Completed 9 sessions. I gained information from each session I attended that I will use in my practice now or in the future.
June 6, 2018/ The Perfect Practical Pairing: Writing Strategies and Technology - Amber Rowland
- Works for KUCRL as researcher
- Appetizer, Entrees and Desserts
- Used Plickers to gain understanding of her “class”
–
- Pairing technology with writing?
- Co: Writer universal, SOLO6, Snap & Read
- Instructional Coaching – a Partnership approach –
Jim knight
- Lots of data in different mediums –
- Lots of beta tested stuff – since I am not an
English teacher I am finding this difficult to follow
- Baseline Writing Scores for Computer Based CBM’s
- Examples of strategies for helping students in
writing
- Powerful Writing Strategies for all Students
- Fundamentals in the Sentence Writing Strategy
- 2014-15 compared to 2015-16 3000 students data
seen gains in how students are progressing
- (showed) Progress Monitoring Supports IEP Goal
Writing video
- Case study 1) students may struggle with
organization
- WRITE (writing strategies for instructional
technology in education) online website
- Lots of examples for websites used to support
writing like popplet, Newsela, Smithsonian TweenTribute
- Case Study 2) Students are struggling with
overall production
- Use CO:Writer Universal, TREE (word predication,
word banks and text to speech)
- Case Study 3)
Students are struggling with sentence fluency
- Case Study 4) Students are struggling with
conventions
- Use COPS and CO:Writer (word prediction, word
banks and text to speech plus peer editing
SIM Online Assets Webquest with Notes. Completed June 6 2018
June 5-6, 2018 Leadership Teams: Harnessing Positive Energy to Create School Change – Pam Leitzell
- THINK strategy – a problem solving strategy
(process) to get things done in a HR lens
- Take apart the problem
- Hunt for solutions
- Identify best solution
- Notify
- Keep score skills in mind (score is another
strategy)
- From HR perspective (her husband)
- T = on’t give solution right away (should be a
partnership resolution), State goal that is measurable and/or observable
- H = Explain why change is necessary, ask for
help in finding solutions
- I = corroborate a solution, ensure common
understanding of the solution alternatives, identify the best a
- N = plan how to implement solution, set a
timeline for follow up (important - this is where plans fall apart)
- K = keep your score skills in mind
- THINKing through the problems worksheet
- Challenge #1 – the resistant person (whole group
discussion that was hard to hear)
- Challenge #2 – team can’t determine where to
start
- Force Field Activity – help teams identify forces
that hinder or contribute to the current situation and desired outcome
- Practice/discussion regarding problems to use
activity with – Q&A session (hard to hear participants)
- THINKing through Problems worksheet –
- Challenge #3 – teams work is unevenly divided or
becomes dependent on team leader
- How to make sure team members are contributing
- “Responsibility Matrix” – Use when you take
action – list team members name and divide tasks for accountability
- Team can get job done more efficiently and
quickly and is more enjoyable.
June 5, 2018 Improving Instruction – The Raise Up Texas Change Cycle (E3 Alliance) – Matt Pope, Teri Clemen
- Instead of random acts of improvement, this is
an aligned system – improvements efforts are integrated and results-oriented
- Multi-year, whole-school transformation process
integrating and aligning systematic supports for teachers, students and leaders
- Built on foundation of SIM/Campus Culture &
Climate, PLC Practices (smarter cycle), student voice, social/emotional
learning, behavior systems, feedback and accountability cycles, and data
analysis
- What gets transformed? Structures for teacher collaboration, student
culture and systems for struggling reader support
- Uses a campus instructional playbook (knight)
and a campus instructional model (SIM)
- Communication is key – PLC goals related and
communicated to ALL stakeholders, including campus expectations
- Walkthroughs that provide specific feedback to
ensure implementation and strengthening practice – dynamic PD/communication
- Think/Pair/Share/respond to comments and question
time (hard to hear)
- 5 instructional strategies in a Frame format
listed
- I really wish I could see the slide on
Randomization better at 49 minutes – it is too dark – this PD was provided by
instructional coaches during meetings and leadership committed to using randomization
at each subsequent PD/Faculty meeting
Overall – I think this had a lot
of potential but the video quality and sound were not good and it was hard to
watch. What I got out of this is that it
takes a directed/top down approach with all players involved being intentional
and motivated to make this process happen.
June 4, 2018 Notes -Breakout Session 2017: Implementing Strategies to Address Common Word Problem Situations (Kaffar, Vanderwarn, Flores)
- Common Problem Solving Situations in Mathematics
- Evidence Based Strategies
- Explicit Instruction,
- Cognitive Strategies and
- Graduated Lesson Sequence
- Addition with Regrouping
- Subtraction with regrouping
- Results of a Field Test
- Schema Based Instruction
- Addition and subtraction situation: add to, take from, put together, compare – 2nd
grade level question examples
- Extraneous Information: (non essential) Extra, Irrelevant,
Nonessential – word problems may contain extraneous information
- FAST: Find what you’re solving for, Ask yourself “what are the (NUMBER) parts
of the problem?” Set up the
numbers. Tie down the sign
- RENAME: Read the Problem, Examine the ones column, 10 or
more, go next door; Note ones
in the ones column, Address
the tens column; Mark tens in
the tens column; Examine and
note hundreds, exit with a quick check
- BBB = Bigger number on Bottom
means Break down a ten/hundred and trade
- After that they gave an example using the
strategy and BBB
- Field Test Results from St. Cloud State indicate
large gains (40%) pre test to post test
The session I evaluated are:
- Keynote: John Hattie
- Keynote: Jim Knight
- Agents of Change...Instructional Coaches as Leaders of Learning
- Implementing Strategies to Address Common Word Problem Situations and Computation
- New Math Strategy - Multiplication and Regrouping
- Sustain SIM Online (toolbox)
- Course First!
- Cue-Do-Review
- SMARTER Instruction Cycle that energizes collaboration
- Implementing Strategic Math Series to Address Current Math Standards
June 4 2018 Virtual Conference Notes: Agents of Change: Instructional Coaches as Leaders of Learning (Crawford, Gibbs; Leitzell; Marsden)
- Raise up Texas – work with schools – 5 Instructional
Coaches in Texas that they worked with
- Raise up Texas is a project that has been around
for 5 years aimed at changing practices at 16 middle schools (make or break
years) – random act of improvements
- Multi-year whole-school transformation
integrating and aligning
systematic support for students, teachers and leaders
- test scores drop from 6th to 9th
grade
- discipline goes up in middle school
- Agents of Change = how instructional coaches
play a critical role in whole-campus transformation through mindset, systems
that improve instruction and coaching
- How does an instructional coach foster a change
mindset?
- The 5 instructional coaches did a roundtable
- Look at data in Dec and April
- Consistent learning strategies – ask students
about what they know and are using
- Modeling Mindset and Shaping Conversations
- Book study – Jim Knights Instructional Coaching –
equality (not a direct order) (open ended questions) – partnership approach to
learning
- Open dialogue and being heard –
- “here’s what we know” – this, this, this works –
what are you doing?
- Stay positive, put yourself in another’s shoes,
- Flip the negative script into a positive one
- PLC’s – creating norms huge for impact – always put
students first = best outcome
- Systems that improve instruction
- Professional Learning Community Systems
- Structure and language has changed (not
arbitrary meetings, dedicated room <full of best practices examples>,
WHY, WHAT and HOW each meeting = this ensures time is not wasted for teachers
- Systems to plan and facilitate learning
w/students: PLC’s that are structured
and student focused
- Change from “meetings” to talk about students
(PLC) – how we can get them learning and in the right direction
- As a coach – be present (no cell phones, focused
on participants)
- Peer to peer PD – teachers model strategies out
of the Instructional Playbook
- How can Instructional Coaches support the process
of reviewing data, responding to student struggle and reflecting on teaching
and learning?
- Deep, raw conversations about what data is
telling us and move forward from there
- Reflect evaluate outcomes
- Non judgemental listening ear; sitting next to
them vs across from them
- 5-6 open ended questions ready to go and referenced
often
- Overall – lots of modeling, reinforcement of
goals, constant conversation, open communication, supporting each other
- Seems to use Jim Knight Instructional Coaching
Model and KU SIM CE strategies heavily
- What things went into Instructional Playbook
were determined by Raise Up literacy leadership team – reps from department,
coaches – what works/doesn’t gets reviewed
June 1, 2018 Introducing the Classroom Teaching Scan: A Flexible Classroom Observation Tool Michael Kennedy, Ph.D. Assoc Professor @ KU
- CAP-PD:
Used for coaching or research purposes – flexible
- Came from:
content acquisition podcast - CT
scan (classroom teaching scan) is last piece of this
- CAP-T – teachers – multimedia videos declarative
instruction
- CUE – what you’re doing
- DEF
- CONFIRM student learning
- CAP PD: 1) Give teachers access to www.SPEDIntro.com
- High Leverage Practices
- Army of Slides to access
- 2) Vocab:
www.vocabsupport.com for science vocab
- 3) CAP-TS Measuring
- Went through the computer program
- http://ClassroomTeachingScan.com/ctscan/ ; (free and adaptable)
Overall – without going online and following along, it was
overwhelming and too much; however I can see that this is a good tool
especially for the job that I do (instructional coach). Personally, (at least without trying this
device) I like the simplicity of Jim Knight’s coaching cycle and
checklists. Yet has practical value and
I look forward to trying it out.
Cue Do Review - not just for devices - Creneti and Medici
5/30/18 Cue Do Review
– it’s not just for devices
Janice
Creneti and Cindy Medici – Florida
- These gals coach in Florida – when checking for
fidelity there were issues
- Cue-Do-Review:
“Cue = why, expectations, getting them ready”, “Do = the learning,
seeing students interact, teacher facilitating, co-constructing, immediate
corrective feedback” “Review = reviewing what they’ve learned, checking for
understanding, how does this help you? – setting them up for tomorrows learning”
- Model, model, model – don’t just assume they
know how to use a unit organizer to review – model for them how to use a unit organizer
for review
- A lot of audience interaction – how they used
it, issues they had, challenges
- Move Cue-Do-Review
- Biggest effect size of 2.71 = theory +
demonstration + practice + feedback + coaching
- Coaches in Florida goal: “Teachers with use Cue-Do-Review with
fidelity”
- Procedurally CDR – checklist
- Conceptual CDR – co-construct, explicit
instruction, partnership learning, etc.
- Factual CDR – facts they need to know
- Assessments?
- Gals reflected on best ways to get teachers to
implement CDR – practice, triads (teacher, student, checklist checker)
- Applying CDR to classroom activities brainstorm:
hard to hear/framing routine,
- Overall a lot of idea sharing – I had a hard
time concentrating on what the audience was saying. It was echo-y and I had to concentrate to
comprehend. Honestly, sounded like blah
blah blah after awhile.
- Review is critical
Evidence of Virtual Conference Broman May 2018
Watched Hattie keynote 5/30/18Watched micro-credential video 5/20/18 (I was there in 2016!)
All evaluations were completed on Survey Monkey.
2018 Virtual Conference Participant
jeagness
Almost 5 years ago
msbromine
Almost 6 years ago
lisa-tyler
Almost 6 years ago
