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Over View of the Game Plan

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					                                                                                                        Nancy’s Sharing
                                                                                                Updated August 17, 2011
                       Using DDI (Data Driven Instruction) to Close
                               The ‘Knowing-Doing Gap’*
This document captures the work that I shared and you requested from our DDI Trainer’s meeting on
June 21, 2011. I’ve tried to provide not only the materials that I developed used in my DDI training,
but the thinking behind their creation. For those of you that were not in attendance at the meeting,
this stuff may or may not make much sense… if you’re interested, I’d be glad to SKYPE with you to
help you get familiar with the materials. My SKYPE ID is ‘nancylockett2’. I look forward to hearing from
you.

These materials were developed based on the attributes of adult learners.
      Adult Learners
                   -   have the need to be emotionally/socially comfortable with the learning
                      situation…
                   - are more attuned to comfortable surroundings, more sensitive to discomfort..
                   - want to learn in order to be able to solve problems; want it practical, current,
                      concrete, and relevant..
                   - need social opportunities to share experiences, discussion, dialogues and
                      peer work…

And, utilized some basic templates that honor those attributes:

               Desired state charts
               Workshop Logistics Planner
               ADA process for engaging participants in a single objective at a time
               Effective openers
               Effective closings
               Cooperative/collaborative protocols (jigsaw II, paired partners, centers)

I have shared my ‘game plan’ which represents how I put it together. I know all of you have ideas
and plans as well, so if you find the materials helpful great, if not, kiss them off. Feel free to make any
modifications/changes you’d like if you choose to use any of them. Please excuse any typos, errors
in spelling or grammar… proofing/editing is not my strong suit.

Let me know if you have any questions. And, please share any materials that you’ve created and/or
any ways that you have used/modified these materials. Thanks
 Email, nlockett.misic@gmail.com, or text my cell, 319-240-8543.

Warmly,

Lockett

* “Closing the Knowing-Doing Gap” is a phrase that I first heard from D.J. Corson, an expert in Quality Control Tools, to
describe the current need to move people from merely knowing what improves student learning and to actually doing
something with that knowledge to improve student learning. That’s the role of the DDI materials and resources, closing
the gap between knowing and doing.
                                                                                                                      Nancy’s Sharing
                                                                                                              Updated August 17, 2011

Here’s my game plan for a DDI workday:

Foundation Stuff- (This is where I used what I call the ‘adult DDI materials.)



                Opener- What’s the thinking? Use the Desired State Chart- Appendix # 1. I text-boxed the
                directions on the chart, delete it if you use the graphic. (Adults have to hear the sound of their voice in a
                positive way, talking about what you want them talking about within just the first few minutes of a session, or else,
                they’ll go passive on you and it will take more time and energy to get them actively participating.)


Opening                 Introductions- Make name tents, have fun decorating them with stickers, introduce themselves.

                 Logistics- such as; breaks, lunch, expectations for engagement,[ i.e. asking questions , use parking lot if
                 more desirable], explain the flow [introduce concepts in adult format first so they can experience them
                 as learners, then show student materials so they can plan for implementation].

                Use the adult DDI cue card, adult ROK cards, adult desk identifiers and target tab response sheets to
                model the concepts that Kathleen created for her students when progressing through the opening -
                Appendix # 2. These are the ones that are on neon colored paper/post its. If you want to make your
                own, that’s fine, if you want to order them, email me at lockett.misic@gmail.com . I modeled the
                target response sheets by having them respond to terms on the adult cue card. That template is in
                the training notebook that Kathleen and Mary gave us.


                           A- Have participants do the ‘Acronym challenged?’ activity- Appendix # 3 to build
                           confidence with the terms.
  History of DDI

                                D- Tell Kathleen’s story about her son, Jack or show U-tube of Kathleen and why
                                MISIC is supporting the work, teacher directed from ICN.


                        A- Using the target response sheets, record one question or kudo you’d have for Kathleen.


                     A- Have them draw a basic two axis graph- Appendix # 4
  Big Picture
                                D- Help them fill it in

                      A- In your own words, describe their journey, what step makes the most sense to you?
                                                                                                       Nancy’s Sharing
                                                                                               Updated August 17, 2011



                                  A- N-not so much/L-lots activity Appendix # 5- use Columns A and B on the
                                  table of promising practices for participants to self-appraise their comfort
                                  level. See the directions at the top of the page.
Promising Practices
  (do now or save for later)
                                       D- Have them use column A to do some self-appraisal and talk about how
                                       they can use this chart as a tracking tool to help them understand ‘why’ they
                                       are using certain DDI materials and resources, be sure to give them
                                       opportunity to experience the target tab response log around the concepts
                                       that you are sharing, they are in the adult cue cards on neon pink, or you could
                                       use the Characteristics of Effective Instruction from the DE instead in Column
                                       B.


                                   A- Keep having them come back to this chart for review and digging
                                   deeper, could also have them use the CEI to label the boxes in Column B.
                                   - Or ask them to see how many of the FAQs they could answer based on
                                   what they’ve learned since the session began, I kept using the Target Tab
                                   Response Sheets to model using the adult terms from the adult cue cards
                                   and sometimes I used terms from the DDI cue cards.




                     A- What the heck is Des Cartes? Have participants pair up and list everything they know
                     about Des Cartes. Use their list to help everyone get a clear picture of what it is.
 Cue Cards

                        D- Using their report site, the NWEA Des Cartes site, or hard copy (MISIC snapshots)
                        show participants the learning progression that the MAP test assesses. [Key, a student’s
                        RIT score represents a list of skills that the student is missing 50% of the time, it is an
                        instructional score, not a mastery score.] Help them understand that the terms on the
                        Cue Cards came from Kathleen’s efforts to make the Des Cartes more manageable.
                        Distribute MAP or MAP for Primary Cue Card Sets


                     A- As a learner, how did having the adult DDI cue card help, as a teacher, how would having
                     ‘customized’ cue cards for your grade level help? I kept using the Target Tab Response
                     Sheets to model using the adult terms from the adult cue cards and sometimes I used terms
                     from the DDI cue cards.
                                                                                           Nancy’s Sharing
                                                                                   Updated August 17, 2011

                  Building on the previous activity, introduce the idea of target tabbing teaching
                  materials… use Kathleen’s student materials example in the trainer’s notebook or
                  select something from your classroom. Share how you may have used the adult Cue
                  Card to target tab your presentation materials. (I had some neon colored post-its
Target Tabbing    on my desired state chart.) Go back to the two axis graph and have them fill in cue
                  cards and target tabbing. I kept using the Target Tab Response Sheets to model
                  using the adult terms from the adult cue cards and sometimes I used terms from
                  the DDI cue cards.




                    A- How did it feel to make the adult desk identifiers? Pluses, Minuses, Found
                    Interesting? Have concerns about? See appendix # 6.
  Strength and
  Target Basics
                         D- Support an open discussion about how to approach the idea of having
                         targets that are publically displayed will be helpful. Kathleen used the idea of
                         having a personal trainer. I use Glasser’s work about meeting a student’s
                         psychological needs of fun, freedom, worth and belonging and Daniel Pink’s
                         work on intrinsic motivation. One of the centers addresses this work.


                  A- Ask them to design a plan, materials, resources, whatever it takes to help
                  students be okay with the idea of having desk identifiers that show their targets and
                  strengths. I showed them the Target Trend Strips and talked about helping student
                  color them in.




                    I asked the participants to get into groups of 3 or 4, I give them Kathleen’s handouts
Checking for
                    on the basics for cue cards, target tabbing and strength and target and the handouts
Understanding       with the open-ended questions and one copy per group of the open-ended questions
                    with my handwritten answers. I asked them to take on ‘basics’ sheets, read through
                    it, then take the corresponding open-ended question sheet and see how well they
                    could ask the questions. They could use the sheet with my answers if they felt the
                    need. Then they went to the next ‘basics’ sheet and did the same. We field any
                    questions or concerns that their group had with the whole group.
                                                                                                  Nancy’s Sharing
                                                                                          Updated August 17, 2011


                      A- I asked them to brainstorm how they would give students feedback about their
                      target and strength progress. Then I shared how Kathleen did it using file folders, but
Quick                 what she needed was a quick way to have students show her how they were doing.
   Shots              They would have their target response pages… but she wanted more.
Target
  Homework
Target Tab
  Notebooks
                        D- Since these three resources follow the same idea of providing experiences for
                        students that match their needs and uses the same color coding idea. I just did a more
RAP Reading
                        formal jig-saw activity, very much like the work they had just done in their small groups.
  Logs
                        They lettered off by A, B,C & Ds. All of the As got together, looked at the Quick Shot
                        resources in the blackline master book and the sheet of quick shot ‘ basics’. Once they
                        had looked over their materials, they prepared how they would teach the Bs, Cs and Ds
                        about Quick Shots. The Bs did the same for Target Homework using the Target
                        Homework basics, the Cs did it for Target Tab Notebooks, and the Ds for RAP Reading
                        Logs. Once each ‘expert’ group had studied their materials and made a plan to teach it
                        to the others, they made groups that had an A, a B, a C and a D person. They then took
                        turns presenting and teaching the DDI resource that they had studied.



                      A-Then they grouped up by grade level and talked about how they might use the
                      resources they had just learned about. When we came back to large, the ideas
                      where share and they made corrective decisions about what actions would be taken.




Closing          An effective closure does three things… allows for reflection, helps make connections
                 with other initiatives/work and asks a participants to direct and action they’ll take. I
                 had them go back and complete columns C and D on the chart that we had used in the
                 opener and look at their “Could Do” list that they had made on the desired state chart
                 to determine 2 things they would do in the next 24 hours.


Appendex:
     #1 Desired State Chart
     #2 Adult ROK (ring of knowledge) Cards
     #3 Acronym Challenged Activity
     #4 My Graphic of DDI’s Evolution
     #5 Using DDI to Close the Knowing/Doing Chart
     #6 PMI Chart
        Nancy’s Sharing
Updated August 17, 2011

				
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