synchronous session 2 powerpoint
TRANSCRIPT
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Welcome to Synchronous Session 2
Strengthening Our Profession:Year 1 Online Academy for
OSTEs and Clinical Teachers
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Collaborative Norms
• Be courteous
• Be on time and attentive for class sessions
• Be an active listener and participant in conversations
• Agree to safety to share different perspective
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Break Out Room Audio
• We want to remind you to only use the talk button on the
collaborative session when you are talking… and to click it
off when you’re not.
• This will help decrease feedback and chirping that you may
experience otherwise.
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Review of Asynchronous
Session 1 Activities
• Autonomous Teacher
• Role of confidentiality and flow confidential communication
• Stance – Instructive, Collaborative, and Facilitative
• Teacher Candidate Standards
• Dispositions – set of standards used by UNCG
• Formative Assessment in helping pre-service teachers
• Preview of the TGAP activity
Questions about any of these activities? Raise your virtual
hand.
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Teacher Growth and Assessment
for Pre-Service (TGAP)
• TGAP standards are adapted from the NCPTS standards
• Are a clear description of what pre-service teachers
should know and be able to do by the end of their student
teaching experience.
• Formative and summative
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TGAP
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TGAP
• Planning
• Instruction
• Assessment
• Student motivation and management
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TGAP Standards Carousel
Assignments
Group 1: Planning: Brooke, Pelzetta, Cassie & Katie
Group 2: Instruction: Monica, Tiara, Shawna & Angela
Group 3: Assessment: Jennifer, Diane, & Lindsay
Group 4: Motivation: Brian, Lorie & Sarah
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TGAP Standards Carousel
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TGAP Standards Carousel
Model
Example
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TGAP Standards Carousel Debrief
• Give one example of a teacher behavior and a student
behavior from your document.
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A Coaching Conversation
From Category A:
• Were there any examples of
instructive
language in the conversation?
• Collaborative language?
• Facilitative language?
From Category B:
• What were some examples of
language that showed trust?
• Were there any references to
standards?
• How about formative assessment?
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A Coaching Conversation
Instructive – Collaborative – Facilitative Trust – Ref to Standards – Form Assessment
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Module 2 Outcomes
• Distinguish the difference in evidence and opinion
• Become familiar with data gathering tools
• Learn question stems to encourage meaningful conversation
between pre-service teachers and Clinical Teachers / OSTEs
• Learn the value and importance of the Collaborative Reflection
Log
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Evidence vs. Opinion
• You will practice formulating evidence statements when giving
feedback so that change in behavior is based on data and focuses on
criteria.
• To develop 21st Century teachers, best practice requires feedback that
is:
• Specific
• Measurable
• Objective
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Evidence vs. Opinion
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Evidence vs. Opinion
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Evidence vs. Opinion
Write any
feedback
to David about
his practice
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Evidence vs. OpinionUse the whiteboard type tool to share your list of feedback statements for David
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What is evidence?
Evidence is:
• A piece of information that supports a conclusion (specific)
• Must be measurable (i.e. 3 times out of 5; 7 minutes; 15 students)
• Can be supported by data (Objective)
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Evidence vs. Opinion
Sort Card Activity
You will participate in this activity in
small groups in a break-out room.
We will provide a link to your Google
Doc in the chat window for you in a
few moments.
24 sort cards
in your pile.
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Evidence vs. Opinion
Sort Card Activity
• Step 1: Sort the cards as either evidence or opinion statements. (4-5
minutes)
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Evidence vs. Opinion
Sort Card Activity
• Step 1: Sort the cards as either evidence or opinion statements.
• Step 2: Flip one opinion statement into an evidence statement.
(3 minutes)
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Evidence vs. Opinion
Sort Card Activity
• Step 1: Sort the cards as either evidence or opinion statements.
• Step 2: Flip one opinion statement into an evidence statement.
• Step 3: Look back at your whiteboard of feedback for David. Classify
these statements as either evidence or opinion. (3 minutes)
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Evidence vs. Opinion
Sort Card Activity
• Step 1: Sort the cards as either evidence or opinion statements.
• Step 2: Flip one opinion statement into an evidence statement.
• Step 3: Look back at your whiteboard of feedback for David. Classify
these statements as either evidence or opinion.
• Step 4: Change the opinion statements for David into evidence
statements. (5 minutes)
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Week 2 Asynchronous Preview
• Learn three new tools that will help you collect data and give you
information and organization for conversations that help your interns
and student teachers grow.
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Focused
Scripting
Tool
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Seating
Chart Tool
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Collaborative
Reflection
Log
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Week 2 Asynchronous Preview
• Learn three new tools that will help you collect data and give you information
and organization for conversations that help your interns and student
teachers grow.
• Focused Scripting Tool
• Seating Chart Tool
• Collaborative Reflection Log
• Language Stems – paraphrase, clarify, and stretch your pre-service teacher’s
thinking
• Practice a conversation protocol, TEMA
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Week 2 Asynchronous Preview
• Learn three new tools that will help you collect data and give you information
and organization for conversations that help your interns and student
teachers grow.
• Focused Scripting Tool
• Seating Chart Tool
• Collaborative Reflection Log
• Language Stems – paraphrase, clarify, and stretch your pre-service teacher’s
thinking
• Practice a conversation protocol, TEMA
Benchmark:
Tuesday, January
27
Benchmark:
Friday, January 30
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•
Thank you!
Closing thoughts or questions?