cool tools to support learning-focused observations and ......early learning reflection conversation...

1 Copyright © LINC and Rosa Educational Consulting, Inc. All rights reserved.

Reproduction authorized only for the local school district or nonprofit organization that has been authorized to use these resources;

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Cool Tools to Support Learning-Focused Observations and Reflection Conversations

2018 PreSchool for ALL Administrator’s Forum

Facilitated by Dr. Lisa Hood

[email protected] &

Dr. Pamela Rosa [email protected]

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http://isucsep.org/

Learning Purpose with Aligned Structures:

1. Experience a video-based, early childhood learning-focused observation process

The Framework for Teaching’s Six High Impact Clusters GB p. 3

Plan~Teach~Reflect~Apply Professional Growth Cycle GB p. 4

Cluster 4: Student Intellectual Engagement & Cluster 5: Successful Learning for ALL Quick Notes GB p. 5

Thematic-Based Learning Centers GB p. 6-9

2. Supporting Collaborative Post-Conference Conversation Process Early Learning Reflection Conversation Protocol GB p. 10

3. Investigate user-friendly professional learning modules and resources contained in an open-source early learning website

Early Learning Video Roadmap GB p. 11

Early Learning Video PLAY List and Aligned Supports GB p. 12-16

Professional Learning

Intentions:

Considering your professional interests

for this topic, determine 1 to 2 priorities

for your learning during this session?

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TheDanielsonFrameworkforTeaching

Cluster #6 Focus:

Professionalism (1d, 4d, 4e, 4f)

Cluster #2 Focus: Safe, Respectful, Supportive

and Challenging Learning

Environment (2a, 2b)

Cluster #4 Focus: Student Intellectual

Engagement (1e, 2b, 3a, 3b, 3c)

Cluster #1 Focus: Clarity of Instructional

Purpose & Accuracy of Content

(1a, 1b, 1c, 1d, 1e, 1f / 3a, 3b, 3c) Cluster #3 Focus: Classroom Management

(2c,2d,2e)

Cluster#5Focus:Successful Learning by All

Students (1b,1d,1f,3d,3e,4a,4b,4c)

TheFrameworkforTeaching’sSixHighImpactClusters…

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Reproduction authorized only for the local school district or nonprofit organization that has been authorized to use these resources; http://isucsep.org/

TheDanielsonFrameworkforTeaching

Cluster #6 Focus:

Professionalism (1d, 4d, 4e, 4f)

Cluster #2 Focus: Safe, Respectful, Supportive

and Challenging Learning

Environment (2a, 2b)

Cluster #4 Focus: Student Intellectual

Engagement (1e, 2b, 3a, 3b, 3c)

Cluster #1 Focus: Clarity of Instructional

Purpose & Accuracy of Content

(1a, 1b, 1c, 1d, 1e / 3a, 3b, 3c) Cluster #3 Focus: Classroom Management

(2c,2d,2e)

Cluster#5Focus:Successful Learning by All

Students (1b,1d,1f,3d,3e,4a,4b,4c)

TheFrameworkforTeaching’sSixHighImpactClusters…

PLAN:ThePLANphaseoftheEvalua on

cycleiswhentheteacherandevaluatorcollaborateandfocusonthestudent-learningpriori esestablishedthroughthecollec veandindividuallearnerneeds,corecurriculum,and

schoolimprovementgoals.

TEACH:TheTEACHphaseoftheEvalua on

Cycleisintheclassroomwiththestudents.Theteacherandevaluatorfocusinonstudentlearningareasthatincludeculture,classroommanagement,engagementandforma veassessmentbycollec ng/recordingstudent-focusedlearningdatatobeusedinthe

REFLECT/APPLYphase.

Reflect:TheREFLECTphaseoftheEvalua on

CycleiswhentheteacherdebriefswiththeevaluatorregardingCELEBRATIONS/CONCENTRATIONSofteachingandstudentlearning.Studentdata/work

samplesareusedtoguidethedebrief,alongwithnotesonteachingprac ces.Feedbackis mely,specific

(basedondata),descrip ve,andalignedtoFrameworkforTeachingdescriptors.

Apply:TheAPPLYphaseofEvalua onCycle

isthebridgebetweentheevalua onandstudentlearning.TheteacherandevaluatorsummarizeCELEBRATIONS/CONCENTRATIONSandthen

collabora velydetermineNEXTSTEPS/ALIGNEDRESOURCES.Theteacher,withevaluator’ssupport,

determinesspecificpriori esforinstruc onalprac ceinsupportofstudentlearning.Evaluatorconfirmspriori esandwaystosupportthem.Next

PTRAcycleisscheduledasappropriate.

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5 Copyright © LINC and The Danielson Group, Inc. All rights reserved.


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Cluster 4 Student Intellectual Engagement & Cluster #5 Successful Learning for ALL Quick Notes: What indicators of Cluster #4 and #5 do you see “in action” based on planning conversation as well as in direct instruction?

Note what BOTH the teacher and students are saying/doing in the lesson, as well as Teacher reflections.

QUICK NOTES:

Cluster #4 Indicators

The content is seen as important and interesting (2b)

Content is presented in a manner that engages students in thinking (3a)

Learning tasks require students to engage intellectually, to think; some may involve productive struggle (3c)

Questions/discussions involve higher-order cognitive activity; students have time to develop their ideas and productive habits of mind (3b)

The lesson has a recognizable structure, with time for reflection and closure (3c)

Students explain their thinking and question the thinking of others (3b)

Cluster #5 Indicators

Both summative and formative assessments, aligned to learning outcomes, have been planned (1f)

The T monitors Ss learning during the lesson (individuals & groups) through a variety of means (3d)

Ss receive specific feedback on their work from the T, the activities themselves, or other Ss (3d)

If necessary, the T modifies the lesson to ensure that Ss “get it,” drawing on other resources as needed (1d, 3e)

The T’s records permit detailed analysis of learning by individuals and groups of Ss (4b)

In reflection, the T assumes responsibility for S learning (4a)

The T enlists, as appropriate, the engagement of families in S learning (4c)

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Eva Gonzalez Heredia’s Centers

Centers are a very important part of the play-based, student-centered early learning experience. Centers

provide a child-initiated balance to teacher-directed activities in other parts of early childhood instruction.

Key priorities of child-initiated centers include: 1) minimum of 50 minutes in length from the time the last child begins playing;

2) variety of centers: writing, reading, dramatic play, small toys, sensory, science, blocks, art etc.

3) Adults support, expand and challenge students’ ideas: odel, pose open-ended questions to promote problem-solving

and critical thinking, facilitate child’s thinking, use concept words, encourage working with peers;

4) Students self-regulate their behavior with adults modeling and supporting;

5) System is in place for the students’ purposeful selection of centers

Examples of standards-based, learning centers that are available for Eva’s early learners include:

The ART Center (Art Gallery where Student Art is Displayed after completing in the Art Center)

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The Block Center

The Dramatic Play Center (Student-Made Cruise Boat for Sea Animal Thematic Unit)

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The Reading/Puzzle Centers (Student “teaching” other students in the center; gives feedback to them.

Student read to each other books that have been read during whole group time)

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The centers are meaningful and aligned to the Thematic-Based Sea Animal Unit. The centers

support/integrate Whole and Small Group Learning Concepts based on targeted Early Learning

Standards.

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Early Learning Reflection Conversation Protocol Questions for discussion: 1. Invite the teacher to talk about the impact of this lesson on students using the Collaborative Conversation 4-Square to guide conversations on current learning and

possible next action steps. (4a – Reflecting on Teaching: Accuracy and Use in future teaching)

In general, how successful was the lesson? Did the students learn what you intended for them to learn? How do you know?

If you were able to bring samples of student work, what do those samples reveal about those students’ levels of engagement and understanding?

Comment on different aspects of your instructional delivery (e.g., activities, grouping of students, materials and resources). To what extent were they

effective?

Did you depart from your plan? If so, how and why?

Celebrations? Reflecting on the lesson, what are celebrations for individual or group student learning achievement and/or social-emotional growth? Consider sharing how the strengths in planning supported the effective teaching/student learning process in the lesson.

Concentrations? What are aspects of instruction and/or student achievement that needs to be addressed? Identify priority areas that will have the most substantial impact on student learning, as well as the evidence you will collect to know that growth has happened. You may choose to prioritize a component, or to select a priority that would address several components.

Next Planning/Teaching Steps? Consider many different steps for addressing the area of concentration and then narrow down finalized, “for sure” steps that you want to commit to and do.

Possible Resources? Align the resources, both human and tangible, to the specific steps that have been agreed on and REMEMBER...less is more!

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Early Learning Video Roadmap (“red” Framework for Teaching components indicate areas that showed low inter-rater agreement in research) Videos/

Participants

FfT Core Focus

Areas/

Activity/

Interactions/ Time

Timeframe Content Artifacts/ Resources

Video 1 –

Teacher and

Admin/Coach

Planning Design:

1b/1a-1c/1f/1d-1e

(Partial Cluster 1)

Planning Conversation 10-15

minutes

Introduction to the lesson, Background on the

students (1b), Essential Learning

Targets/Standards (1c/1a), Success Learning

Criteria/Assessment (1f), and

Activities/Groupings/Resources (1e/1d)

Lesson Design Protocol/Guiding

Planning Questions

Lesson Plan/Unit

Activities Resources

Assessment Resources

Video 2 -

Teacher

Environmental

Elements: 2c & 2e

Classroom Structure

Overview

(Environmental Survey

Components)

7-10

minutes

Classroom Setup, stations/centers etc. Environmental Descriptors

Video 3 –

Teacher and

Students

Culture: 2a, 2b

(Cluster 2)

Classroom Lesson:

Whole Group and

Small Group; Could

include individual

student conversations

60-80

minutes

Teacher to student interactions, student-to-

student interactions (2a), High expectations,

priorities for learning (2b, Classroom

procedures, groupings, pacing (2c), Student

behavior and expectations (2d), Physical

environment (2e)

Cluster 2 and 3 Indicators and

Rubric Management: 2c,

2d, 2e (Cluster 3)

Instruction: 2b,

3a, 3b, 3c (Cluster

4)

Classroom Lesson:

Whole Group and

Small Group; Could

include individual

student conversations

Teacher directions and learning expectations

(2b/3a), Teacher questions, Student

discussions/activities in whole group, small

group and independent work (3b/3c), Teacher

feedback and assessment with students (3d),

Teacher prompts/adjustments (3e)

Cluster 4 and 5 Indicators and

Rubric

Student work examples

Student assessments Assessment: 3d,

3e (Partial Cluster

5)

Video 4

Teacher and

Family

Communication

with Families: 4b,

4c

Family Meetings or

Events

Family interaction with Teacher about student

social/emotional and instructional learning

progress (4b and 4c)

Student Progress Checklists


Video 5 –

Teacher and

Admin/Coach

Reflecting on

Lesson: 4a, 4b

with appropriate

focus areas from

classroom lesson

Reflection

Conversation

7-10

minutes

Teacher and Admin/Coach reflection on lesson

outcomes for individual students and

classroom as a whole; Focus on learning

“celebrations”, possible learning

“concentrations” with aligned next

steps/aligned resources action plan (4a and

aligned appropriate Framework components)

Lesson Reflection Protocol/

Guiding Reflection Questions


Student progress documentation

Video 6 –

Teacher and

Teaching

Team

Reflecting on

Teaming

Priorities: 4d, 4e,

4f

Team Meeting with

grade level

teachers/Coach may

also join

7-10

minutes

Teacher and fellow team teachers share

professional learning priorities, co-planning

approach (4d, 4e, 4f and appropriate

Framework planning components)

Team Planning Protocol/Guiding

Reflection Questions

Team teaching resources

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Early Learning Video PLAY List and Aligned Supports for Level:

Early

Learning

Video PLAY

List (with aligned FFfT

Components)

Aligned

Framework

for

Teaching

Supports (protocols & quick

notes)

Video Notes: What are you noticing about the teaching and learning priorities, both in the adult conversations and in direct work between

teachers and students? How do the priorities of the leaders and teachers mirror or differ from your practices?

What are you noticing about the teacher’s instructional work and the student’s learning work in the classroom? What is

confirming? What is surprising or new? How does the video’s narratives and linked resources support your learning?

What are the big take-aways from the different videos? How might you use these videos to support your own or a colleagues

practice? How might you use these to support professional learning? Who else needs to see these videos?

Classroom

Environment

Walkthrough

Introduction of

Teacher &

Classroom Learning

Structure Protocol

(Environmental

Survey Components)

Learning

Environment

Structure &

Priorities

Quick Notes

(Adapted from

ECERS-R)

Planning

Conversation

(1b/1a-1c/ 1f/1d-

1e/1d)

Introduction to the

lesson, Background

on the students (1b),

Essential Learning

Targets/Standards

(1c/1a), Success

Learning Criteria/

Assessment (1f), and

Activities/

Groupings/

Resources (1e/1d)

Early Learning

Planning

Conversations

Protocol p. 6-8

Framework for

Teaching’s

Cluster 1:

Clarity of

Instructional

Purpose and

Accuracy of

Content Quick

Notes

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Early

Learning

Video PLAY


Components)

Aligned

Framework

for

Teaching


notes)







Classroom

Culture

(2a and 2b)

Teacher to student

interactions, student-

to-student

interactions (2a),

High expectations,

priorities for

learning (2b)

Framework for

Teaching

Cluster 2:

Safe,

Respectful,

Supportive,

and

Challenging

Learning

Environment

Quick Notes

Classroom

Management

(2c, 2d, 2e)

Classroom

procedures,

groupings, pacing

(2c), Student

behavior and

expectations (2d),

Physical

environment (2e)

Framework for

Teaching

Cluster 3:

Classroom

Management

Quick Notes

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Early

Learning

Video PLAY


Components)

Aligned

Framework

for

Teaching


notes)







Classroom

Instruction (2b,

3a, 3b, 3c)

Whole Group, Small

Group, &

Independent or

Center Learning;

Could include

individual student

conversations, Teacher directions

and learning

expectations (2b/3a),

Teacher questions,

Student discussions/

activities in whole

group, (3b/3c)

Framework for

Teaching

Cluster 4:

Student

Intellectual

Engagement

Quick Notes

Classroom

Assessment

(3d, 3e)

Teacher feedback

and assessment with

students (3d),

Teacher

prompts/adjustments

(3e), Student to

Student or

independent

assessment (3d)

Framework for

Teaching

Cluster 5:

Successful

Learning for

All (partial)

Quick Notes

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Early

Learning

Video PLAY


Components)

Aligned

Framework

for

Teaching


notes)







Reflection

Conversation

(4a + others) Teacher and

Admin/Coach

reflection on lesson

outcomes for

individual students

and classroom as a

whole; Focus on

learning

“celebrations”,

possible learning

“concentrations”

with aligned next

steps/aligned

resources action plan

Early Learning

Reflection

Conversation

Protocol

Professionalism

Conversation

(4d, 4e, 4f)

Teacher and/or

fellow team teachers

share professional

learning priorities,

co-planning

approach (4d, 4e,

4f )and professional

learning priorities

Framework for

Teaching

Cluster 6: 4d,

4e, 4f Quick

Notes

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Additional Notes:

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cool tools to support learning-focused observations and ......early learning reflection conversation...

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