Enhancing Formative Assessment, Increasing Student Responsibility: Focus on Guided Instruction

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Enhancing Formative Assessment, Increasing
Student Responsibility Focus on Guided
Instruction

• Elementary Powerful Conversations Network
• October 27, 2011

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Activity 1 Sponge ActivityModified Scavenger
Hunt

• Welcome back to your PCN community!
• Use this time to meet or reconnect with
  colleagues through participation in the Modified
  Scavenger Hunt. Complete as many squares as
  possible.
• Rule Only one signature per individual! The goal
  would be to find 25 individuals who can help you
  complete your grid.

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Partners with the Alabama State Department of
Education Initiatives
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Guiding Questions

• How can the gradual release of responsibility
  framework be used to better design, deliver and
  assess instruction that ensures all students are
  well-prepared for the next level?
• In what ways can we enhance our teaching practice
  related to guided instruction?
• How can we enhance our understanding and daily
  and intentional practice of formative assessment
  so that we use the data gathered to improve
  instruction for all students?

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Guiding Questions, contd

• How can we take our work in collaborative teams
  to the next level as we transfer learnings to our
  school setting?
• What is my responsibility to (a) transfer my
  learning to my own classroom or school (b) work
  with my team to enhance our collective practice
  and (c) share learning from PCN with our
  faculty-at-large? How can we best monitor our
  progress and measure the effectiveness of our
  implementation?

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Norms

• Collective Responsibility
• Collaboration
• Each of us is responsible for all of our
  students.
• Participation
• Monitor your talk.
• Encourage and support others.
• Respect
• Put cell phones on vibrate.
• No side-bar conversations.
• Time
• Begin and end on time.
• Take care of your own creature comforts.

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Activity 2 Sharing Designs for Focus Lessons 

• WHAT? Individual reflection and sharing with
  colleagues related to the focus lesson you
  designed and taught
• WHY? To learn with and from one another
• HOW? Individual teachers will present their focus
  lessons to two other colleagues who will pose
  questions to take the presenting teachers deeper
  into reflection about this lesson two or three
  rounds of sharing to ensure that all present and
  reflect (pp. 3-4)

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Activity 2 Begin with Individual Reflection

• Turn to page 3 in your Activity Packet.
• Use the template on this page to consolidate your
  thinking and reflection about the focus lesson
  you designed.
• You will use this reflection template and your
  lesson design itself as you talk with colleagues.

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Activity 2 Create triads

• Move to area designated for your grade level.
  Administrators should meet at the back of the
  room.
• Create a triad, ensuring that at least 2 members
  of triad have brought a focus lesson to share.
• Find a comfortable spot to sit for the next 50
  minutes or so of sharing.

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Activity 2 Protocol for Sharing

• Decide who will be the first speaker/reflector.
• The two other members of triad will serve as
  interviewers, being intentional in asking
  questions to clarify and/or to cause speaker to
  go deeper in his/her reflection.
• There will be 3 rounds of sharing. Each round
  will be 10 minutes in length.

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Return to Your School Team

• Take 10 minutes to share what you learned during
  this activity with members of your school team.
• How can you apply these learnings yourself? How
  can you share these ideas with members of your
  faculty who are not attending PCN?

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Gradual Release of Responsibility Framework for
Student Learning

• The gradual release of responsibility model of
  instruction suggests that the cognitive load
  should shift slowly and purposefully from
  teachers-as-model, to joint responsibility, to
  independent practice and application by the
  learner (Pearson Gallagher, 1983).p. 2, 2nd
  paragraph, 1st sentence, Better Learning Through
  Structured Teaching

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Gradual Release of Responsibility

• 4 Phases
• Focus Lessons
• Guided Instruction
• Collaborative Learning
• Independent Tasks

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Teacher Responsibility
A structure for successful instruction, p. 4
Better Learning Through Structured Teaching
I do it
We do it
Collaborative
You do it together
You do it alone
Student Responsibility
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Learning Targets for Guided Instruction

• To know the importance of using formative
  feedback to create multiple small groups (with
  differing cognitive needs) to work with teacher
  during guided instruction activities
• To deepen individual understanding about three
  key features of guided instruction scaffolding,
  formative assessment, and differentiation
• To evaluate four strategies that can be used to
  guide student learning toward mastery during this
  phase of instruction

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Guided Instruction

• The guided instruction phase of the gradual
  release of responsibility framework is the time
  when the cognitive load begins to shift from
  teacher to student. (p. 39)

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What Guided Instruction Is NOT

• Ability grouping
• Prescriptive
• Doing one lesson five times
• Every day with every student

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Activity 3 Three Key Features of Guided
InstructionText-Based Dialogue Question
Generation

• WHAT? Review and analysis of each of 3 key
  features of guided instruction scaffolds,
  formative assessment, and differentiation
• WHY? To frame the big picture of guided
  instruction prior to looking at the particulars
• HOW? Individual review and reflection followed by
  dialogue with an elbow partner to identify key
  ideas and questions (p. 5)

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Meet the Authors!Coming to Us From California
via Skype

• Authors Douglas Fisher Nancy Frey
• Publisher ASCD, 2008

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Reflection on Fisher Freys Presentation

• What new insights did you develop?
• What was the greatest value in hearing from the
  authors?

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Activity 5 Sharing Conceptions About Guided
Instruction 4-Box Synectic

• WHAT? Surfacing your thinking about guided
  instruction
• WHY? To make our thinking visible so that we can
  reinforce and learn from one another and correct
  any misconceptions
• HOW? 4-Box Synectic focused on guided instruction
  (p. 7)

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Activity 6 Exploring Strategies for Guided
Instruction

• WHAT? Go deeper in examining four strategies for
  guided instruction featured in Better Learning
  Through Structured Teaching
• WHY? To look at and learn from examples from the
  classroom and to extend our thinking about guided
  instruction
• HOW? Investigate one of the four strategies with
  colleagues share headlines and key ideas with
  home team and learn from team members about other
  three strategies (pp. 8-9)

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Expert Group Reading Assignments

• A-Blue Guided Reading
• B-White Guided Writing
• C-Yellow Student Think-Aloud
• D-Green Misconception Analysis

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Model Lesson for Guided Instruction

• See template on pages 13-15 of the Activity
  Packet.
• Follow along as the lesson design for guided
  instruction is presented.

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Activity 7 Individual Reflection

• WHAT? Individually and silently think back on
  the day
• WHY? To consolidate our learnings and think about
  how we will transfer to our classroom
• HOW? Silent reflection and writing using prompts
  on Activity Sheet 7, p. 10

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Activity 8 School Team Reflection and Planning

• WHAT? Sharing individual reflections with school
  team members and beginning to plan for transfer
  of learnings back home
• WHY? To be intentional in our plans to share
  learnings and resources with colleagues who are
  not in attendance at PCN
• HOW? Team dialogue using the team planning
  template found on page 12 of Activity Packet

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Final Reflection and Feedback

• Please complete the Final Reflection and Feedback
  form prior to departing.
• Leave your completed form in the center of the
  table.
• Safe travels back home!and Happy Holidays!