synchronous session 2 powerpoint
TRANSCRIPT
•
Welcome to Synchronous Session 2
Strengthening Our Profession:Year 1 Online Academy for
OSTEs and Clinical Teachers
Collaborative Norms
• Be courteous
• Be on time and attentive for class sessions
• Be an active listener and participant in conversations
• Agree to safety to share different perspective
Break Out Room Audio
• We want to remind you to only use the talk button on the
collaborative session when you are talking… and to click it
off when you’re not.
• This will help decrease feedback and chirping that you may
experience otherwise.
Review of Asynchronous
Session 1 Activities
• Autonomous Teacher
• Role of confidentiality and flow confidential communication
• Stance – Instructive, Collaborative, and Facilitative
• Teacher Candidate Standards
• Dispositions – set of standards used by UNCG
• Formative Assessment in helping pre-service teachers
• Preview of the TGAP activity
Questions about any of these activities? Raise your virtual
hand.
Teacher Growth and Assessment
for Pre-Service (TGAP)
• TGAP standards are adapted from the NCPTS standards
• Are a clear description of what pre-service teachers
should know and be able to do by the end of their student
teaching experience.
• Formative and summative
TGAP
TGAP
• Planning
• Instruction
• Assessment
• Student motivation and management
TGAP Standards Carousel
Assignments
Group 1: Planning: Brooke, Pelzetta, Cassie & Katie
Group 2: Instruction: Monica, Tiara, Shawna & Angela
Group 3: Assessment: Jennifer, Diane, & Lindsay
Group 4: Motivation: Brian, Lorie & Sarah
TGAP Standards Carousel
TGAP Standards Carousel
Model
Example
TGAP Standards Carousel Debrief
• Give one example of a teacher behavior and a student
behavior from your document.
A Coaching Conversation
From Category A:
• Were there any examples of
instructive
language in the conversation?
• Collaborative language?
• Facilitative language?
From Category B:
• What were some examples of
language that showed trust?
• Were there any references to
standards?
• How about formative assessment?
A Coaching Conversation
Instructive – Collaborative – Facilitative Trust – Ref to Standards – Form Assessment
Module 2 Outcomes
• Distinguish the difference in evidence and opinion
• Become familiar with data gathering tools
• Learn question stems to encourage meaningful conversation
between pre-service teachers and Clinical Teachers / OSTEs
• Learn the value and importance of the Collaborative Reflection
Log
Evidence vs. Opinion
• You will practice formulating evidence statements when giving
feedback so that change in behavior is based on data and focuses on
criteria.
• To develop 21st Century teachers, best practice requires feedback that
is:
• Specific
• Measurable
• Objective
Evidence vs. Opinion
Evidence vs. Opinion
Evidence vs. Opinion
Write any
feedback
to David about
his practice
Evidence vs. OpinionUse the whiteboard type tool to share your list of feedback statements for David
What is evidence?
Evidence is:
• A piece of information that supports a conclusion (specific)
• Must be measurable (i.e. 3 times out of 5; 7 minutes; 15 students)
• Can be supported by data (Objective)
Evidence vs. Opinion
Sort Card Activity
You will participate in this activity in
small groups in a break-out room.
We will provide a link to your Google
Doc in the chat window for you in a
few moments.
24 sort cards
in your pile.
Evidence vs. Opinion
Sort Card Activity
• Step 1: Sort the cards as either evidence or opinion statements. (4-5
minutes)
Evidence vs. Opinion
Sort Card Activity
• Step 1: Sort the cards as either evidence or opinion statements.
• Step 2: Flip one opinion statement into an evidence statement.
(3 minutes)
Evidence vs. Opinion
Sort Card Activity
• Step 1: Sort the cards as either evidence or opinion statements.
• Step 2: Flip one opinion statement into an evidence statement.
• Step 3: Look back at your whiteboard of feedback for David. Classify
these statements as either evidence or opinion. (3 minutes)
Evidence vs. Opinion
Sort Card Activity
• Step 1: Sort the cards as either evidence or opinion statements.
• Step 2: Flip one opinion statement into an evidence statement.
• Step 3: Look back at your whiteboard of feedback for David. Classify
these statements as either evidence or opinion.
• Step 4: Change the opinion statements for David into evidence
statements. (5 minutes)
Week 2 Asynchronous Preview
• Learn three new tools that will help you collect data and give you
information and organization for conversations that help your interns
and student teachers grow.
Focused
Scripting
Tool
Seating
Chart Tool
Collaborative
Reflection
Log
Week 2 Asynchronous Preview
• Learn three new tools that will help you collect data and give you information
and organization for conversations that help your interns and student
teachers grow.
• Focused Scripting Tool
• Seating Chart Tool
• Collaborative Reflection Log
• Language Stems – paraphrase, clarify, and stretch your pre-service teacher’s
thinking
• Practice a conversation protocol, TEMA
Week 2 Asynchronous Preview
• Learn three new tools that will help you collect data and give you information
and organization for conversations that help your interns and student
teachers grow.
• Focused Scripting Tool
• Seating Chart Tool
• Collaborative Reflection Log
• Language Stems – paraphrase, clarify, and stretch your pre-service teacher’s
thinking
• Practice a conversation protocol, TEMA
Benchmark:
Tuesday, January
27
Benchmark:
Friday, January 30
•
Thank you!
Closing thoughts or questions?