Collaboration
Workshop
December 9, 2013
Michelle Geis
Quynh Vu Wagoner
Procedures and Routines




Drop in Reading
Think Pair Share
Numbered Heads - Number off #1-4
Random calling (card/equity sticks/Name
Selector)
Objective
Teachers will:
Gain an overview understanding of the
Inquiry process (Module C)
 Be able to write a compelling inquiry
question
 Complete draft of IIP Cells #1-4

Module A
*A-1 thru A-6
(CSDC Information
Collection)
*Module A
Conversations:
A: 7.1 &7.2
Module B
*Teacher Prep
Alignment Chart: B 1.2
*K-W-O: B-2
*Informal Observation
(Information Collection)
*Module Post
Observation Reflection:
B-4
Assessment Toolbox
CTD
Inquiry Focus
E- 2.5, 2.6a, 2b
Conversations
Components of Inquiry (Module C)
Determine
Inquiry Focus
Create Action Plan and complete research
Write Lesson plan (5-10 days)
Must Include Essential Component for Instruction
 Entry
Level, progress monitoring, summative
assessments
 CELDT, Accommodations and Modifications
 Technology
SP
Observes lesson with differentiation
De-brief Lesson and Analyze Student Work
Reflection
Standard 5—Pedagogy (E-5)



Use and interpret student assessment data from multiple
measures for entry-level, progress-monitoring, and
summative assessments to inform instruction.
Plan and differentiate instruction using multi-tiered
interventions as appropriate based on assessed
individual academic literacy and diverse learning needs
of students
Create and maintain well-managed classrooms that
foster students’ physical, cognitive, emotional, and social
well-being.
Standard 5—Pedagogy (cont’d)



Develop safe, inclusive, and healthy learning
environments
Use available technology to assess, plan, and
deliver instruction.
Enable students to use technology to advance
their learning.
Teacher vs. Teacher Researcher
How does
being a
Teacher
teacher
researcher
*Asks questions
support growth
about teaching
in your
and learning
teaching
*Collects
practice?
information
about students
*Often feels
overwhelmed
and/or isolated
Teacher
Researcher
*Intentionally asks
questions about
teaching and learning
Goals:
*Facilitates
teaching and
learning and
maximizes
student
potential
*Organizes and
collects information
*Focuses on a specific
area of inquiry
*Engages in reflection
*Benefits from
ongoing collaboration
and support of critical
friends
It All Begins with a
Question
Always the more beautiful
answer who asks the more
beautiful questions.
-e.e.cummings
Compelling Inquiry Questions
Are…
Grounded in a specific teaching context
 Personally engaging for the researcher
 Richly generative
 Open-ended
 Specific and tangible
 Concerned with the student(s)
 Focused on improvement of practice

Developing A Focus Question
→ What are the characteristics of a
well-written focus question?
Possible Answers:
 Question
is narrow enough to measure results
 Question is broad enough to last six weeks
 Question is directly related to the Focus Area in
Cell 1
Inquiry Question Quiz
Individually complete quiz.
 With a partner, discuss answers.

Challenges in the Development of
the Inquiry Question
The question is too broad
 Participating teachers may have difficulty
articulating what they really mean
 Year 1 participating teacher question may
look very different than a Year 2
participating teacher question

The Question is Too Broad…
Evolution of An Inquiry Focus
1st “How can I use conferencing to improve
the English speaking, reading, listening
and writing skills of my EL students?” led
to…
2nd “How can conferencing improve reading
and writing skills of my EL students?” led
to…
3rd “How can I use conferencing to increase
writing skills among my EL students?”
Participating Teachers May
Have Difficulty Articulating
What They Really Mean
1st “How can I improve my students
mathematical test scores?” led to…
2nd “How can I help my students use the
resources (i.e. class notes, quizzes, text)
available to them to help them better prepare
for their math tests?”
Year 1 Participating Teacher
Question Looks Very Different Than
a Year 2 Participating Teacher
Question

Year 1 participating teacher questions often
center around organization, management and
student behavior.

Year 2 participating teacher questions should
focus more specifically on access to content,
pedagogy (UA), and assessment.
An Inquiry Question should be
Compelling…
“If you don’t know where you are going
then any road will do.”
 An inquiry question should breathe life into
the area-of-focus statement and help
provide a focus for the data collection
plan.
 The inquiry question should help validate
that the teacher has a workable way to
proceed with his/her action plan.

Table Talk


In groups, discuss how to refine this inquiry
question (Be sure to discuss the components of
a compelling question)
Re-write the question and be prepared to share
How can I use assessments to
help my students?
Standard 5--Pedagogy






Use and interpret student assessment data from multiple
measures for entry-level, progress-monitoring, and
summative assessments to inform instruction.
Plan and differentiate instruction using multi-tiered
interventions as appropriate based on assessed
individual academic literacy and diverse learning needs
of students
Create and maintain well-managed classrooms that
foster students’ physical, cognitive, emotional, and social
well-being.
Develop safe, inclusive, and healthy learning
environments
Use available technology to assess, plan, and deliver
instruction.
Enable students to use technology to advance their
learning.
Table Talk


In groups, discuss how to refine this inquiry
question (Be sure to discuss the components of
a compelling question)
Re-write the question and be prepared to share
How can I maximize instructional
time?
Standard 5--Pedagogy






Use and interpret student assessment data from multiple
measures for entry-level, progress-monitoring, and
summative assessments to inform instruction.
Plan and differentiate instruction using multi-tiered
interventions as appropriate based on assessed
individual academic literacy and diverse learning needs
of students
Create and maintain well-managed classrooms that
foster students’ physical, cognitive, emotional, and social
well-being.
Develop safe, inclusive, and healthy learning
environments
Use available technology to assess, plan, and deliver
instruction.
Enable students to use technology to advance their
learning.
Inquiry Question Quiz
Individually complete quiz.
 With a partner, discuss answers.
 Choose two non-compelling
questions and revise.

C-1 (Individual Induction Plan)

Cell #1
 Determine

Cell #2
 Develop

Focus Question
Cell #3
 Determine

CSTP Elements (no more than 3)
Cell #4
 Identify

Area of Focus (Revisit E-documents)
Measureable Outcomes for Student Learning
Identify related Induction Standard component
Revisit E-2.5
Groups of 3-4 PTs
 Reflect on your Self-Assessment
 Share

 One
area of strength
 One area where you would like to focus this
year (Standard 5)
IIP-CELL #1
Inquiry Focus Areas (Cell #1)
7-12
Classroom
Management/
Routines & Procedures
Checking for Understanding
Gradual Release of
Responsibility
Thinking Maps
EL Strategies
Strategies to support the
implementation of Common
Core
Induction Standard 5
Based on your chosen area of focus,
determine the specific focus within
Standard 5 that will be addressed.
 Refer to E-2.5.

Standard 5--Pedagogy






Use and interpret student assessment data from multiple
measures for entry-level, progress-monitoring, and
summative assessments to inform instruction.
Plan and differentiate instruction using multi-tiered
interventions as appropriate based on assessed
individual academic literacy and diverse learning needs
of students
Create and maintain well-managed classrooms that
foster students’ physical, cognitive, emotional, and social
well-being.
Develop safe, inclusive, and healthy learning
environments
Use available technology to assess, plan, and deliver
instruction.
Enable students to use technology to advance their
learning.
Guided Practice




Individually develop a possible inquiry question
(based on focus area/self-assessment)
Share the question with your group
Group analyzes question and discusses the
components of a compelling question
Group works together to re-write/refine
question if necessary
IIP-CELL #2
Cell 3
 Identify
1-2 CSTP elements that will
be addressed through your Inquiry
question.
 Use CSTPs Placemat or E-2.1 to
determine CSTP element(s).
 Refer to Sample IIP.
Table Talk

Based on your previous revision of this
question, refer to E-2.1 to determine the
CSTP element(s) that this question
addresses.
How can I maximize
instructional time?
Cell 4
Identify the anticipated, measurable
outcomes for student learning.
 Be specific (use numbers, percentages,
figures, etc)
 Refer to Sample IIP.

Step 2: Developing the Action
Plan
Step 2: Developing the Action Plan
Individual Induction Plan
(C-1, Cells 5-8)
Developing the Action Plan
Step One: Determining the Focus of the
Inquiry
Step Two: Developing the Action Plan
Step Three: Preparing for Instruction
Step Four: Observation and Student
Analysis
Step Five: Summative Assessment
Step Six:
Reflection and Application
You are here!
Developing the Action Plan – Cells 5 - 7
 (Cell 5) Insert dates– “When action was taken.”
 (Cell 6) Research Cycle #1– “Steps taken to gain new
knowledge:”




Consulting Colleagues
Observing Classrooms
Professional Journals
Internet Research
 Research Cycle #2– “Steps taken to gain new knowledge:”
 This cycle should be a shared experience with your Support
Provider
 Co-plan/co-teach
 Support Provider Demo lesson
 PT Application of Research with SP feedback (lesson
observation outside of required Inquiry observation)
 Classroom Observations with SP and De-Brief (lesson should
target PT’s Inquiry focus)
Developing the Action Plan –
Cell 7 and Cell 8
 (Cell 7) Application- Record how the new knowledge was
implemented (state each action taken)
 Be sure to include specifically how knowledge was
implemented with students
 Must include Initial Implementation and at least one “Re-visit”
for EACH Research Cycle

(Cell 8) Results—Record the impact on teaching/student
achievement
 Use numbers/percentages when possible
 Must include Initial Implementation and Re-visit data
 Example: (Cell 8)
“18 of 31 students were able to produce a visual
representation of story and summary with key points.”
Objective
Teachers will:
Gain an overview understanding of the
Inquiry process (Module C)
 Be able to write a compelling inquiry
question
 Complete draft of IIP Cells #1-4

The purpose of _________ is ________.
 ______ is essential because __________.
 A question we still have regarding _____
is __________.

Ticket Out the Door
 Draft
of IIP Cells #1-4
 Workshop Evaluation
 Table of Contents—to be
distributed in January