November 13, 2014
Suggested Goals:
I. Team Sharing: Any writing strategies?
II. Getting Ready to Write: Citing Textual Evidence (video clip)
III. Reading for Evidence: Mentor Texts (students need to read texts and recognize evidence before writing with evidence)
IV. Close Reading Templates & Strategies
V. Writing with Evidence: Text-Based Writing Templates & Strategies
- Share strategies for improving evidence-based writing
- Review plan for upcoming Learning Walks (Nov. 20)
I. Team Sharing: Any writing strategies?
II. Getting Ready to Write: Citing Textual Evidence (video clip)
III. Reading for Evidence: Mentor Texts (students need to read texts and recognize evidence before writing with evidence)
IV. Close Reading Templates & Strategies
- 3 column notes (Claim, Reasons, Evidence)
- Forming Evidence-Based Claims
V. Writing with Evidence: Text-Based Writing Templates & Strategies
- ACE (Answer, Cite, Expand)
- Building an Argument Graphic Organizer
- Toulmin Argumentation Model
february 12, 2015
Suggested Goals:
IV. Next Literacy Team Meeting: March 12, 2015
- Share strategies for implementing student speaking & listening
- Discuss plan for upcoming Learning Walks & Instructional Rounds
- Share Videos from this Weebly
- facilitate discussions using the Talking Points
- Presenters = Isgrig/Brush/Strietzel/Sanders or Bell
- Spring Learning Walks: Wednesday, March 25
- Spring Instructional Rounds (Michelle Thomas hosts):
- Video: Improving Participation with Talk Moves (Teaching Channel)
- Strategy: Numbered Heads Together
- Strategy: Save the Last Word for Me (consider using with NEWSELA articles)
- Strategy: Sentence Frames for Academic Vocabulary practice
- Strategy: Say Something
IV. Next Literacy Team Meeting: March 12, 2015
April 16, 2015
Goals:
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Present:
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Learning walk reflections from team & faculty
agenda:
I. Chatter about today's writing workshop?
II. Feedback on Learning Walks
III. Learning Targets: Making them Count
IV. Where are we headed next year?
V. Next Meeting: May 14, 2015 (finalize summer meeting dates and goals)
II. Feedback on Learning Walks
III. Learning Targets: Making them Count
- video: Students Discuss the Power of Learning Targets
- chart: Strategies for Sharing Learning Targets and Criteria for Success
IV. Where are we headed next year?
V. Next Meeting: May 14, 2015 (finalize summer meeting dates and goals)
Notes:
- Dialectic Frayer Foldable is a winner. Several team members and faculty tried it today or plan to in next few days.
- Change conversation around learning targets: they aren't just for teachers -- they are for our students -- get the students to a place where they are expecting them. Have students keep log of LTs in their interactive notebook, etc. Take pictures of good LT use. Teach LTs in our PLCs -- maybe we start our PLCs that way. Is the LT transferable rather than tied to the content?
- Next year's supports: voluntary support sessions on LTs, sentence frames, etc. Still fo faculty meeting sharing.
- Video Gleanings: Teachers discuss the target, point it out. Students should be able to know what they will do, learn, or produce to meet the target. LT should be very visible. Agenda items must be tied to LTs. Students tend to look for the targets first thing.
- Survey: how we can get consistency with LTs. ideas for next year's focus and format of PD, dates for August work session, should we watch each other teach?
- What we are already doing with LTs: turn and talks, exit slips, location of pertinent info to LTs, new learning (list with LT), keeping a list of LTs, create finished product aligned with LT
- Mrs. Rhoney & Mrs. Greenhoe: focus next year on data, PLCs, and content ceus
May 14, 2015
Goals:
Members Present Today:
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AGENDA:
I. Review Survey results
II. Summer Retreat: August 4, Tom Bell's House
III. Unpacking Learning Targets
IV. Next Meeting: June 4, 2015 |
Students who can identify what they are learning significantly outscore those who cannot.”
Robert J. Marzano |
June 4, 2015
Goals:
Agenda: I. Analyze survey II. Create PD plan for next year
III. Summer Retreat - August 4
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Summer Lit Team Retreat
August 4 321 Scarlet Tanager Court, Arden Lit Team Members Present Today:
Minutes from Today's Meeting: The team decided we would hold 4 learning walks next year. Mrs. Rhoney will support us by requiring all teachers to walk in at least one, and as a team, we will work hard to get some teacher leaders in our departments to model as hosts. We will shift the focus to one teacher for 20-25 minutes instead of 3 teachers for 5-10, and for the last 15-20 minutes of the walk, all teachers will meet together to reflect, instead of in small groups. We will ask teachers to sign up early and let us know what they want to showcase if possible. In this way, we might offer choice to walkers. Walkers will fill out a reflection template to be turned in to Ms. Greenhoe. Our August faculty presentation will focus on two things:
(Basically, we are introducing teachers to our big focus next year: public teaching and deeper learning targets). We will plan our August presentation & solidify a sign up process for Learning Walks at our August 4 Summer Retreat. |
August 4, 2015
Goals:
- Review dates for monthly Lit Team Meetings and 4 Learning Walks
- Review norms & mission statement
- Create Learning Walks Schedules -- invite learning walks hosts
- Create Learning Walks "Look Fors" list
- Plan first workday Lit Team presentation
- Discuss topics for monthly meetings & faculty meeting presentations
Team Members Present:
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Tom Bell, Kristan Streitzel, Tristen Plemmons Lynn Isgrig, Michelle Thomas, Jared Brush, Laura Mayer
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2015-2016 Literacy Team Monthly Meetings:
September 3
October 1
November 5
December 3
January 7
February 4
March 3
April 7
May 5
June 2
Learning Walk Dates:
Wednesday, September 30
Wednesday, November 4
Wednesday, February 17
Wednesday, April 13
Possible Faculty Meeting Topics:
- Learning Walks review (go over look-fors in more depth, updated schedule
- How to assess learning targets at end of lesson, in middle of lesson
Possible Lit Team Meeting Focuses:
- How to assess learning targets
- how to create criteria for success and a focus board for classroom
- how to hold students accountable for assessing their own progress on targets
September 3
October 1
November 5
December 3
January 7
February 4
March 3
April 7
May 5
June 2
Learning Walk Dates:
Wednesday, September 30
Wednesday, November 4
Wednesday, February 17
Wednesday, April 13
Possible Faculty Meeting Topics:
- Learning Walks review (go over look-fors in more depth, updated schedule
- How to assess learning targets at end of lesson, in middle of lesson
Possible Lit Team Meeting Focuses:
- How to assess learning targets
- how to create criteria for success and a focus board for classroom
- how to hold students accountable for assessing their own progress on targets
september 3, 2015
Today's Purpose:
Lit Team Members Present Today:
Lisa Stamey, Jared Brush, Tristen Plemmons, , Patricia Baud, Kristan Strietzel, Lynn Isgrig, Michelle Thomas, Laura Mayer, Tom Bell, Alan Wilson, Megan Sanders
Agenda:
Minutes:
- to welcome new members and review our purpose & norms
- to plan for our upcoming Learning Walk
- to explore continued growth in learning target use: PLC learning target development & student self-assessment
Lit Team Members Present Today:
Lisa Stamey, Jared Brush, Tristen Plemmons, , Patricia Baud, Kristan Strietzel, Lynn Isgrig, Michelle Thomas, Laura Mayer, Tom Bell, Alan Wilson, Megan Sanders
Agenda:
- Welcome
- Share LT updates: What are we seeing in our departments since the August workshop? What questions are still out there?
- Learning Walk Update (September 30, November 4)
- Learning Target pop quiz
- Learning targets & student self assessment video clip
- Faculty Meeting sharing?
- Planning for next monthly meeting (October 1, 2015)
Minutes:
- Focus future monthly lit team meetings on student self-assessment of learning targets & criteria for success
- At our upcoming faculty meeting, give teachers time to take the learning targets "pop quiz." Talking points should include some tips about using Bloom's verbs to improve targets.
PLC LEARNING TARGET ACTIVITY
(CLICK HERE TO TEST YOUR KNOWLEDGE OF WELL-WRITTEN LEARNING TARGETS)
What makes for a "bad" Learning Target (how we synthesized the pop quiz activity):
(CLICK HERE TO TEST YOUR KNOWLEDGE OF WELL-WRITTEN LEARNING TARGETS)
What makes for a "bad" Learning Target (how we synthesized the pop quiz activity):
- Way too long or too wordy
- Not aligned to grade-level standards
- Not kid-friendly
- Not measurable
- Hasn't been broken down from standards
October 1, 2016
Today's Goals:
- Debrief yesterday's learning walks
- Analyze the role of "Success Criteria" in learning targets
- Select our next focus for faculty sharing
Learning Walks #1:
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Success Criteria:
Faculty Sharing:
Next Faculty Meeting = _________ (What shall we share?) WE WILL SHARE OUR LT VIDEO |
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November 5, 2015
Today's Goals:
Agenda:
Attendance:
Minutes:
- discuss impact of LT video & learning walks
- sort through and plan from faculty requests @ learning targets
- discuss new initiatives for literacy & public teaching
Agenda:
- Introduce LITT & Public teaching Initiatives (How do we share info about sub $ with faculty?)
- Discuss feedback from Learning Walks -- any changes in the Spring?
- Sort & analyze feedback on learning target video (how do we answer these needs? Framework Tip? Unpacking List? Video?)
- Topic for Next Meeting: Stamina & Perseverance?
Attendance:
Minutes:
Today's Goals:
Attendance: |
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January 7, 2016: TCRHS Lit Team MOVES!!!
Today's Goals:
1. Share movement strategies we've tried in our classrooms
2. discuss upcoming opportunities for sharing lit strategies with faculty (LITT workshop, faculty meeting, handouts)
Attendance:
Agenda:
1. Back to Back/Front to Front Share
2. Video & Student Work Share
3. Planning for Faculty PDs
Next Learning Walk: February 17, 2016
Agenda:
1. Back to Back/Front to Front Share
2. Video & Student Work Share
3. Planning for Faculty PDs
- LITT (Tom, Tristen, Megan)
- Faculty Meetings
- Movement Handout
Next Learning Walk: February 17, 2016
february 4, 2016
Today's Focus:
Agenda:
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Assessing a Learning Target Midway through the Lesson
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March 3, 2016
Today's Focus: Student Perseverance
(Discuss strategies for building "stamina," "perseverance," or "grit" when tackling long passages of complex text, long math problems, etc.)
Agenda:
(Discuss strategies for building "stamina," "perseverance," or "grit" when tackling long passages of complex text, long math problems, etc.)
Agenda:
- Article: Nation Shudders at Large Block of Uninterrupted Text
- Student Perseverance
- video Teaching Grit Cultivates Resilience and Perseverance
- article True Grit: The Best Measure of Success and How to Teach It
- Inner/Outer Circle Protocol: (each speaker has one minute to talk with no interruption, then partners can converse)
- What connections did you make to teaching and learning in your classroom?
- What did you admire, aspire to, or argue with in the article?
- Inner/Outer Circle Protocol: (each speaker has one minute to talk with no interruption, then partners can converse)
- classroom resources
- Pinterest pics (see below)
- Lesson Resources on Perseverance
- Angela Duckworth's Grit Scale
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April 7, 2016
Today's Goals:
- Investigate the role of rigor in student learning
- Prepare for next week's Learning Walks
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- Discuss schedule for learning walks
- Share stamina work from our classrooms
- Investigate Rigor
- Turn & Talk: How do We Define Rigor?
- ASCD Video Clip
- Hechinger Report
- Teach Hub Article
- Fisher & Frey presentation on Complexity
- Let's Practice on the Difficulty/Complexity Chart
How Can I Tell if My Classroom is Rigorous?
http://hechingerreport.org/rigor-its-all-the-rage-but-what-does-it-mean/
- Are all the students engaged and thinking, or only those who answer a question?
- What kinds of questions is the teacher asking? True or false? Recollection of facts? Or are students asked to recall something they already know and use it to solve a new problem?
- Are students given time to think through answers? If they don’t have the answer immediately, does the teacher move on to someone else?
- Are students talking and sharing information appropriately, or is there total silence?
http://hechingerreport.org/rigor-its-all-the-rage-but-what-does-it-mean/
Setting the Standard
We all know that there is a certain standard of excellence that we implicitly expect of our students. Sometimes these standards are made clear to students via examples, rubrics, directions, and instruction. Sometimes these standards are less defined. What is essential for establishing the appropriate degree of rigor in your classroom is making sure that you overtly demonstrate to students what the expected outcome is. Here are a few key characteristics of a classroom that communicates the standards.
We all know that there is a certain standard of excellence that we implicitly expect of our students. Sometimes these standards are made clear to students via examples, rubrics, directions, and instruction. Sometimes these standards are less defined. What is essential for establishing the appropriate degree of rigor in your classroom is making sure that you overtly demonstrate to students what the expected outcome is. Here are a few key characteristics of a classroom that communicates the standards.
- Total classroom environment endorses a high-degree of performance from each student.
- Teacher believes in the potential for each student’s success and communicates this belief.
- Lessons and tasks are designed to lead students to expected outcomes.
- Examples of desired outcomes and undesired outcomes are overtly shared with students.
- Students have opportunity to revise their academic attempts.
- Higher-level, thought-provoking questions are asked by teacher.
- High-level, thought-provoking answers are shared by students.
- Teacher does not accept lower-level thinking or answers in discussion or academic tasks.
rigor is a quality of content, not a measure of the quantity of the content we cover.
Strong, Silver, Perini
May 5, 2016
Today's Focus:
Agenda:
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Simply assigning homework may not produce the desired effect—in fact, ill-structured homework might even have a negative effect on student achievement. Teachers must carefully plan and assign homework in a way that maximizes the potential for student success .
Marzano & Pickering
Marzano & Pickering
Why Grades Should reflect Mastery, Not speed (Education Week)
to set custom HTML
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June 1, 2016
Today's Focus:
Agenda:
- Select date and location for this summer's Lit Team retreat
- Review and make informed decisions based on recent faculty survey
Agenda:
- Select Retreat Date & Location: Retreat purpose is to complete team calendar, to finalize Learning Walk plans, to discuss district wide focus (per central office) and school focus (per Ms. Sellers).
- Analyze Recent Faculty Survey
- Which of these topics fit our focus as a Lit Team (for monthly meetings calendar and for faculty PD) ?
- Which Lit Teamers might want to facilitate?
- Wht format might our PDs take?
- 1 hour plan period workshops with ceus
- 5-10 minute faculty meeting shares
- classroom video or sample, to be sent out by coach
- laminated color cards (like our LT tips this year)
- other?
Summer Retreat: August 17, 2016
Focus: Plan our first-day professional development, with a focus on checking for understanding/formative assessment.
Agenda:
I. Catching Up
II. Plans for the Year
V. Plans for first day PD... We Need:
Agenda:
I. Catching Up
II. Plans for the Year
- Calendar - any changes or new ideas?
- Learning Walks (discuss possible dates) Oct 13, Dec 8, Feb 16, Mar 23? Do we want to invite feedback on forms?
- Revisiting the BCS Instructional Framework
- What's New about Formative Assessment? (Poll Everywhere) PollEv.com/bcsliteracy
- Elements of Formative Assessment
- Text-Rendering: Read first 2 sections of text and highlight most significant wordphrase)
- See Figure 1.3 from Advancing Formative Assessment in Every Classroom - (How might we create a visual here? )
- Look at bulleted examples list on pg 3: What are our "Aha's!" here?
- Underlying Assumptions - quote card activity - Figure 1.2 (How might we use this table with teachers? left column only? Both?)
- Let's talk about "Criteria for Success" - Driving Analogy - look at sample quizzes, write success criteria
- what does success look like on this target? in this unit?
- could be a rubric, a checklist, etc. Can be created in CANVAS or in Google docs.
- Must be provided to students ahead of the learning - clearly articulate criteria for success
- to really demonstrate mastery, students must meet all the criteria for success
- success criteria = those things that demonstrate achievement and readiness to move to the next level of learning
- Teachers monitor, ask to see evidence of meeting the criteria from self-reflective learners
- Tie feedback specifically to success criteria
- Can be designed in PLCs for Comomon Formative Assessments (decide: what must students demonstrate in order to be successful on this target, unit, task, etc?)
- Misconceptions about Formative Assessment - Silent Writing Response Activity, then read text. (How might we use these misconceptions with colleagues?)
- Taking a Look at "Look Fors" (figure 1.4) (Do we want to use these with colleagues?)
- What elements do we share with colleagues on day 1?
- Elements of Formative Assessment
V. Plans for first day PD... We Need:
- a 20 minute presentation
- reminder of BCS Framework
- our year's focus (checking for understanding/formative assessment tied to LTarget) - how this fits into PLCs, what are the elements of formative assessment?
- our purpose/invitation
- Learning Walks (will focus on checking for understanding, collecting evidence of mastery, what students are doing)
- monthly faculty meeting PD
- maybe a short activity? (groups look at a common piece of student work to practice discussing evidence of success or else all do one of the activities we did today?)
- Lit Team representatives - who wants to lead the PD?
- Maybe a take-away card? Who wants to design it? What should be on it? (See text from today)
- design 1st day PD slide deck
- design new Learning Walk data-gathering forms focusing on collecting evidence of success & on what students are doing
- design a teacher take-away card for the 1st day PD
- find videos/explore professional texts on formative assessment/success criteria/self-assessment/providing focused feedback to use for monthly faculty PDs
September 1, 2016: Success Criteria
Today's Goals:
- Investigate stratgies for developing success criteria
- Plan for upcoming faculty meeting
- Reflections (this week, our recent formative assessment PD)
- My Learning Plan for Literacy Team and other teachers
- Reminder about Learning Walks (October13) Who wants to host? Do we want to focus on success criteria?
- Topic for Sep 7 Faculty Meetings
- #Observe Me
- Criteria for Success (review our Oct 1, 2015 pics)
- Teachers & PLC teams write success criteria
- Teachers share success criteria and exemplars with students prior to and throughout instruction
- Teachers use success criteria to formatively assess students throughout instruction & to adjust instruction accordingly
- Students use criteria to self-reflect, self-assess, and set goals
- Next month's topic: Feedback that Feeds Forward
October 6, 2016: Feedback that Feeds ForwardToday's Focus:
Article: Feedback that Feeds Forward Encourages a Growth Mindset Article: Feedback and Feed Forward |
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Students experience grading as evaluation and judgement.
To be most effective, feedback must be experienced as information and description.
To be most effective, feedback must be experienced as information and description.
Misconceptions about Feedback
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Characteristics of Effective Feedback
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November 4, 2016
Focus: Student Goal-Setting
Agenda: I. Review Learning Walks (next one is Dec. 8) II. Update on LITT Training (Thomas, Isgrig, Devine) III. Student Goal Setting Articles: SMART Goal Setting with Your Students, Setting Almost SMART Goals with My Students
V. Next Month's Topic: |
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December 1, 2016
Focus: Student Goal Setting
Agenda:
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When students analyze their own data (assessments, homework, class participation, etc.) they often become more interested in the analysis because it’s relevant to them. While reflecting on the data, students have an opportunity to set goals for themselves. Teacher modeling is a vital component of this procedure. Matt Cody, Teacher Hawthorne, Illinois |
January 5, 2017
Focus: Feedback that Feeds Forward
Agenda:
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Types of Feedback
(from Tovani)
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When Giving Verbal Feedback, Ask:
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When time is built in for students to apply the feedback, they get smarter.
- Chris Tovani
- Chris Tovani
Chapter 6 Team Take-Aways
- Assessment alone is not enough - students need targeted feedback to move on.
- When conferencing with students during work time, personalize by asking the 3 questions in gold above.
- Get students to annotate their thinking and to talk to you (a lot). That's how we have something on which to provide feedback.
- Feedback must be focused and intentional in order for students to move on to next steps and grow.
- Keep course goals, targets, and objectives in mind when moving throughout the classroom and providing feedback during conferencing.
- Meet students where they are - and each student is somewhere different. Get them to tell you how they are doing. Use a conversational tone to be non-threatening .
February 2, 2017
Focus: Feedback that Feeds Forward (Work Session)
Agenda:
Agenda:
- Review last month's learning on feedback & what we decided to do with feedback/goal-setting on our upcoming Learning Walk
- Take a look at Susan Brookhart's recent webinar on Feedback.
- PD/Takeaway for Faculty: Handout on Feedback? Goal-Setting Example?
- Schedule hosts for Feb 16 Learning Walk
- Next month's Lit Team Topic: TDQs? Collaborative Groups?
- Individual Worktime to plan Learning Walk lessons based on goal-setting or feedback.
March 2, 2017
Focus: Student Collaboration
Common Core Standards for Speaking & Listening
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.11-12.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.11-12.1.B
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
CCSS.ELA-LITERACY.SL.11-12.1.D
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
Comprehension and Collaboration:
CCSS.ELA-LITERACY.SL.11-12.1
Initiate and participate effectively in a range of collaborative discussions (one-on-one, in groups, and teacher-led) with diverse partners on grades 11-12 topics, texts, and issues, building on others' ideas and expressing their own clearly and persuasively.
CCSS.ELA-LITERACY.SL.11-12.1.A
Come to discussions prepared, having read and researched material under study; explicitly draw on that preparation by referring to evidence from texts and other research on the topic or issue to stimulate a thoughtful, well-reasoned exchange of ideas.
CCSS.ELA-LITERACY.SL.11-12.1.B
Work with peers to promote civil, democratic discussions and decision-making, set clear goals and deadlines, and establish individual roles as needed.
CCSS.ELA-LITERACY.SL.11-12.1.C
Propel conversations by posing and responding to questions that probe reasoning and evidence; ensure a hearing for a full range of positions on a topic or issue; clarify, verify, or challenge ideas and conclusions; and promote divergent and creative perspectives.
CCSS.ELA-LITERACY.SL.11-12.1.D
Respond thoughtfully to diverse perspectives; synthesize comments, claims, and evidence made on all sides of an issue; resolve contradictions when possible; and determine what additional information or research is required to deepen the investigation or complete the task.
April 6, 2017
Focus: Collaboration
Agenda:
Agenda:
- Sharing our collaboration strategies from the past month
- Reading about Collaboration (Tovani text: So What do They Really Know? pp 120-123)
- Looking at possible focuses for next year
May 11: questions worth asking
Agenda:
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Departing from the text in classroom discussion privileges only those who already have experience with the topic.
Achievethecore.org
Achievethecore.org
August 16, 2017: Summer Retreat
Present: Michelle Smith, Jared Brush, Patricia Baud. Kristan Strietzel, Tristen Plemmons, Laura Mayer, Lisa Stamey, Alan Wilson, Lynn Isgrig, Lindsay Rice
Agenda:
I. Summer News
II. Goals for Today:
Agenda:
I. Summer News
II. Goals for Today:
- review our work as a team and our work with FA last year
- discuss BCS's district-wide curriculum focuses this year (formative assessment, reading)
- make a plan for first day slide(s)
- make a plan for learning walks
- make a plan for 2 workshops plus tech ideas
- review important dates
- generate a monthly meeting calendar
- Lit Team Overview: "I Like/I Wish" (stickies and dbl column chart)
- Plan:
- End of year plans: blending technology with the framework and with our content
- Plan:
- Last Year Review:
- What does formative assessment look like in my classroom? (posters)
- What could I add? (look back at weebly)
- What does formative assessment look like in my colleagues' rooms? (colored dots: green = we're good; red = we need more discussion and support)
- Plan:
- This Year Plans:
- Discuss reading (and writing?) emphasis (plus FA) district-wide
- Discuss Learning Walks
- Significant Dates
- Technology Video
- What do you like about this project?
- How does this tech project connect to initiatives the Lit Team has been discussing for several years?
- How does technology support content goals in this class?
- What are 21st C literacies? What must the teacher learn how to do first before teaching these skills to students?
- Reading & Writing Article (text rendering or save the last word for me groups)
- Do we have the "momentum" discussed at the end of this article? (implications for our own classrooms and our work with colleagues)
- the reading/writing connection (Fisher writing article) (Fisher reading article)
- Reading Reflection:
- So . . .
- What do we need to learn this year? (calendar)
- What kind of PD and support do our colleagues need from us this year? (calendar)
- do we need to survey faculty digitally or in person? at all?
- What's in our first day back 25 minute workshop?
- What are the topics of our 2 Literacy Learning Sessions Oct 26, March 21?
- Review Plans
- survey staff to see wwhat tech/FA skill they could possibly share in learning walks
- in our 1st day overview, let's explain we are supporting this year thru lw and lls - let's encourage more same content hosts
- Lit Learning Sessions: one on vocabulary.com
- Day 1:
- Let's say our overall focus this year is on empowering students to take ownership their learning succeed: through strategies such as FA goal setting, student questioning, self assessment, 1:1.. We (teachers) can't be doing all the work in formative assessment of students. So through literacy strategies, FA strategies. 1:1 technology
- share BCS framework
- writing = express thinking on paper or in textboxes
- 2017-2018 Literacy Framework Focus: Students will take ownership of their own learning using the BCS Instructional Framework while incorporating 1:1 technology. Support strategies include the following:
- close reading of complex text
- writing for thinking and learning
- goal setting
- self-assessment
- student questioning
- use peardeck for 1st day
- We are going to use the technology we've been given to model that will help incorporate the framework
- survey: choose what your PD is, your strengths (what can you demonstrate in the framework). Link the google form on the peardeck. Include BCS framework, article, writing activity, survey, introduce Lit Team, introduce complex text chart, short simple writing strategies, introduce goal
- 1st day presenters: Tristen (2), Alan, Kristan, Laura, Jared
- IV. Lunch
September 7, 2017: Helping students read complex text
Present: Agenda:
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October 5, 2017: More Reading (Annotations & Vocab)
Present:
Agenda:
- debrief last learning walks (reading)
- share our work with reading scaffolds
- annotating text strategies
- vocabulary.com
- planning for our upcoming Literacy Learning Sessions: Reading Complex Text (Oct 26)
- components?
- co-presenters?
- Next month's Topic?
Notice & Note Signposts for Informational Text
ESSENTIAL QUESTIONS
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November 2, 2017: meeting the challenges of online reading
Goals:
- research & discuss the learner and teacher needs of digital vs traditional reading
- examine new sources for complex text
- examine online tools for close reading & writing
- takeaways from the Oct 26 Literacy Learning Session
- focus for next Learning Walk - (now on Dec 1) - please let your colleagues know
- What's new with Padlet - Joi Keen
- What's new with Wiseowl - Gwen Perry
- Online Tests - How do we prepare students for reading texts this way?
- Dec 1 Learning Walk (date change)
- who is hosting?
- focus?
- next meeting - more complex reading & writing resources from National Archives (guest facilitator from MHU)
Research & Articles on paper text vs online texts
December 7, 2017: Primary sources as complex text
january 4, 2018: google classroom
Agenda:
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February 1, 2018: learning to write; writing to learn
Agenda:
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march 8, 2018: 1:1 Reading & Writing Tools
Agenda:
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april 12: More 1:1 Literacy Tools
Agenda:
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check out the awesome flipgrid we made today!!!
May 3, 2018: teacher leadership
padlet.com/laurar_mayer/fjl000dui3d9Agenda:
- Member Share Out: Flipgrid, Google Highlighter
- "Teacher Leadership"
- "Professional Learning"
- Next Year's Focus
- A look back at our survey this year: (we want more team memeber and colleague modeling and more TIME to research, talk, process, and build lessons)
- team choice is integral
- focus on LITERACY
- deeper, not broader
- 6 subtopics (in order to leave roo for application, sharing, deep dives, video reflection, etc.)
- professional reading/book study
- possible topics - consider whether topic can be sustained for a year and if it is truly LITERACY)
- A look back at our survey this year: (1:1, movement, writing)
- vocabulary
- questioning
- writing
- reading
- feedback
- your thoughts
- A look back at our survey this year: (1:1, movement, writing)
- Do we need to survey the staff for student/teacher needs either through google forms or by Lit Team members?
- Learning Walks
- ideas for tweaks?
- Lit Team role?
- Next Month's Meeting: June 7
- Topic:
- Summer Retreat (Megan's new house) August 3? August 17? August 20?
- date:
june 7, 2018: Looking ahead
Agenda:
Possible Focus Areas for Lit Team:
Other Lit Team Considerations for next Year:
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August 17, 2018 - Summer Retreat
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2 Conversations experiential
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Who's Doing the Work (Shifting the Lift) video
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September 6, 2018: "Shifting the lift" in Our upcoming Learning Walks
Agenda:
- Feedback from our 1st day presentation (stickies, chatter)
- Shifting the Lift Handout for next week's faculty meeting
- Learning Walk schedule
- Brainstorming/Planning for Learning Walk Lessons (host forms)
- Literacy Lesson Planner
october 11, 2018: visible Learning: Teacher Clarity
Agenda:
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November 8, 2018: deliberate & direct teaching
Agenda:
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nov 6, 2018: Differentiation & deliberate/direct teaching
Goals:
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Jan. 10, 2019: Teacher-Led Dialogic Learning
Agenda:
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dialogic approach to instruction:Teachers create space for students to pose questions, wrestle with complex issues, clarify thinking, speculate, probe, disagree, resolve problems and reach consensus.
This form of instruction assumes a higher level of authority on the part of the learners. Deep learners read with, against, and across textsTeacher-Led Tools for Dialogic Instruction:
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feb. 7, 2019: student-led dialogic learning
Agenda:
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Teachers who create space for students to pose questions, wrestle with complex issues, clarify thinking, speculate, probe, diasagree, resolve problems, and reach consensus are employing a dialogic approach to instruction.
Teaching Literacy in the Visible Learning Classroom |
march 7, 2019: classroom talk & targets
Agenda:
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April 11, 2019: Independent student learning
AGENDA:
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Students move from surface to deep to transfer when teachers use a combination of direct, dialogic, and independent tasks.
Fisher, Frey, Hattie, Thayre Teaching Literacy in the Visible Learning Classroom 6-12 Discussion Questions
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may 2, 2019: RIGOR
Agenda:
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Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates learning at high levels.
Williamson & Blackburn: Rigorous Schools & ClassroomsRonald Williamson and Barbara R. Blackburn |
sThe optimal state for (students) is a balance between skill and challenge. When we have sufficient skills (especially at the surface level) and the challenge is appropriate, we fall into a state of flow in which we are cognitively engaged, often losing track of time.
Fisher, Frey, Hattie, Thayre: Teaching Literacy in the Visible Learning Classroom
Fisher, Frey, Hattie, Thayre: Teaching Literacy in the Visible Learning Classroom
common opportunities to build rigor
From Teach Like a Champion
#1: Improve the rigor of your classrooms by defining the means of participation you want, every time you ask a question.
#2: Move from "agree/disagree" to "develop" or "extend."
#3: The first answer is rarely sufficient.
#2: Move from "agree/disagree" to "develop" or "extend."
#3: The first answer is rarely sufficient.
- Great start. Let’s see if we can refine that a little.
- Let’s take that idea and see if we can make it more precise.
- Let’s try to use technical (or sophisticated) vocabulary here to really capture this idea.
- Let’s see if we can broaden this a little.
june 6, 2019: universal design for learning
Universal Design for Learning (UDL) is a way of thinking about teaching and learning that gives all students equal opportunity to learn. At its core, UDL means that a teacher designs learning experiences in flexible ways to meet the needs of individual learners. When taking a UDL approach, teachers prepare the learning environment with flexible means, methods, and materials that will allow them to better meet the needs of every student.
Agenda:
- Summer Retreat Date
- August 12, 2019; 1-5 pm Megan Sander's House - 18 Gardenwood Lane Asheville - (Thanks, Megan!!!) breakfast potluck signup
- Book Study
- New Members!
- Ryan Ledwig
- Jamie Shell
- Universal Design for Learning (UDL)
- meaning/background/brain research (Laura)
- video
- reading
- Case Study: traditional vs UDL teaching and learning
- meaning/background/brain research (Laura)
AUGUST 12, 2019: SUMMER RETREAT
This Year's Focus: Speaking & Listening
This Year's Book Study: Content-Area Conversations: How to Plan Discussion-Based Lessons for Diverse Language Learners Agenda:
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September 4, 2019: Fostering Academic Discourse
October 3, 2019: Fostering Academic Discourse (Continued)
Agenda:
- learning walk debrief
- Team Share: speaking/listening in our classrooms
- Book Talk chapter 2 (Fostering Academic Discourse)
- pp 28-30: Academic Vocabulary
- role of sentence frames (video) (list) and word banks in speaking/listening about vocabulary, esp. for ELs
- 30 & Out on Sentence Frames: October 9, 2019
- Please try in your classrooms and send Laura student work samples or teacher materials
- What/How do we want to share with faculty?
- PLEASE RECRUIT FROM YOUR DEPT FOR NOV 7 LEARNING WALK
- L Ketchuck & R Baldwin will host
- PLEASE RECRUIT FROM YOUR DEPT FOR NOV 7 LEARNING WALK
- Next Lit Team Meeting = November 7, 2019
NOVEMBER 7, 2019: PLANNING FOR PURPOSEFUL TALK
Agenda:
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When we keep the importance of talk in mind, we can build units of study and daily lessons on a foundation of collaborative tasks that provide multiple opportunities for students to talk, question, discuss, clarify, and create new understandings through their interactions with others.
Although talk is a key ingredient in every lesson, it is not the purpose of a lesson but the means to an end: the development of a skill or understanding of a concept.
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december 5, 2019: Planning for Purposeful Talk part 2
Agenda:
- Review last month's chapter 3 takeaways
- pg 69-70
- chart (establishing a clear purpose and robust questions)
- review our previous question prep resources
- Team Share: How we plan for productive classroom talk
- Plemmons: Purposeful Talk presentation
- Lowe: Complex text, video exemplars, modeling with students
- Resource: Planning Tools for Purposeful Talk (what can we add here?)
- Video: Getting Students to Talk
- What TOOLS do we see in play? (add to our resource list handout)
- What CHALLENGES do we see and how might they be addressed? (create a T-chart )
- Plans: How and what might we share with colleagues?
JANuary 9, 2020: CREATING AN ENVIRONMENT FOR TALK
Agenda:
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We can use the walls of the classroom to support more than the building itself; we can use them to support the learning that goes on inside.
Fisher, Frey, Rotheberg: Content-Area Conversations |
ANCHOR CHARTS THAT SUPPORT DISCUSSION
ANCHOR CHARTS FROM TCRHS LITERACY TEAM CLASSROOMS
FEBRUARY 4, 2020: TALK ENVIRONMENT part II
docs.google.com/presentation/d/1sK2eQVuFYdfxDgG3TmFlsdKtQa-oo5xUDO1PzIHUuuA/edit?usp=sharingAgenda:
I. Debrief learning walks; tech 30 & Out (Google Classroom question feature)
II. Reflective Practice sharing (Alan Wilson)
III. Team Anchor Charts sharing
IV. 2nd read: chapter 4 pp 83-84 "Creating the Routines for Talk"
VII. Taking it back to our departments
I. Debrief learning walks; tech 30 & Out (Google Classroom question feature)
II. Reflective Practice sharing (Alan Wilson)
III. Team Anchor Charts sharing
IV. 2nd read: chapter 4 pp 83-84 "Creating the Routines for Talk"
- what structures would need to be in place for this scenario to work?
- explanation video: Reciprocal Teaching
- classroom video: Reciprocal Teaching
- math example
- Civics example
VII. Taking it back to our departments
march 5, 2020: Procedures for Classroom Talk
Agenda:
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April 2, 2020: assessments of Classroom Talk |
June 4, 2020: Planning for next year
Agenda:
- check in
- update on BCS instructional focus (vocab) & PD plan
- Lit Team focus for next year
- Book study?
- vocab
- cultural literacy
- other?
- Summer Meeting Date
sep 3, 2020: Student Talk in Remote Class (1)
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