

Teachers will be able to o o o
Identify and plan to implement effective discussion practices.
Scaffold speaking and listening instruction for students with disabilities.
Identify the primary design considerations when creating curriculum from scratch.
Leaders will be able to o Identify effective discussions and provide focused feedback to help teachers improve speaking and listening instruction. o o
Identify the primary design considerations when creating curriculum from scratch.
Provide focused feedback to help teachers improve their instruction.
Participants will be able to identify effective approaches to facilitating classroom discussion in the ELA classroom and to provide feedback that guides the ELA teacher into more effective instructional practices in the Speaking and Listening standards.
December 2014 —Page 1
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New York State Common Core

Speaking and Listening Instruction: Identifying and Using Effective Approaches to Facilitating Classroom Discussions
 School leaders must be able to provide effective feedback to guide teacher instruction involving speaking and listening practices.
What do we want participants to be able to do as a result of this session?

Identify effective discussions in the ELA classroom

Provide effective coaching feedback to a teacher using discussion instruction in the ELA classroom
How will we know that they are able to do this?

Discussion

Use of Instrutional Resource Guide and
Rubric
December 2014 —Page 2
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New York State Common Core
Section
Welcome
Time
2 min
Feedback: What is it good for?
Practice Perfect –
Four Rules to
Remember
Practice Providing
Feedback
20 min
25 min
65 min
Overview
Welcome participants, facilitate introductions, remind participants to tweet, explain the purpose of the session.
Debrief principals’ understanding of speaking and listening instruction and lay out factors of effective coaching feedback.
Prepared Resources

Session PowerPoint

Session PowerPoint

Video Analysis Activity
(from previous session)
Participants will apply the four rules as definded in the text,
Practice Perfect , for providing effective feedback to teachers.

Session Powerpoint

Practice Perfect Rule
Reflection Handout
Participants will use the
Instructional Practice Guide and
Speaking and Listening Rubric with videos to practice providing feedback.

Session PowerPoint

Instructional Practice
Guide

Video links

Speaking and Listening
Rubric
Facilitator Preparation

Download and read all session materials

Download and read all

Download and read all session materials session materials

Position mic runners at various spots around the room for report out

Download and read all session materials

Position mic runners at various spots around the room for report out
December 2014 —Page 3
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New York State Common Core
Reflection and
Closing
8 min
120 min
Participants will reflect on how to provide effective feedback to teachers for speaking and listening instruction.
Total for this session

Tool For Building
Academic Conversations

RASA Protocol and
Student Cards

Session PowerPoint

Download and read all session materials

Position mic runners at various spots around the room for report out
December 2014 —Page 4
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New York State Common Core
Section: Welcome
In this section, the purpose of the session with be explained, and particpants will be reminded to tweet.
Slide Time
1, 2, 3 2 min
Picture
Materials used include: Session PowerPoint
Script/Activity Directions
Welcome participants, facilitate introductions, and remind participants to tweet.
Explain the session purpose: Participants will be able to identify effective approaches to facilitating classroom discussion in the ELA classroom and to provide feedback that guides the ELA teacher into more effective instructional practices in the Speaking and Listening standards.
December 2014 —Page 5
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New York State Common Core
Total time:
2 min
December 2014 —Page 6
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New York State Common Core
Section: Feedback: What is it good for?
In this section, participants debrief their understanding of speaking and listening instruction and the facilitator will lay out the factors of effective coaching feedback.
Materials used include: Session PowerPoint, Video Analysis Protocol
(from previous session)
4 10 min
Facilitator asks participants to recall video shown in the previous session.
Tell participants to turn to the note catcher from the previous session. This handout will jump-start the discussion around analyzing examples of good high school discussion in the ELA classroom.
In the previous session, participants were provided time for discussion in heterogenous groups. During this session, participants should focus discussion arouund observations made specifically by school leaders.
December 2014 —Page 7
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New York State Common Core
5,6 10 min
Facilitator will lay out factors of effective coaching feedback.

Goal-Referenced

Tangible and Transparent

Actionable

User-Friendly

Timely

On-Going

Consistent
Participants use the following question to guide table discussion:
How do these factors lend themselves to coaching teacher instruction of speaking and listening?
Total time:
20 min
December 2014 —Page 8
©2014 Public Consulting Group. All rights reserved.

New York State Common Core
Section: Practice Perfect – Four Rules to Rememer
In this section, participants will apply four rules as defined in the text, Practice Perfect , for providing effective feedback to teachers.
Materials used include: Session PowerPoint, Practice Perfect Rule Reflection
Handout
Slide Time Picture
7 5 min
Script/Activity Directions
Provide tables with a copy of one of the following rules from Doug Lemov’s book, Practice Perfect :

Rule 27 Limit Yourself

Rule 28 Make it an Everyday Thing

Rule 29 Describe the Solution (Not the Problem)

Rule 30 Lock it In
December 2014 —Page 9
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New York State Common Core
Slide Time Picture
8 20
Script/Activity Directions
Participants read the rule independently, then discuss highlights with their table group. Each table will record the components of the rule that are most important when providing feedback to 9-12 ELA teachers on the Practice
Perfect Rule Reflection form.
Each table will record the components of the rule that are most important when providing feedback to 9-12 ELA teachers on the Practice Perfect
Rule Reflection form.
Each table group will share out highlights and classroom application of the assigned rule from the reflection form (5 minutes).
Total time:
25 min
Section: Practice Providing Feedback
Participants will use the Instructional Practice Guide and the
Speaking and Listening Rubric with videos to practice providing feedback.
Materials to include: Session Powerpoint, Instructional Practice Guide,
Speaking and Listening Rubric, Tool For Building Academic Conversations,
RASA Protocol and Student Cards, Video links
December 2014 —Page 10
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New York State Common Core
Slide Time Picture
9 30 min
Script/Activity Directions
Provide participants with Instructional Practice Guide: Coaching.
Review the guide and tell particpants they will use the guide as they watch a video of instruction (10 minutes).
Participants will watch a video (8 minutes) and complete the Instructional
Practice Guide.(15 minutes)
Video link: https://www.teachingchannel.org/videos/high-school-literaturelesson-plan
Participants using the following questions to guide discussion of the video and use of Instructional Practice Guide (5 minutes).

What indicators of core actions were observed and noted?

What evidence was provided?
December 2014 —Page 11
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New York State Common Core
Slide Time Picture
10 35 min
Script/Activity Directions
Participants will be provided the Speaking and Listening Rubric.
Table groups will discuss the usefulness of the rubric as a leader for providing effective feedback, keeping Lemov’s rules in mind. (10 minutes).
Participants will watch video (5 minutes) and use the Speaking and
Listening Rubric to identify evidence of the standard in the lesson. The
Instructional Practice Guide will be used again to note indicators and document evidence. (10 minutes).
Video link: https://www.teachingchannel.org/videos/using-socratic-seminarsin-classroom?gclid=COP5qPqmgMICFU1k7Aod9FUAog
Table groups will discuss the noted indicators and evidence focusing on the following questions:

What evidence is present in the lesson?

What evidence is missing?

What feedback would you provide to the teacher?
The facilitator will lead a whole group share out of the video, including observations of the speaking and listening standards addressed, and proposed feedback, as discussed in table groups (10 minutes).
Participants will be provided the following handouts that teachers are receiving in the concurrent session.
December 2014 —Page 12
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New York State Common Core
Slide Time Picture
Total time:
65 min
Script/Activity Directions

Teachers ’ Session Activity 5 – Tool For Building Academic
Conversations

Teachers
’ Session Activity 3 – RASA Protocol and Student Cards
Partipants will review the documents and have a table discussion based on the following questions (5 minutes):

How will these tools help teachers?

How could they help leaders when observing teachers?

How could they help in providing feedback to teachers?
December 2014 —Page 13
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New York State Common Core
Section: Reflection and Closing
In this section, participants will reflect on how to provide meaningful feedback to teachers, specifically in the areas of speaking and listening instruction.
Materials used include: Session PowerPoint
Slide Time Picture
11 8 min
Script/Activity Directions
Participants will reflect on how to provide effective feedback to teachers instructing speaking and listening skills.
Allow time for participants to ask questions.
Total time:
8 min
December 2014 —Page 14
©2014 Public Consulting Group. All rights reserved.

New York State Common Core

Session PowerPoint

Practice Perfect Rule Reflection Handout

Instructional Practice Guide

Video links

Speaking and Listening Rubric

Tool For Building Academic Conversations

RASA Protocol and Student Cards
December 2014 —Page 15
©2014 Public Consulting Group. All rights reserved.