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Completed Art and Science of Teaching Teacher Evaluation Framework Reflection Conference Struct

Completed Art and Science of Teaching Teacher Evaluation Framework Reflection Conference Structured Interview Form A
Requestor:
Capildeo Jadonath

Learner:
Lee Spillane-Larke

Date Started:
Mar 4, 2012 5:21:11 PM

Date Submitted:
Mar 4, 2012 5:32:20 PM

Art and Science of Teaching Teacher Evaluation Framework Reflection Conference Structured Interview Form A
Copyright Robert J. Marzano Instructions: Please bring student work, assessments, scoring guides, and/or rubrics to the reflection conference and be prepared to discuss the following questions.

General Reflection
O e a ,h d hi he e e a d h ?

Overall, I thought the lesson went well. Students have been working with this learning goal for more than a week. They have assessed themselves in the 2-4 range on the reading side (identifying and analyzing appeals used in argument). I was curious to see how they would assess themselves on the writing side of the goal. 16 students rated themselves from 2.5-2 and 14 students rated themselves in the 3 range and 1 rated themselves in 4 range. Students explanations as to why they rated themselves the way they did give me more information.

A ach e

Quiz_Report_Fri_Mar_2_12_151_PM_UTC_2012.pdf

Routine Events
I e ha a ?H did did de a ee e e i f ee he ea i gg a e ab i hed f hi de a di g f de ea i g?

My learning goal was for students to be able to use appeals and the elements of argument (claim, evidence, etc) in writing. Every student had something written down when the class period ended and reading over their shoulders as they worked showed me that they were indeed making claims about the death penalty and supporting their claims with evidence from one of the texts we had read or one of the texts they had researched. The exit slip assessment I used on Socrative.com informs my understanding because students explained why they rated themselves what they did on our argument scale. Students also recorded a question they have about the writing we are doing. Students questions are like a breadcrumb trail that I will follow come Mondaywe will start our next lesson with their questions.

A ach e

student_questions-exit_3-2.pdf

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Completed Art and Science of Teaching Teacher Evaluation Framework Reflection Conference Struct

e a d

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The organization of my classroom (room arrangement, materials, etc) maximizes students learning to a great extent. Students sit in flexible groups that for this lesson were differentiated by resources and support. Students self-assessed to select groups and then I reviewed their assessments, consulted writing data I have about them and put them into the group I thought would best serve their needs. The 4 groups were: Ready to Write On My Own, Work with Friend(s) (peer supported) , More Planning Please (individual work with simpler process) and Help! I Need Somebody! (additional instruction from teacher). Also differentiated were the texts provided; students selected resources to use in their writing based on reading challenge. The color-coded resources were set up on a resource table and represented texts that are: challenging, just right or more visual. Several proceduresor systems I have set up to maximize timewere in play but 2 rules and procedures stand out. The llama hand signal to quiet the whole-group and the parking lot. Students know that when I am busy working with a small group or even teaching or getting the class started they can note their names on the parking lot or post their actual questions and I will get to them as soon as I have time. That allows me to work with the students I ve pulled for additional instruction, without interruption thus maximizing learning for all.

Content
H ea did he i g? a egie ed i d ce e c e de de

The strategies I used to introduce new content supported student learning across many standards (reading, writing, researching, using technology, and speaking/listening). Students worked in small differentiated groups, the groups provided different levels of support but also allowed students to problem solve, seek support from peers and build independence as learnersthis demonstrates use of cooperative learning, one of the high-yield strategies earmarked by Marzano s research. Additional high-yield strategies used within the work groups include: summarizing and note-taking (evidenced by students completion of the Planning My Position and Gathering Evidence organizers), recognizing effort and providing recognition (Socrative.com exit slip) Cues/Questions and Advanced Organizations (teacher supported lesson), Homework and Practice (finishing draft at home), setting objectives and providing feedback (argument unit plan and scale) . I reinforced students effort and provided recognition by asking students to rate themselves and explain their ratingstaking their responses into my planning for our next lessons show students I value their effort. In their ratings students remarked that I have prepared myself better than I have ever before or I need to not get overwhelmed. I will continue to recognize their effort in class next week.

A ach e

:
writing_groups_differentiation.docx

Argument_unti_scale_-_plan.docx

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The strategies I used helped students deepen and practice their understanding of the elements of argument and logical appeals because they students were able to take what we had done in class and apply to a new situation. The new situation being read for appeals/evidence in a new text or construct their own argument by actually using appeals and elements of argument we ve analyzed as readers.

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The strategies I used, specifically the note-taking strategies, helped students test their thinking about using appeals and
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Completed Art and Science of Teaching Teacher Evaluation Framework Reflection Conference Struct

citing sources. As students gathered evidence to use their writing they discussed and wondered about the types of appeals they could construct with the evidence they gathered. This is evident in some of the questions students noted on their exit slips. For example, one student wonders Is the primary source supposed to be our 40 model essay book and where would the mla citations go from this question I can see that the student recognizes the Koch and Bruck essays in the 40 Model essays text as research and fodder for their position paper, however the student is confused on 2 points: primary sources and in-text versus full reference citations. I will need to clarify both on Monday.

Enacted on the Spot

Which ech i e f cce f ? e gagi g de ee cce f ? Which ech i e ee

The techniques for engaging students that were most successful include working in cooperative groups, having access to a variety of tools, and following a structured routine. Because students had a hand-in selecting which level of support they needed to begin the writing that will demonstrate their learning they bought into and took ownership of the process. In addition being able to use computers or personal digital devices to access source materials helped students answer their own questions and gather more material to use in their arguments and small group discussions. On the Spot techniques that were successful included reminding students to post their names/questions to our parking lot while I was working with a small group--though most waited until I was finished with the small group lesson. Another on the spot success was creating a help video of the lesson I was doing with students in the small group. Recording the video with Screencast-omatic and posting it online for further reference helps students relax on focus knowing they can come back to something if they didn't understand.

H did he e f i i e a d ega i e c f adhe e ce e a d ced e ?

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My classroom culture is one of mutual respect. Students have a voice in what we do and how we do it. Positive and negative consequences come from authentic, meaningful learning contexts. Yes, students know there is a negative consequence to repeated misconduct (classroom detention). They also understand that as adults other than me give them compliments they earn a star (5 stars means a celebration usually involving sweets). More important though, students see the individual pieces we do as cumulative. They know that if I ask them this question when they are unprepared or unwilling: Who are you hurting? The ultimate positive consequence is learningactually making progress as readers and writers and that is something students want to do.

Wha

ecific ac i did a e d i g hi e de ? Wha i ac did he e ac i ha e

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I took several specific actions to build relationships with students during this lesson. Let s start at the door to the classroom. I stand at the door on the porch of the portable in between each classI greet the students by name or with a question as they arrive. I ask students about their lacrosse games, how their part-time jobs may be etc. My questions and greetings illustrate my connection and knowledge of my students. During class I build relationships by asking and listening to feedback students give me. I also provide support at the elbow or at students point of need. As students step up new challenges they know that I will help them find their way. For example, when one student looked at me quizzically, I said Hmm, what is it? I could read her thoughtful expression. She was stuck wondering how she should keep track of her research online.. Instead of telling her, I asked her a question. Do you have a Diigo account? Immediately her face lit up with the answer, Oh Yeah! I do. I can book mark them and tag them for this assignment. Indeed she could and she did.

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Completed Art and Science of Teaching Teacher Evaluation Framework Reflection Conference Struct

Wha ecific ac i did he e i ac

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One action that communicates high expectations for students is my example. As the lead learner in the room, I write with and for my students. My writing sets high expectations for students. By doing the writing I am asking students to do, I show them that it has value and demonstrate how even I learn from such tasks. In addition, the supports I have created for students communicate high expectations. I create help movies and provide additional links/resources. These resources tell students that I expect them to invest time in the learningbut that with high expectations comes teacher support. See examples of such supports with this video created during the lesson: http://screencast-o-matic.com/watch/clefrEAfG And later posted to our classroom discussion group on our Bear English ning http://bearenglish.ning.com/group/spillanesaplang/forum/topics/position-paper-help-links

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This lesson will help create my instructional plan for next week. Students questions from their exit slips will guide what we do as we continue to draft position papers. I can see from the questions students noted that I need to review sources, in-text citations and full citations. Several students are also stuck in terms of crafting an introduction, so I ll want to revisit that early next week as well. My instructional plan will respond to the needs students expressed on their exit slips Friday.

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