block scheduling day 1

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Planning for Effective Bell-to-Bell Teaching and Learning:

Planning for Effective Bell-to-Bell Teaching and Learning Tupelo Public School District March 7, 2011 © 2011, JBHM Education Group

Can teaching occur in the absence of learning? Explain your answer.:

Can teaching occur in the absence of learning? Explain your answer. Yes No © 2011, JBHM Education Group

We can instruct without learning. However, for teaching to occur, learning must occur. We are teachers, not instructors.:

We can instruct without learning. However, for teaching to occur, learning must occur. We are teacher s, not instructors . © 2011, JBHM Education Group

Effectively Implementing Block Schedule:

© 2011, JBHM Education Group Effectively Implementing Block Schedule

Essential Question:

© 2011, JBHM Education Group Essential Question What are the key elements that must be in place to effectively implement a block schedule?

Slide 6:

© 2011, JBHM Education Group ACTIVITY Brainstorm statements (phrases) that identify the present organization of the high school. Now reverse the process by identifying the future organization of the high school. Identify positive forces that will move us toward successful implementation. Identify negative forces that will prevent successful implementation.

What are all of the problems/issues that might prevent successful implementation?:

© 2011, JBHM Education Group ACTIVITY What are all of the problems/issues that might prevent successful implementation? Individually, and SILENTLY, brainstorm answers to this question. Write each idea, concern, issue on a separate sticky note.

Slide 8:

© 2011, JBHM Education Group 3. As a group, silently place ideas in like categories by moving the sticky notes around on the chart. 4. If a stated idea is unclear, ask for clarification from the person who wrote it. Otherwise, no talking is the rule. 5. Finally, label the main idea for each category by writing it on the flip chart or placing a “header sticky” at the top of each column.

At your table, align the identified categories with the Five Essential Practices. Is there anything on the chart that will not fit under one of the Five Essential Practices? :

© 2011, JBHM Education Group At your table, align the identified categories with the Five Essential Practices. Is there anything on the chart that will not fit under one of the Five Essential Practices? These are the key elements necessary for teaching and learning to occur and for the successful implementation of block scheduling.

Essential Vocabulary :

© 2011, JBHM Education Group Essential Vocabulary Culture and Climate Maximizing Academic Learning Time Guaranteed Essential Curriculum Monitoring Student Achievement Promoting Professional Practice

Which of these has the greatest impact?:

© 2011, JBHM Education Group ACTIVITY Which of these has the greatest impact? Determine if a relationship exists between each element. Determine which affects which the most. Rank the causes. Study the results of the digraph. Develop a plan of action for addressing the issues in the highest ranked area first.

Creating a Culture and Climate Conducive to Learning :

© 2011, JBHM Education Group Creating a Culture and Climate Conducive to Learning

Master Schedule Issues/Options:

© 2011, JBHM Education Group Master Schedule Issues/Options Tutorials to support struggling learners Double-blocked courses for struggling learners Impact on electives Impact on AP courses and SATP courses Ninth grade options Planning blocks for collaboration

Planning Block Expectations:

© 2011, JBHM Education Group Planning Block Expectations Tutorials Collaborative planning Common planning Professional development for school wide strategies and structures

Collaborative Planning:

© 2011, JBHM Education Group Collaborative Planning Common daily planning time Weekly department meetings with structured agendas, tasks, minutes Common lesson plans Shared resources Collegial feedback Data meetings to review student work Common assessments

Classroom Management & Discipline:

© 2011, JBHM Education Group Classroom Management & Discipline School wide discipline plan – clearly communicated to staff and students Consistent and pervasive implementation of discipline plan Clear classroom procedures – taught, modeled, and practiced Effective behavior management Bell-to-bell learning opportunities Smooth transitions

Attendance Policies & Procedures:

© 2011, JBHM Education Group Attendance Policies & Procedures 1 day on block is the equivalent of 2 days on year-long schedule Absences Tardies Make-up work Hall passes

How do we change attendance policies to support learning on a block schedule?:

© 2011, JBHM Education Group ACTIVITY How do we change attendance policies to support learning on a block schedule? At your table, brainstorm answers to this question. Take each answer and “spiral” the consequences: “If . . . then . . . “ Ex: How can we provide more teacher training during the year? If we freed up 1 week per year, then we would need more substitutes. If we hire more substitutes, then we will spend more money. If we spend more money on subs, then we will need to cut other areas.

Data-Driven Decisions:

© 2011, JBHM Education Group Data-Driven Decisions Identify needs, issues, and potential problems Identify data sources for each Gather data Analyze data Take action based on the data Monitor and gather data on implementation Standardize or revise

Some Types of Data:

© 2011, JBHM Education Group Some Types of Data Student achievement data Progress monitoring data Best practice implementation data School wide expectation data Discipline data Attendance data Instructional interruption data

Student Attendance – Fall 2008:

Student Attendance – Fall 2008 © 2011, JBHM Education Group

Tardy Data:

Tardy Data © 2011, JBHM Education Group

Slide 23:

© 2011, JBHM Education Group

Slide 24:

© 2011, JBHM Education Group

2. Maximizing Academic Learning Time:

© 2011, JBHM Education Group 2. Maximizing Academic Learning Time

Building Level:

© 2011, JBHM Education Group Building Level Instructional focus calendar Limited access to visitors Communication to parents and community Tardy procedures Hall passes Extra-curricular activities Intercom use

Classroom Level:

© 2011, JBHM Education Group Classroom Level Lesson pacing (chunking) Bell-to-bell teaching & learning (over planning) Protection of instructional time In-class transitions (smooth & connected) Focus Research-based best practices

Reflecting on the Learning:

© 2011, JBHM Education Group ACTIVITY Reflecting on the Learning Think about the information discussed regarding culture and climate and maximizing academic learning time. In your mind, what will most impact student achievement? Turn to your partner, share and explain your answer. Listen to your partner’s thoughts and provide feedback.

3. Guaranteeing an Essential Curriculum:

© 2011, JBHM Education Group 3. Guaranteeing an Essential Curriculum

District/Building Level:

© 2011, JBHM Education Group District/Building Level Clear expectations regarding state frameworks and Common Core State Standards (GEC) Necessary resources to support GEC Professional development for effective implementation of GEC Structures in place for collaborative planning Monitoring and accountability of appropriate GEC implementation for all students

Classroom Level:

© 2011, JBHM Education Group Classroom Level Special needs accommodations Tutorials and explicit instruction for strugglers In-class interventions Double-blocked classes for strugglers Daily lesson focused on state frameworks and objectives Common Core State Standards (transitioning) Identifying the power standards appropriate for each student

4. Monitoring Student Achievement:

© 2011, JBHM Education Group 4. Monitoring Student Achievement

Types of Student Progress Monitoring:

© 2011, JBHM Education Group Types of Student Progress Monitoring Ongoing checking for understanding throughout the lesson (should be done at least every 15-20 minutes or to summarize pieces of a lesson within a 90-minute block) Classroom formative assessments Classroom summative assessments District common standards-based assessments (9 weeks) Site-based common assessments within content areas (weekly or biweekly) Continuous summarization and reflections on learning Student self-reporting (student goal setting and self- tracking of learning)

Slide 34:

© 2011, JBHM Education Group ACTIVITY As a group, list all of the types of student assessment used at THS. Underline those that are implemented pervasively throughout the school and consistently by teachers. Now, put a star by (or add if necessary) those that you feel should be in place consistently/ pervasively, but currently are not.

5. Promoting Professional Practice:

© 2011, JBHM Education Group 5. Promoting Professional Practice

Ongoing Professional Development:

© 2011, JBHM Education Group Ongoing Professional Development Weekly PD on school wide strategies, structures, and expectations Ongoing monitoring of practice & collaboration Ongoing coaching, modeling, feedback, and support Job-embedded Accountability and interventions

Weekly PD to Support School Wide Initiatives:

© 2011, JBHM Education Group Weekly PD to Support School Wide Initiatives One day each week, data driven in-service that is repeated each block Teachers and administrators unable to attend throughout the day will attend an after-school session Strategies and structures scripted and modeled (resources provided)

Talk-a-Mile-a-Minute:

© 2011, JBHM Education Group SUMMARIZING ACTIVITY Talk-a-Mile-a-Minute

Slide 39:

© 2011, JBHM Education Group 1’s face the screen, 2’s turn your back to the screen. 1’s will be shown nine words, terms, or ideas to describe to their partner. No forms of the word may be used in the clues. 2’s will try to guess the word, term, or idea. As each term is correctly guessed, move to the next word (or pass if necessary). When all nine have been correctly answered, raise your hand and shout, “Got it!”

Slide 40:

© 2011, JBHM Education Group Master Schedule Research-Based Best Practices Collaboration Attendance Checking for Understanding Coaching & Feedback Accountability Data-Driven Decisions Five Essential Practices

Wrap-Up & Next Steps: What is my role?? :

© 2011, JBHM Education Group Wrap-Up & Next Steps: What is my role?? Process and share information from today – provide feedback to JBHM Model and begin building collaboration Replicate the training onsite with teachers Follow-up sessions – March 28, April 4, April 11 (and possibly May/June)

Prior to leaving, please post on the Parking Lot:

© 2011, JBHM Education Group Prior to leaving, please post on the Parking Lot Additional questions you need answered Suggestions for future training Ideas for other improvement initiatives that may spin off of these sessions Your one greatest concern at this point

What are the key elements that must be in place to effectively implement a block schedule? What is my role in the process of transitioning THS to a block schedule ? :

© 2011, JBHM Education Group CLOSURE ACTIVITY What are the key elements that must be in place to effectively implement a block schedule? What is my role in the process of transitioning THS to a block schedule ?

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