clr teacher fellows spring 2015 february 28, 2015 bret harte middle school
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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
BREAK
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.
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 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.
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 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.
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 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
LUNCH
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: jng7555@lausd.net
Dr. Magan Mitchell: mam0887@lausd.net
Ms. Jessica Thomas: jlt0473@lausd.net
Ms. Cindy Marquez: cindy.marquez@lausd.net
Or contact us at (213) 241-3340
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