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Deepening Understanding of Inquiry 2013: Year 2 PT & SP
- 1. Welcome to Deepening Understanding of Inquiry: Year 2 PTs & SPs October 21, 22 & 24, 2013 SAN JOSE UNIFIED SCHOOL DISTRICT INSPIRING AND PREPARING ALL STUDENTS TO SUCCEED IN A GLOBAL SOCIETY
- 2. Meeting Goals • Deepen knowledge of Inquiry • Understand the connection between Inquiry and the California Standards for the Teaching Profession • Develop compelling Focus Questions
- 3. Impact of Inquiry on Your Practice • At the beginning of last year, I thought/believed/practiced __________. • At the end of the year I changed the way I ___________. • At the end of this year, I would like my actions to reflect____________.
- 4. Continuum of Teaching Practice Review Inquiry from last year (http://bit.ly/newfact) • What was your Focus Area? (1) • What was your Focus Question? (2) • What California Standard for the Teaching Profession did you address? (3)
- 5. Action research is teacher driven, reflective practice. • Intent is to change, improve and inform teaching. • Carried out in the classroom. • Researcher identifies problem of practice.
- 6. Formative Assessment for California Teachers (FACT) Context for Teaching and Learning Assessment of Teaching and Learning Inquiry into Teaching and Learning (IIP Embedded Across) Summary of Teaching and Learning
- 7. Inquiry into Teaching & Learning: Steps 0-3 Step 0: Self-Assessment CTP; E2.5 – E 2.6 Step 1: Develop Focus Question C-1 Cells 1-4* C-1 Cells 5-8 Step 2: Essential Components of Instruction C-2 Step 3: Analyze Entry Assessment Select Focus Students • C-3 (Pt 1 & 2); C-4
- 8. Inquiry into Teaching & Learning: Step 4 •Analyze student work C-7 •Research & Reflect C-1 5-8 •Observation C6 •Collect student Work Lesson Plan (C5) Teach lesson
- 9. Inquiry into Teaching & Learning: Steps 5-7 Step 5: Summary Student Assessment C-8 Step 6: Final Reflection • C-3 (Pt 1 & 2); C-4 Step 7: Self-Assessment CTP; E2.5 – E 2.6
- 10. How to find your focus area 4/28/13 CFUs using hand ranking (1-4) Exit tickets APK (Class KWL)
- 11. How to find your focus area Consider self-assessments, feedback, & classroom experience to identify areas of strength & growth • What focus areas may this lead to? • Write your focus area in C-1, Cell 1 • Choose focus CSTP in C-1, Cell 3
- 12. IIP#______ Date:____________ Individual Induction Plan (C-1) Participating Teacher: Support Provider: District: School: Teaching Assignment: Content Credential Area of Emphasis: Area: FOCUS OF THE INQUIRY: Determining what I need to know and be able to do 1. Based on findings from self-assessments, determine area(s) of focus. 2. Develop a focus question for this inquiry. Culturally Responsive Formative Assessment 4. What are the anticipated measurable outcomes for student learning? PLAN 3. Which CSTP element(s) will be addressed? 4.4 Planning that incorporates appropriate strategies to meet the learning needs of all students. instruction ACTION PLAN: Examining research related to my focus question and applying new learning in my instructional setting 6. Research: Describe resources used 7. Application: Implementation of new 8. Measurable Results: Impact on (e.g., talked to colleague. researched on-line. other) knowledge teaching/student achievement PLAN/TEACH 5. Date of research
- 13. How to find your focus area Consider self-assessments, feedback, & classroom experience to identify areas of strength & growth http://bit.ly/newfact • What focus areas may this lead to? • Write your focus area in C-1, Cell 1 • Choose focus CSTP in C-1, Cell 3
- 14. Break
- 15. What are the criteria for a compelling Focus Question? 1. Explicit focus on improving teacher practice 2. Clear transformative and development in a specific teaching context 3. Concise, open-ended & shouldn’t already have an answer 4. Something the researcher has control over 5. Personally engaging
- 16. Cycle of Inquiry How will incorporating pictorial input charts and sentence frames improve students’ expressive oral language? To what extent will utilizing explicit instruction of communication and collaboration strategies impact student confidence, classroom culture, and level of academic discussion? How can I establish a safe and rigorous learning environment in which both self- and peerassessment are utilized in order to create a strong, final oral presentation?
- 17. Craft and share your focus question • Does it meet the criteria? • How can it be improved? • Write your focus question in C-1, Cell 2
- 18. Essential Components of Instruction How will incorporating pictorial input charts and (C-2) sentence frames improve students’ expressive oral language? CCSS.ELA-Literacy.SL.3.1b Follow agreed-upon rules for discussions Written on board, newsletter, tweet/text Make arguments. State point of views and convince other people of what you think
- 19. Essential Components of Instruction What will your students be learning over the course of your Inquiry? Write the targeted academic standard and learning objectives in C-2, Cells 1 & 2
- 20. Data & Action Research • What type of data is to be collected? • Write your entry level assessment and criteria for interpretation in C-2, Cell3 • Write your summative assessment and criteria for interpretation in C-2, Cell 4
- 21. Essential Components of Instruction How will incorporating pictorial input charts and (C-2) sentence frames improve students’ expressive oral language? CCSS.ELA-Literacy.SL.3.1b Follow agreed-upon rules for discussions Written on board, newsletter, tweet/text Make arguments. State point of views and convince other people of what you think
- 22. Data & Action Research • What type of data is to be collected? • • • • • • • Unit assessments DRA Observation checklists Writing samples Tickets Out the Door Quick Checks Communication Logs • • • • • • • Field notes Written reflections Observations Student interviews Focus groups Pictures Video
- 23. Data & Action Research • What type of data is to be collected? • What change do you hope to see in your students as a result of this inquiry? C-1, Cell 4 • Needs to be quantifiable (a #!)
- 24. How is it going? Review: Focus Area Compelling focus question Academic content Assessment measures Within your SP/PT partnership, take a moment to check in. What questions do you still have?
- 25. Closure • Please complete feedback forms • Advice & Assistance Meetings in January • Bus your tables
Hinweis der Redaktion
- 4:00 – 4:022m DarrenThank you for bringing your binders and signing in.
- 4:03 – 4:053m DarrenFormative Assessment for California Teachers (FACT) as a tool for Cycle of InquiryAgenda:Essential Question: In what ways does the inquiry cycle influence and support teacher growth?Outcomes, this is what you will walk away with tonight: a compelling focus question rooted within your self-assessment and reflections of last-year’s experience
- 4:05 – 4:105m DarrenSignificance/handoutThese wonderings help get to the significance of action research. It is only as powerful as it connects to personal explorations of your teaching practice. Upon reflection of it’s impact, noticing themes, changes, and new questions you can highlight it’s impact. Using these sentence frames as starting points, reflect upon your teaching or mentoring practice last year as well as some hopes for this year. After some silent writing time, you will share these thoughts with your SP and then we’ll ring the chime to have you move to share with another person, someone who’s fashion you admire or a look of mystique about them. What is the narrative of your change in practice last year. Looking forward, what would you like that narrative to say this year?Example of when Kelly & Darren answered this question. Focus of narrative is on YOU, the individual, not on your students. Reflection. Beginning, middle endUsually small but can be larger.
- 4:10 – 4:188m DarrenWe’re starting our work this evening by reflecting upon your Inquiry experience last year as a way to provide context, review the process, and trigger insights for your up-coming Inquiry. This year you’ll have an opportunity to deepen your understanding of the Inquiry process. You will want to use what you inputted in your Inquiry from last year to answer these questions. Take a moment to re-open your electronic portfolio and open C-1. Now, take a moment to first Think Pair Share PTs with your SPs. Then share at your table group. Write down your question from last year and using the rubric, self-assess it.
- 4:18 – 4:224m DarrenPair shareAction research is a type of social research usually conductedin a school setting. It might be a collaboration with a group of colleague or individual or even a larger scale effort. It’s about improving educational practice in a systematic way. Working with colleagues.It isn’t problem solving in the sense of trying to find out what is wrong, but how to improve an identified problem/concern.Usually small but can be larger.
- 4:22 – 4:231m DarrenOverview of FACTPurpose: Show the vision of the entire year. This is where you are going. We use Formative Assessment system to help teachers accelerate on their teaching practice.Flow chart of FACT with the first two modules Context and Teaching Learning
- 4:23 – 4:252m DarrenNow that we’re grounded in your work last year, we’re going to connect the Inquiry to the FACT, specifically the Induction Standards and CSTP in the Assessment of Teaching and Learning module of FACT. As you may recall, these are the initial steps of the Inquiry Process, some of which you will have an opportunity to complete this evening.0: growth, interest to delve into further1: identification and developing a focus question to drive the inquiry2:
- 4:25 – 4:294m DarrenBasic overview of the Cycle of Inquiry. We use Action Research and Cycle of Inquiry, and Inquiry project synonymously. The IIP is the guiding document, skeleton if you will of the Cycle of Inquiry. We want you to understand what the Cycle of Inquiry is and how it is connected to the other FACT resources. Highlight how there are multiple C-6 tools to use and each needs to be used once.
- 4:29 – 4:312 m DarrenNow we’re going to move into using the Induction Standards and CSTP in the Assessment of Teaching and Learning module of FACT
- 4:31 – 4:35Kelly4mPurpose/Rationale. Highlight and modelConnecting to a CSTPA focus area is a broad category you are interested in exploring further. It may be an area of growth, a strategy you are interested in learning, or even a site or district initiative. I can model this with ___________Think of an area you would like to grow in, now write it in. Here is your chance to begin working on C-1.C-1 Cell 1 1,3,2,45m KellyLed my thinking a bit deeper and gave me language to frame my question. Going back and forth. PT shares/explores a few topics they want to improve upon or have been concerned about:The type of school that I work at now is very different than last year. I got some feedback from my kids that I need to target the needs of my kids more. PT/SP look through the CSTPs to see which ones match the concern/area for growth:I chose this CSTP because this is the one most related to formative assessment for diverse learners.SP coaches PT though reflection of past evidence and possible areas for growth. Model PT/SP how the conversation. Evidence. I use think pair share and I model, but I don’t do those consistently. Sometimes students make connections with their lives. I use sentence frames but they’re not levels. They aren’t meeting the needs of the kids. One things I could do is use sentence frames. With that in mind. My focus might be instructionally responsive sentence frames.
- 4:35 – 4:372m KellyQuestions.A focus area is a broad category you are interested in exploring further. It may be an area of growth, a strategy you are interested in learning, or even a site or district initiative. I can model this with ___________Think of an area you would like to grow in, now write it in. Here is your chance to begin working on C-1.C-1 Cell 1 1,3,2,4
- 4:37- 4:392 min KellyShow the form and pull it up before you go get your sandwich
- 4:39 – 4:478m KellyQuestions.A focus area is a broad category you are interested in exploring further. It may be an area of growth, a strategy you are interested in learning, or even a site or district initiative. I can model this with ___________Think of an area you would like to grow in, now write it in. Here is your chance to begin working on C-1.C-1 Cell 1 1,3,2,4
- 4:47 – 5:07About 20 min
- 5:07 – 5:103m Kelly Let’s make a handout/rubric for this. Gets at explanations, reasons, relationships. "How does….?" "What happens when….?" Is manageable and can be completed. Is close to your own practice. Provides you an opportunity to stretch. Provides a deeper understanding of the topic and is meaningful to you. Other thoughts to consider regarding explanations of action research. As you search for articles that increase your knowledge of the topic you'll find more and more articles that will help you refine your research question and identify new strategies and interventions.Ultimately, you might even rework your initial research question as you learn more about the topic and think about what intervention you hope to use in your classroom and what kind of data you'll need to gather. Throughout a project, the teacher researcher's question should be continually modified to create a closer fit with the classroom environment. Each month the teacher researchers returns to their research group to cast and recast their questions and plan how to collect dataon the new version of their questions.Focus on what or how as much as possible.
- 5:10 – 5:144m KellyHere, and on the snow white paper are some examples you may want to look to for inspiration as well as question frames or starters.
- 5:14- 5:4430 mStart with SP 10mSP move 5mSP move 5mBack to original SP 5m Whole group Share out 5mEasy movement to have SPs listen to and give feedback on multiple focus questions. Share out how yours changed and how you feel about it.
- 5:44 – 5:5713 m GitaOverview/directions of how to use this.Now that we are focusing on the ECI, C-2, we are going to look at Cells 1 & 2. Cell 1 asks you to connect to a academic content standard. CELL #1 You may not know exactly what the content focus will be at this moment, but use your best educated guess based on your pacing guide, unit planning, etc. Please focus on 1 or 2 content standards for this purpose. Real life applications may include: Rules for discussion. In class partners. Playground problem solving (Project Cornerstone). Formats for certain kinds of speaking, such as debate. Formal speaking protocols at meetings, Congress, etc.? Cell 2 asks you to think of how the learning goals may be communicated. Cell 2 also has a part for Ed Specialists.Then, discuss/share how will learning goals be communicated to students and families? Newsletters,Web siteText messages,News blasts,Tweets,Displayed in classroomOn student work, explained by the teacher
- 5:58 – 6:046mGita1 m explanation5 m to find academic standard and complete cells 1 & 2Share examples of how to communicate with families and students: news letters, written on the board, tell the kids, websites etc. The student content related to your focus question. It includes what the students will be learning.You may not know exactly what the content focus will be at this moment, but use your best educated guess based on your pacing guide, unit planning, etc. Please focus on 1 or 2 content standards for this purpose. Need to know a content standard and a learning objective. Be sure to also consider how will students be helped to connect the content to real life applications? And How will the learning goals be communicated to the students? Families? For Ed Specialists, also consider the alignment needed to connect with IEP goals or IFSPs.
- 6:04 – 6:106mGita1 m5 m to think of assessments and enter into C-2The before and after assessments. You will also have formative assessment during. You need to consider the academic standard you are teaching to, as well as the learning objectives for your students. Following are some examples of assessments you may consider.
- 5:44 – 5:5713 m GitaOverview/directions of how to use this.Now that we are focusing on the ECI, C-2, we are going to look at Cells 1 & 2. Cell 1 asks you to connect to a academic content standard. CELL #1 You may not know exactly what the content focus will be at this moment, but use your best educated guess based on your pacing guide, unit planning, etc. Please focus on 1 or 2 content standards for this purpose. Real life applications may include: Rules for discussion. In class partners. Playground problem solving (Project Cornerstone). Formats for certain kinds of speaking, such as debate. Formal speaking protocols at meetings, Congress, etc.? Cell 2 asks you to think of how the learning goals may be communicated. Cell 2 also has a part for Ed Specialists.Then, discuss/share how will learning goals be communicated to students and families? Newsletters,Web siteText messages,News blasts,Tweets,Displayed in classroomOn student work, explained by the teacher
- 6:10-6:155 min GitaDRA = Developmental Reading AssessmentHow might you assess at the beginning? What sort of entry level assessments? How might you interpret these results? Cell 3How might you assess at the end of the unit? What sort of summative assessments would you use? How might you interpret these results? Cell 4Qualitative or quantitative?If you are going to focus on something like management, how might data be collected and measured for this?
- 6:15 – 6:194m GitaBack to the IIPWhat change do you hope to see in your students as a result of this inquiry? Measurable outcome.One change might be. All of my students will increase their score 1 point on the writing rubric in persuasive writing.If a performance assessment is used, looking at the changes in the student work, such as 90% of the class will be able to explain their thinking with a math problem. Another change might be, the bottom third of my class will increase their unit assessment in Algebra by 50%.
- 6:19 – 6:245 min Darren
- 6:24 – 6:337 min DarrenThank you for coming