PLC: Professional Learning Communities 4 Crucial Questions What do we want each student to learn,...
Transcript of PLC: Professional Learning Communities 4 Crucial Questions What do we want each student to learn,...
PLC: Professional Learning Communities 4 Crucial Questions
What do we want each studentto learn, know, or be able to do?What evidence do we have of the learning?
How will we respond when some students don’t learn?How will we respond to those who have already learned?
PreparingSorting
& Analyzing
Identifying Learning NeedsDifferentiating
Instruction
SLE, Iowa CoreScaffold & Deconstructing
Rubrics, SMART goals
Formative and Summative AssessmentsStudent Self –Assessment
Differentiated Strategies
Considering: Interest, Profile, and Readinessand
Content, Process, Product, Learning Environment
Role of Assessment
Cassandra Erkens, 2008Anam Cara Consulting, Inchttp://www.anamcaraconsulting.com
Wall Space at a Premium!With your table team (a little friendly competition):
List objects on your classroom walls – 2 min.
Do not include those items that are teacher only – your duty schedule
Anchors are a source of stability and security. Thrown overboard, the anchor
stables the boat holding it firmly in a desired location.
Likewise, an Anchor Chart displayed in a classroom learning community anchors
student thinking while offering a source of visual reference for continued support as the
learner moves forward.
Anchor ChartsThree Types of Differentiating
Content-what students will learn and the materials that represent that learning
Process-methods students use to make sense of the content
Product-what the students do to demonstrate learning
Individual Anchor ChartsResources that students use to support their
learning needsExplicitly taught on how to use and find the
information need to expand learningEasily differentiated to meet needs
Examples:100’s charts, writing folders, phonics sound
sheet, timeline
Anchor Charts – ContentContent – anchoring information,
understanding, concepts
Source: http://lilac.edublogs.org/classroom-displays/
Content Anchor Charts
Source: http://lizslessons.blogspot.com/2011/11/november-instructional-resource-update.html
Anchor Charts – Three TypesProcess –anchoring procedure, sequence,
how-to
Source: http://working4theclassroom.blogspot.com/p/teachers-resources.html
http://mathhombre.blogspot.com/2009/10/anchor-charts.html
Process Anchor Charts
Anchor Charts – Three TypesProduct – anchoring purposeful independent
work
Anchor Charts – Three TypesContent – anchoring information, understanding,
concepts
Process –anchoring procedure, sequence, how-to
Product – anchoring purposeful independent work
Wall Sort
Anchor Activities
Purposeful practice that is engaging, motivating, and at the independent learning level
Represents learning that has been directly taught, but now can be done without teacher guidance
Change activities as expectations changeFrees up teachers to work with small group
Connection to Daily 5-ReadingStudents make choices of activities
Read to selfRead to someoneListenWriteWord work
The choices are anchor activities, they can do them independently and continue learning.
Anchor IdeasWriting journalsCreative writing promptsIndependent readingContent-related readingReading games and activitiesMath gamesSpelling practiceVocabulary activitiesArt activities tied to contentMusic tied to contentIndependent projects or studiesSmall-group projectsExtensionsOther to fit with curriculum
How Do I Get Started?1. Teach the whole group to work on an anchor activity
independently and quietly. The teacher is not a contact person at this time.
2. Progress to one group on an anchor activity and another group on an another activity - then flip flop groups. This may be done later in the day or in back-to-back time slots.
Example - One group may be working with the teacher on math manipulatives while the other group works independently on anchor activities.
How Do I Get Started?3. Progress to 1/3 of the class on anchor activities,
1/3 involved in a teacher directed activity and 1/3 working at mini lab on a curriculum related unit.
4. Move to the next stages only when your students are ready. Length of time can be increased at the second stage before moving on to the third stage.
Must Do-May DoBalance of what is non-negotiable and what is
student selectedExpand the initial understanding by synthesizing and
creating new variations that enhance learningMust have clear expectations and outcomesMay Do’s vary and do not always address the same
How do I manage it?Monitoring for learningWhat procedures need to be in place for this to be
successful?
Anchor Critera: o Appropriate o Engaging o Reinforce or make new connections o Provide a different pathway o Appropriate challenge level o Practice in short chunks to build endurance with
students o Able to Self-assess
Questions to Ask When Preparing Anchor Activities…
What SLE’s will be emphasized? How is the activity differentiated to meet the
needs in the class?What instruction needs to happen so students
can do it independently?What materials will be needed to be engaged?
Helpful Websites:
Working 4 the Classroom – Classroom Anchor Charts and Posters http://working4theclassroom.blogspot.com/p/teachers-resources.html
School Anchor charts by Alison Voakes http://pinterest.com/alisonvoakes/school-anchor-charts/
Anchor chart – Writing http://pinterest.com/pin/204069426835435492/
Hundreds of examplesGoogle: Anchor charts, anchor charts for middle school, anchor charts for…..
Individual Profile
InterestsReadiness Content
ProcessProductLearning
Environment
Reflection If…then…