elementary world languages plc aug 26, 2015
TRANSCRIPT
Elementary PLCAugust 26, 2015
Weekly Reflection: (5 minutes)What worked this week? What would you do the same in the future?
What didn’t work this week? What do you want to work on?
Growth Mindset
What do you think are the top three characteristics of an effective teacher?• Has positive expectations for all
students• Is an extremely good classroom
manager*• Knows how to design lessons for
mastery*
Today’s Essential QuestionsWhat will I do to establish or maintain classroom rules and procedures?
What will I do to establish and communicate learning goals?
What will I do recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?
Establishing, Implementing, and
Maintaining Classroom Rules &
Procedures
Marzano indicators involving Classroom Management
Indicators 1, 4, 5 (routine events)
Indicators 24, 33, 34, 35 (enacted on the spot)
For detailed information: The Art and Science of Teaching by Robert Marzano Ch 6 & 7
Why is Classroom management so important?
Without effective rules and procedures, teaching (and
consequently learning) is inhibited.
Jigsaw DQ6, DQ7TASK: In pairs, read, discuss and prepare a poster on key aspects of your assigned section. You may want to:•Summarize key points in bullets•Give examples of how to apply this action step to your teaching circumstance. •Offer suggestions, tips, ideas for implementing this task
Group presentations (3 minutes per
group)
Individual Reflection & Action Plan
1. Reflect on what you learned - What are the Big “takeaway” idea/s?
2. Make a plan – what are you going to do or implement THIS week. How are you going to do it? What resources (websites, books, people, etc.) do you have (or need?)
Clear Learning Goals
Robert J. Marzano
Who are Learning Goals for?Students: Students who can identify what they are learning significantly outscore those who cannot.
Teachers: If teachers aren’t sure of instructional goals, their instructional activities will not be focused, and unfocused instructional activities do not lead to student learning
Why are learning goals important?
Summary: Without Clear Learning Goals We Can’t Do Any of the Following…• Know if the assessment adequately covers and
samples what we taught.• Correctly identify what students know and don’t know
and their level of achievement.• Plan next steps in instruction.• Give detailed, descriptive feedback to students.• Have students self-assess or set goals likely to help
them learn more.• Keep track of student learning goals
“Teachers who truly understand what they want their students to accomplish will almost surely be more instructionally successful than teachers whose understanding of hoped-for student accomplishments are murky.”
-W. James Popham
Learning Goals are:Statements of what we want students to learn and be able to do.
Learning Goals VS Activities/Assignments• Learning goals are statements of “what” students
will know/understand and be able to do. Example: The student will be able to engage in
conversations and exchange greetings and polite expressions orally with their classmates and teacher in a culturally appropriate context in the target language.
Activities/Assignments are things students will do to obtain the “what,” and they are stated in less-structured ways.
Example: Students will create a dialogue using greetings and polite expressions (assignment) Students will sing a song about greetings and how they feel (activity)
Goal or Not a Goal?
20
Students will…List healthy food in Spanish.
Be able to read and order a meal from an authentic menu
understand that there are different customs and social behavior in different cultures.
investigate the greeting customs in a Spanish speaking country.
NOT A GOAL
GOAL
GOAL
NOT A GOAL
Learning Goal ChecklistLearning Goals Should be: Overarching (example: unit goals) Clear statements of knowledge or
information Posted and able to be read by the students Written in student friendly language (when
appropriate) Referenced during the lesson
Learning Goal Checklist (part 2)Students should be able to explain: The learning goal How their current activity relates to
the learning goal.
Educators & Students must be able to answer…… • Where am I going? (Learning Goals)• Where am I now? (tracking progress)• How will I know I’m getting there? (assessment)• How can I close the gap? (feedback)• How can I keep it going? (feedback)
“By setting out clearly in their own minds what they wanted the students to learn, the teachers would be in a position to find out what the ‘gap’ was between the state of students’ current learning and the learning goal and to be able to monitor that ‘gap’ as it closed.”
--Assessment for Learning: Putting it into Practice
Where do you get your learning goals?
• Can your content standards and/or benchmarks stand alone and be used as learning goals or do they need to be deconstructed or ‘unpacked’?• Deconstruction involves taking a standard and
breaking it down into manageable learning.
The Standards, the Curriculum (Big ideas), & the Benchmarks
Create a learning goal for a unit with the theme “Meeting new friends” or “My family”
In Pairs
Individual Reflection & Action Plan
1. Reflect on what you learned - What are the Big “takeaway” idea/s?
2. Make a plan – what are you going to do or implement THIS week. How are you going to do it? What resources (websites, books, people, etc.) do you have (or need?)
Individual Reflection & Action Plan
1. Reflect on what you learned - What are the Big “takeaway” idea/s?
2. Make a plan – what are you going to do or implement THIS week. How are you going to do it? What resources (websites, books, people, etc.) do you have (or need?)
Lesson planning
Curriculum – What we teachInstruction – How we teach
What you will teach + How you will teach it =
Lesson Planning
Tools for WHAT you will teach• Descubre Resources• Curriculum Guides• Standards
Other considerations:• Frequency and Time seeing students• Age level of students
Step One:
Know how many times you will see students. This will
determine how many lessons you will need.
Step Two:Look at Curriculum Guides to layout your
yearly plan and determine which topics/units you will be able to complete
and how many days for each unit.
Step Three:
Determine the vocabulary and structures you will be able to
do with the schedule you have
Step Four:Gather your resources
(Standards document, “Can Do” statements, Descubre,
etc.) to map out your lessons
Please go to http://tinyurl.com/worldlangplcsurvey