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Using Observations and Walkthroughs to Change the Face of Instruction
- 1. Jennifer Evans Assistant Director ELA St. Clair County RESA Evans.jennifer@sccresa.org http://www.protopage.com/evans.jennifer#Untitled/Home
- 2. What Effective Instructional Leaders Do: Supporting School Improvement and Instructional Quality This is what we do well; these are our challenges; and this is what we are doing to address our challenges.
- 3. Introduce ELA LookFors Using Observations and Walkthroughs to Change the Face of Instruction
- 6. Domain 3: Instruction 3a: Communicating with students 3b: Using questioning and discussion techniques 3c: Engaging students in learning 3d: Using assessment in instruction 3e: Demonstrating flexibility and responsiveness
- 9. If routines and procedures are not clearly established, that is where you need to begin. Once routines and procedures are established look at: The task What the student is doing What the teacher is doing
- 10. Is interesting Requires cognitive effort Has real world relevance Creates discussion Relates to grade level CCSS Builds student understanding Engages students Balances Informational and Literary texts Leads student to look back and reflect on answer
- 11. Understanding how language functions in different contexts when writing, speaking, reading, or listening. Determining the meaning of unknown words and phrases. Determining understanding of figurative language, word relationships, and nuances in word meanings. Using grade-appropriate words and phrases. Accountability is evident.
- 13. Providing explicit and precise modeling. Using graphic organizers, visual aids, short video clips/pictures, to support teaching term(s). Providing students with feedback that is timely and effective. Providing students with the time to discuss and determine what they notice. Providing a rich literacy environment. Demonstrating enthusiasm for the content subject area. Using explicit instruction or Marzano’s 6-step vocabulary model. Incorporating kinesthetic movements with vocabulary words when possible. Providing opportunities for students to identify words in reading. Differentiating, clarifying, and providing opportunities for students to recall information.
- 15. 1. 2. During the discussion, teammates place their chip in the center each time they talk. They cannot talk again until all team members have placed a chip in the middle. All teammates pick up their chip and begin again. Round 1: How do you engage your students? Round 2: How do you define rigor? Round 3: What does engaging instruction look like? 1st Grade Talking Chips Video: http://vimeo.com/65843184
- 16. With Talking Chips, where was the individual accountability? Where was the equal participation? How would the teacher set up the lesson to make sure of engagement and accountability? What ideas of engagement will you take away? Turn and Talk
- 17. 1. Intellectual engagement • engaging in active problem solving, logic, and metacognitive strategies 2. Emotional engagement • interest, enjoyment, and choice 3. Behavioral engagement • behaviors, habits and rituals 4. Social engagement • attachment to school and community
- 18. Varied Authentic, meaningful tasks Connected to students’ culture, life out of school Involves active participation & collaboration Intellectually challenging Investigation, problem asking and solving Experimentation, simulation, debate, role playing Real World Problems Multiple resources Technology
- 19. Ask: ◦ What is the purpose of the task? ◦ What is the purpose of a grade? ◦ What is the purpose for assessment?
- 21. Professional 45 Million Words (In Millions) Estimated Cumulative Words Addressed to Child Language Experiences by Group Workingclass 26 Million Words Welfare 13 Million Words 12 48 24 36 (Age Child in Months) Meaningful Differences in the Everyday Experience of Young American Children by Betty Hart & Todd R. Risley. Paul H. Brookes Publishing Co. (1995).
- 22. Weekly Template
- 23. – Highly specialized, subject-specific; low occurrences in texts; lacking generalization ◦ E.g., trapezoid, geosystem, carburetor, lava, tadpole –Abstract, general academic (across content areas); encountered in written language; high utility across instructional areas ◦ E.g., consistent, expectation, observation, relative, accumulate, terrible – Basic, concrete, encountered in conversation/ oral vocabulary; words most student will know at a particular grade level ◦ E.g., school, house, walk, eat, animal, road 23
- 24. Are critical to understanding academic texts Appear in all sorts of texts and are highly generalizable Require deliberate effort to learn, unlike Tier 1 words Are far more likely to appear in written texts than in speech. Often represent subtle or precise ways to say otherwise relatively simple things Are seldom heavily scaffolded by authors or teachers, unlike Tier 3 words 24
- 26. Day 1: 1. Choose word (tier II) 2. Explain Meaning 3. Repeat word several times Use illustrations or videos to visualize the word
- 28. Day 2: Students fill in the statement using the term: When something smells bad, we might say that it smells ____ (terrible). When we watch a very bad movie, we might say that the movie was ______ (terrible). When our parents make us eat broccoli, some of us might say that it tastes _______ (terrible). When a storm is very strong and destroys trees and homes, we say that the storm was ______ (terrible).
- 29. Day 2: Students act out the term: Make a face that shows me what you would look like if we smelled something terrible, like rotten food. Kids make a face. Show me how you would look if you hurt your arm and it felt terrible.
- 30. Day 2:
- 31. Day 3: Engage students in a read aloud where students identify the vocabulary words as they are read.
- 32. Day 4: terrible Select one term for the concept wheel – terrible Brainstorm what kids know about the word and its meaning. Write the word in the first quadrant. Think of three more key ideas about the word to add to the graphic organizer
- 33. Day 4: Anchor Charts or Posters - Have students created their own anchor charts based on the academic vocabulary learned during the week. Examples vs. Non-examples Questioning – Have students answer questions such as ―Would you prefer to have terrible day or an ordinary day?‖ or have students create examples from a question such as ―What is something terrible that someone might do?‖ Real Life Experiences – Have students experience real life examples of the terms and respond accordingly in writing. For example, if you are studying ―more than‖ and ―less than‖ in math, set up a center with student weight items on a scale and respond, ―_______________ weighs more than _________________.‖ Etc. Pantomime – Have students show how the vocabulary terms would be acted out such as ―How an eagle soars.‖ Storytelling – have students tell stories including the vocabulary terms. Synonyms and Antonyms – Have students find synonyms and antonyms for the academic vocabulary terms they are studying. Illustration – Have students illustrate the academic vocabulary terms. Word Search – Have students look through books to find the terms. Substitution – Have students find places in their own writing or in other literature where they could substitute the new term for one that is already there. Hands-on Activities – provide opportunities for students to discover new understandings with hands-on activities. Real World – Have students find real world examples of the terms. Problem Solving – Provide students with a real world problem involving the academic vocabulary term, and have them work with a partner to solve it. Transfer/Multiple Meanings – Provide students with opportunities for them to transfer their learning of the new word so they understand what the same term may mean in math, science, social studies, reading or writing. Commercial – Have students create a commercial or a pamphlet of the term. Technology – Have students use technology to create a visual representation of the vocabulary terms.
- 34. Day 5: Tell what you know about the word…
- 35. Grade 2 Vocabulary Video https://www.teachingchannel.org/videos/improv ing-student-vocabulary?fd=1 Dr. Anita Archer Podcasts http://www.scoe.org/pub/htdocs/archervideos.html My Protopage with more examples http://www.protopage.com/evans.jennifer#Untitl ed/Language
- 36. Turn and Talk: Look-Fors? What was done well? What can be improved? What will you implement?
- 37. Turn and Talk ◦ ◦ ◦ ◦ How How How How can can can can your peers help? I help? your coaches help? your administration help?
- 38. When I walk into a classroom, of course I care about what the teacher is doing, but in some ways I care even more about what the students are doing. What's the nature of the task? Are students being invited, or even required, to think? Naturally, that has implications for what the teacher is doing and what the teacher has already done. That is, has the teacher designed learning experiences for kids that engage them in thinking or formulating and testing hypothesizes or challenging one another respectfully or developing an understanding of a concept? You really only know what a teacher is doing when you look at what the students are doing. I also listen carefully to how teachers question students—if they ask kids to explain their thinking, for instance. That's very different from just saying that's the right or wrong answer. It's a very different mindset about wanting to understand the students' thinking and their degree and level of understanding.
- 39. Today: Introduce ELA Look-Fors Day 2: Co-Model Vocabulary Lesson Day 3: Classroom Walkthroughs and Support Day 4: Classroom Walkthroughs and Support Day 5+: Continued Walkthroughs by administrator
- 40. Select a reading passage to be used next week. 2. Select 3 tier II words to teach explicitly. 3. Open the PowerPoint Template, and insert pictures to go with the words selected. 8. Plan additional units. 7. Determine if you will provide an additional ―Menu‖ center for the words. 6. Develop a concept wheel master for the vocabulary word. 1. 4. Create dialogue for your students to fill in the blanks on day 2. 5. Plan how your students could act out the words.
Notes de l'éditeur
- 2 vs. 8 words a day between professional homes and welfare
- Explain the three tiers of words.For instance, the facilitator might say,“Tier 1 words are not usually a challenge to the average native speaker, though English language learners will have to attend carefully to them. They are the words that most students can be expected to know at a given grade level. Many, perhaps most, of these words are acquired through conversation and without deliberate effort.Tier 2 words, in contrast, are far more likely to appear in written texts than in everyday speech. They appear in all sorts of texts, from technical to literary, are highly generalizable, and consequently have high utility both for reading and writing. They often represent subtle or precise ways to label things or convey known ideas or concepts. Unlike Tier 1 words, they usually require a more deliberate effort to acquire. Tier 3 words are specific to a domain or field of study and are key to understanding a new concept within a text or content area. Because they are closely tied to the content knowledge of the discipline, they are far more frequent in informational text than in literature. Recognized as new and ‘hard’ words for most readers (particularly student readers), they are often explicitly defined by the author of a text, used repeatedly throughout the text, and otherwise heavily scaffolded (for instance, made a part of a glossary). They are typically explicitly taught as part of the unit of study.
- Explain that it is important to explicitly teach key academic words because students are unlikely to pick them up from spoken language, in contrast to Tier 1 words; and authors are unlikely to define them within the text or include them in a glossary, in contrast to Tier 3 words.For instance, the facilitator might say,“Because Tier 3 words are obviously unfamiliar to most students, contain the ideas necessary to a new topic, and are recognized as both important and specific to the subject area in which they are instructing students, teachers often define Tier 3 words prior to students encountering them in a text and then reinforce their acquisition throughout a lesson. Unfortunately, this is not typically the case with Tier 2 words, which by definition are not unique to a particular discipline and as a result are not the clear responsibility of a particular content area teacher. What is more, many Tier 2 words are far less well defined by contextual clues in the texts in which they appear and are far less likely to be defined explicitly within a text than are Tier 3 words. Yet Tier Two words are frequently encountered in complex written texts and are particularly powerful because of their wide applicability to many sorts of reading.The Catch 22 is that since most of these words are acquired through reading, struggling readers don’t acquire them at the same rate as proficient readers. Then, their lack of knowledge of these words, in turn, discourages them even more from reading grade-appropriate material.So, teachers need to be alert to the presence of key Tier 2 words and determine which ones need careful attention.”
- Options include: Following the format – teaching 3-5 words each day or do all activities each day with one word
- Pronounce the word – terrible -- kids repeat the word with you several timesExplain the meaning: Terrible means something unpleasant or very bad. For example, a bad storm that destroys many trees and homes is terrible. A rotten fish smells terrible. When we have a lot of snow and cold weather during the winter, some people say that the winter was terrible. Students fill in the statement using the term: When something smells bad, we might say that it smells ____ (terrible). When we watch a very bad movie, we might say that the movie was ______ (terrible). When our parents make us eat broccoli, some of us might say that it tastes _______ (terrible). When a storm is very strong and destroys trees and homes, we say that the storm was ______ (terrible). Students act out the term: Make a face that shows me what you would look like if we smelled something terrible, like rotten food. Kids make a face. Show me how you would look if you hurt your arm and it felt terrible. Ask a question using the word and have students share their responses: What is an example of something that is terrible? Turn and tell a partner or share out loud.
- http://video.nationalgeographic.com/video/kids/forces-of-nature-kids/hurricanes-101-kids/Click on photo for link to video.
- Select one term for the concept wheel – disasterBrainstorm what kids know about the word and its meaning (cart on paper)Write the word in the first quadrant – disasterThink of three more key ideas about the word to add to the graphic organizer
- Kids write one thing they learned today.Additional Resources: http://www.weatherwizkids.com/