
Behavior Occurrence Count: 8 within a 60 minute observation.
Other Ideas for TallyingOther Ideas for TallyingOther Ideas for TallyingOther Ideas for Tallying
Masking TapePennies (in pocket)/PaperclipsGolf CounterPost-It NotesMailing LabelsIndex Card
DurationDurationDurationDurationThe length of time that the behaviors occurs is recorded
Use the same unit of timeHours
Minutes
Seconds
DurationDurationDurationDuration
Average duration of behavior: 18/30 minutes = 60% of the time.
Setting Start time Stop time Duration Total time
Story 10:05 10:11 6 minutes
Seat 10:16 10:25 9
Blocks 10:31 10:35 4 18 minutes
Momentary IntervalMomentary IntervalMomentary IntervalMomentary Interval
Set a predetermined unit of time5 minutes30 seconds
At that exact unit of time, tally the occurrence of the behaviorIf the behavior occurs in between the set time, do not count it
Momentary IntervalMomentary IntervalMomentary IntervalMomentary Interval
1 2 3 4 5 6 7 8 9
Story + + - + + - - - +
Seat + - - - + + - + +
Blocks - + - - - - - + -
Percentage of behavior occurrence: 15/27 = 55.5%
Analyzing Student WorkAnalyzing Student WorkAnalyzing Student WorkAnalyzing Student Work
Making Assessments
Work for You
Effective Questions to Effective Questions to Analyze The Instructional Analyze The Instructional
EnvironmentEnvironment
Effective Questions to Effective Questions to Analyze The Instructional Analyze The Instructional
EnvironmentEnvironmentWhat curriculum standards does this address?What are the expectations of the task?What is the amount of relevant practice/student engagement provided?
What teaching strategies are used?
Is there appropriate pacing?
Is there an instructional match provided?
Essential Questions to Essential Questions to Analyze Student Analyze Student
PerformancePerformance
Essential Questions to Essential Questions to Analyze Student Analyze Student
PerformancePerformanceWhat does the student know/do?What are the student’s strengths and interests?What it the student’s instructional level? How does the student approach new learning?
What learning strategies does the student use?How does the student organize information?Does the student self-monitor? What are the patterns in errors?
Effective Questions to Effective Questions to Ask About Student Ask About Student
BehaviorBehavior
Effective Questions to Effective Questions to Ask About Student Ask About Student
BehaviorBehaviorWhat does the student contribute to his environment? When, where, and with whom is the behavior most likely to occur?When does he exhibit appropriate behaviors?
What happens immediately before the behavior?What do others do when the behavior occurs?What other environmental conditions may contribute to the behavior?
Planning Tips & ToolsPlanning Tips & ToolsPlanning Tips & ToolsPlanning Tips & Tools
Finding Time to Plan As Finding Time to Plan As Co-TeachersCo-Teachers
Finding Time to Plan As Finding Time to Plan As Co-TeachersCo-Teachers
Department meetingsTeam meetingsCohort groupsSubstitutes for a dayCommon prep time½ hour every day before/after schoolEarly release days
VAK Planning OrganizerVAK Planning OrganizerVAK Planning OrganizerVAK Planning Organizer
T1 ____________ T2 ____________ Approach
V
A
K
Provide lecture on Columbus
Put notes on overhead
Help students move model ships on world map
Team Teach
Team Teach
Team Teach
Help students move model ships on world map
Student Reading
Teacher Read Alouds(listening) Oral Language
(speaking)
Written Language
Math
Science Physical Education
Art
Culminating Activity
Social Studies
Music
Planning WebPlanning WebPlanning WebPlanning Web
Folk Tales Create scenery
Compare to folk songs
Compare to folk dances
Dramatize a folk tale
Locate countries of folk tales
Write a folk tale Read a folk
tale Read a folk tale
Examples of colloquialisms
Spatial representations of plot
Determine biomes of setting
Lesson Planning with Lesson Planning with the Multiple the Multiple IntelligencesIntelligences
Lesson Planning with Lesson Planning with the Multiple the Multiple IntelligencesIntelligences
Linguistic Mathematical-Logical
Visual-Spatial Bodily-Kinesthetic
Musical Interpersonal
Intrapersonal Naturalist
Lesson Planning with Lesson Planning with the Multiple the Multiple IntelligencesIntelligences
Lesson Planning with Lesson Planning with the Multiple the Multiple IntelligencesIntelligences
Linguistic Mathematical-Logical
Visual-Spatial Bodily-Kinesthetic
Musical Interpersonal
Intrapersonal Naturalist
Fraction Vocabulary Fractions
Fraction Bars Pizzas and pies
Locating fractions in forest
Musical notes
Journal reflections on new learning
Cooperative learning
A Piece of Curriculum A Piece of Curriculum PiePie
A Piece of Curriculum A Piece of Curriculum PiePie
What most students will learn
What some students will learn
What all students will learn
KU-CRL
Identify
animals that
are
mammals
Define
the characteristics
of mammals
Compare
the
characteristics
of mammals
to reptiles
5 Points of Entry5 Points of Entry5 Points of Entry5 Points of EntryTeacher
What are state and local requirements? What prior knowledge do I as the teacher have of this content?
Students Do my students have the vocabulary they need?
TopicWhat are the new concepts introduced?
Context(classroom climate) How well are my students working in groups?
Instructional PracticesHow will I monitor and assess student learning?
Levels of LearningLevels of LearningLevels of LearningLevels of LearningFacts
Monet was an Impressionist
Concepts Perspective
Principles Objects can be viewed through a variety of perspectives
Attitudes I prefer realism to abstract
Skills Present realistic and impressionistic views of an object.
4MAT4MAT Cycle of Learning Cycle of Learning4MAT4MAT Cycle of Learning Cycle of LearningWhat would you teach first?
Realities of Planning
Variety of Planning Tools
Implement your lesson
What is the purpose of instruction?
Shooting in the dark
Select a planning tool that you like
Write a lesson plan
Assess students and refine lesson plan to meet individual needs
Refl
ectio
nA
cti
on
Connect
Imagine
Inform
Practice
Extend
Perform
Refine Attend
Bernice McCarthy, Ph.D.
The Unit OrganizerThe Unit OrganizerTeaching DeviceTeaching Device
The Unit OrganizerThe Unit OrganizerTeaching DeviceTeaching Device
Is a visual device that:Is used under teacher guidanceFocuses attention on critical outcomesIdentifies critical unit contentPrompts elaboration on critical pointsHelps make relationships concrete
KU-CRL
The Unit OrganizerThe Unit OrganizerTeaching DeviceTeaching Device
The Unit OrganizerThe Unit OrganizerTeaching DeviceTeaching Device
Is a visual device that:Is designed to enhance student…
...Organization
...Understanding
...Remembering
...Responses
...Belief in the value of the content
KU-CRL
NAMEDATEThe Unit Organizer BIGGER PICTURE
LAST UNIT/Experience CURRENT UNIT NEXT UNIT/Experience U
NIT
SE
LF
-TE
ST
Q
UE
ST
ION
S
is about...
UN
IT
RE
LA
TIO
NS
HIP
S
UNIT SCHEDULE UNIT MAP
CURRENT UNIT1 32
4
5
6
7
8
KU-CRL
Short Story Drama
Types of Literature
Point of View
Setting
Character Plot
Theme
By Exploring
By Analyzing
By Identifying
By Following
By Identifying
Learning about world through brief tales that can be read in 1 sitting
pp. 1-221
Quality Writing
Cause/effect
Problem-solution
9/19 Concept anchoring
9/20 Quiz on rd strategies
9/27 Portfolio presentation
10/1 Quiz on character/plot
10/5 Film on point of view
10/8 Project due
10/12 Point of view assign
10/15 Portfolio presentation
10/21 Quiz on theme/setting
10/24 Short story due
10/25 Review
10/27 Short story analysis
What makes a good short story?
How do short stories helps us learn and think about the world?
How do you write a short story?
NAMEDATEThe Unit Organizer
NE
W
UN
IT
SE
LF
-TE
ST
QU
ES
TIO
NS
Expanded Unit Map is about...
9
10
KU-CRL
Point of View
Setting
Character Plot
Theme
By Exploring
By Analyzing
By Identifying
By Following
By Identifying
Learning about world through brief tales that can be read in 1 sitting
pp. 1-221Where
When
Main
Other
First person
Third person
Conflict
Problem-solution
Lesson
Moral
Which is comprised of
Which is comprised of
Which can be
Which can be
Which can be
Which can be
Which is comprised of
Which is comprised of
Which is comprised of
Which is comprised of
What lessons or morals can we learn from the short story?
Short Story
Unit Organizer Unit Organizer Implementation OptionsImplementation Options
Unit Organizer Unit Organizer Implementation OptionsImplementation Options
Option 1Blank form is displayed on an overhead or chalkboard.Unit framework is built from scratch.Students construct their own organizer on blank paper.
Option 2Blank forms are distributed to students.Teacher guides the class using a form on an overhead or chalkboard.
Option 3Partially completed Unit Organizer forms are distributed to students.Teacher and students add information as the Unit Organizer is created.
KU-CRL
Learning has nothing to do with what the teacher COVERS.
Learning has to do with what the student ACCOMPLISHES.
Harry K. Wong
Next Steps…Next Steps…Next Steps…Next Steps…
Plan your first unitPre-assessmentCo-teaching approachesContentAccommodations/ modifications
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