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Collaborative Lesson Planning

Frank LittleAssistant Principal

William Pinderhughes ElementaryAugust 20, 2009

Objectives

Participants will: Review their role in collaborative planning in

order to improve achievement for all students

Analyze a procedure for facilitating a collaborative lesson planning session for any subject at any grade level

Practice planning for a collaborative lesson planning session

Begin the process of using school data to follow the steps of collaborative planning with a content or grade-level

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Part 1

Why is collaborative lesson planning critical to improving student achievement?

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Barriers to Collaborative Planning

John Goodlad described American schools as “egg crates.”

Teacher isolation has been noted since at least 1975 as one of the reasons for lack of improvement in American education.

Even in 2007, most teachers are the ones who plan, analyze, and critique their own teaching.

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The Teacher’s Lounge

“Collaboration!

I’ve been using

the same old plans

for the last 15 years!”

“Collaborative

Planning!Here we go with

another buzz word!”

The Teacher’s Lounge

“I just want to close my door and

teach! Collaborative Planning!!!

When do I have the time?”

In Your Groups Discuss the Barriers to Collaborative Planning:

1. ________________________________________

2. ________________________________________

3. ________________________________________

4. ________________________________________

5. ________________________________________

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Some Barriers to Collaborative Planning:

1. Teachers feel like it is extra work/already know what they are doing

2. Usually a waste of time/no focus3. Run by a staff member who has no power to

enforce plans4. Administration believes only teachers need

to participate5. Administration cannot know expectations

for content

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Standards Based Instruction

All students, at all levels, are held accountable for learning the state standards in order for schools to meet Adequate Yearly Progress (AYP).

All students must score at the proficient level in reading and mathematics on the Maryland School Assessments (MSA).

All students must pass the High School Assessments (HSA) to receive a high school diploma.

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MSDE 2006

GOAL: IMPROVED STUDENT ACHIEVEMENT

F F

O O

C C

U U

S S

UNCLEAR, NON-COMPELLING INSTRUCTIONAL VISION

MSDE 2006

F FO OC CU US S

GOAL: IMPROVED STUDENT ACHIEVEMENT

CLEAR, COMPELLING SHARED INSTRUCTIONAL

VISION

Part 2

What is the procedure for facilitating a collaborative lesson design session for any subject at any grade level?

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Collaborative Lesson Planning

What is “collaborative lesson planning?”

A process in which teachers collaboratively plan, observe,

analyze, and refine lessons with the goal of improving

instruction and student achievement.

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Steps in Collaborative Lesson Planning

1. Design the lesson collaboratively (Alignment, scaffolding of objective, lesson objective, & check for understanding).

2. Implement the lesson.3. Analyze the lesson and student work.4. Refine the lesson.5. Teach the revised lesson.

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Collaborative Lesson Planning Alignment Model

1. Align instruction to the assessment limit or objective in the Core Learning Goals or the Voluntary State Curriculum

2. Scaffold the assessment limit or objective to get to the component parts and prerequisite skills

3. Craft aligned lesson objective in student language4. Create check for understanding from the lesson

objective and write a successful student response5. Adjust the objective/check for

understanding/successful student response to meet the needs of diverse learners

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Collaborative Lesson Planning Team

All teachers in the grade level or on the content team

Special educator assigned to the grade level or content team

Enrichment specialist or teacher with enrichment training

Teacher or specialist for English Language Learners if needed

Administrator Facilitator

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Collaborative Lesson Planning Key Questions

1. What are the component parts of the CLGs or VSC that are needed in this lesson?

2. What are the prerequisite skills needed to obtain the CLG/VSC standard?

3. What will students be expected to learn by the end of the lesson?

4. How will students demonstrate the intended learning as stated in the lesson’s objective and what will a successful answer look like?

5. How will the content/process/product be modified to address the needs of diverse learners?

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From Standard to Student

“Appropriate differentiation of

content, process, and/or product

can accommodate diverse learners.”Jay McTighe, 2005

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Diverse Learners= Students with disabilities

Students needing enrichment

Non-native English speakers

Content

Differentiating Instruction for Diverse Learners

CollaborativePlanning

Alignment Model

Process Product

Student Needs

Content Means:• Knowledge/skill levels• Level and complexity

of text• Prior knowledge

Process Means:• Learning styles• Individual/group

Product Means:• Oral, visual, written• Options without compromise

Levels of Cognitive Demand

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Cognitive Levels Bloom’s Taxonomy

Literal KnowledgeComprehension

InterpretiveApplicationAnalysisSynthesis

CriticalEvaluation

Discuss

What is the procedure for collaborative lesson design session for any subject at any grade level?

1. ____________________________________________

2. ____________________________________________

3. ____________________________________________

4. ____________________________________________

5. ____________________________________________

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Sample Responses

What is the procedure for a collaborative lesson design session for any subject at any grade level?

1. Align content with state standards at the indicator/objective/assessment limit level

2. Break the VSC/CLG skill into component parts and prerequisites

3. Craft a lesson objective from the component parts and prerequisites in student language

4. Create a check for understanding to match the objective and write a sample response

5. Modify objective/assessment/response for diverse learners using content/process/product

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Part 3

Practice planning for facilitating a collaborative lesson planning session

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Explicit Instruction is characterized by:

Intentional teaching of well defined skills or strategies that are broken down and taught directly in a series of carefully sequenced steps

Clear and consistent teacher wording OR clear and consistent teacher instructions.

Explicit Instruction

Extensive teacher modeling or demonstration of skills and strategies before students are asked to perform

them independently

“Thinking aloud” procedures that draw attention to the step-by-step process of

applying skills and strategies that is eventually internalized during proficient

reading

Responsive to assessed needs of students based on teacher

observation and formative assessment data

Provides opportunities for student to read and interact

with text every day.

MSDE 2006

“I DO”Teacher modeling

“WE DO”Guided Practice

‘YOU DO”Independent Application and

Formative Assessment

Explicit InstructionGradual Release of Responsibility

MSDE 2006

What is “lesson study?”

A process in which teachers collaboratively plan, observe,

analyze, and refine lessons with the goal of improving instruction and

student achievement.

Collaborative Lesson Design

MSDE 2006

Lesson Study – Steps:1. Design the lesson collaboratively.

2. Implement the lesson.

3. Analyze the lesson and student work.

4. Refine the lesson.

5. Teach the revised lesson.

Collaborative Planning

Lesson Design

MSDE 2006

READING ALIGNMENT MODEL

VSC Standard:

VSC Objective & Assessment Limits:

Scaffold the VSC Objective:

Lesson Objective:

Formative Assessment:

Exemplary Response:

\

Explicit Instruction• Before Reading Activities: Preparing to Read a New Selection• During Reading Activities: Reading and Comprehending a New Selection• After Reading Activities: I DO, WE DO, YOU DO VSC SKILL DEVELOPMENT

When planning a lesson, you consider:1. the content focus or what to teach2. the component parts of the content3. how to explain or teach the parts of

content4. how students will show you what they

learned

When implementing a lesson, you consider:5. the learners’ needs and their responses6. the amount of time you have7. strategies for engagement of learner8. an alternate plan (Plan B)

Planning versus Implementing

MSDE 2006

1.0 General Reading

Processes (After)

Main ideaDirectly stated

Inferences

Draw conclusions

Prediction

Paraphrase

Summarize

Connect to

personal experience

2.0

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2.0 3.0

MSDE 2006

Sample Timeline

2A4c – State and support the main idea2A4d – Summarize the text

Day 1 – Before and During ReadingDay 2 – After Reading 2A4c (Main Idea)Day 3 – After Reading 2A4d (Summarize)

Progression of LessonsSuggested Timeframe: 2-3 days

MSDE 2006

“A Lifeline for Lions”

Lesson Design

MSDE 2006

VSC Standard: 2.0 Reading for Information

Title of Text: “A Lifeline for Lions”

VSC Objective: State and support main ideas and messages

VSC Assessment Limits: The whole text or a portion of a text

MSDE 2006

1. MSDE Toolkit (mdk12.org)VSC Clarification Documents and Lesson Seeds

2. Reader’s Handbook (Great Source Education Group 1-800-289-4490)

3. McDougal Littell Teacher’s Edition and Toolkit (LOL and BTL)

Resources for Clarifying VSC Objectives

MSDE 2006

Key Points: The “main idea” is what the text is

mostly about (the most important idea).

The entire text has a main idea. Each portion of the text has a main

idea. Sometimes the main idea is directly

stated and sometimes it is implied. Important details support the main

idea.

Main Idea

1. Define main idea.2. Distinguish between important ideas and

unimportant (interesting) ideas.3. Define “author’s message.”4. Identify the author’s message.5. State the main idea of a portion of the

text (directly stated and implied)6. State the main idea of the whole text

(directly stated and implied)

Scaffold the objective:State and support main ideas and messages

MSDE 2006

1. Read “Lifeline for Lions.”

2. As you read, think about the main idea of each portion of the text and their supporting details.

MSDE 2006

Lesson Objective:Students will identify important supporting details in the article “A Lifeline for Lions” in order to state the main of idea for each portion of the article.

orStudents will state the main idea of each portion of “A Lifeline for Lions” by identifying important supporting details in the article.

Formative Assessment: What is the main idea from the portion of

the article called “A Circle of Protection?” Support your response with important supporting details from the text.

MSDE 2006

Portion of Text - “A Circle of Protection”

Detail #1 a ring (around the Serengeti) of dogs were vaccinated

Detail #2 vaccinated dogs will prevent future outbreaks because hyenas will not carry infection to wild animals

Detail #3 lions are doing well now

Detail #4 the lion population has rebounded

Main Idea – As a result of the vaccination program (Project Lifelion), distemper outbreaks should be prevented in the future.

Exemplary Response - MAIN IDEA CHART

MSDE 2006

Sample Exemplary “BCR” Response:

What is the main idea of “A Circle of

Protection?”

The main idea of “A Circle of Protection” is that Project Lifelion will prevent future outbreaks of distemper if the pet dogs continue to get vaccinated. Hyenas will no longer catch distemper from dogs when they come to the village garbage dumps and spread it to lions. Now there are more healthy lions than before the distemper outbreak.

Main Idea

Details

MSDE 2006

Explicit Instruction (Description):The focus of explicit instruction in this lesson is teaching the main idea of a portion of a text. Students will learn how subtitles often give clues to the main idea. Important details must be determined in each portion of the text in order to identify the main ideas. A graphic organizer (“Main Idea Table”) will be used to record information. Students will transfer information from the graphic organizer into paragraph form.

MSDE 2006

BEFORE READING

ACTIVITIES

Day 1

Before Reading Activities:1. Share and discuss lesson’s objective.

2. Preview the text. Examine the text features (title, subtitles, captions, illustrations, and boldface print).

3. Build background and introduce key vocabulary Locate Africa and the Serengeti on a map. Talk about the meaning of distemper and the purpose of a vaccination.

MSDE 2006

4. Make a prediction. What do you think the article will be mostly about?

5. Review an active reading strategy.

6. Establish a purpose for reading the article.

Predict (What happens next?)

Visualize (Picture in your mind)

Connect (Personalize the text)

Question (Ask questions about the material)

Clarify (main idea, summarize, infer)

Evaluate (form opinions, make judgments)

Student Self-DirectedMcDougal Littell Reading Strategies

Apply allstrategies to every

reading selection

MSDE 2006

Think about the title, the illustrations, and what you have read so far.

Tell what you think will happen next or what you will learn.

Try to figure out things that the author does not say directly.

Confirm or change your prediction.

Predict Strategy

MSDE 2006

DURING READING

ACTIVITIES

Day 1

MSDE 2006

Teacher DirectedDuring Reading Procedures

Steps:1. “Chunk” the text using the subtitled portions.

2. Establish purposes for reading each portion.

3. Read a portion of text, then respond to the purpose for reading it.

4. Address and discuss students’ predictions and questions from their post-it notes.

5. Teacher asks questions that span the levels of cognitive demand to further check comprehension.

MSDE 2006

1. Read the introduction to learn about the problem that was discovered in the Serengeti Park. (content purpose)

2. What is the introduction mostly about?

(skill purpose)

Purpose for Reading the Introduction

MSDE 2006

Literal“Right there in the text”

Interpretive“Read between the lines”“Analyze facts and information

to infer or draw a conclusion”

Critical“Make a judgment or evaluation”

LEVELS OF COGNITIVE DEMAND

MSDE 2006

Why did the tourists call the park veterinarian?

(Interpretive)Why is disease just as dangerous as

guns to the lions? (Interpretive)What disease was causing the lions to

die? (literal)Was the illustration and caption on the

first page effective in helping you better understand the article? Explain your answer.

(critical)

Chunking the Text “Introduction”

Purpose for Reading – Read to find why this portion of the text is called “Small But Deadly.”

What happens to an animal if it can’t fight off a disease like distemper?

(literal)Why were there more lions in the Serengeti before

the 1984 distemper outbreak? (Interpretive)How did the lions become infected with distemper? (literal/interpretive)Why did some lions survive distemper? (Interpretive)Is “Small But Deadly” a good title for this portion of

the text? (critical)

During Reading “Chunking” – “Small But Deadly”

MSDE 2006

1. Establish a purpose for reading each of the following portions of the article.

2. Then, compose two interpretive

and/or critical questions for the following portions of the article:

“Lion Lovers Respond”“Healthier Pets”

Asking the Right Questions

MSDE 2006

AFTER READING

ACTIVITIESDay 1 or 2

MSDE 2006

After Reading Activities:

Explicit instruction of the lesson’s objective

Students will identify important supporting details in the article “A Lifeline for Lions” in order to state the main of idea for each portion of the article.

MSDE 2006

How do students learn main idea?

Main Idea

DetailDetail Detail

Detail

MSDE 2006

How do students learn main idea?

Detail Detail Detail Detail

Main Idea

MSDE 2006

Portion of Text - The Introduction

Detail #1 Tourists observed lions shaking and shivering

Detail #2 A veterinarian was called

Detail #3 Lions began dying all over park

Detail #4 Blood and tissue samples taken – dogs had

distemper

Main Idea – Lions in the Serengeti park were sick and dying of distemper, a disease that usually affects pet dogs.

MAIN IDEA CHART

MSDE 2006

The main idea is that lions in the Serengeti had distemper, a disease usually found in dogs. Tourists in a hot air balloon first noticed that some lions were shaking an shivering. A veterinarian took blood and tissue samples from dead lions. It was determined that the lions were dying of distemper.

What is the main idea of the introduction? Use details from the text to support your answer.

Portion of Text “Small But Deadly”Detail #1 Virus invades animals’

bodies

Detail #2 Lions, leopards, wild dogs, and bat- eared foxes died

Detail #3 30,000 village dogs infected with

distemperDetail #4 Hyenas came into contact

with dogs at the village garbage dumps

Main Idea – Distemper was spread to lions and other wild animals by infected hyenas.

Main Idea Chart

MSDE 2006

The main idea of “Small But Deadly” is that distemper was spread to lions and other wild animals by infected hyenas. Hyenas were infected with the virus after feeding at village garbage dumps where infected dogs had been. They hyenas then spread distemper to other wild animals such as lions, leopards, and foxes.

What is the main idea of “Small But Deadly?” Use details from the text to support your answer.

MainIdea

Details

MSDE 2006

Complete the graphic organizers by stating the main idea and supporting

details for the following portions of the article:

“Lion Lovers Respond” &

“Healthier Pets”

You Do

MSDE 2006

1. What is the main idea of “Lion Lovers Respond?” Use the important details recorded to support your response.

2. What is the main idea of “Healthier Pets?” Use the important details to support your response.

MSDE 2006

What challenges might you encounter as you lead teachers through the collaborative lesson design planning process?

How can you support your teachers in improving the quality of daily reading comprehension instruction?

Lesson Design Reflections

Collaborative Lesson Design1. To more fully understand how use the

BCPSS Pacing and Alignment guide to plan for daily reading comprehension instruction.

2. To collaboratively design a reading comprehension lesson on main idea (2A4c).

3. For Principals - To provide a clearer focus for facilitating collaborative planning, monitoring reading instruction, and giving feedback to teachers.

TODAY’S OUTCOMES

MSDE 2006

NEXT STEPS?

Which is the most accurate measure of student performance?

HSA/MSA Data—school summative only gives you the end result

City Benchmark data—class formative can inform your instruction if the alignment

to the HSA/MSA is accurate

Classroom data—class formative if instruction is aligned to HSA/MSA

Individual student data—individual formative if check for understanding is

aligned to HSA/MSA

Focus on Accurate Data

Before collaborative planning:

1. Analyze grade/subject data to improve student performance

2. Focus on content that will improve student performance

3. Require participants to come to the table with CLGs/VSCs, texts and manuals to explain skills, and an understanding of individual student needs

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Collaborative Lesson Planning Key Questions

1. What are the component parts of the CLGs or VSC that are needed in this lesson?

2. What are the prerequisite skills needed to obtain the CLG/VSC standard?

3. What will students be expected to learn by the end of the lesson?

4. How will students demonstrate the intended learning as stated in the lesson’s objective and what will a successful answer look like?

5. How will the content/process/product be modified to address the needs of diverse learners?

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Part 4

Begin the process of using school data to follow the steps of collaborative planning with a content or grade-level

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Using Your School Data

Draft a plan to begin using the Collaborative Planning Process in your school

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Objectives

Participants will: Review their leadership role in collaborative

planning in order to improve achievement for all students

Analyze a procedure for facilitating a collaborative lesson planning session for any subject at any grade level

Practice planning for a collaborative lesson planning session

Begin the process of using school data to follow the steps of collaborative planning with a content or grade-level

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Questions and Comments

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