Secondary LOTECollaborative Planning

Session Introduction

Welcome!

Secondary LOTECollaborative Planning

Session Introduction

Welcome!

IcebreakerIcebreaker

1. What was your favorite summer activity?

2. What are you most looking forward to this school year?

1. What was your favorite summer activity?

2. What are you most looking forward to this school year?

1 2Create a name tent. On the reverse side

ofyour name tent, divide the paper into

foursquare “window panes.” Answer the

questionsbelow in each “pane.”

Icebreaker cont.Icebreaker cont.

3. What is your comfort level with integrating technology in the LOTE classroom?

4. How did this morning’s technology session resonate with you? What are the implications for your future classroom practice? What strategies and resources will you use/do you use to integrate technology?

3. What is your comfort level with integrating technology in the LOTE classroom?

4. How did this morning’s technology session resonate with you? What are the implications for your future classroom practice? What strategies and resources will you use/do you use to integrate technology?

23 4

On the reverse side of your name tent,divide the paper into four square

“windowpanes.” Answer the questions below in

each “pane.”

Mix-Freeze-Pair-ShareMix-Freeze-Pair-Share

1. When facilitator begins activity, stand up and move around the room, “mixing” with the rest of the group.

2. When facilitator calls “freeze,” stop where you are and pair up with your closest colleague. If you don’t find a partner right away, raise your hand and look for someone else with their hand raised to be your partner.

3. With your partner, take turns sharing your response to window pane 1.

4. Repeat activity with panes 2-4, as the facilitator indicates.

1. When facilitator begins activity, stand up and move around the room, “mixing” with the rest of the group.

2. When facilitator calls “freeze,” stop where you are and pair up with your closest colleague. If you don’t find a partner right away, raise your hand and look for someone else with their hand raised to be your partner.

3. With your partner, take turns sharing your response to window pane 1.

4. Repeat activity with panes 2-4, as the facilitator indicates.

Whole Group Share-Out about Technology

Whole Group Share-Out about Technology

What was an “A-ha!” or “I wonder?” that occurred to you in your discussion of the window pane response? If you’d like, you may restate your own answer or share an interesting response from one of your partners!

What was an “A-ha!” or “I wonder?” that occurred to you in your discussion of the window pane response? If you’d like, you may restate your own answer or share an interesting response from one of your partners!

Collaborative Planning Overview

Today is an opportunity to plan with district colleagues!

Collaborative Planning Overview

Today is an opportunity to plan with district colleagues!

SESSION I will be an opportunity to work with district colleagues on common assessments.

Designing common assessments begins with backward design.

SESSION I will be an opportunity to work with district colleagues on common assessments.

Designing common assessments begins with backward design.

BRIEF REVIEW OF BACKWARD DESIGNBRIEF REVIEW OF BACKWARD DESIGN

Typical tests, even demanding ones, tend to overassess student ‘knowledge 'and underassess student ‘know-how with

knowledge’--that is, intellectual performance.

Grant Wiggins

Typical tests, even demanding ones, tend to overassess student ‘knowledge 'and underassess student ‘know-how with

knowledge’--that is, intellectual performance.

Grant Wiggins

Understanding by Designby Grant Wiggins and Jay McTighe

Understanding by Designby Grant Wiggins and Jay McTighe

Key Questions to Consider… What is worth understanding? What is understanding? How will we know that students

really understand? How might we better anticipate and

address predictable student misunderstandings?

Key Questions to Consider… What is worth understanding? What is understanding? How will we know that students

really understand? How might we better anticipate and

address predictable student misunderstandings?

Three Stages of Backward Designby Grant Wiggins and Jay

McTighe

Three Stages of Backward Designby Grant Wiggins and Jay

McTighe

1. Identify the desired results.2. Determine acceptable

evidence.3. Plan learning experiences

and instruction.

1. Identify the desired results.2. Determine acceptable

evidence.3. Plan learning experiences

and instruction.

“Backward” Design Logicby Grant Wiggins and Jay McTighe“Backward” Design Logicby Grant Wiggins and Jay McTighe

Design assessments before lessons--know what evidence you seek.

Avoid the tendency to jump to designing lessons and planning activities.

Design assessments before lessons--know what evidence you seek.

Avoid the tendency to jump to designing lessons and planning activities.

The Key to Backward DesignThe Key to Backward Design

Think like an Assessor. Consider assessments before you

design lessons and activities. Be clear about what evidence of

learning you seek.

Think like an Assessor. Consider assessments before you

design lessons and activities. Be clear about what evidence of

learning you seek.

The essential element for administering and reviewing common assessments is the dialogue among team members to help raise student achievement and set goals for improvement (teacher goals and student-centered goals).

The essential element for administering and reviewing common assessments is the dialogue among team members to help raise student achievement and set goals for improvement (teacher goals and student-centered goals).

COMMON ASSESSMENT PROCESS FOR

SESSION I

COMMON ASSESSMENT PROCESS FOR

SESSION I

Focus QuestionsFocus Questions What is it that

students want to learn?

How do we know students are teaching the taught curriculum?

What assessments, activities, or work products do we need to create to assess the standards being taught?

What is it that students want to learn?

How do we know students are teaching the taught curriculum?

What assessments, activities, or work products do we need to create to assess the standards being taught?

Getting StartedGetting Started

Before you begin, decide how often and when you will administer a common assessment.

Identify the TEKS that will be covered during the agreed-upon time.

Assessment ProcessAssessment Process

Identify TEKSIdentify TEKS

Create the assessmentCreate the

assessment

Develop UnitDevelop Unit

Evaluate data Evaluate data

Creating the AssessmentCreating the Assessment

Decide if you will be creating a standard assessment or a performance-based assessment with a common rubric.

Generate the assessment or design the activity or work product. Align the TEKS to the questions or rubric.

Determine the level of questions on the assessment (not applicable to performance assessments).

Decide if you will be creating a standard assessment or a performance-based assessment with a common rubric.

Generate the assessment or design the activity or work product. Align the TEKS to the questions or rubric.

Determine the level of questions on the assessment (not applicable to performance assessments).

Unit DevelopmentUnit Development

Create a unit with lessons that have the end in mind. Stay focused by eliminating activities that do not fit into the big picture.

Meet to work collaboratively and examine students’ work and progress.

Create a unit with lessons that have the end in mind. Stay focused by eliminating activities that do not fit into the big picture.

Meet to work collaboratively and examine students’ work and progress.

After Administering the Assessment

After Administering the Assessment

Meet to discuss the results. Celebrate successes. Share

strategies for low performing areas.

Plan reteaching, tutorials, or other innovative interventions for students who require support.

Revise next assessment, activity, or work product to reassess high stakes areas if needed.

Meet to discuss the results. Celebrate successes. Share

strategies for low performing areas.

Plan reteaching, tutorials, or other innovative interventions for students who require support.

Revise next assessment, activity, or work product to reassess high stakes areas if needed.

Collaborative Planning Session 2 Overview

Take time to plan instruction for your students!

Collaborative Planning Session 2 Overview

Take time to plan instruction for your students!

Review standards for LOTE subjects as needed (TEA and national)First/Second Six Weeks Planning for InstructionPlan units using appropriate SIM organizer(s) or campus-approved lesson planning template

Review standards for LOTE subjects as needed (TEA and national)First/Second Six Weeks Planning for InstructionPlan units using appropriate SIM organizer(s) or campus-approved lesson planning template

Collaborative Planning continued…

Collaborative Planning continued…

Devise differentiation strategies appropriate to curriculum and student population

Revise essential questions in student-friendly language

Create model lessons or work product assignments that are rigorous! Happy Planning!

Devise differentiation strategies appropriate to curriculum and student population

Revise essential questions in student-friendly language

Create model lessons or work product assignments that are rigorous! Happy Planning!

Collaborative PlanningCollaborative Planning

Campuses are encouraged to work together

Products developed today may be loaded on the wiki for sharing with colleagues (please email them to Caron Sharp)

Campuses are encouraged to work together

Products developed today may be loaded on the wiki for sharing with colleagues (please email them to Caron Sharp)

Thank you for all you do for RRISD students!Have a great year!

Thank you for all you do for RRISD students!Have a great year!