tcrp preparation garza - wanderings in the ancient...

The College Ready Promise

1. Preparation 2. Universal Design Links

3. Thought Provoking Videos

4. TCRP Rubric

4. Working Documents for TCRP

My Preparation

Rid Yourself of Clutter and Seek Simplicity

The College Ready Promise Rubric at first glance seems overwhelming with multiple levels and domains. To make it easier for myself to prepare for the lesson I sought clarity by just focusing on levels 3 and 4. This gave me an understanding of the essence of expected instruction in the rubric.

Design and Multiple Pathways

Upon understanding the requirements I then thought about how best to plan. I consider the best instruction akin to a well-‐designed structure in which students have flexibility, choice, and could intuit an entryway. I designed my lesson to have several pathways so that students could enter the content and construct authentic understanding of their knowledge. My goal was to have both process and product have application to the collegiate environment and the business world.

Considering What College Ready Really Means?

This means different things to different people and this is a subject worthy of debate, but for me college ready means what are the skills, traits, and mental dispositions needed beyond academia and in the global village? I consider this to be a mosaic of empathy, collaboration, analytical skills, research, scholastic disposition, ethical judgment, and a foundation in the liberal arts. You need to decide what this really means to you on a philosophical level as opposed to a prescriptive understanding.

Universal Design

A term first conceived in architecture is now used in instruction and design. The philosophical underpinnings of universal design are equity and intuition. Below are links on the concept of universal design.

Principles of Universal Design

http://www.greatschools.org/special-‐education/assistive-‐technology/785-‐universal-‐design-‐for-‐learning-‐improved-‐access-‐for-‐all.gs

A Primer on Universal Design

https://pantherfile.uwm.edu/edyburn/www/ud.html

Principles of Universal Design from Architecture (very informative and interesting)

http://www.youtube.com/watch?v=SyyZuvTXJpM&feature=related

http://www.greatschools.org/special-education/assistive-technology/785-universal-design-for-learning-improved-access-for-all.gs

https://pantherfile.uwm.edu/edyburn/www/ud.html

http://www.youtube.com/watch?v=SyyZuvTXJpM&feature=related

TCRP Teacher Effectiveness Rubric November 4, 2010

1

Domain 1: Planning and Preparation

Standards Indicators

1.1 Establish standards-‐based learning objectives for instructional plans

A) Selection of rigorous , college-‐ready learning objectives based on state standards

B) Measurability of learning objectives

1.2 Organize instructional plans to promote standards-‐based, cognitively engaging learning for students

A) Planned learning opportunities support cognitive engagement and attainment of learning objectives

B) Connections to prior learning

1.3 Organization of short and long term learning plans

A) Coherent design

B) Instructional progression

1.4 Use student data to differentiate instructional plans

A) Selection of objectives informed by student data B) Learning activities designed to meet individual student’s needs

1.5 Use knowledge of subject matter content/skills and learning processes to plan for student learning

A) Use of knowledge of subject matter content/skills and learning processes to identify necessary pre-‐requisite knowledge B) Common misconceptions proactively addressed

Domain 2: Classroom Learning Environment 2.1 Create a classroom culture of high academic

expectations and hard work, in which students/ scholars embrace academic challenge

A) Value of effort and challenge

B) Collaborative learning

2.2 Manage student behavior through clear expectations and a balance of positive reinforcement, feedback, and redirection

A) Behavioral expectations

B) Response to behavior

2.3 Establish a culture of respect and rapport which supports students’ emotional safety

A) Teacher interactions with students B) Student respect for teacher C) Student interactions with each other

2.4 Use smooth and efficient transitions, routines, and rituals to maintain instructional momentum

A) Routines and procedures B) Instructional pacing

Domain 3: Instruction

3.1 Communicate learning objectives to students A) Communication of the learning objectives of the lesson B) Connections to prior and future learning experiences C) Criteria for success

3.2 Instructional strategies

A) Learning experiences B) Questioning C) Conversation techniques D) Response to students’ questions E) Resources and instructional materials

3.3 During lesson, teacher makes effective instructional decisions based on formative assessments

A) Checking for students’ understanding B) Feedback to students C) Student self-‐assessment

TCRP Teacher Effectiveness Rubric November 4, 2010

2

Domain 4: Assessment and Data Driven Instruction

Standards Indicators

4.1 Design formative and summative assessments to monitor student progress

A) Alignment between assessments and college-‐ready learning objectives

B) Assessment design

4.2 Implement an assessment system that provides students with multiple and varied opportunities to achieve and demonstrate mastery

A) Multiple information sources

B) Varied assessment methods

C) Opportunities to revise and resubmit work

Domain 5: Professional Responsibilities

5.1 Engage in critical reflection, constantly revising practice to increase effectiveness

A) Accuracy

B) Acceptance of feedback C) Use in future planning

5.2 Engage in collaborative relationships with peers to learn and share best practices and ensure continuity in student learning

A) Participation in a professional community B) Professional development

C) Shared commitment

5.3 Uphold and exhibit the CMO norms and expectations

A) Ethics and professionalism

B) Norms described by school/CMO handbooks

Domain 6: Partnerships, Family and Community

6.1 Develop two-‐way communication with families about student learning and achievement

A) Initiation of meaningful communication

B) Responsiveness to parent inquiries and communication

C) Inclusion of the family as a partner in learning decisions 6.2 Equip families with a variety of strategies to

support their child's success and college readiness A) Provision of parent education efforts to support students

6.3 Help students leverage resources in their community that support their success in college and beyond

A) Goal setting and advocacy

B) Knowledge of community resources

C) Support for students in accessing these resources

Lesson Plan Sample 3 College-‐Ready Lesson Plan

DOMAIN 1 Standard 1.1 Standard(s)/Learning Objectives (List only what you plan to assess.)

Social Studies: 6.4.2b) I can trace the transition from tyranny and oligarchy to early democracy and back to dictatorship. English Language Arts: 1.3c I can use a variety of organizational patterns effectively in my writing, including comparison and contrast; organization by categories; and arrangement by spatial order, order of importance, or climactic order. National Education Technology Standards: 2. Communication and Collaboration Students use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Students: a. Interact, collaborate, and publish with peers, experts, or others employing a variety of digital environments and media. The above stated standards would qualify students for college readiness. For example the first standard 6.4.2b on the evolution of democracy is important for college readiness since democracy is the most influential form of government in the western world. It is necessary that students have knowledge of this form of government to be a global citizen. Standard 1.3 c in English Language Arts is fundamental for college readiness because students must be aware of the various forms of organizing ideas in speech and in language. NETS standard 2 “Communication and Collaboration” is essential for college-‐readiness in the 21st century. Students need multiple opportunities to work together, share knowledge, and construct knowledge in a digital format. These skills serve as a foundation for college success. Standard 1.2 How will the students be cognitively engaged? Students will be cognitively engaged in the following ways: In accessing prior knowledge students will review key vocabulary essential to the lesson by placing it in the correct context (cloze paragraphs). Students will then share their answers with peers. Finally, students will share their answers using whiteboards. This will allow for quick assessment and diagnosis of any misconceptions prior to the extending of their prior knowledge. In the application of knowledge students will be researching key figures in the history of Ancient Democracy such as Pericles, Solon, Cleisthenes, etc. Students will be identifying and selecting key contributions, and constructing knowledge of famous Greek founders of democracy. In differentiated groups, students will be using technology as a

Joe Garza Humanities/ 6th Grade 4/25/11 _________________________________ ___________________________________ _____________ Name Course/Grade Level Date

mind tool. Students will then select the organizational structure that will help students recall the importance of each Greek contributor to democracy and importance, and facilitate construction of knowledge through written expression. In the reflection students will select which Greek contributor to democracy has been the most influential and why? Students will post their understanding in a blog. Then if time permits students will respectfully agree or disagree with a peer’s response. Connections to prior learning Students have already learned that one factor for the creation of democracy in Ancient Greece is the geography of Greece. The rocky terrain and seas were crucial in the development of the polis, which eventually led to democracy. In addition, students understand that democracy originated in Greece, however, some forms of government were in Greece besides democracy, such as oligarchy and tyranny. Standard 1.3 Briefly explain the steps of the lesson. APK: In a warm-‐up students will recall and identify meanings to key terms in the lesson that would decrease the chances for misconceptions. Students will identify the meaning of the following words through definition and context clues: democracy, tyranny, oligarchy, and dictatorship. These words are foundational in tracing the evolution of democracy and making the standard more transparent. Teacher will assess and check for misconceptions through having students share answers through white-‐boards. This will strengthen students’ engagement, allow for revision, and allow teacher to identify misconceptions. EPK/ Application: Students will be researching key figures in the history of Ancient Democracy such as Pericles, Solon, Cleisthenes, etc. Students will be identifying and selecting key contributions, and constructing knowledge of famous Greek founders of democracy. In differentiated groups, students will be using technology as a mind tool. Students will then select the organizational structure that will help students recall the importance of each Greek contributor to democracy and importance, and facilitate construction of knowledge through written expression. Teacher will check in with all groups but will focus mainly on the group that has struggled historically with Social Studies content acquisition. Teacher will periodically stop students to share their knowledge of where they are at in the unit. For example, Teacher may say,” Please stop.” “ Grab your white board and answer the following question: “What were the contributions of Solon for democracy?” Teacher will have students share with each other. Students who have shown difficulty in past assessments, through previous data, will share their understanding so that teacher could identify any misconception and quickly alter any misconstruction. Teacher will use student fact gathering and written expression as a formative assessment tool to diagnose any misconception in their learning. Reflection: Students will select which Greek contributor to democracy has been the most influential and why? Students will post their understand in a blog. This reflection allows for evaluation and judgment of each Greek contributor to democracy and personal construction of knowledge and understanding of the Greek contributor. Then if time permits students will respectfully agree or disagree with a peer’s response. This will reinforce the authentic learning and make students reflective of their own learning. Teacher will use the blog as a formative assessment tool evaluating students’ original knowledge construction and guide future learning experiences and assessments.

Standard 1.4 How has student data informed your selection of these objectives? Through previous data in past units I have learned that the integration of writing, working in groups, and using electronic mediums has made content acquisition stronger in the following respects:

• Knowledge retention is greater than using only standardizes assessments (Student Surveys and Prior Summative Assessments.) Units in which I did more authentic assessments incorporating writing and technology students scored higher versus those units in which authentic assessments were not as frequent. For example, Princeton in the Mesopotamia Unit Exam scored 84% P and A, 16% Basic. In Egypt which had more authentic assessments and constructivist learning experiences students scored 100% P and A.

• Knowledge is constructed as opposed to simply being given. This makes the learning more personal thus enhancing student schema. Technology facilitates constructivist learning opportunities (Student Survey)

• Student surveys shared that students like learning with electronic mediums and in collaborative groups. How will the lesson be differentiated to meet the needs of advanced learners, struggling learners, and English Learners? Advanced Learners-‐ Students of this level will be broken into two groups. Each group will have a leader in which students of that group will assess their understanding of subject matter. Students of this group will have different links in the web quest that will be identified with the letter “B.” These links will be more difficult and rigorous than links titled “A.” Thus advancing their knowledge of the subject matter. Struggling Learners-‐ Students of this level will be broken into heterogeneous groups of Median to Struggling ability. These students will access links identified as “A” in the webquest. These links will present the content in easier language and with a clearer graphic interface making content acquisition easier. Students of this level will be able to access the aid of their peers and group leader for help. Students who really struggle will have small group instruction with teacher and more teacher check-‐ins. For the blog portion of the lesson these students will have a graphic organizer with guiding questions to help support student responses. English Learners-‐ Students of this level will be broken into heterogeneous groups of Median to Struggling ability. These students will access links identified as “A” in the webquest if students feel confident they may also access “B” links. These links (A) will present the content in easier language and with a clearer graphic interface making content and language acquisition easier. Students of this level will be able to access the aid of their peers and group leader for help (SDAIE). Students will also be able to access Focus Wall for support. Teacher will also pair ELL students with students who have high CALP ability. For the blog portion of the lesson these students will have a graphic organizer with guiding questions to help support student responses. Standard 1.5 What are the prerequisite knowledge and skills needed for this lesson? To be able to respond to a blog. A basic understanding of tyranny, democracy, oligarchy, and dictatorship. What misconceptions do you anticipate? What strategies will you use to avoid or correct these cognitive errors? The misconceptions I anticipate are the distinction between oligarchy, tyranny, and dictatorship. The strategies I will

employ are using a warm-‐up to review these key terms through definition and context embedded form. Students will share their answers through the use of a whiteboard. This will allow me to quickly assess who is struggling with the meaning of these words and allow student to revise or improve their answer in the warm-‐up. Students will be allowed the keep the warm-‐up as a reference tool.

DOMAIN 4 Standard 4.1 How will student learning be assessed during the lesson? APK: In a warm-‐up students will recall and identify meanings to key terms in the lesson that would decrease the chances for misconceptions. Students will identify the meaning of the following words through definition and context clues: democracy, tyranny, oligarchy, and dictatorship. These words are foundational in tracing the evolution of democracy and making the standard more transparent. Teacher will assess and check for misconceptions through having students share answers through white-‐boards. This will strengthen students’ engagement, allow for revision, and allow teacher to identify misconceptions. EPK/ Application: Students will be researching key figures in the history of Ancient Democracy such as Pericles, Solon, Cleisthenes, etc. Students will be identifying and selecting key contributions, and constructing knowledge of famous Greek founders of democracy. In differentiated groups, students will be using technology as a mind tool. Students will then select the organizational structure that will help students recall the importance of each Greek contributor to democracy and importance, and facilitate construction of knowledge through written expression. Teacher will check in with all groups but will focus mainly on the group that has struggled historically with Social Studies content acquisition. Teacher will periodically stop students to share their knowledge of where they are at in the unit. For example, Teacher may say,” Please stop.” “ Grab your white board and answer the following question: “What were the contributions of Solon for democracy?” Teacher will have students share with each other and students who through previous data have shown difficulty in past assessments will share their understanding so that teacher could identify and quickly alter any misconceptions. Teacher will use student fact gathering and written expression as a formative assessment tool to diagnose in any misconception in the learning. Reflection: Students will select which Greek contributor to democracy has been the most influential and why? Students will post their understand in a blog. This reflection allows for evaluation and judgment of each Greek contributor to democracy and personal construction of knowledge and understanding of the Greek contributor. Then if time permits students will respectfully agree or disagree with a peer’s response. This will reinforce the authentic learning and make students reflective of their own learning. Teacher will use blog as a formative assessment tool evaluating students’ original knowledge construction and guide future learning experiences and assessments. What misconceptions do you anticipate? What strategies will you use to avoid or correct these cognitive errors? The misconceptions I anticipate are the distinction between oligarchy, tyranny, and dictatorship. The strategies I will employ are using a warm-‐up to review these key terms through definition and context embedded form. Students will share their answers through the use of a whiteboard. This will allow me to quickly assess who is struggling with the meaning of these words and allow student to revise or improve their answer in the warm-‐up. Students will be allowed the keep the warm-‐up as a reference tool. In addition, I anticipate that students will forget how to respond in a blog post. Teacher will model response and ensure that students write their names on the blog response. Students who are slower at typing have the option of writing it down first in a graphic organizer with guiding questions.

Standard 4.2 How will student learning and progress be assessed after the lesson or at the end of the unit? Teacher will review written responses and blog posts and determine if students understood the evolution of democracy through the study of these people. What opportunities will students have to reflect on and assess their own work? Students will be able to assess the quality of their writing through a rubric tool. Students will rate their paragraphs and then share it with another student for feedback. Students will then revise their work. What opportunities will students have to revise and resubmit their work? Students will be able to revise their work in class the following day or at home. Students may enlist peer or teacher support if still struggling with content.

Stage 2 – Classroom Observation Evidence Collection Form CLASSROOM OBSERVATION

2.1 High expectations

A) Challenge B) Collaboration

A: T redircts-‐Jocelyn…T: Where is your white board? You have 2 mins to tell me about Cyclones or Pericles…..

T: Please make sure you read the paragraph and look for context.

T: As you get handout make sure you are reading so you have an idea of what we are doing.

T: So democracy means the rule of a few people…..any agree/disagree

S: I disagree because………they wanted the right to vote and were tired of….

S: I’d like to agree with Francia because……in the packet we read they talk about direct democracy and here they talk about representative democracy because the majority had the right to vote and since the anc civilization were the 1st to use democracy….

T: Do you mean all men? except women and children….If you picked any other answer but c, I want you to highlight democracy and remember that it’s all people can vote..#2-‐ The aristocracy….What is aristocracy? Whiteboards-‐countdown……

T: The people….What does democracy mean according to the above paragraph…Be ready to justify…quick…..

T reads names of posters aloud…Tomorrow we will be critiquing our paragraphs online as well.

S-‐Jocelyn-‐ I am done….

T-‐Let’s see…..

T reads a post aloud…….T reads another post aloud……

S: Mr. I posted…….

9:27 T: Guys, good work today.

B: S: Davion-‐reads the text to his partner….(directs his partner to write on his organizer)

S: I finished…..S: I finished-‐Pelayo….. S: Apolinar-‐ Let me see….Looks at paper and says write your name….

2.2 Student Behavior

A) Expectations B) Response

A & B: T sees 2 students without writing on a whiteboard.

T: Where is yours? S: He is putting up the 3 responses on 1 board….Student holds up the responses of 3 students written on 1 board. T: Good..Clever…

T: Esther please put away…….

T redircts-‐Jocelyn…T: Where is your white board? You have 2 mins to tell me about Cyclones or Pericles…..

2.3 Respect/ Rapport

A) Teacher-‐student

B) Student-‐teacher

C) Student-‐student

A & B:

S: Davion-‐ I predict it’s A because in the paragraph they say……….and in the greek packet yesterday…..


S: I agree because………they wanted the right to vote and were tired of….



S; I predict that it is… because….

T: Ooh, good…..S: I agree with Lizet because I got my ans from the reading because……

S: I also agree with…possession and wealth….they did not want the poor to give opinions in a democracy.

T: Excellent. Correct answer…T reads the next question….What is a tyrant? Countdown…

97% hold up white boards.

T: Where is yours? S: He is putting up the 3 responses on 1 board….

S: I believe its….because……so I chose D

S: I agree with Eddie because in the definition yesterday….tyranny is similar to…..because…

T: Luis Araya, do you agree/disag/add….

S: I agree because he is taking power by force….

T reads next question aloud…..According to paragraph, what does oligarchy mean? Boards please…T countdown….97 per up…T: I see c and d……

S: I think it’s c because…..it wanted the power to be reigned by small number….

t: Can you read what c means……S: I put d because it’s the oligarchy that wanted….

T: So, oligarchy means what to you? The small # of people or the small # of governing people….?

S: Responds…

S: I disagree because it says it wanted to have the power in a small # of people…

T: So If you made a mistake, circle and draw out….a rule of the few….oligarchy is a rule of few…What does democracy mean again?

S: DAvion-‐ the rule of majority and the rule of the people…

T: What is oligarchy again?

S: A rule of few people….

S: Apolinar-‐rule of rich or wealthy?……

C: S: I agree because………they wanted the right to vote and were tired of….


S: I believe its….because……so I chose D


S: Responds…

S: I disagree because it says it wanted to have the power in a small # of people…

S: I finished…..

S: I finished-‐Pelayo….. S: Apolinar-‐ Let me see….Looks at paper and says write your name….

2.4 Instructional momentum

A) Routines B) Pacing

A:

T: Please put name and date and team. We only have 3 mins to get this warm up down. Shannon put us on no voices. T counts down….Music plays in background.

8:44-‐ T: Take out your packet….Write your name….T countdown…..

T call out..T: Princeton…..I want you to read all directions to yourself….Do this in buddy voices and 2 mins and go…..

9:24 T: Princeton, Princeton… S: Yes…. T: This is your exit ticket…..Please write h.w and bring it to me, so I can sign off…..

T: Please open computer and get to website….We have 3 mins to get on line…..

B:

8:17 T calls attention to whole class. T reads the class objectives aloud and asks the sts to choral read with him. Sts write about the objective and how they connect it to college. Sts discuss objective with peers and share aloud.

8:18 S: Communicate and collaborating with peers allows you to learn from your peers and hear diff ideas.

T: excellent….I want you to put away white board. T count down.

T: Esther please put away…….Instead of using paddles, we are using white boards today. The people….What does democracy mean according to the above paragraph…Be ready to justify…quick…..

8:32


T: So democracy means the rule of a few people…..any

agree/disagree



8:44-‐ Take out your packet….Write your name….T countdown…..

T call out..Princeton…..I want you to read all directions to yourself….Do this in buddy voices and 2 mins and go…..

8:47 Can anyone tell me the diff b/n links a and b?

S: it’s so if a-‐can’t und powerful words….b is more advanced…

8:53 T cues music…..Sts begin to set up computers…..

8:58 Sts working on web quest…

9:03 T circulates the room . Goes back to st with question…T: Are you sure you know what to do? Make sure you…..You need to click and start saving…..

9:06

T supports accessing links and shows how to cut and paste…T: Does that make sense? You can also go back and…

T supports student in highlighting and editing…..

9:11 T countdown-‐ Whole group attention…..

T: Princeton…S: yes…

T: How many of you got to Solon? Who didn’t get to Cyclones? On your white board, tell me why Solon/Cyclones is important? You have 2-‐3 mins….Go……

9:21

T circulates the room and checks on 1 st.

8 students observed……

4 students use the organizer and white board to write the blog.

4 students use the white board writing to post the

blog.

T checks on Davions neighbor-‐Keith….Make sure to use proper noun….How do you know……

9:23 Checks the posts put up already.. Projected on the board…

9:24 T: Princeton, Princeton… S: Yes…. T: This is your exit ticket…..Please write h.w and bring it to me, so I can sign off…..

T provides feedback to Jocelyn…..Dont forget to put your name on your wonderful paragraphs….

3.1 Communicate learning objectives

A) Communicating objectives

B) Connecting learning

C) Success Criteria

A: T calls attention to whole class. T reads the class objectives aloud and asks the sts to choral read with him. Sts write about the objective and discuss how they connect to college.

B:

S: Davion-‐ I predict it’s A because in the paragraph they say……….and in the greek packet yesterday…….(justifies) T: So democracy means the rule of a few people…..any agree/disagree


T: Ooh, good…..S: I agree with Lizet because I got my answer from the reading because……(justifies)

Whole group-‐T: If you have the organizational packet last week, it might be useful… I have another one here for ref, but it needs to stay here….

T reads names of posters aloud…Tomorrow we will be critiquing our paragraphs online as well.

C:

T goes to front group and clarifies directions and process.

T: Please make sure you read the paragraph and look for context.

T: As you get handout make sure you are reading so

you have an idea of what we are doing.

T: highlight all the key words on your warm up.

T call out...T: .Princeton…..I want you to read all directions to yourself….Do this in buddy voices and 2 mins and go…..

T goes to Davion and Esther group. T reviews the direction….T: We are going to a website and you will find evidence….You will chose the organizational structure here…I have an example here and you can see how it works…This is where you start writing…Does that make sense?

S: Yes….T: Do you und what you are doing? Can you explain it to me? S: Explains expectation…T: But what are the check boxes…T: You are picking and then you tell me why you chose it over here…

S: Over here you rate your understanding….

Whole group-‐ If you have the organizational packet last week, it might be useful… I have another one here for ref, but it needs to stay here….


S: it’s so if a-‐can’t und powerful words….b is more advanced…

S: A links are beginning and rated self at 1 through 2 and not understanding the aim…. B is for the ones that und the aims more and for und the democracy….

S: A is more challenging…..

T: Can someone explain this…What are we selecting here? (T projects organizer)

S: In the 1st part you need 3 details about each Greek and 2nd box is for choosing org pattern….sequence…and then explain why you choose the org structure….

T: I’ve provided a Draco example…….Turn page…What does this mean here? What are the levels?

S: If you are beginner you know…. and if you are a novice you know ….and level teachers knows more facts but need more examples to support..4 level prof-‐has many examples, opinion, and you are using the orga-‐ nizational structure you choose….

S: It’s rating the und of the person and how the facts

connect to democracy…

T: What is the highest rating….

S: Level professeror-‐4 T: Yes, you can then profess and teach to a whole class….Lowest?

S: Beginner….

T: What are you doing here? We are doing this for 2 days, so you may not get there….

S: Davion-‐ you will rate yourself and say why Draco is imp…

T: You are exp if Draco is imp…but don’t forget what kind of way you are?

S: The organizational structure you are writing in…T: Don’t forget that….If you feel good, thumbs up….

3.2 Instruc. Strategies

A) Experiences B) Questioning C) Conversation D) Response to ? E) Resources

A:

8:17 T calls attention to whole class. T reads the class objectives aloud and asks the sts to choral read with him. Sts write about the objective and how they connect it to college. Sts discuss objective with peers and share aloud.

8:18 S: Communicate and collaborating with peers allows you to learn from your peers and hear diff ideas.

T: excellent….I want you to put away white board. T count down.

100% of students work on warm up. T circulates the room and returns to the front group. T checks with 1 student.

1 student rotates in the room and checks if peers need help.

Instead of using paddles, we are using white boards today. The people….What does democracy mean according to the above paragraph…Be ready to justify…quick…..

8:32

S: Davion-‐ I predict it’s A because in the paragraph they

say……….and in the greek packet yesterday…..






T: So If you made a mistake, circle and draw out….a rule of the few….oligarchy is a rule of few…What does democracy mean again?

S: Davion-‐ the rule of majority and the rule of the people…

T: What is oligarchy again?

S: A rule of few people….

B:

S: Yes….T: Do you understand what you are doing? Can you explain it to me? S: Explains expectation…T: But what are the check boxes?…S: You are picking and then…T: you tell me why you chose it over here…


T: Can someone explain this…What are we selecting here? (T projects organizer)


T: What is the highest rating….

S: Level professeror-‐4 T: Yes, you can then profess and teach to a whole class….Lowest?

T: How many of you got to Solon? Who didn’t get to Cyclones? On your white board, tell me why Solon/Cyclones is important? You have 2-‐3 mins….Go……

C:







T: Ooh, good…..S: I agree with Lizet because I got my answer from the reading because……

S: I also agree with…possession and wealth….they did not want the poor to give opinions in a democracy.

T goes to Davion and Esther group. T reviews the direction….T: We are going to a website and you will find evidence….You will chose the organizational structure here…I have an example here and you can see how it works…This is where you start writing…Does that make sense?

S: Yes….T: Do you understand what you are doing? Can you explain it to me? S: Explains expectation…T: But what are the check boxes?…S: You are picking and then…T: you tell me why you chose it over here…




S: it’s so if a-‐can’t und powerful words….b is more

advanced…

D:

S asks questions…

T: Did you ask Francia?

S: It’s just that I can’t….

T assists student with process…

S: How come when I press it……? T: My fault, let me show you what I do? (T shows how to copy the link) You will press edit and copy the link….Now you will click here and delete and cleans this up…Here is a trick, control b….see what I did?

S: Is Cyclones, boy or girl? T: What do you think? S: Oh, yah he has a beard…T: Very rare to see a female with a beard.

E:


T: As you get handout make sure you are reading so you have an idea of what we are doing.



Sts begin to set up computers…..8:58 Sts work on web quest.

Write a powerful 7-‐12 paragraph and you may write on whiteboard and then type or if you feel confident, you can start typing right into that……You can work in buddy voices…If you want time to sort ideas before writing, please pick up a sheet to help you…..

T provides the sheet to the 4 students up front….

3.3 Adjustments

A) Check 4 Under

B) Feedback C) Self-‐

Assessment

A) 8:18 S: Communicate and collaborating with peers allows you to learn from your peers and hear diff ideas. T: excellent….I want you to put away white board. T count down.



S: I think it’s c because…..it wanted the power to be reigned by small number….

T: Can you read what c means……S: I put d because it’s the oligarchy that wanted….

T: So, oligarchy means what to you? The small # of people or the small # of governing people….?

S: Responds…

B) C) S: Yes….T: Do you und what you are doing? Can you explain it to me? S: Explains expectation…T: But what are the check boxes…T: You are picking and then you tell me why you chose it over here…


S: If you are beginner you know…. and if you are a novice you know ….and level teachers knows more facts but need more examples to support..4 level prof-‐has many examples, opinion, and you are using the orga-‐ nizational structure you choose….

S: It’s rating the und of the person and how the facts connect to democracy…

Observation Notes:

Stage 3 – Teacher Self-‐Score Form

Teachers: Use the rubric to determine which score you think is an accurate measurement of your lesson. Submit to your observer prior to your post-‐observation conference.

Domain 1: Planning and Preparation

Standards Indicators Self-‐Score Notes

1.1 Establish standards-‐based learning objectives for instructional plans

A) Selection of rigorous , college-‐ready learning objectives based on state standards 4

English Language Arts, Technology, and History Standards are interwoven together to maintain levels of cognitive engagement.

B) Measurability of learning objectives 3

ELA and History Standards were measured using a 4-‐point rubric. Technology was used as a constructivist tool.

1.2 Organize instructional plans to promote standards-‐based, cognitively engaging learning for students

A) Planned learning opportunities support cognitive engagement and attainment of learning objectives

4 Students construct knowledge through web research and blog posting.

B) Connections to prior learning 4

Students connect and apply their prior knowledge through multiple learning activities. They collect evidence or details on Greek historical figures, decide which details are key, select organizational structure to create a paragraph on Greek statesmen, and students write a blog post on which Greek statesman is most influential, and disagree or agree with other student

postings.

1.3 Organization of short and long term learning plans

A) Coherent design 4

Students were presented different links in accordance to their ability. Students were also able to choose which organization structure made most sense in writing and retaining knowledge on chosen Greek statesman.

B) Instructional progression 4

Students had a course of two-‐three days on this lesson. In addition, they had opportunities to work during breaks and after school.

1.4 Use student data to differentiate instructional plans

A) Selection of objectives informed by student data 4

Objectives were established on prior unit assessments and other formative assessments such as homework, written responses, student surveys, and benchmarks.

B) Learning activities designed to meet individual student’s needs 3

Groups were differentiated and made purposeful, however, learning needs were not individualized.

1.5 Use knowledge of subject matter content/skills and learning processes to plan for student learning

A) Use of knowledge of subject matter content/skills and learning processes to identify necessary pre-‐requisite knowledge

3 Learning activities address gaps in class as opposed to particular students.

B) Common misconceptions proactively addressed 3

Teacher’s plans identify misconceptions for class but there are no multiple strategies for identifying additional misconceptions.

Domain 2: Classroom Learning Environment

2.1 Create a classroom culture of high academic expectations and hard work, in which students/ scholars embrace academic challenge

A) Value of effort and challenge 3

Teacher encourages students to work hard and meet challenges. Students work to revise their product, however not all students push themselves to high standards of performance.

B) Collaborative learning 3

Most students are productively and cognitively engaged in the learning, however, two students, at times, were not engaged.

2.2 Manage student behavior through clear expectations and a balance of positive reinforcement, feedback, and redirection

A) Behavioral expectations 4

Students in class understand their mission as scholars in the class and this translates easily to the college-‐ready objectives as set in class routines and rituals. Students understand that college readiness is not only an acquisition of skills but a culture as well.

B) Response to behavior 3

On rare occasion, teacher has to redirect student. However, student correction is not always sensitive to individual student needs.

2.3 Establish a culture of respect and rapport which supports students’ emotional safety

A) Teacher interactions with students 4

Students are able to work collaboratively which implies mutual respect for each other. Students discuss without demeaning each other. Students show respect to the teacher by following guidelines and procedures. Teacher listens to students through student

surveys and informal evaluations of the lesson. Teacher provides help to students at break and at lunchtime.

B) Student respect for teacher 4

Students come and help after school. Students at time come in during lunch to help peers out with their work. Students invite teacher to extracurricular activities.

C) Student interactions with each other 4

Students work in collaborative groups in a caring environment. Students support each other in their efforts and do not demean each other. Students have multiple opportunities to present their work for evaluation and scrutiny.

2.4 Use smooth and efficient transitions, routines, and rituals to maintain instructional momentum

A) Routines and procedures 4 There is no loss of time during the lesson. Students transition seamlessly with countdowns and musical cues.

B) Instructional pacing 4

Teacher is responsive to speed and student understanding of lesson. As a result some cohorts required at least an extra day. In addition, students have multiple opportunities outside of class to complete lesson, such as break, lunch, and after school, with teacher or peer support.

Domain 3: Instruction

3.1 Communicate learning objectives to students A) Communication of the learning objectives of the

lesson 4

Students were able to articulate college ready objectives in their own language and even state which one they felt was most important for college readiness.

B) Connections to prior and future learning experiences 3

Teacher makes explicit connections that learning objective are related to college readiness. Students are asked which learning objective relates to college and students discuss answer with each other and with teacher.

C) Criteria for success 2 Although I communicated expectations for assignment, I did not have exemplars for students to look at or reference.

3.2 Instructional strategies

A) Learning experiences 3

The teacher and the students facilitated learning experiences. Experiences supported student learning autonomy interaction and choice. However, experiences were not individualized and because of that may have required only mid to high level of cognitive engagement.

B) Questioning 3 Questioning is done mainly by the teacher.

C) Conversation techniques 3

Students engage in small group discussions and whole group discussions. However, whole group discussions are not lead by students.

D) Response to students’ questions 3

Teacher accommodates questions and provides opportunities for learning through questions or curiosity. However, teacher does not create opportunities for students to build on one another’s questions through the course of the year.

E) Resources and instructional materials 4 Multiple resources are used such as text, technology, graphic organizers and peer expertise and student choice.

3.3 During lesson, teacher makes effective instructional decisions based on formative assessments

A) Checking for students’ understanding 3 Teacher uses multiple techniques to check for understanding such as, do nows, white board practice, and blogs.

B) Feedback to students 3

Teacher provides feedback to students. Not all students provide specific feedback to increase cognitive engagement.

C) Student self-‐assessment 3

Teacher provides students with opportunities to self assess their work, revise their work, have each other assess and provide recommendations for each other.

Domain 4: Assessment and Data Driven Instruction

4.1 Design formative and summative assessments to monitor student progress

A) Alignment between assessments and college-‐ready learning objectives 3

Students had to select an organizational pattern. Students also had to collect evidence on Greek statesmen in a chosen organizational structure. Students used

technology as a productivity tool.

B) Assessment design 4 Students had a white board check, blogs, peer revising and evaluating.

4.2 Implement an assessment system that provides students with multiple and varied opportunities to achieve and demonstrate mastery

A) Multiple information sources 4 Student self-‐assessments, blogs, paragraphs, unit assessments, do nows, and white board checks.

B) Varied assessment methods 3 The assessments utilized are white board checks, blogs, and written pragraphs.

C) Opportunities to revise and resubmit work 3 Students have multiple opportunities to revise and resubmit work for proficiency.

Domain 5: Professional Responsibilities

5.1 Engage in critical reflection, constantly revising practice to increase effectiveness

A) Accuracy 4 Teacher has looked through work samples and sees what could be improved for individual students.

B) Acceptance of feedback 4

Consulted with peer on work samples for this lesson. In addition, consulted with other peers and supervisor on other lessons.

C) Use in future planning 4

In lessons I have reflected on what could be improved in reaching greater rigor and clarity in expectations. I also consult with colleagues on how best to address students needs.

5.2 Engage in collaborative relationships with peers to learn and share best practices and ensure continuity in student learning

A) Participation in a professional community

B) Professional development

C) Shared commitment

5.3 Uphold and exhibit the CMO norms and expectations

A) Ethics and professionalism

B) Norms described by school/CMO handbooks

Domain 6: Partnerships, Family and Community

6.1 Develop two-‐way communication with families about student learning and achievement

A) Initiation of meaningful communication

B) Responsiveness to parent inquiries and communication

C) Inclusion of the family as a partner in learning decisions

6.2 Equip families with a variety of strategies to support their child's success and college readiness

A) Provision of parent education efforts to support students

6.3 Help students leverage resources in their community that support their success in college and beyond

A) Goal setting and advocacy

B) Knowledge of community resources

C) Support for students in accessing these resources

Stage 3 – Reflection 1. Pick an indicator you self-‐rated as an area of strength. Justify your reasoning. I rated myself as Level

4 for Standard 2.4 Use smooth and efficient transitions, routines, and rituals to maintain instructional momentum. This is because I felt my rituals and routines that supported my transitions were smooth and effective. The use of white boards, countdowns, clear expectations, musical cues, and procedures ensured little to no waste of instructional time. The effect of fast transitions and little to now wasted time kept my students on task and cognitively engaged in the extension of prior knowledge and the application of it. In addition, students had extra-‐time to post comments on the blog if they had a difficult time typing or formulating their thoughts. This was done at home, break time, or afterschool. I see this standard as one of my strengths.

2. Pick an indicator you self-‐rated as an area of growth. Justify your reasoning. I rated myself a 2 on C) Criteria for success. This is because I stated my objectives for the lesson and my students had prior experience to blogging and writing in different organizational patterns, yet I did not have exemplar paragraphs to guide my students visually to know what a 4 paragraph, 3 paragraph, 2 paragraph, and a 1 paragraph have. In short, I did not have anchor paragraphs for students to reference.

3. Do you feel your students achieved the objective? If yes, how do you know? If not, how would you address the needs/gap? I believe my students achieved the objective. They understood the importance of these aims for college readiness through their responses and discussions. They were able to work collaboratively in a digital context. Moreover, students were able to make meaningful and authentic understanding of the development of democracy in ancient Greece. Students had enough knowledge of the Greek statesmen to make judgments as to who was the most influence to the development of democracy. This was remarkable in the fact that this was their first entry to learning about these key figures in Greek history. In addition, students were able to choose and justify the use of the organizational structures they chose in writing.

4. If you had the opportunity to teach this lesson again, what would you do differently? If I had to do the lesson again I would ensure that I would have parallel anchor paragraphs for students to reference in the course of writing. In having these anchor paragraphs students would be able to evaluate their paragraphs over exemplars and have a clearer understanding of a 4,3, 2, or 1. This would allow also for a self-‐checking of understanding and another opportunity for revision.

5. How did you address constructivism, college readiness, and cognitive engagement in your lesson? What adjustments could you make to increase rigor in your lesson? Constructivism and cognitive engagement, I believe, go hand in hand. The web quest allowed for the collection of details/ evidence to create paragraphs of famous Greek statesmen in a collaborative atmosphere. Students were in charge of choosing their details, choosing an organizational structure, then in a digital atmosphere choosing who is the best Greek statesman. The extension of prior knowledge, application, and blog reflection always involved choice, personal selection of details and evidence, which allowed students to create authentic and personal forms of knowledge. Students understood that the aims were in support of college-‐readiness, especially the technology standards (a student noted that her sister is always at the computer doing her work for college). Students also stated that the aims were also specific for college readiness in discipline preparation. One student noted that the history standard was important if you were going into politics or simply appreciating our own government system. Students noted that writing is important for college readiness. I would have liked the opportunity to engage with the students in dialogue in the blog reflection. I believe with practice my students will be more fluent in using technology as a mind tool. The use of blogs, themselves, becomes more rigorous over time. As students continue to use blogs they become better at discussion and in engagement. Students also stated in a survey that they enjoy the use of technology in the classroom. Many stated they enjoy learning this way. I felt for the cognitive level of my students, their experience with technology, and for many their socio-‐economic level that this was a rigorous lesson. The rigor will naturally develop as students become accustomed in working in this atmosphere.

6. Other information: Students in addition had the opportunity to revise paragraphs for score, at least twice. Besides rating their own paragraph, students also peer evaluated and offered recommendations so they can increase their level of proficiency.