personalized learning for teachers and leaders 1 foundations of ipd andrea pyatt seth edwards

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Personalized Learning for Teachers and Leaders

Foundations of iPD

Andrea Pyatt Seth Edwards

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THEORY OF ACTION

Aligning resources to develop highly effective

teachers and leaders and support key

initiatives will advance the goal of developing “C2Ready” students.

Objective for Innovative Professional

Development

Lake County Schools will design a process for

extended, high-quality collaboration and

professional learning for teachers and leaders to

implement standards-based instruction and improve the

quality of teaching and learning.

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innovative Professional Development

Ensure all teachers have ample time within the school day for collaboration (without sacrificing quality student learning) focused on core instructional work

Once teachers have ample time focused on core instructional work, what do they do during that time?

What qualifies as collaborative time?

PLC’s

Common Planning

iPD Days

Collaborative Dollar Days

Collaborative time

How do we use collaborative time to ensure standards-based planning

and instruction?

Standards-based Planning • K – Drive • All Users • 15-16 innovative

PD• Preplanning Folder

iPD Lesson Study Cycle

Read P. 1: The Cycle in Action and discuss how this cycle compares to the traditional lesson study cycle.

iPD Lesson Study Cycle

After reading the four stages on p. 2, what stage do feel most prepared for and explain why you feel this way. Support your discussion with evidence from the text.

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Let’s Move… Grade Level, Content Area Small Groups

Assignments:• Create context for teaching

new content and skills and practicing learned ones

• Targets whole standard, or cluster of…

Planning to Teach Standards

Stage 2: We teach through the assignment. It is not an assessment.

• Prompt- sets up a charge to do something • Product- tangible evidence that demonstrates

progress in learning• Rubric- describes how well students need to

demonstrate progress• Instructional Plan- spells out step by step how the

assignment is taught

Assignments Are Made Up Of…

Stage 2: We teach through the assignment. It is not an assessment.

Assignments: Prompt, Product, Rubric

Design a detailed annotated time line that shows events and circumstances during the battle at Gettysburg leading to the Union’s defeat of the Confederate army.

Your timeline should include at least 10 time points; annotations must be accurate and relate one decisive event for each point on your time line.

Assignments: Sample Prompt

What is the proper role of the individual in response to disaster? After reading passages from the Dalai Lama, John Donne, Marcus Aurelius, and William Stafford on individual responsibility, write a letter to a younger student that addresses the question and supports your position with evidence from the texts.

Sample 6th grade Assignment, Literacy Design Collaborative

But how do we build towards the assignment?

A mini-task is a small, scorable task that targets a discrete skill(s) identified by teachers as necessary for building towards the whole standard or assignment. Through teaching the mini-task, students will acquire the ability to…

Prompt: Instructions to students regarding the product they will develop in the mini-task.

Product: Evidence students will produce to demonstrate competency with the targeted skill.

Pacing: An estimate of how long the mini-task will take to complete.

Scoring Guide: Criteria for what teachers should expect in the product.

Instructional Strategies: A description of what happens in the classroom.

Unpacking the Mighty Mini-Task

Do we just plan random mini-tasks?

Scope and

Sequence

Blueprints/

Bigger Picture

Standard

s

Skill(s)

Step 1: Identify standard and drill down further into the standard to isolate a specific skill you will teach

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Designing a Mini-Task: Identify Standard

LAFS.68.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

LAFS.68.RST.1.2 Determine the central ideas or conclusions of a text; provide an accurate summary of the text distinct from prior knowledge or opinions.

LAFS.7.RI.Determine two or more central ideas in a text and analyze their development over the course of the text; provide an objective summary of the text.

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Drill Down Into the Discrete Skill(s)

LAFS.68.RH.1.2 Determine the central ideas or information of a primary or secondary source; provide an accurate summary of the source distinct from prior knowledge or opinions.

• Ability to recognize difference between primary and secondary source

• Ability to accurately summarize a source• Ability to recognize the difference between summaries that

include personal opinions or prior knowledge from summaries that remain objective.

A skill always begins with “The ability

to”

The ability to think...The

ability to do…

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Drill down to specific skill(s)

Ability to recognize the difference between summaries that include personal opinions or judgements from summaries that remain objective (distinct from prior knowledge or opinions)

Prompt: Instructions to students regarding the product they will develop in the mini-task.

Product: Evidence students will produce to demonstrate competency with the targeted skill.

Unpacking the Mighty Mini-Task

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The Task:

Read the four summaries and in each summary, highlight phrases and/or sentences where the writer includes their own personal opinions or prior knowledge. If the writer does not include their own opinion or prior knowledge, write the word objective in the margin next to the summary.

Ability to recognize the difference between summaries that include personal opinions or judgements from summaries that remain objective (distinct from prior knowledge or opinions)

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Set Criteria For Success

Read the four summaries. Within each summary, highlight phrases and/or sentences where the writer includes their own personal opinions or prior knowledge. If the writer does not include their own opinion or prior knowledge, write the word objective in the margin next to the summary.

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An Example From TMS:

Tom Valenta, P.E. Department, Team Sports

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An Example From TMS:

What standard? And why?

PE.7.C.2.3 Explain basic offensive and defensive strategies in modified games or activities and team sports.

What skills? The ability to…

• Ability to identify a sport • Ability to recognize the

difference between offense and defense

• Ability to understand the concept of a “strategy”

• Ability to explain a particular offensive or defensive strategy

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An Example From TMS:

The ability to identify a sport

PE.7.C.2.3 Explain basic offensive and defensive strategies in modified games or activities and team sports.

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The Task: Prompt/Product

Read through the list and circle each item that is a sport. Next the items you circle, briefly explain why you consider that a sport.

Ability to identify a sport• What makes something a sport?• What makes not it not a sport?

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The Rubric: What Would “Meets Expectations” Look Like?

Meets Expectations:• Circles sports with at least 80% accuracy• Does not circle the non-sports• Brief explanations are relevant and tie in elements of what

makes something a sport

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My Instructional PlanOpen with short hook activity, “What’s your favorite sport?” Teacher led whole group

discussion.

Introduce the task prompt to the class.

Teach how to handle a prompt through think aloud as I read and make sense of the prompt.

Read short article in which sport is defined.

Teacher uses four or five of the items on the list and leads philosophical chairs debate.

Plan and Write Your Mini-Task

1. Using the Scope and Sequence and Blueprints, collaboratively identify your standard(s)

2. Write out the standard on the top quarter of the chart paper

3. Underneath the standard, list a few key skills needed to master the standard ◦ [Bracket the key skill you are going to write a mini-task for]

4. On a second piece of chart paper, write out your mini-task. Underneath the task, show your criteria for success

5. If time allows, write out your instructional sequence.

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Gallery Walk

With your team, visit posters and look for whether or not you see a clear connection between the skill and the prompt?

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What connections can we make between the

planning and teaching of the mini-task to learning

goals and scales?

What is LDC?

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Next Steps

• Strengthen Lesson Study Cycle within collaborative time • LDC

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Resources www.ldc.org

◦ Mini-task Tutorial

Based on students needs and interests.

Adjust instruction based on students’ responses as we work.

Observe and record successes and challenges.

Report findings to colleagues.

• Analyze data based

on criteria.

• Disaggregate the data from an individual and collaborative perspective.

• Score and review all student work together.

• Consider the effectiveness of the lesson design based on student data.

• Adjust instruction and prescribe assistance based on evidence provided in student work.