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

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Understand Total Instructional Alignment and be able to use alignment document ... Flipping coins and voting are not viable alternatives. 9. Development of Group Norms ... – 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
  • Intended Outcomes
  • 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 UBD
    lessons.
  • Products from participation in the range of
    learning experiences throughout the day will
    provide evidence that the intended outcomes have
    been met.

5
  • Introductions
  • Check-in
  • Who you are…
  • Whats going on…
  • 4 minutes

6
  • 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

7
Decision Making Consensus Review Consensus
Step-By-Step process in your materials.
  • In what situations is consensus the most
    appropriate decision-making tool?
  • Why not just vote?

8
Decision Making 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

9
  • Development of Group Norms
  • Seven Norms of Collaborative Work
  • Promoting a Spirit of Inquiry
  • Pausing
  • Paraphrasing
  • Probing
  • Putting Ideas on the Table
  • Paying attention to Self and Others
  • Presuming Positive Intentions
  • In your participant materials.

10
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
11
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?
12
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
  • (L. Carter handout page 3)

13
Overview of Total Instructional Alignment (TIA)
  • Reflection
  • How is TIA different
  • than what we are now doing
  • in terms of alignment?
  • Popcorn report.

14
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.

15
Jigsaw Article
  • 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

16
Unpacking the Frameworks
  • Blooms Taxonomy
  • K W L
  • Complete K and W
  • What you KNOW…
  • What you WANT to Know…

17
Unpacking the Frameworks
  • Lisa Carter Video
  • Blooms Taxonomy
  • (L. Carter handout page 6)

18
Unpacking the Frameworks
  • Blooms Taxonomy
  • K W L
  • Complete L What you have Learned…

19
Unpacking the Frameworks
  • Lisa Carter Video
  • Constructing a
  • Learning Objective
  • Z Chart
  • (L. Carter handout page 9)

20
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
21
Practice Constructing a Learning Objective
  • (L. Carter handout page 10)
  • 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?

22
Practice Constructing a Learning Objective
  • W.4.3.11 Edit for spelling of appropriate words,
    usage, punctuation, capitalization, and sentence
    structure.
  • (Format on Page 11 L. Carter handout)
  • 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

23
Unpacking the Frameworks
  • Blooms Taxonomy
  • K W L
  • Add to L if you learned more…

24
Unpacking the Frameworks
  • Lisa Carter Video
  • Task Analysis
  • (L. Carter handout page 12)

25
Practice Task Analysis
  • Complete a Task Analysis
  • for the example on page 13
  • (L. Carter Handout)
  • OR
  • one of the examples on page 14.
  • Follow the steps on page 12.
  • Begin each task with a MEASURABLE verb.

26
Practice Task Analysis
  • Was this easy or hard?
  • Why?

27
More Practice Task Analysis
  • Following the steps on page 12, complete a
  • Task Analysis for an SLE in your content area.
  • Pass the Pencil.
  • 13 minutes.

28
Task Analysis
  • Why is a Task Analysis important?
  • Table Discussion
  • Popcorn Report

29
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?

30
Alignment Documents
  • Ready to use
  • English Language Arts
  • Mathematics
  • In progress we can use
  • Science
  • Beginning stages
  • Social Studies
  • For all other content areas, we will use the
    frameworks as they are but will begin
    clarification process as we use them.

31
  • 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

32
Lesson Design Understanding by Design (UBD)
  • Article Backward Design
  • 4 As Text-Based Protocol
  • (in participant materials)
  • Everyone read and highlight.
  • Consensus on 4 As.
  • Chart paper Post
  • Table groups carousel each chart.
  • What is important about the three stages of UBD?

33
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

34
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 1……Stage 2……Stage 3
  • Brainstorm Prioritize Non-Negotiables
  • Record 3 non-negotiables
  • for each stage on chart paper. Post.

35
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?

36
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.

37
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.

38
  • Seven Norms of Collaborative Work
  • Complete Group Self-Assessment (on back of Seven
    Norms handout)
  • 3 minutes
  • Promoting a Spirit of Inquiry
  • Pausing
  • Paraphrasing
  • Probing
  • Putting Ideas on the Table
  • Paying attention to Self and Others
  • Presuming Positive Intentions

39
When implementing TIA and UBD Lesson Design,
what do you see as the top 2 challenges? Quick
popcorn report.
40
Change Process
Where were going..
Where we started.
When NOT to get discouraged. Valley of Promising
Practice
41
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
42
  • 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?

43
Types of Professional Development and Classroom
Implementation Synthesis of Student Achievement
Through Staff Development (Pages 71 113) Bruce
Joyce and Beverly Showers ASCD 2002
44
  • Implementation of TIA
  • and UBD Lesson Design
  • Implementation Plan

45
  • Next Steps
  • English Language Arts and Math
  • Continue to develop units/lessons using alignment
    document and UBD framework
  • Make notes of revisions needed
  • Science and Social Studies
  • Alignment documents will be completed by January,
    2008
  • Use in progress documents to develop
    units/lessons using UBD framework
  • All other curriculum areas
  • Highlight the verbs in the Frameworks / SLEs
  • Be sure that learning objectives align to level
    of complexity (Blooms)
  • Use current frameworks documents to develop
    units/lessons using UBD framework

46
  • Next Steps
  • Alignment documents will be loaded into the
    TRIAND online system training will be provided
    to learn to access all online curriculum
    resources including SLEs w/objectives, pacing,
    essential vocabulary, task analysis,
    materials/resources aligned to pacing,
    interventions and extensions.

47
  • Diamond Reflection
  • Please complete Diamond Reflection and leave on
    registration table.
  • Thank you!
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