Jack C. Damron, Executive Director
Region One Education Service Center
Dr. Janice Wiley, Deputy Director
Instructional Support Services
(956) 984-6021
Hermelinda Hesbrook, Administrator
Office of Curriculum, Instruction & Assessment
(956) 984-6151
Texas Education Service
Center Curriculum
Collaborative
Trainer of Trainers - Module 4
Professional Teaching and Learning Cycle
Vocabulary Strand
By the end of this session..
Participants will:
• examine the Professional Teaching and Learning
Cycle (PTLC) as a strategy,
• engage in a process to create a clear focus for
all school and district professional development
days and sessions,
• determine the implications of using the PTLC as
an alignment strategy, and
• create an action plan to introduce the PTLC to
your district and/or school.
4
By the end of this session..
Participants will understand that:
• effective vocabulary instruction does not rely on definitions
• students must represent their knowledge of words in linguistic
and nonlinguistic ways
• vocabulary instruction has a profound effect on student
comprehension of academic content.
Participants will
• engage in a six step process for effective vocabulary
instruction.
Based on:
Marzano, R. J. (2004). Building Background Knowledge for Academic Achievement: Research on What Works in Schools. Alexandria, VA: ASCD.
5
Norms for today
• Teams must have clearly defined
expectations for their work.
• These expectations must
communicate clearly to everyone
what processes, rules and procedures
will guide and govern the work of the
group.
6
Activity 1: Talk-a-Mile-a-Minute
• Partner A faces the screen.
• Partner B faces away from the screen.
• Partner A gives clues from list on screen
that pertain to a category.
• First group to finish raises hand and -winsafter responses have been verified.
• Alternate partners with next category on
screen.
7
Things associated with weather
Tornado
Hurricane
Cold front
Cumulus clouds
Sleet
Barometer
El Nino
8
Used with permission::Pickering, D. (2007). Retrieved July 20, 2007, from http://www.debrapickering.com/2007slides/
Things associated with oceans
Waves
Moon
Algae
Pacific
Ships
Tropical fish
George Clooney
9
Used with permission::Pickering, D. (2007). Retrieved July 20, 2007, from http://www.debrapickering.com/2007slides/
4
10
[Digital Image] http://www.writespirit.net/authors/nelson_mandela,
Downloaded 07/18/2007.
3
Billie Jean
King
WHO
AM I?
2
[Digital Image] www.une.edu/com/rsas/newsletter/sept06.asp,
Downloaded 07/18/2007.
Famous People
CLICK HERE
Dr. Martin
Luther
King, Jr.
5
[Digital Image]http://en.wikipedia.org/wiki/Martin_Luther_King,
Downloaded 07/18/2007.
Mother
Teresa
[Digital Image] http://en.wikipedia.org/wiki/Mahatma_Gandhi,
Downloaded 07/18/2007.
1
[Digital Image] http://growabrain.typepad.com/growabrain/2004/01/old_growabrain_.html,
Downloaded 07/18/2007.
Ghandi
Nelson
Mandela
Harry
Truman
7
[Digital Image] commons.wikimedia.org/wiki/Image:Harry
truman.jpg, Downloaded 07/18/2007.
Princess
Diana
6
[Digital Image] http://en.wikipedia.org/wiki/Diana,_Princess_of_Wales,
Downloaded 07/18/07
Activity 2: Free Association
11
Who is SEDL?
• The Southwest Educational Development
Laboratory (SEDL) is a nonprofit educational
research and development corporation based in
Austin, TX.
• Improving teaching and learning has been at the
heart of SEDL’s work for nearly 40 years.
• SEDL conducts research and develops products
that lead to better teaching, increased learning,
and improved student performance.
12
SEDL Findings
Low Performing Schools
• Attribution of problems to external factors
• Little use of data to drive decisions
• Little attention to systemic alignment of
curriculum, instruction and assessment to
state standards
• Fragmented, unfocused professional
development
• Limited content and pedagogical knowledge
13 • Culture of isolation
Applying Research to Practice
• A “guaranteed and viable curriculum” is essential
(Marzano, 2003)
• Goals of the National Staff Development Council
– Encourage teacher collaboration
– Focus on job-embedded learning
– Use a systemic improvement strategy
– Tie learning to a set of standards
– Monitor progress of teachers and students
Marzano, R. (2003). What works in schools: Translating research into action. Alexandria, VA: ASCD.
14
Activity 3: Readings
1.
Read the assigned article
“Evens” read The Professional Teacher and Learning
Cycle
“Odds” read What is a PLC?
2.
3.
4.
Complete graphic organizer handout
Share with the group
As a group, create a graphic organizer that
represents understanding of both articles
15
What is the PTLC?
The professional teaching and
learning cycle is a six-phase
process that teachers use for
collaboratively planning and
implementing lessons that are
aligned to their state standards.
16
Used with Permission: Southwest Educational Development Laboratory. (2006). Professional Teaching and Learning Cycle: A Facilitator's Guide. Austin: SEDL..
17
STUDY
The standards and
agree on student
learning expectations
18
Phase I: Study
Teachers work in collaborative planning teams (grade-level, vertical, or
departmental) to critically examine and discuss the learning
expectations from the selected state standards. Teachers working
collaboratively develop a common understanding of the following:
• The concepts and skills students need to know and be able to do to
meet the expectations in the standards.
• How the standards for a grade or course are assessed on state and
local tests.
• How the standards fit within a scope and sequence of the district
curriculum.
19
Phase I: Study
Team Meetings
• Where do the teams meet?
• When do the teams meet?
• Who is on the team?
• How are teams structured?
20
Phase I: Study
Developing Norms
• ground rules for how the team will work together
• respect for fellow team members
• enables the group to focus on what needs to be done
rather than how things should be done
• While the group works collaboratively to gain skill and
understanding in how to improve learning, it is the
individual’s contribution to the group that makes that
possible.
• results in greater productivity
21
Phase I: Study
Developing Norms
•
•
•
•
•
•
•
Attendance
Timeliness
Participation
Interruptions
Preparation
Decision-making
Communication
22
Phase I: Study
Protocols
• Protocols are structures that enable
educators to look carefully and collaboratively
at students’ and teachers’ work in order to
learn from it.
• Protocols
– Provide a structure for conversation
• a series of steps/questions that a group follows in fixed or
recursive order,
– Specify the roles for different people in the group
• facilitator, presenter, and participants
23
Phase I: Study
Facilitator’s Role
• assist the collaborative team in
maintaining coherence in planning,
• focusing on how their lesson will address
the TEKS, and
• developing questions to assist lesson
observers in gathering evidence of student
learning.
24
Phase I: Study
Knowledgeable Other’s Role
• Each lesson study team also needs a
"knowledgeable other" to provide perspective
and a broader view of the issues.
• These individuals may also be known as
outside commentator, evaluator, or outside
advisor.
• Knowledgeable others bring a depth of
expertise in the given content area but they
could be district-wide curriculum specialists or
specialists from a regional education agency.
25
Monitoring
and
Reviewing
The PTLC Innovation
Configuration (IC) Map
In most change efforts, different people have surprisingly different
images of what full implementation looks like. . . One way to
(develop consensus) is to develop an innovation configuration map.
An innovation configuration map is composed of “word picture”
descriptions of different operational forms of an innovation or
change.
Hall, G. & Hord, S. (2006). Implementing change: Patterns, principles and potholes. Boston: Allyn &
Bacon.
27
The PTLC Innovation Configuration (IC) Map
Southwest Educational Development Laboratory. (2006). Professional Teaching and Learning Cycle: A Facilitator's Guide. Austin: SEDL
© 2007, Region One ESC, a TESCCC Partner
28
Using the PTLC Innovation
Configuration Map
• Develop a common understanding of the PTLC process
• Decide how to use the IC
– To initiate dialogue about implementation
• Who? What? When? Why?
– Monitoring tool to gather data
• Who? How often?
• Summarize data
– Focus on school data, not individual data
• Share data
– Look for trends and patterns
© 2007, Region One ESC, a TESCCC Partner
29
Sample PTLC IC
© 2007, Region One ESC, a TESCCC Partner
30
Phase I: Study
Simulation
•
Develop a clear and common
understanding of their Vertical Alignment
Documents
•
•
•
Vertical Alignment Document
Assessment Data
Phase I Questions
31
Phase I: Study — Simulation
32
Student Data
33
Open-ended TAKS Questions
© 2007, Region One ESC, a TESCCC Partner
34
Phase I: Study
Simulation
Innovation Configuration Map
•
Assess the Study Phase using the
Innovation Configuration Map
35
Brain Break
36
diameter
6/12 1/3
3/4
14/16
2
percent
1
3 fraction
CHECK YOUR
KNOW HOW?
hypotenuse
Click Here
pentagon
6
octagon
5
bar graph
4
Math
7
37
SELECT
instructional strategies
and resources to
meet expectations
38
Phase II: Select
Collaborative planning teams research and select instructional
strategies and resources for enhancing learning as described in the
standards. Teachers working collaboratively:
• Identify effective research-based strategies and appropriate
resources that will be used to support learning in the selected state
standards.
• Agree on appropriate assessment techniques that will be used to
provide evidence of student learning.
39
© 2007, Region One ESC, a TESCCC Partner
Phase II: Select
Consider this…
• Vocabulary instruction in specific
content-area terms builds up a student’s
background knowledge.
• Background knowledge is more
important to comprehension than I.Q.
© 2007, Region One ESC, a TESCCC Partner
40
Phase II: Select
A Six-Step Process for Teaching New Terms
Step 1: Provide a description, explanation, or example of the
new term.
Step 2: Ask students to restate the description, explanation, or
example in their own words.
Step 3: Ask students to construct a picture, symbol, or graphic
representing the term or phrase.
Step 4: Engage students periodically in activities that help them
add to their knowledge of the terms in their notebooks.
Step 5: Periodically ask students to discuss the terms with one
another.
Step 6: Involve students periodically in games that allow them to
play with terms.
41
Phase II: Select
Simulation
1. Select the instructional strategies and
resources that will be used to teach the
selected student expectations in the
Instructional Focus Document.
2. Agree on appropriate assessment techniques
that will be used to provide evidence of student
learning.
•
•
Instructional Focus Documents
Phase II Questions
© 2007, Region One ESC, a TESCCC Partner
42
Phase II: Select
Simulation
Instructional Focus Document
43
Phase II: Select
Simulation
Year-at-a-Glance
44
Phase II: Select
Simulation
Innovation Configuration Map
•
Assess the Select Phase using the
Innovation Configuration Map
© 2007, Region One ESC, a TESCCC Partner
PLAN
lessons that include
a common assessment
46
Phase III: Plan
Collaborative planning teams work together to formally plan a
lesson incorporating the selected strategies and agree on the
type of student work each teacher will take to the Analyze phase
to use as evidence of student learning.
Teachers working collaboratively:
• Develop a common formal plan outlining the lesson objectives
(relevant to the standards), the materials being used, the
procedures, the time frame for the lesson, and the activities in
which students will be engaged.
• Decide what evidence of student learning will be collected
during the implementation through Performance Indicators.
47
Phase III: Plan
Simulation
1. Plan/review a common lesson that
includes a common assessment
• Lesson
• Campus Resources
• District Resources
• Questions
© 2007, Region One ESC, a TESCCC Partner
Phase III: Plan
Simulation
Elements of a CSCOPE Lesson Plan
• Lesson Synopsis
• TEKS (taught in the lesson)
• Getting Ready for Instruction
–
–
–
–
–
–
–
Performance Indicators
Key Understandings and Guiding Questions
Vocabulary of Instruction
Materials
Resources
Advanced Preparation
Background Information
• Instructional Procedures with Teacher Notes
• Handouts
• Supplemental files for use in instruction, i.e. PowerPoint,
Excel Templates, etc.
49
Phase III: Plan
Simulation
2. Assessing the Plan Phase using the
Innovation Configuration Map
50
Brain Break
51
3
Texas
Hawaii
Click
HERE
to
Begin
New York
2
1
5
Florida
4
Idaho
Michigan
6
Kentucky
States
STATES
52
[Digital Images] www.nationalatlas.gov, July 16, 2007
7
IMPLEMENT
the plan
53
Phase IV: Implement
Teachers teach the planned lesson, make note of implementation
successes and challenges, and gather the agreed-upon evidence of
student learning. Teachers:
• Deliver the lesson as planned in the specified time period.
• Record results, especially noting where students struggled and/or
where instruction did not achieve expected outcomes.
• Collect the agreed-upon evidence of student learning to take back to
the collaborative planning team.
54
Putting the PTLC Into Action
First Meeting
Phases I-III Study, Select and Plan phases are completed
in a collaborative meeting (usually takes 2-3 hours at first)
Phase IV Implement
Teachers teach the lesson and other staff members observe.
55
Starting the Cycle
• Provide an orientation to staff
• Establish teams
– Not too small - not too large
– Teams establish norms
• Select a starting point
– Examine student achievement data
– Select a focus (e.g., vocabulary, measurement)
• Ensure support
– Time
– Standards
– Scope and sequence
– Access to multiple forms of data
– Designated, skilled facilitator
– Content area expertise
56
Implications for implementing the process
57
Rivers
Nile
Missouri
Thames
Hudson
Amazon
Mississippi
Swanee
58
Used with permission::Pickering, D. (2007). Retrieved July 20, 2007, from http://www.debrapickering.com/2007slides/
Things associated with plants
Photosynthesis
Foliage
Stems
Fertilizer
Chlorophyll
Pollinate
Chia pets
59
Used with permission::Pickering, D. (2007). Retrieved July 20, 2007, from http://www.debrapickering.com/2007slides/
Things associated with May
May Day
Thunderstorms
Graduation
TV Sweeps Week
Memorial Day
Cinco de Mayo
Flowers
60
Used with permission::Pickering, D. (2007). Retrieved July 20, 2007, from http://www.debrapickering.com/2007slides/
Create your plan
Individually or in teams, complete an action plan that includes action
steps for:
• Introduction of the PTLC
• Implementation
• Monitoring
• Evaluation
Each action step should include:
• Timeline
• Resources and support needed
• Person(s) involved
61
Share your plan
• Partner with one other team
• Share the highlights of your plan
• Introducing the plan
• Implementing the plan
• Monitoring the plan
(5 minutes each)
62
Celebrate your Successes
“Win small, win early, and win often.” Gary Hamel
“Major change is a process of small wins.” (1995, Kouzes
and Posner)
Our goals should be “designed to produce short-term wins”.
A “steady stream of successes,” will create “the magic of
momentum” toward enduring organizational success.
(2004, Schmoker)
63
Things associated with PTLC
Implement
Facilitator
Select
Plan
Study
Collaboration
64
Things associated with today
Guaranteed and Viable Curriculum
Nonlinguistic Representation
Vertical Alignment Document
Professional Learning Community
Instructional Focus Document
Innovation Configuration Map
65
Summing Up
Reflect on:
3
things you learned or have a fresh perspective on
2
ideas you will share with someone who wasn’t here
today
1
action you will take as soon as you return to your
school or district
66
Your Journey Has Begun
• Each fall, monarch butterflies in Maine begin an
unbelievable journey to a hilltop in Mexico. How
do they do it? They focus on the goal, not the
difficulties. Each day they take their bearings
and set off, allowing their instincts and desire to
steer them. They accept what comes; some
winds blow them off course, others speed them
along. They keep flying until, one day, they
arrive.
67
Thank You
Your determination makes the difference.
68
Resources used in Preparation
Marzano, R. J. (2004). Building Background Knowledge for Academic
Achievement: Research on What Works in Schools. Alexandria, VA:
Association for Supervision and Curriculum Development.
Marzano, R. J., & Pickering, D. J. (2005). Building Academic Vocabulary.
Alexandria, VA: Association for Supervision and Curriculum
Development.
Marzano, R. (2003). What works in schools: Translating research into
action. Alexandria, VA: Association for Supervision and Curriculum
Development.
Pickering, D. (2007). Retrieved July 20, 2007, from
http://www.debrapickering.com/2007slides/
Schmoker, M. (2006). Results Now. Alexandria, VA: ASCD.
Southwest Educational Development Laboratory. (2006). Professional
Teaching and Learning Cycle: A Facilitator's Guide. Austin: SEDL.
http://www.sedl.org/ws/ptlc.html
© 2007, Region One ESC, a TESCCC Partner
69