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

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.

Designing with Colleagues

Identify one aspect of your design where you would appreciate feedback from your colleagues.

Presenter(s) Audience Recorder

• Present your

assessment plan

• Respond honestly

and openly to the questions and suggestions of the group

• Ask thought

provoking questions

• Provide “kind,

helpful and specific” advice about how the work might be strengthened Record on the Google form: 1.Brief description of the task 2.Formative assessment strategies used 3.Suggestions for improvement

Individual Reflection

Use the reflective prompts on page 1 of your working documents to reflect

• n 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

• 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.

Collaborative Partnerships for Improved Student Outcomes: Individual Reflection

Enacting and adjusting interventions

Identifying learning needs Designing the learning plan and interventions

Achieving learning intentions

Key Elements of the Learning Environment

Reporting

Identifying learning needs

Collaborative Partnerships for Improved Student Outcomes

• observing student behaviour
• diagnosing learning needs

Collaborative Partnerships for Improved Student Outcomes

Designing the learning plan and interventions

• planning tasks and activities
• choosing resources
• preparing materials
• choosing appropriate modifications

Collaborative Partnerships for Improved Student Outcomes

Enacting and adjusting interventions

• implementing lesson plans
• direct teaching
• providing clarification & reinforcement
• implementing techniques and strategies
• sharing learning outcomes

Collaborative Partnerships for Improved Student Outcomes

Achieving learning intentions

• planning subtasks and activities
• progress monitoring
• finding evidence of learning progress
• documenting evidence of learning progress
• evaluating learning progress

Collaborative Partnerships for Improved Student Outcomes

Reporting

• report to parents both formally and

informally

• discuss student information
• share evidence of student behaviours and
• utcomes

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

• ne 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.