Area III Specialized Settings Session 5 Candace Saar Kari Sirup - PowerPoint PPT Presentation

Area III Specialized Settings Session 5 Candace Saar Kari Sirup Denise Watts Judy Martin #GalileoCBE

Austin’s Butterfly Kind, Specific and Helpful

Designing with Colleagues As a group choose one task to map on chart paper. 1. Identify learning intentions and include them on the right side of the arrow 2. Chart sub-tasks along the top of the arrow 3. Weave in formative assessment along the bottom of the arrow. Use the questions provided on page 7 to guide your thinking. Identify one aspect of your design where you would appreciate feedback from your colleagues.

Presenter(s) Audience Recorder • Present your • Ask thought Record on the assessment plan provoking questions Google form: • Respond honestly • Provide “kind, 1.Brief description of and openly to the helpful and specific” the task questions and advice about how 2.Formative suggestions of the the work might be assessment strategies group strengthened used 3.Suggestions for improvement

Individual Reflection Use the reflective prompts on page 1 of your working documents to reflect on the assessment and student work you brought back today.

Colleague Feedback Presenter : Review the student work, formative assessment and reflection with a partner Colleague : Ask questions of the presenter about their design to promote teacher thinking Rotate roles

Collaborative Partnerships for Improved Student Outcomes: Individual Reflection 1. What are the two or three key responsibilities that you are charged with in your classroom? 2. Identify three of your greatest contributions that you add to the learning environment.

Key Elements of the Learning Environment Identifying Achieving learning learning needs intentions Enacting and adjusting interventions Designing the learning Reporting plan and interventions

Collaborative Partnerships for Improved Student Outcomes •observing student behaviour Identifying learning needs •diagnosing learning needs

Collaborative Partnerships for Improved Student Outcomes • planning tasks and activities Designing the • choosing resources learning plan and • preparing materials interventions • choosing appropriate modifications

Collaborative Partnerships for Improved Student Outcomes • implementing lesson plans Enacting and • direct teaching adjusting • providing clarification & reinforcement interventions • implementing techniques and strategies • sharing learning outcomes

Collaborative Partnerships for Improved Student Outcomes • planning subtasks and activities Achieving • progress monitoring learning • finding evidence of learning progress intentions • documenting evidence of learning progress • evaluating learning progress

Collaborative Partnerships for Improved Student Outcomes • report to parents both formally and informally Reporting • discuss student information • share evidence of student behaviours and outcomes

Collaborative Partnerships for Improved Student Outcomes Meet as a teaching team to complete the middle column of your chart. What are your shared responsibilities?

Scenarios for Discussion 1. Read your assigned scenario. 2. Identify the problem. 3. How does the problem surface misunderstandings of roles and responsibilities? 4. What would you suggest each member of the team could do to help resolve the problem?

Bring a copy of the Individual Program Plan of one student with all identifiers removed. Bring a sample of a plan you developed to support a student in learning a specific skill or learning goal.