Today’s Bellringer
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NIHS October ERPD
BEST PRACTICES REVIEW and
DATA DAY
ERPD ‘15-’16
CENTRAL SUPPORT SERVICES
HAS LISTENED TO YOUR FEEDBACK.
Our goals for your ERPD experience are
simple: we want the professional
development you receive to be efficient,
personalized and practical. Our pledge to
you is that we will only bring you
information that has evidence to “back it
up.”
LET’S REVIEW SEPTEMBER’S CONTENT
 BUILD RELATIONSHIPS: GREET STUDENTS
BY NAME AT THE DOOR.
 LESSON DESIGN: HAVE A “BELL RINGER” TO
BEGIN CLASS.
 KNOW YOUR CONTENT: BEGIN WITH THE
END IN MIND, SELECTING ACTIVITIES THAT
ARE ALIGNED TO YOUR CONTENT
STANDARDS.
Today’s Learning Targets
1. LESSON DESIGN: I can identify the structure
of the Gradual Release of Responsibility (GRR)
and discuss the teacher’s role and students’
role for each stage of gradual release
2. BUILDING RELATIONSHIPS: I can encourage
my students’ growth mindset and effective use
of strategies to learn my course content.
3. KNOWING YOUR CONTENT: I can
collaborate with my peers to identify content
areas and activities to help students avoid
common misconceptions in my content area.
1. LESSON DESIGN:
Gradual Release of Responsibility
“I DO IT,
WE DO IT,
YOU DO IT TOGETHER,
YOU DO IT ALONE”
Giving kids a RISK-FREE way to
“TRY” the content BEFORE
they’re expected to MASTER the
content.
GRADUAL RELEASE OF
RESPONSIBILITY
WHAT DOES
THE WORK
LOOK LIKE AT
EACH LEVEL,
AND WHO’S
DOING IT?
GRADUAL
RELEASE
OF RESPONSIBILITY
Use charts
to explain
your ideas
“I DO IT”
TEACHER
MODELS THE
CONCEPT
WHILE
STUDENTS
OBSERVE
“WE DO IT”
STUDENTS AND
TEACHER, THEN
COLLABORATIVE
STUDENT GROUPS,
SHOW THE
TEACHER WHAT
THEY
UNDERSTAND
“YOU DO IT
TOGETHER”
“YOU DO IT
ALONE”
STUDENTS
DO IT
INDEPENDENTLY
TO SHOW
MASTERY
“Turn and Talk”
Here’s a participant-provided description of
GRR:
“Be responsible. Prove statement.
Teamwork. Presenting.”
Is this an accurate description of this method?
Which parts are more correct? What
corrections could be made to make it more
correct?
“Turn and Talk”
Now that you’ve learned about the 4 stages of
Gradual Release of Responsibility,
 most all of you said the collaborative stage
is the most challenging. What processes
can a teacher utilize to help manage this
component?
 Document idea on a stickie. Be prepared
to share with group.
2. BUILDING RELATIONSHIPS:
Praise that encourages a growth mindset
“
“I’ve come to the frightening conclusion that I am the decisive
element in the classroom. It’s my daily mood that makes the
weather. As a teacher, I possess a tremendous power to make
a child’s life miserable or joyous. I can be a tool of torture or an
instrument of inspiration. I can humiliate or humor, hurt or heal.
In all situations, it is my response that decides whether a crisis
will be escalated or de-escalated and a child humanized or dehumanized.”
Agree or Disagree?
PRAISE kids for the RIGHT
THINGS and they will ACHIEVE
MORE.
GROWTH MINDSET
Considering Dweck’s article . . .
Does this answer reflect a fixed or a growth mindset?
“Continuing to grow and learn is always a good thing, I just
fear that we are setting students up for disappointment and
failure by encouraging this.” Turn and talk to a neighbor.
Does anyone ever possess just a growth or a fixed
mindset? NO! But what can we do when we realize we
are thinking about it from a growth mindset? Turn and talk
to a neighbor.
“Turn and Talk”
Consider the 4 stages of the Gradual
Release of Responsibility.
 At which stage(s) would praise to
students be especially important?
Why?
 How can you give praise that fosters
a growth mindset? Second stickie.
3. KNOW YOUR CONTENT:
Work with your peers to select activities that help
students avoid common misconceptions in your content
area. When should you do this? During PLCs!
“
I can predict when my students will
most likely get confused or frustrated in
their learning.
Agree or Disagree?
Help students avoid common
misconceptions when learning
new content or skills and rely on
the collective expertise of one
another (PLCs) to do this.
KNOW YOUR CONTENT
As you work in PLCs . . .
 Look at your current and upcoming content.
 Collaborate with your peers and colleagues to identify
what learning skills or targets cause students to get
confused or frustrated = COMMON MISCONCEPTIONS.
 Intentionally select strategies and activities that help
students understand the learning skill or target (to avoid
frustration and confusion).
We will be sharing these helpful strategies and
activities across the district!
OCTOBER ERPD
What did you learn?
WE HAD 3 LEARNING TARGETS…
LET’S SEE WHAT YOU KNOW!
TELL A PARTNER A PROCESS
YOU CAN TRY TO SUPPORT A
COLLOBORATIVE PHASE OF
GRR.
LESSON DESIGN
TELL A PARTNER A PHRASE YOU’RE
GOING TO USE WITH STUDENTS TO
ENCOURAGE THEM TO CONTINUE
TRYING TO LEARN, AND BUILD THEIR
GROWTH MINDSET.
BUILDING RELATIONSHIPS
TELL A PARTNER ONE
CONTENT AREA YOU’RE GOING
TO FOCUS ON AS A PLC TO
HELP STUDENTS AVOID
MISUNDERSTANDING.
KNOW YOUR CONTENT
LET’S REVIEW: CAN YOU…?
1. LESSON DESIGN: I can identify the structure
of the Gradual Release of Responsibility and
discuss the teacher’s role and students’ role for
each stage of Gradual Release
2. BUILDING RELATIONSHIPS: I can encourage
my students’ growth mindset and effective use
of strategies to learn my course content.
3. KNOWING YOUR CONTENT: I can
collaborate with my peers to identify activities
that help students avoid common
misconceptions in my content area.
Data Day Info
 Fall ‘14
85% tested in MAZE (Reading Comprehension)
87% reading on target
7% way below, 6% below
 Spring ‘15
61% tested
90% reading on target
5% way below, 5% below
 Fall ’15
90% tested
91% reading on target
5% way below, 4% below
Data Day Info
 Check your email.
 Contains MAZE results for all of your students
tested.
 Sort from lowest–highest readers in each block.
 18+ are on target, but be aware we had almost 3%
earn perfect score of 60
 14—17 are below, 13 or less is way below target
Data Day Info
What should you do with this info?




Grouping purposes
Indication of differentiation possibilities
Indicate peer tutors
Indicates those in need of nurturing, enhancement,
parent contacts based on past data
 Keep incorporating LITERACY!!! It’s working!!!
Thanks!
ANY QUESTIONS?
You can find me at:
Natalie_Williams@iss.k12.nc.us
Ext. 1405
I building 201