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WELCOME! Total Instructional Alignment (TIA) (Based on the work of Lisa Carter)

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WELCOME! Total Instructional Alignment (TIA) (Based on the work of Lisa Carter) Diamond Reflection I came expecting Purpose Logistics Agenda Breaks as needed ... – PowerPoint PPT presentation

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Title: WELCOME! Total Instructional Alignment (TIA) (Based on the work of Lisa Carter)


1
WELCOME! Total Instructional Alignment (TIA) (B
ased on the work of Lisa Carter)
2
  • Diamond Reflection
  • I came expecting

3
  • Purpose
  • Logistics
  • Agenda
  • Breaks as needed individually
  • Cell phones off or on vibrate

4
  • Facilitator Tool
  • Orientation The Big Eight (page 167)
  • Welcome and purpose
  • Introductions
  • Logistics
  • Mixer/get acquainted
  • Intended results
  • Agenda Review
  • Norms/ground rules
  • Agreement

5
  • Intended Outcomes - TIA
  • Understand Total Instructional Alignment and be
    able to use alignment document/pacing guide to
    develop units/lessons.
  • Understand and be able to evaluate the three
    stages of Understanding by Design (UBD).
  • Understand the power of collaborative processes
    and be able to collaboratively design lessons.

6
  • Intended Outcomes
  • Facilitation of TIA
  • Define role of TIA Facilitators
  • Equip facilitators with knowledge, skills and
    resources to facilitate the
    implementation of TIA in their buildings
  • Create a community of TIA leaders for ongoing
    support and collaboration

7
  • Progress Indicators
  • Participants will know and be able to
  • Explain the role of TIA facilitators
  • Use collaborative processes to facilitate adult
    learning
  • Design an initial TIA Implementation Plan
  • Access and use resources to support TIA
  • implementation

8
  • Introductions
  • Check-in
  • Who you are
  • Whats going on
  • 3 minutes

9
  • Facilitator Tool
  • Table-Talk Roles
  • Facilitator
  • Keeps the group on task
  • Makes sure everyone has a chance to participate
  • Recorder
  • Writes down key points on newsprint
  • Spelling and handwriting dont count in round one
  • Write quickly to keep up with ideas
  • Time Keeper
  • Periodically reminds team members of time
    constraints
  • Keeps team meetings focused on the tasks at hand
  • Identifies when more time is needed for
    discussion
  • Runner
  • Gathers/distributes materials as needed
  • Reporter
  • Synthesizes, with the help of group members, key
    points and summarizes them for the whole group

10
  • Facilitator Tool
  • Development of Group Norms
  • Seven Norms of Collaborative Work
  • (front pocket of Facilitator Manual yellow
    save for tomorrow)
  • Promoting a Spirit of Inquiry
  • Pausing
  • Paraphrasing (p. 28)
  • Probing (p. 29)
  • Putting Ideas on the Table
  • Paying attention to Self and Others
  • Presuming Positive Intentions
  • Toolkit on page 195.

11
Facilitator Tool Development of Group
Norms Seven Norms of Collaborative Work Which
of these norms might be most important for your
full participation in the group? 1 minute
self-reflection 2 minutes group processing
Popcorn report out
12
Facilitator Tool Development of Group
Norms Seven Norms of Collaborative Work
Considering these seven norms, which might you
find most challenging? What strategies might you
use to focus in on the ones you might find most
challenging?
13
  • What is a facilitator?
  • (Pages 4 10)
  • Table Discussion
  • Timer 2 minutes
  • Facilitator Tools Timer Tools / Selector Tools
  • Spinner report out

14
  • How is facilitation
  • different than what you do now?
  • Table Discussion
  • Timer 2 minutes
  • Popcorn report.

15
  • Facilitator Tool
  • Orientation The Big Eight
  • Quick Check
  • Page 167
  • Check power point to see if/where the components
    of The Big Eight are included.

16
Facilitator Tool Decision Making Consensus
Review Step-by-Step Process on page 173.
  • In what situations is consensus the most
    appropriate decision-making tool?
  • Why not just vote?

17
Facilitator Tool Decision Making Consensus
  • Consensus
  • Everyone can live with the decision
  • Establish and use evaluative criteria
  • Accept conflict as part of the process
  • Encourage negotiation and collaboration
  • Emphasize fact over opinion
  • Not about winning or losing
  • Dont give in just to avoid conflict
  • Flipping coins and voting are not viable
    alternatives
  • Consultative
  • Key decision-maker accepts input and advice, then
    acts
  • Executive
  • Decisions designated to a single person or team
  • Voting
  • Majority or 2/3 yes can make decision

18
Overview of Total Instructional Alignment (TIA)
  • Lisa Carter Video
  • Alignment of the System
  • Alignment of the Curriculum and Assessments
  • Alignment of the Instructional Practices
  • in the Classroom
  • (page 59)

19
Overview of Total Instructional Alignment (TIA)
  • Reflection
  • How is TIA different
  • than what we are now doing
  • in terms of alignment?
  • Popcorn report.

20
Overview of Total Instructional Alignment (TIA)
  • Reflection
  • Why do you think that Lisa said that of the three
    areas of TIA, the easiest is alignment of
    standards, curriculum and assessments?
  • Popcorn report.

21
Facilitator Tool Jigsaw (p. 189)
  • Pull Out Negativity By Its Roots
  • by Rick and Becky DuFour
  • At your table
  • Determine who will read each section
  • Introduction
  • Weed 1
  • Weed 2
  • Weed 3
  • Weed 4
  • To Build A Culture Conclusion
  • Read and highlight key ideas - 6 minutes
  • Each person share main points - 1 minute each
    person
  • At your tables, create a one-sentence moral of
    the story and put on Chart Paper and Post 4
    minutes

22
Unpacking the Frameworks
  • Blooms Taxonomy
  • K W L
  • Complete K and W
  • What you KNOW
  • What you WANT to Know

23
Unpacking the Frameworks
  • Lisa Carter Video
  • Blooms Taxonomy

24
Unpacking the Frameworks
  • Blooms Taxonomy
  • (Pages 73 75)
  • K W L
  • Complete L What you Learned

25
Unpacking the Frameworks
  • Lisa Carter Video
  • Constructing a
  • Learning Objective
  • Z Chart
  • (Pages 76-78)

26
Practice Constructing a Learning Objective
  • Divide chart paper into 4 sections list
    everything you recall that goes in each of the
    four boxes. When completed, compare with two
    other tables. (6 minutes)

1
2
4
3
27
Practice Constructing a Learning Objective
  • Page 77
  • For the Learning Objectives listed on this page,
    write (on large chart paper) in Z-square format,
    the corresponding word/phrase in each of the 4
    boxes.
  • (5 minutes)
  • Check your work!
  • Compare to table next to you.
  • Questions?

28
Practice Constructing a Learning Objective
  • W.4.3.11 Edit for spelling of appropriate words,
    usage, punctuation, capitalization, and sentence
    structure.
  • Format on Page 78
  • Use large chart paper put the corresponding
    words/phrases in each Z-Chart box. Is this a
    clear learning objective? If not, then rewrite
    as a learning objective.
  • Post then Facilitator Carousel

29
Unpacking the Frameworks
  • Blooms Taxonomy
  • (Pages 73 75)
  • K W L
  • Add to L if you learned more

30
Unpacking the Frameworks
  • Lisa Carter Video
  • Task Analysis
  • (Pages 79-81)

31
Practice Task Analysis
  • Complete a Task Analysis
  • for the example on page 80
  • OR
  • one of the examples on page 81.
  • Follow the steps on page 79.
  • Begin each task with a MEASURABLE verb.

32
Practice Task Analysis
  • Was this easy or hard?
  • Why?

33
More Practice Task Analysis
  • Following the steps on page 79, complete a Task
    Analysis for an SLE in your content area.
  • Put on chart paper and post.
  • 13 minutes.

34
Task Analysis
  • Why is a Task Analysis important?
  • Table Discussion
  • Popcorn Report

35
Unpacking the Frameworks
  • SLE Alignment Activity
  • K-5 Teams
  • 6-12 Teams
  • (HINT-be sure there is an ELA teacher on each of
    the secondary teams!)
  • Baggie of ELA SLEs per team
  • Group consensus on alignment SLEs
  • Glue SLEs to on the agreed upon grade-level
    chart
  • Pick up correct alignment sheet and count up
    number your team has correct
  • How many teams with 100?

36
Alignment Documents
  • English Language Arts
  • Mathematics
  • Science

37
  • Rotate Table-Talk Roles
  • Facilitator
  • Keeps the group on task
  • Makes sure everyone has a chance to participate
  • Recorder
  • Writes down key points on newsprint
  • Spelling and handwriting dont count in round one
  • Write quickly to keep up with ideas
  • Time Keeper
  • Periodically reminds team members of time
    constraints
  • Keeps team meetings focused on the tasks at hand
  • Identifies when more time is needed for
    discussion
  • Runner
  • Gathers/distributes materials as needed
  • Reporter
  • Synthesizes, with the help of group members, key
    points and summarizes them for the whole group

38
Lesson Design Understanding by Design (UBD)
  • Article Backward Design
  • (front pocket green)
  • Facilitator Tool
  • 4 As Process (Page 190)
  • Everyone read and highlight.
  • Consensus on 4 As.
  • Chart paper Post - Carousel
  • What is important about
  • the three stages of UBD?
  • Spinner Report Out

39
Lesson Design Understanding by Design (UBD)
  • Treasure Hunt
  • In the power point handout for todays session,
    determine if / where (which slides) each of the 3
    stages is addressed.
  • Stage 1 Desired Results
  • Stage 2 Assessment Evidence
  • Stage 3 Learning Plan/Experiences

40
TIA and UBD Lesson Design
  • From what youve learned about TIA and Lesson
    Design, develop a set of quality indicators
    which could be used to guide Lesson Design work.
  • Stage 1Stage 2Stage 3
  • Brainstorm Prioritize Non-Negotiables
  • Record 3 non-negotiables
  • for each stage on chart paper. Post.

41
Lesson Design Understanding by Design (UBD)
  • Use the Quality Indicators to assess the
    lessons in your grade band the lessons are
    located in the back of your Facilitator Manual.
  • 3 for all three stages evident.
  • 2 for two stages evident.
  • 1 for one stage evident.
  • 0 for no stages evident.
  • Facilitated report.
  • What AHAs?

42
Lesson Design Understanding by Design (UBD)
  • With this SLE,
  • design a lesson using the UBD Framework.
  • M.13.2.2 Tell time
  • to the nearest five-minute interval.
  • Include Level of Blooms
  • Objective Z Chart
  • Task Analysis
  • Post on chart paper.
  • Group carousel.
  • Feedback on small post its.

43
Lesson Design Understanding by Design (UBD)
  • Select an SLE from your own frameworks.
  • As a table group, design a lesson using the 3
    stages of UBD.
  • Include Level of Blooms
  • Objective Z Chart
  • Task Analysis
  • Post on chart paper.
  • Group carousel.
  • Feedback on small post its.
  • Check feedback on your tables lesson.

44
For Day 2 Can leave stuff on tables. Keep
Seven Norms handout for Day 2.
45
Reflection Day 1 Complete pink T-Chart
and leave on your table. Front Pocket of
Binder See you tomorrow!
46
Welcome to Day 2! What have we learned? Chart
Paper Group Consensus 3 main learnings from day
1. Post. Facilitator Carousel
47
Day 1 Focused on basics of TIA and UBD Lesson
Designand some facilitator tools. Day 2 Focus
is on facilitating the implementation process
through Learning Teams at your school. (Learning
Team Guide pages 19-26 Adult Learning pages 9
10)
48
  • Seven Norms of Collaborative Work
  • Complete Group Self-Assessment (on back of
    handout)
  • (Review Consensus process on page 173.) 3
    minutes
  • Promoting a Spirit of Inquiry
  • Pausing
  • Paraphrasing (p. 28)
  • Probing (p. 29)
  • Putting Ideas on the Table
  • Paying attention to Self and Others
  • Presuming Positive Intentions
  • Toolkit on page 195.

49
When implementing TIA and UBD Lesson Design,
what do you see as the top 2 challenges? Quick
popcorn report.
50
(No Transcript)
51
Facilitator Tool Change Process Tools
  • Critical Elements Page 11
  • Reasons for Resistance Page 12
  • Managing Complex Change Pages 13-14
  • Implementation Dip Pages 15-16
  • Change as Loss Pages 17-18

52
Facilitator Tool Change Process Tools
Where were going..
Where we started.
When NOT to get discouraged. Valley of Promising
Practice
53
Concerns-Based Adoption Model C-BAM is a useful
tool when Planning and Implementing New
Practices (Innovations)
54
Facilitator Tool Concerns-Based Adoption Model
  • Change Process
  • Understanding the change process
  • and how not to get stuck.
  • Read pages 135 136
  • As a table group, write five sentences
  • or less to summarize what you read
  • about C-BAM. Put on chart paper. Post.

55
Identifying Stages of Concern (SoC)
IMPACT
TASK
SELF
Hall Hord, p. 63
56
Stages of Concern (SoC)
  • 35-Item Questionnaire (Pages 140-143)
  • Valid and reliable instrument
  • SoC Quick Scoring Device
  • Technical manual to assist in scoring and
    interpreting information
  • Capability of developing concern profile over
    time


  • Hall Hord, p. 69 Hall
    et al., 1979

57
Interpreting Concern Profile
  • Identify the peaks and valleys . . .
  • Peaks intense concerns
  • Valleys little or no concerns
  • Identify potential intervention activities . .

58
Consequence
Collaboration
Refocusing
Personal
Management
Informational
Awareness
100
Relative Intensity
80
60
40
20
0
0
1
2
3
4
5
6
Stages of Concern
59
Consequence
Collaboration
Refocusing
Personal
Management
Informational
Awareness
100
Relative Intensity
80
60
40
20
0
0
1
2
3
4
5
6
Stages of Concern
60
Interventions
Hall, George, Rutherford, 1986
61
Stages of Concern
  • What are your thoughts/questions/ideas about the
    Stages of Concern tool?

62
Stages of Concern
63
Levels of Use (LoU)
  • Additional C-Bam tool to identify if person is a
    user or nonuser
  • Three non-use levels
  • Five use levels

64
Hall Hord, p. 82
65
Assessing Individuals Level of Use
  • Level of Use Survey (Page 144)
  • Quick assessment of a persons LoU
  • Any thoughts/concerns/ideas about the LoU Survey?
  • Popcorn Report Out

66
Comparison of SoC and LoU
  • Stages of Concern (SoC) addresses the affective
    side of change peoples reactions, feelings,
    perceptions, and attitudes.
  • Levels of Use (LoU) has to do with behaviors
    and portrays how people are acting with respect
    to specified change.

  • Hall Hord, p. 81

67
Communication
Intensive Interventions
Tier 3
Communication
Individual Interventions
Communication
Tier 2
Communication
Universal Interventions
Communication
Communication
Classroom Instruction
Communication
Pyramid of Interventions -
Response to Intervention
68
  • Facilitation of TIA
  • Facilitation is the art of leading people through
    processes toward agreed-upon objectives in a
    manner that encourages participation, ownership
    and creativity from all involved.
  • Table discussion
  • What knowledge, skills, resources,
  • support and tools will be needed?
  • Timer 3 minutes
  • Spinner report out

69
  • Facilitation of TIA
  • Facilitation seeks to create the conditions
  • that bring out the best in people.
  • Table discussion
  • What conditions must be created?

Timer 3 minutes Spinner report out
70
  • Facilitation of TIA
  • Table Discussion
  • What is the role of the TIA Facilitator?
  • Table Carousel

71
  • Three Key Questions
  • What does TIA / UBD look like when it is in use?
  • What would we see in classrooms where it is used
    well?
  • Not so well?
  • What will teachers and students be doing when TIA
    / UBD is in use?

72
Types of Professional Development and Classroom
Implementation Synthesis of Student Achievement
Through Staff Development (Pages 71 113) Bruce
Joyce and Beverly Showers ASCD 2002
73
  • Implementation of TIA
  • and Lesson Design
  • Whats the plan?
  • Implementation Plan Page 118
  • 1. What does TIA / UBD look like when it is in
    use?
  • 2. What will we see in classrooms where it is
    used well (and not so well)?
  • 3. What will teachers and students be doing
  • when TIA / UBD is in use?

74
  • Implementation of TIA
  • and Lesson Design
  • Whats the plan?
  • Evaluation Plan Page 127

75
  • Implementation of TIA
  • and UBD Lesson Design
  • School Plan
  • Develop an initial plan for the
  • implementation of TIA at your school.
  • (Use white At-a-Glance Implementation Planner
  • in back pocket of Facilitator Manual.)

76
  • Next Steps
  • Complete implementation plan
  • Feedback from Building Leadership Team
  • ?
  • Support and Resources for Facilitators
  • Follow-up dates
  • -prior to back to school?
  • -Monthly?
  • Materials online and CD/DVD
  • Ongoing communication (Google Group)
  • ?

77
  • Diamond Reflection
  • Please complete Diamond Reflection and leave on
    registration table.
  • Thank you!
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