Nov Small Group

Transform edio content into an engaging 50 min guided instruction!

Small Group Cycle

Nov-Dec

Check-in

Events

Cycle Guide

Check out the events for each week!

Introduction

Week 4

Best Practices

Reflect & Celebrate!

Action Planning

Week 3

Week 2

Week 1

Goals

• Utilize a variety of strategies and best practices to identify the key content you need to take from edio and include in your guided instruction

• Let's look through a lens of "enhancing" guided instruction vs. "trimming down" the edio lesson

• Mindshift from "I need to copy everything from edio word for word into my PowerPoint," to "What key content do my learners need to walk away with to be successful in my class and grow?"

Introductions

• Each of you will take a turn on your mic:
• Please share your name and the office you work out of
• How long you have been teaching at CCA or in total? (if you taught somewhere else before CCA)
• The content and grade level you teach
• Why did you decide to join this coaching cycle?

Let's take a few minutes to get to know one another!

Act 48 hours are available too!

Housekeeping...

Danielson Domains

• 1A: Demonstrating Knowledge of Content and Pedagogy
• 1D: Demonstrating Knowledge of Resources
• 1E: Designing Coherent Instruction
• 2B: Establishing a Culture for Learning
• 3B: Using Questioning and Discussion Techniques
• 3E: Demonstrating Flexibility and Responsiveness
• 4D: Participating in the Professional Learning Community
• 4E: Growing and Developing Professionally

Comet Hours

• Total Possible: 4 hours
• I will track your attendance and, at the end of our cycle, give you one certificate with your total hours to upload as evidence.
• If you end up missing a meeting, we will try to schedule a 1:1 for you to get the information. Unfortunately, missed meetings during the cycle cannot be recorded and counted for Comet due to the interactivity taking place during the session.
• Possible categories include your content area, educational technology, and UDL.

Tips for Success!

Outline of topics

PlanningWhat does your planning process look like when creating your presentation for guided instruction?

ResourcesWhich resources will best help me in the process? How can I be efficient in planning with the time that I have?

Engagement How do I ensure my presentation is engaging for ALL learners? How can I boost learner participation?

Instructional ToolsWhat edio components do I pull into my presentation & what other instructional tools can I use?

Formative AssessmentIn what ways can I check for understanding throughout guided instruction? How often should I do this?

ExecuteHow can I organize the content to ensure there is good flow to my lesson and it is not so content heavy that it overwhelms my learners?

Schedules

Looking Ahead

There will be time built into our sessions in weeks 2 and 3 for you to design a presentation for an upcoming guided instruction and implement with your learners before we meet in week 4.

The goal is for you to complete this task during our cycle so you can brianstorm, reflect, and grow as a teacher. My hope is for you to feel more confident and comfortable in planning independently once the cycle has concluded.

REflect and Share

Did you hear something mentioned that you might not have considered doing in your planning process? Any notices/wonders from what was shared?

Take 2 minutes to reflect on your planning process for guided instruction. Each of you will give a brief summary of your process. Things to consider: (do you collaborate with others, use scope and sequence as a guide, work backwards from assessments, copy content over from edio, etc.)

• Each of you have your own unique instructional style
• We are not here to judge or critique how you teach
• This is about becoming more efficient at planning and reducing the stress/pressure some of us might feel with trying to "squeeze in" everything from edio into guided!

00:00

00:00

Lesson Selection

Take 5

Partner Up

Share

Take 5 min to look in your course outline the week of DEC 2-13. Select a lesson that you want to focus on designing for this cycle.

If you would like to partner up with someone from your grade level/content area let me know and I can place you in BO rooms to identify a lesson.

Share your lesson number, title, and date in the chat. Remember this should be for Guided Instruction not Live Class.

Resources for Planning

Scope and Sequence

Edio Lesson

Collaborate

Assessments

Additional Items

Time Guidelines

Up next....

10

Discussing best practices

Formative Assessment Tools

Share out engagement strategies

Time to Work- independently or with a partner(s)

Things to be prepared for....

Continue....

What do you currently do? Resources/Ideas

30 min to work in BO rooms

Chat Waterfall:

Before You go

11

Pick ONE to Respond to:

Best Practices!

WEek 2

CCA Norms

Take an Inquiry Stance

Ground statements in evidence.

Assume positive intentions and take responsibility for impact.

Stick to protocol and hear ALL voices.

Start and end on time.

Be here now.

Check-in

Pick ONE prompt to reply to on your mic or in the chat: 1. What is one thing you are thankful for going into the break? 2. Share a success (celebrate a learner, maybe a new strategy you tried, something that went awesome in your class)

Goals for today

Discuss Best Practices for Guided Instruction

Share successful practices, strategies, formative assessment go to's, etc.

Check out Additional Resources for Planning.

As promised....collaboration or independent time to begin planning your lesson!

What comes to mind when you here the words "best practices" in education. Add anything that pops into your mind into the chat!

Take 5 minutes to look through the process and share your notices and wonders........

Instructional Cha, Cha's

00:00

• Helps to differentiate instruction
• Increase the rate of student learning
• 4 step process
• 4-8 OR 6-10 min "bits" of instruction/learning
• When planning - organize by beginning chunk, middle chunk, and end chunk

Notice & Wonder

• Student work tied to learning target
• Quantifiable- collect data
• Checked to drive your instruction
• Some are short and sweet, some are more in-depth
• Informal- low stakes, not graded
• 1 question per lesson should be from levels 2-4 on DOK chart or Blooms
• **You should be implementing these 2-4 times during a lesson!

Formative Assessment

The Planning Stage

Learning Target:

• Clearly posted
• Student-friendly language
• Aligned to standards
• Used throughout the lesson
• Can be reached by the end of the lesson
• Learner could explain it to a visitor in the class

Chat waterfall: Find the emoji that best represents your feelings at this point in our cycle. Wait until I give you the 3-2-1 countdown to submit your response!

Quick activity

Look over this list...

1. Scissors
2. Black construction paper
3. Googly eyes
4. Pipe cleaners
5. White construction paper
6. Pink foam sheet
7. Cardboard
8. String
9. Glue stick
10. Glitter
11. Hot glue gun
12. Pom Poms
13. Ruler
14. Pencil
15. Black marker
16. Assorted crayons

00:00

Click here to access Answer Garden & enter your responses!

List as many items as you can recall from the list!

Results

1. Scissors
2. Black construction paper
3. Googly eyes
4. Pipe cleaners
5. White construction paper
6. Pink foam sheet
7. Cardboard
8. String
9. Glue stick
10. Glitter
11. Hot glue gun
12. Pom Poms
13. Ruler
14. Pencil
15. Black marker
16. Assorted crayons

Video

Article

Tools and Strategy Resources

Engagement

Differentiation

Formative Assessment

UDL

Please hop back into the main room to check in with me prior to exiting Zoom!

Collab TIme

Breakout Rooms

Take the remainder of this session to:

• Look through the tools and resources
• Work independently in a quiet room
• Partner up with others in the same grade level/content area
• Stay in the main room if you need my support, have further questions, need a sounding board for ideas, etc

Thank you!

Before You Go....

1. Next session- continue with your action plan by designing/planning your guided instruction presentation for the lesson you selected.
2. You will get 30-45 minutes to work during this session.
3. Remember you are expected to implement and instruct a guided between week 3 and 4 so you can come back and genuinely reflect on how it went!

Action planning!

WEek 3

Share in the chat which # represents how you are feeling today!

Check-in

Action Planning

Planning Process:

• Where are you at?
• What do you need support with- specific strategies, ideas, etc?
• Other questions/concerns?

Today's Goal:

• Work independently or collaboratively in BO rooms to finish up the guided instruction presentation for the lesson you selected.
• Check-in before you go!

Examples: Edio>>Guided

Zoom Tools

Instructional Tech

Other ideas?

Polls/Questions Annotate BO Rooms Chat Reactions Timers Whiteboard

Padlet Classkick Quizizz Genially Peardeck Kahoot BrainPop

What have you found success with that has not been mentioned?

TEch Resources

PD/Ed Tech Page

Jenn Davis

Shelby Glenn

Video

Article

Tools and Strategy Resources

Engagement

Differentiation

Formative Assessment

UDL

Thank you!

Before You Go....

1. Next session- be prepared to share feedback on the planning process and how guided instruction went with your learners.
2. Share a "glow and grow" from this cycle
3. I will provide the Frontline link to ensure you receive Act 48 credit. Please complete it within the next few days.
4. You will receive a certificate to upload to your Comet tracking form to confirm 4 Comet hours for participating in this cycle.

Celebrate and REflect!

Week 4

You did it!!!

Schedules

Objectives

• Complete Padlet reflection
• Share out

• Complete feedback form
• Wrap-up!

00:00

Padlet REflection

• Take the next 10-15 minutes to reflect on your guided instruction presentation/lesson plan that you designed during this cycle

• Access the Padlet reflection board by clicking on the link and respond to each of the prompts.

• If more time is needed that is fine

• Each of you will then take a turn and share your screen/presentation for guided:
• On mic-provide a brief overview of your lesson topic, how the lesson went, pacing, were you able to cover the content and learning targets without feeling pressed for time, etc.
• Share ONE-glow, grow or future steps with the group.

00:00

FeedBack Form

Please complete....

Take the next 5 minutes to complete and submit this survey. This is completely anonymous, it is for my own personal growth as an Instructional Coach.

Frontline Link- make sure you are signed into Frontline first before clicking the link. Sign up for the cycle, then go back and complete the survey, then mark complete!

Wrapping-up!

Coaching Cycle Complete!

A learning target ....

• Includes a powerful verb & specific content that becomes the learning goal for the day's lesson (listed in edio for you!)
• Micro-goal based on the big goal-the Standard
• Mastery of the target can be demonstrated
• Helps students get the "big idea"
• **Make sure learners know what they need to show to move from "get it" to "got it"

Chat or Mic: What vocab activities have you found successful?

Key vocabulary- are you reading over these or providing an opportunity for learners to engage in a vocab activity?? Allot time for learner discourse and formative assessment throughout your instruction There should be an opportunity for engagement/active practice/form assessment/student talk after every 4-5 min of direct instruction.

Consider including:

UDL

UDL Resource Padlet (with vocab strategies):Discussion & Questioning Techniques: UDL Resource Genially: UDL Crosswalk (more resources related to each Danielson Domain): UDL Comprehension Checkpoints:

CCA instructional resources Engagement Grab and Go's: 3 Dimensions of Student Engagement: Article w/ Engagement Strategies:

Engagement Strategies:

Lesson starters: Vocab strategies: Podcast explore board: Student Led Activities: **Connect the content to student interests, real-world scenarios- learners remember things that have meaning and relevance to them! Provide an image, video clip, current event, phenomenon, etc., and do a Notice and Wonder activity (low stakes= more engagement) Gamify- Kahoot, Gimkit, Blooket, Quizizz, Genially escape rooms, etc.

• Step 2: Chew- Time for learner to process information
• Interactive instruction-engaging
• Facilitates and guides learners
• Asks questions (formative assessment)
• Provides prompts, cues, sentence starters to help with responses
• Differentiates or adapts instruction when needed
• Gives feedback
• 2-5 min (could go longer for more in-depth question(s) or a discussion)
• Learner- responds to questions
• practices skill
• asks questions (clarification)
• peer-to-peer interaction
• shows their thinking
• receives feedback and changes work accordingly

Instructional Cha, Cha's

• Step 1: Chunk- Direct Instruction of the content
• Share the learning target(s) of the lesson
• Model the skill, explains or shows content
• Make content relevant (real-world connections, student interest; gets buy in)
• Provide engaging tools
• 4-8 min (my opinion)
• Learner- actively listens, takes notes, notice/wonder

Traffic Light (add image to Zoom poll) Examples vs. Non-examples Circle, Square, Triangle (let them have the choice in which one they want to answer) Correct it- give the learners a statement, diagram, etc. that is wrong, & have them correct it Annotate on whiteboard- fill in a chart, label an image, Venn Diagram, etc. **Most platforms have interactive question components that will allow learners to participate in different ways (UDL) Ditch That Textbook-Formative Assessment Ideas Conceptual Interview- assess/gather prior knowledge- show learners an image/quick snip of a video and ask them to share everything they know about the image, press them to expand on ideas shared

Formative aSSESSMENT :

Utilize gaming platforms- Quizizz, Kahoot, Gimkit, Time to Climb (Nearpod), Blooket, etc. Exit Ticket strategies- Question components from the edio lesson- add these as interactives to your presentation platform, Zoom poll, Mentimeter, Answer Garden, etc. Emoji reactions 1-minute summary or quick write 3 things they have learned (pivot point in the lesson) Muddiest point- what is still unclear, making the water muddy for learners in the lesson Thumbs up, Thumbs down on camera or with a reaction in the chat True/False with an extension of explain your reasoning 2 stars and a wish

Spread the word!

• As you continue to find success planning for guided using the resources and tools discussed during this cycle, tell your friends about it!
• We all know how time consuming this can be especially with a new course or as a new teacher to CCA and if you feel like making this adjustment has in any way given you more time back or made you feel less stressed, please encourage others to book a meeting with me or attend future sessions and give it a try!

Step 4: Change- Analyze the Data and Determine Next Steps

• Considers reteaching (live class day would be great for this), where to provide extra scaffolds and supports
• Documents and observes learner understanding
• Gives quality feedback
• Clarifies confusion/misconceptions
• Learner- works, applies what he or she learns in the classroom to complete assessments or projects (evidence of learning target mastery), assess personal progress to learning target

Continued

Step 3: Check- Evaluate the Learning

• Creates opportunities for student discourse (whole or small group)
• Provides question and statement stems (starters) to help with discussions
• Academic and domain-specific vocabulary is visible
• Listens and observes learners
• Identifies where students are regarding the learning targets
• Adapts instruction (pivots) according to data
• gives quality feedback
• Learner- discusses what is learned in a structured manner with appropriate vocabulary, practices in an engaging format what was learned, receives feedback and changes work, makes meaningful connections, play games to reinforce content.

Differentiation

• Provide links to helpful guides, articles, or videos-these can be beneficial to ALL learning needs
• Allow enough wait time for learners to process and respond, as well as time for critical thinking and reflection
• Offer choices- how learners can participate during guided (mic, chat, interactive questions within your presentation, annotate, Zoom reactions, etc)
• Provide open-ended questions
• Survey your learners- go to the source to see how they like to learn, how they like to communicate, question styles they are willing to engage in, what areas they struggle with, etc.
• Go over projects/assignments step by step or break up the assignment over more than one day (if possible)
• Allow movement or brain breaks once or twice during guided

Book w/ Me

Don't be a Stranger!

Book a meeting with me!

Please continue to reach out to me as you move forward. We can co-plan, co-teach, or I can be a sounding board to bounce ideas/strategies off of that you want to try with your learners. I just want to be available to support you and help you grow as a teacher!

• Add worksheets from learner notebook (if provided for your course) to a Classkick for learners to complete digitally during class.
• Add activity pages or documents that learners would need to download from the edio lesson
• Learners can add text, draw, etc. in Classkick in real time

You want to make sure you are meeting the individual needs of your learners while at the same time removing barriers so ALL learners have access to high-quality content delivered in a highly supported and engaging environment!

Other ways to Differentiate During Guided

• Displaying info in multiple ways (audio, visual, external resources)
• Verbal Vs Visual--always make it both when possible
• Bold important things
• Images shown in presentations should be images used in assessments
• Multi Step photos of projects are super helpful
• Guided notes are available for all​ (these can even be made into a fill-in-the-blank version)
• Break out rooms; sometimes with similar learners and sometimes with learners to help each other​
• Utilize focus mode for learners with anxiety, depression or other mental health concerns

We will touch on ... Instructional Cha, Cha's Engagement strategies Removing barriers so ALL can participate

UDL

UDL Resource Padlet (with vocab strategies):Discussion & Questioning Techniques: UDL Resource Genially: UDL Crosswalk (more resources related to each Danielson Domain): UDL Comprehension Checkpoints:

Pull key content that aligns with the learning targets, standards, and what learners are expected to know for assessments, projects, and assignments. Utilize question components from edio for formative assessment throughout your guided. This does not mean you need to copy and paste everything from the edio lesson into your presentation for guided! **Remember- these are designed for async learners!!

Most grade-level cohorts have a shared spreadsheet that houses variant IDs, shared presentations, resources, etc, that you can grab and go. Find a couple of teachers in your grade level (this could be your mentor too) that are willing to meet and plan for upcoming guided instruction. Work smarter not harder!! Collaboration is a great way to hear what others are implementing and having success with in class.

Grade Level Team

Differentiation

• Provide links to helpful guides, articles, or videos-these can be beneficial to ALL learning needs
• Allow enough wait time for learners to process and respond, as well as time for critical thinking and reflection
• Offer choices- how learners can participate during guided (mic, chat, interactive questions within your presentation, annotate, Zoom reactions, etc)
• Provide open-ended questions
• Survey your learners- go to the source to see how they like to learn, how they like to communicate, question styles they are willing to engage in, what areas they struggle with, etc.
• Go over projects/assignments step by step or break up the assignment over more than one day (if possible)
• Allow movement or brain breaks once or twice during guided

• The first "chunks" you teach are within working memory limits- Most Memorable!
• The middle part is a struggle that is why it is so crucial that you give them time to chew the info, practice it, and check (assess) them on it.
• The closing part of the lesson does not contain new information but rather a summary of all the chunks: it's a consolidation point!

• That is how your brain remembers information like we simulated in this activity.

Take a snippet of any sketchpad image and share on your screen then allow learners to annotate (label or draw) on the image

*You can upload images to go with your questions.

Types of Questions:

Single choice: Participants can only select one answer Multiple choice: Participants can select multiple answers Matching: Participants match prompts to answers using a drop-down menu Rank order: Participants select one item per row in a matrix Short answer: Participants write answers in a small box with a word count limit Long answer: Participants write answers in a large box with a word count limit Fill in the blank: Participants fill in blank spaces in a prompt Rating scale: Participants rate their feelings on an adjustable scale

You want to make sure you are meeting the individual needs of your learners while at the same time removing barriers so ALL learners have access to high-quality content delivered in a highly supported and engaging environment!

Other ways to Differentiate During Guided

• Displaying info in multiple ways (audio, visual, external resources)
• Verbal Vs Visual--always make it both when possible
• Bold important things
• Images shown in presentations should be images used in assessments
• Multi Step photos of projects are super helpful
• Guided notes are available for all​ (these can even be made into a fill-in-the-blank version)
• Break out rooms; sometimes with similar learners and sometimes with learners to help each other​
• Utilize focus mode for learners with anxiety, depression or other mental health concerns

Traffic Light (add image to Zoom poll) Examples vs. Non-examples Circle, Square, Triangle (let them have the choice in which one they want to answer) Correct it- give the learners a statement, diagram, etc. that is wrong, & have them correct it Annotate on whiteboard- fill in a chart, label an image, Venn Diagram, etc. **Most platforms have interactive question components that will allow learners to participate in different ways (UDL) Ditch That Textbook-Formative Assessment Ideas Conceptual Interview- assess/gather prior knowledge- show learners an image/quick snip of a video and ask them to share everything they know about the image, press them to expand on ideas shared

Formative aSSESSMENT :

Utilize gaming platforms- Quizizz, Kahoot, Gimkit, Time to Climb (Nearpod), Blooket, etc. Exit Ticket strategies- Question components from the edio lesson- add these as interactives to your presentation platform, Zoom poll, Mentimeter, Answer Garden, etc. Emoji reactions 1-minute summary or quick write 3 things they have learned (pivot point in the lesson) Muddiest point- what is still unclear, making the water muddy for learners in the lesson Thumbs up, Thumbs down on camera or with a reaction in the chat True/False with an extension of explain your reasoning 2 stars and a wish

Padlet

Vocab activity: Instead of having learners read through the list of vocabulary terms and move on, add the KEY terms they need to know to a Padlet and create a class glossary. Explore board: organize different resources for learners to explore and learn about a concept, this gives them choice as to how they want to learn about the concept and puts responsibility on them. Utilize the different supports in the edio lesson to build your board. Review: Provide different options for learners to review for an upcoming assessment. Utilize the review questions from the edio lesson(s) and add into a game as one of the options.

Go to the assessments/projects first to identify the content learners must know to be successful. Use that information to guide your creative process as you design your presentation for guided. It is OK to use assessment questions during guided to check for understanding. (I would suggest tweaking/rewording the question a little so it is not the same exact one they will see on the assessment.)

Work Backwards

CCA instructional resources Engagement Grab and Go's: 3 Dimensions of Student Engagement: Article w/ Engagement Strategies:

Engagement Strategies:

Lesson starters: Vocab strategies: Podcast explore board: Student Led Activities: **Connect the content to student interests, real-world scenarios- learners remember things that have meaning and relevance to them! Provide an image, video clip, current event, phenomenon, etc., and do a Notice and Wonder activity (low stakes= more engagement) Gamify- Kahoot, Gimkit, Blooket, Quizizz, Genially escape rooms, etc.

• Greeting, Objectives, Warm-up= 10 min

• Vocab= 5-7 min

• Direct instruction = (30 min) Every 3-4 slides of information should be followed with an opportunity for learner engagement (question, discussion, formative assessment, hands-on, etc.)

• Wrap-up/Exit Ticket= (5 min) recap key points, where are you headed, check for understanding

Example: