PERSONALIZED INSTRUCTION, AND COLLEGIAL LEARNING

Academy of Pacesetting StatesJuly 19-24, 2009Princeton, New Jersey

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Next Steps – Report

Be prepared to give a summary of your

team’s response to the Next Steps in ---Instructional DeliveryClassroom Culture

in the fish bowl.For those outside the fish bowl, you will

have the opportunity to question (the fish).

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Day 3 Objectives

Review systemic practices for monitoring students’ progress, and communicating with parents

Explore opportunities to personalize instruction

Examine additional collegial learning experiences

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Indicators

Monitoring and Reporting Progress IIIA06 IIIB06

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Monitoring and Reporting Progress Student learning evaluated on an ongoing

basis Teachers use their knowledge Student work can be checked, and given

immediate feedback Progress is recorded Parents are informed with meaningful

reports

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Buzz Groups

What has been your experience…

How do teachers keep track of each student’s mastery of specific objectives.

Do they use this information to adjust individual assignments?

How do teachers report to parents about their children’s mastery of standards-based objectives?

Class Progress Chart

1. Unit pre-test determines mastery of objective for each student

2. Teacher records pre-test results, and3. Identifies the leveled learning activity to

assign each student during Work Time4. Identifies areas to focus instruction in

Teacher-directed small group5. Helps keep track of whole class progress

throughout the Unit of Instruction

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Student Learning Report

Sent home to parents/guardians… to report student’s progress in meeting

aligned objectives at the end of the unit, or a grading

period (i.e., with the report card) and used to support discussions at

conference time

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Next Steps

Complete your Instructional Specialists’ Next Steps – Monitoring and Reporting

Progress

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Personalizing Instruction

Instructional Modes in the classroom Homework Communicating with parents Student Learning Plans

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Indicators

Student-Directed Group or IndividualIIIA28; IIIA31-33Computer-Based InstructionIIIA35; IIIA40Parent Communication and

HomeworkIIIB01-03; IIIB06

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Think – Jigsaw Activity

What are the opportunities to personalize instruction?

Instructional ModesStudent-Directed Groups:

Peer learning, CooperativeIndependent WorkComputer-Based

Homework and Communication with Parents

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Know Why Student Learning Plans? Bring the planning to the classroom, and

into the hands of the students Vehicle for bringing each student into

proper relationship with content Enable students to become increasingly

responsible for monitoring their progress Give the teacher the flexibility to adjust

instruction with monitoring, and interaction

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After the Unit Pre-Test

Results provide the teacher with a beginning point for each student

Each student’s level of mastery is recorded (i.e., Class Progress Chart)

Teacher determines the flexible grouping patterns, and identifies the level where each student should be working (Learning Plan Grids are the toolbox!)

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Work Time

Marked Student Learning Plans Students’ work is guided by their SLP Teacher is working in small groups,

tutoring individual students, monitoring student mastery in activities

Student Learning Plans can be adjusted “on-the-spot”, as needed

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What’s on it? How should it look?

Differentiated activities identified by mode (thanks to the planning!)

Varies according to subject, grade level, teacher preference

Student Learning Plan rubric, pg 28 in session manual

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Student Learning PlanParticipant’s Name: ________________________________ School Name: ________________________________

Pre-Test Date: _____________ Post Test Date: _______________ Subject: ________________________

Standards/Indicators Codes: _______________ Unit of Instruction Code: ______________ Week of: ______________

Sequence Independent Activities Mode of Instruction Homework Teacher Check

Activity Number and Title

(Check) Activity Number and Title Initial/Date

1 __P__T__E__Other

CB___SD___TD___

__P__T__E__Other

2 __P__T__E__Other

CB___SD___TD___

__P__T__E__Other

3 __P__T__E__Other

CB___SD___TD___

__P__T__E__Other

4 __P__T__E__Other

CB___SD___TD___

__P__T__E__Other

Why is it (the SLP) important? Inventory System that organizes and

displays curriculum Student Plan that provides opportunity

for individualization and flexibility Record Keeper that helps students self-

monitor, and assists with teacher/student communication

Communication tool between school-home

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Show - Next Steps

Task Card: Task #5during Work Time

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Work Time Tasks Task #1 Small

Group

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Task #2Student-directed

Task #3Independe

nt

Task #4Partner

Task #5

State Team

Fluid-grouping rotations with self-scheduling*

Independent Teacher Student-directed

Partner

One Task #3* Group 1

Task #1

Group 4

Task #2

Task #4*

Two Task #3* Group 2

Task #1

Group 3

Task #2

Task #4*

Three Task #3* Group 3

Task #1

Group 2

Task #2

Task #4*

Four Task #3* Group 4

Task #1

Group 1

Task #2

Task #4*

Five All

Task #5

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Cool down…22

COLLEGIAL LEARNING

“The star teachers of the twenty-first century will be those who work together to infuse the best ideas into standard practice.”

James W. Stigler & James Hiebert

from The Teaching Gap

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Collegiality

Adults in school talk about practice Adults in school observe each other Adults in school work on curriculum Adults in school teach each other what

they know

(Judith Warren Little, 1981)

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Indicators

Professional Development IF04-05Classroom Assessment IIB03-05Periodic Assessment IID08-11

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Examining data to support student learning

Where’s the data?Who has the data?What does that data say?How can we use this data?

The Student Profile helps to clarify the purpose of achievement through the scope of looking at the whole child.

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Manual review

Read the top of page 13 in manual 2. Consider the Think, Write, Share prompts,

and then continue reading about a Student Profile at the top of page 14. Review the example of a profile, page 15.

What is your reaction or experience with this profile? How is it beneficial to a team in reference to collegial learning?

Next Steps: Instructional Leaders, page 17

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Collegial coaching to hone instructional skills

In fact, a profession is created not by certificates and censures but by the existence of a substantive body of professional knowledge, as well as a mechanism for improving it, and by the genuine desire of the profession’s members to improve their practice.”

Stigler & Hiebert, 1999

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Collegial Coaching

Strengthens an environment of trust Increases interdependency Values coaching qualities Develops communication guidelines Invites observation opportunities Identifies a time for reflection and

discussion, before and after observation

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Manual review

Do a quick review of pages 27 and 28 in manual 3.

In your group, do a Think & Share with the Observation and Discussion Instrument for Collegial Coaching on pages 29-30.

Use the Instructional Leaders’ Next Steps on page 31 for discussion prompts, as needed.

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Day 3 Objectives

Review systemic practices for monitoring students’ progress, and communicating with parents

Explore opportunities to personalize instruction

Examine additional collegial learning experiences

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Session Closing

Questions and remarks Complete your Next Steps - Collegial

Learning and Collegial Coaching in the academy workbook for planning preparation.

Day 4 information

Thank you! Have a great evening!

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