Ish by Peter Reynolds

Document Sample
Ish by Peter Reynolds Powered By Docstoc
					Ish by Peter Reynolds
 How does “Ish” relate to our
professional lives as teachers?
 We are teaching writing not the TRAITS

6+1 Traits is NOT:
•NOT a simple way to teach, is NOT a formula, is NOT a
 magic potion or silver bullet or recipe or panacea.

•NOT successful in classrooms that where worksheets
 matter more than critical thinking.

•NOT meant to be learned in a 1-2 hour workshop,


•NOT going away…want the research??? We have it!
It’s on the web page.
     6+1 Traits IS:

•A common language to talk about writing
•A shared vision of what “good” looks like in all forms
 of writing,
•Gives us targets to shoot for,
•An assessment tool first and foremost for students and
  teachers,
•A model for use in a writing process classroom
•Here to stay(20 years)
                   Focus on
Leadership
                   Instruction
Policy support
                   Use of student
                   Data
Cross role
Learning
                   Use of teacher
                   Implementation
TIME
                   Data
Technical
                   Continuous staff
Assistance
                   Development
Sustained Effort
Components of Structured
  School Improvement
Components of Structured
  School Improvement



  Focus on Instruction
Components of Structured
  School Improvement




    Continuous Professional
         Development
Components of Structured
  School Improvement




  Continuous Assessment of Student
  Performance and Implementation
Components of Structured
  School Improvement




       Sustained Effort
Components of Structured
  School Improvement




     Technical Assistance
Components of Structured
  School Improvement




     Willingness to Lead
Components of Structured
  School Improvement




       Policy Support
Components of Structured
  School Improvement


 Cross Role Learning
Components of Structured
  School Improvement




          Time
Staff Development:
    Workshop
      Supports
       •Theory
   •Demonstration
      •Practice
Staff Development:
    Workplace
      Supports
  •Peer Collaboration
   •Expert coaching
  •Workplace design
Leading Edge: Collaboration
           Lite
        By Rick DuFour
  Quality Staff
  Development
The Critical Role of
Peer Collaboration
              Collaboration
 Research on the implementation of new
 learning reveals two consistent findings:

• much of the content of training is never
  implemented in classrooms, and…
• successful implementations use the power
  of collaborative work as teachers negotiate
  changes in curriculum and instruction

(Joyce & Showers, 1983).
           Professional Development
Training         Knowledge        Skill               Classroom
Steps            Acquisition   Acquisition            Application
Theory             Medium       Very Low                 Very Low
                    50%             5%                        0%




                                  Bruce Joyce, Be v erly Showers, and othe rs
           Professional Development
Training         Knowledge        Skill               Classroom
Steps            Acquisition   Acquisition            Application
Theory             Medium       Very Low                 Very Low
                    50%             5%                        0%

Theory &            High           Low                   Very Low
Demonstration       85%            15%                        0%
                                  Bruce Joyce, Be v erly Showers, and othe rs
           Professional Development
Training                Knowledge        Skill               Classroom
Steps                   Acquisition   Acquisition            Application
Theory                    Medium       Very Low                 Very Low
                           50%             5%                        0%

Theory &                   High           Low                   Very Low
Demonstration              85%            15%                        0%

Theory, Demonstration      High          High                   Very Low
& Practice                 85%            80%                        5%
                                         Bruce Joyce, Be v erly Showers, and othe rs
           Professional Development
Training                Knowledge        Skill               Classroom
Steps                   Acquisition   Acquisition            Application
Theory                    Medium       Very Low                 Very Low
                           50%             5%                        0%

Theory &                   High           Low                   Very Low
Demonstration              85%            15%                        0%

Theory, Demonstration      High          High                   Very Low
& Practice                 85%            80%                        5%

Theory,                    High          High                       High
Demonstration,             90%            90%                       95%
Practice & Coaching
                                         Bruce Joyce, Be v erly Showers, and othe rs
What is COLLABORATION?
Collaboration requires time and clarity of
purpose. When the objective is implementing
new content for the purpose of increasing
student learning, this collaboration work
includes planning and development of
lessons, examining student data, and solving
problems encountered during attempts to use
the new strategies, initiatives, activities,
models, or materials.
Quality Staff Development

   A Demonstration of
   Peer Collaboration
                 Collaboration
• Collaboration is built in with opportunities for teachers
  to work together on a regular basis. Adequate time is
  provided for workshop experiences and workplace
  supports, such as:
   – planning together
   – rehearsing and observing lessons
   – practicing strategies in the classroom
   – collecting, analyzing, and discussing data.
              » Joyce and Showers, 1983
Worst Fear…                           P. 1

•   Write down your worst fear.
•   Share your fear with partner.
•   Discuss ways to overcome your fear.
•   Wad up the fear and throw it away.
    Let that fear go and create a quality
    plan that will help eliminate your
    fears.
      Ideal Training
• Reflect - PD experience that was
     meaningful to you. Why?
   Ideal Training            p. 3-4

• Extend the training over time.
• Groups with commonalities.
• Teachers, administrators, and staff
  developer all attend.
• Reasonable sized groups.
• Long range PD vision.
• Alignment explanation.
• Optimal training times.
 Where are you in the
 PD process today?

• Prisoner
• Vacationer
• Explorer
  Where are you in the
  PD process today?
• With your table, discuss the bullets in
  your handout on p 5-7 .
• Brainstorm ways in which you can
  overcome some of the obstacles that
  could fall into the path of your
  journey.
• Share out out 1 of your ideas.
 Politics in education?
• Unfortunately, politics, personal beliefs
  and habits and resistance to change do
  infiltrate and sometimes hinder best
  practice for student learning.
• We must be prepared with strong
  research, quality coaching, and patience.
• Keep the focus on the students.
     Resolving Disputes
• Review page 11. Write down any
  concerns or questions you may have
  at this time on a sticky note.
           Trainer Issues
• Each group will have assigned
  bullets on p.13-14.
• Discuss your bullets and determine
  solutions for each.
• Share out one solution with large
  group.
        You as the Trainer
• Review p. 15 and plan what you may
  need to do to adequately prepare
  yourself before training.
• Mark these pages. As you hear
  something that triggers a thought to
  help you plan and prepare, write
  those thoughts down.
   Overview Section
• Molly will run through the
  overview
• Watch, listen, write notes and
  ask! Questions are a great
  source for reflection!
       Creating the Need
                Step1
 These are only suggestions of how
     you might create the need:

• Why use analytical scoring?

• How will analytical scoring improve
  a student’s writing?
       Creating the Need
                 Step1
 These are only suggestions of how
     you might create the need:

• Opening exercise - highlight one
  you might use in the future
• Defining good writing - critical
  discussion for staff to have.
• Redwoods/Fox discussion.
    Using the Continuum and
            Rubrics       Step 2
• Introduce the scoring guides
• Start with the Trait of Ideas
• Read the levels 5, 3, 1
• Display a paper that would score
  low in Ideas using the rubric
  language.
• Display a paper that would score
  high in Ideas using the rubric
  language.
   Using the Continuum and
           Rubrics       Step 2
• Score a paper as a group.
• Ask for a show of hands of who
  scored it as a 5, 4, 3, 2, 1. Want it
  within one point range.
• Continue the process until all traits
  are discussed and scored.
• At the end, score paper for all traits.
      Strategies and Focus
            Lessons        Step 3
• Grade 4 papers - before and after
• Discuss the writing process and the
  integration of the 6 Trait Model
• Seven Strategies
            Finished!
             Right?
• Not so fast!
• Follow up is a piece you cannot leave
  out.
• Quality implementation will not occur
  unless follow up takes place
  consistently.
• Review pages 27-30. Highlight items
  you might want to include in your
  trainings.
Questions…..

• This is a lot information in such a
  short amount of time.
• Write down 3 new learnings and
  a question on post-it note. Please
  put those on the parking lot
  poster and we will address those
  later today.

				
DOCUMENT INFO
Shared By:
Categories:
Tags:
Stats:
views:32
posted:7/29/2011
language:English
pages:44