Session+3

Session 3

Part A: Session Overview In previous Sessions, you: In Session 3, you will: **Part B: Session Agenda**
 * Explored why coaching is an effective professional development model.
 * Began creating a Coaching Plan.
 * Practiced coaching communication skills.
 * Created a product to explain coaching.
 * Started a Coaching Portfolio.
 * Generate criteria for evaluating the effectiveness of a lesson.
 * Use the criteria to analyze the effectiveness of two lessons.
 * Identify the relevance and usefulness of using conflict as a resource.
 * Practice using coaching skills.
 * Add to your Coaching Portfolio.
 * Welcome and Overview
 * Review Promising Practices
 * Assess Lesson Design
 * Review Lesson Improvement Resources
 * Session 3 Closing

=Promising Practices= **Review Promising Practices** **Introduction** //What are the essential elements of a learning activity?// In this lesson you will answer that question by reviewing current research and looking at classroom examples of promising practices in the Scavenger Hunt for Reviewing Digital-Age Classroom Strategies that Work!. Why? **Getting Started **
 * Teachers carefully plan their curricula to help students meet academic standards but often struggle with how to integrate 21st Century skills.
 * As a coach, you must also be prepared to answer the question, "How can technology increase student engagement and academic rigor?"

Part A: Classroom Example > **Museum Video Clip:** > Windows (cable) > Windows (56k modem) > Mac (cable) > Mac (56k modem) (Museum Video used by permission of Seattle Public Schools, the producers of //New Tools Teaching with Technology//.) **Part B: Review Research** Use the research links below to help you answer the questions on the Scavenger Hunt Worksheet. > Read the section titled “Technology as a Transformational Agent and Learning Tool” on p. 9–11, stopping after the bullets on p. 11.
 * 1) Open the [[file:Promising_Practices_Scavenger_Hunt(1).doc]]. Save it to your computer so you can write on it and save your responses.
 * 2) Review the question and indicators located in //Part A: Classroom Example.//
 * 3) Use the worksheet to record your observations as you watch a video clip from High Point Elementary, a school with a high percentage of students considered "at risk."
 * 1) [] Edutopia video engineering success - project based learning
 * 1) Go to //How People Learn: Brain, Mind, Experience, and School//, an online book edited by Bransford, Brown, and Cocking (National Academy Press, 1999).
 * Read the “Key conclusions” on //New Technologies//. //Technology to Support Learning//
 * 1) Next, read portions of two research studies:
 * //Investing in Technology: The Learning Return//. Read the sections titled “What the Research Says” and “Lessons Learned” on p. 1–3.
 * 1) http://21clp.wikispaces.com/October+15%2C+2010+Workshop
 * 1) ISTE White Paper pgs. 1-8 [[file:Coaching Whitepaper_digital.pdf]]

**Review Promising Practices** **Part C: Example of Student Work** Use one of the examples below to help you answer the question on the Scavenger Hunt Worksheet.

How does the technology used impact student learning?
**Elementary school example**

//(Digital Stories: A Celebration of Learning and Culture used with the permission of the authors, Cheryl Arnett and Rawya Shatila)// **Secondary school example**
 * 1) Read [[file:Digital_Stories_Holidays_We_Celebrate.doc]] to learn about activities the teachers at the students at Sunset Elementary School and Makassed Khalil Shehab School developed to help their students gain literacy skills, learn about culture and geography and develop other key skills.
 * 2) Explore the “Holidays We Celebrate” section of [[file:Digital_Stories_Student_Examples.doc]]in Lebanon and the U.S.

//(Industrial Revolution Tic Tac Toe used with the permission of the authors, Autumne Streeval and Harriet Armstrong)//
 * 1) Go to the [[file:Industrial_Revolution_Tic_Tac_Toe.doc]]project and read how students at Columbus East High School are learning about the Industrial Revolution.
 * 2) Read the [[file:Diary_Excerpt.pdf]]to get a sense of what one student learned about the Industrial Resolution.

**Part D: Pair and Share** Conclude the Scavenger Hunt. Reflection: wall wisher []

[] [] [] [] [] Post what you think engaged learning lessons include. =Assessing Lesson Quality=

Assess Two Lessons Using the Checklist  **Assess Lesson Design** As a coach, you will provide instructional support to teachers as they learn how to enhance student learning by integrating technology. To do this, it is critical for you to be able to answer several questions: Reflect on how it looks to integrate technology effectively into classroom learning. What is technology's place in effective learning activities? **Part C: Assess Two Lessons Using the Checklist** As a coach, you are often asked to help design or review a lesson plan or learning activity; this activity will help prepare you for that role. Let’s use what we learned how technology can strengthen learning and our norm for effective learning, the //Learning Activity Checklist,// in this activity.
 * Part B: How Does Technology Integration Add Value?**
 * What does it mean to enhance learning with technology?
 * How can technology be integrated into the curriculum to help achieve academic standards?
 * What are the principles of effective lesson design?
 * 1) Take notes on your thoughts
 * 2) Review the Learning Activity Checklist, quadrant 4—Technology Enhances Academic Achievement.
 * 3) As a group discuss some of the ideas that came from your individual thinking about effective technology integration
 * 4) Update the Learning Activity Checklist to include your thoughts about how technology enhances academic achievement.
 * 1) Working with your six o'clock partner, open (in Microsoft Word) the Assess Lesson Design Template and save it to your desktop.
 * 2) Use the template to take notes on the activities you review.
 * 3) Review the first sample lesson, //Pollution in River Yamuna.// Look for evidence of how the learning activity reflects each of the four areas represented on the//Learning Activity Checklist//. Provide suggestions on how to improve areas you believe could be improved.
 * 4) Choose another lesson to review, again noting strengths, weaknesses, and suggestions with reference to the //Learning Activity Checklist.//
 * 5) Be prepared to share your observations and suggestions for improvement with the whole group.
 * 6) You might find it useful for your discussions about these learning activities to post your Lesson Design Template to the Shared Documents section of our workspace.

== Visual Ranking tool 21st Century Skills

==

PM. Lesson Improvement Process
In this activity we are going to experience a typical coaching scenario and learn how we might help a colleague think about improvement of lesson design.
 * 1) Review the [[file:Whats_for_Lunch[1].docx]] lesson.
 * 2) Move into A/B teams with your next clock partner.
 * 3) **A** plays the role of a collaborating teacher seeking feedback about how to improve the What's for Lunch? lesson.
 * 4) **B** plays the role of the coach, using the //Learning Activity Checklist//, the ideas from Using Conflict as a Resource, and the communication skills to coach the teacher to improve the lesson.
 * 5) After 10 minutes, switch roles and repeat the activity.

Examine how the What's for Lunch? lesson was improved.
 * 1) Review the [[file:Whats_for_Lunch_Revised.doc]]design.
 * 2) Explore the [[file:Food_Tracker_Form.doc]]--how does it help to improve the lesson?

Part B: Reviewing Five Lesson Improvement Questions To improve the What's for Lunch? lesson, the teacher thought about five questions: Now you will have the chance to think about how these questions might have been used to improve the What's for Lunch? lesson.
 * 1) What is an authentic, engaging problem that students might address in this lesson?
 * 2) What are the academic and 21st Century Skills standards that students will work on?
 * 3) What are the student steps and teacher directions needed to work through the problem posed by the lesson?
 * 4) What are some ways that technology can enhance teaching and learning throughout the lesson?
 * 5) How will student success be measured against the selected standards?

**Part C: Explaining How the Five Lesson Improvement Questions Were Addressed** Starting Points Coaching Resources: **Review Lesson Improvement Resources**
 * 1) Open the What's for Lunch? - Lesson Revision Analysis template in Microsoft Word.
 * 2) Working in a small group, compare the original and revised What's for Lunch? lessons. Try to determine how the five lesson improvement questions were addressed in the revised lesson.
 * 3) As a small group, report your findings to the whole group.
 * Part D: Web Site Resources for Lesson Improvement**

__Step1. Tasks__
**Part B: Resources for Tasks** Use the categories titled Engaging Task and Problem-Based Task in the Learning Activity Checklist handout to help you design a good student task for your improved lesson. . [|Intel Prloject Based Learning Unit Examples] : [|The Center for Problem-Based Learning] bie.org

**Best Practice Learning Activities** **CIESE Online Classroom Projects** The Center for Improved Engineering and Science Education sponsors and designs interdisciplinary projects that teachers can use to enhance their math and science curriculum through the use of the Internet. Projects utilize real-time data, primary sources, and archived collections available online. Collaborative and partner projects utilize the Internet's potential to reach peers and experts around the world. eMINTS is a Web site designed to support educators as they integrate technology into best teaching practices. The eThemes section has a vast collection of reviewed, age-appropriate Internet resources searchable by subject and grade level. Resources are reviewed by graduate students in the Missouri University system. This Intel Innovation Odyssey page is brimming with technology-rich project ideas for teachers of every subject, teaching style, and grade level. Microsoft’s annual Innovative Education Forum brings together teachers from around the world who have been recognized for creating and implementing outstanding learning activities. Each of these educators posts a Virtual Classroom Tour, (VCT) that outlines one of their classroom learning activities. To access these powerful learning activities, click on one of the links below, and explore the VCTs in the “VCTs” or “VCT Upload” folder found in the “Shared Documents” section of the community.
 * eMINTS - eThemes **
 * Learning With Technology: Find Ideas and Strategies for Your Classroom **
 * Microsoft Innovative Teachers: Virtual Classroom Tours**

This insightful two part article defines a //project// as "an authentic performance-assessment task in which students must apply the knowledge and skills learned in class to solve a genuine problem outside the classroom," and provides examples of projects designed for high school students. The concepts are extremely valuable for all educators and the projects can be adapted for younger and older students. This site hosts online resources for educators. It was originally funded by a project titled Schools of California Online Resources for Education (SCORE). Many resources are available in a variety of content areas. Thinkfinity consortium provides standards-based Internet content for K–12 classrooms developed by content experts. Online resources include links to panel-reviewed sites in many disciplines, professionally developed lesson plans, downloadable worksheets, student interactive content, and a powerful search engine. **The WebQuest Page** This site is designed to serve as a resource to those who are using the WebQuest model to teach with the Web, and provides links to hundreds of examples of WebQuests in all content areas.
 * Innovative Education Forum 2010-Cape Town, South Africa
 * Innovative Education Forum Brasil 2009-Teachers and Schools
 * Worldwide Innovative Teachers Forum 2008
 * Worldwide Innovative Teachers Forum 2007
 * The PBL Launch Pad: Worthwhile Projects for High School Students **
 * SCORE **
 * Thinkfinity **

__This site provides many examples of authentic, engaging problem situations that are:__
 * Real-life, "messy," ill-structured situations.
 * Complex in nature, not solved easily or formulaically.
 * Open-ended, not leading to one "right" answer.
 * You can find additional examples in the scenarios of these lessons:
 * Exploring the Explorers
 * [|The Ocean's In Trouble]
 * Should the American Colonies Be Free?
 * To examine more tasks, go to Web Based Activities on the Coaching Tools Web site within the Teaching and Learning Tools section

**Part C: The Roles of Questions**
Questions can help describe or clarify a task. These are sometimes called "essential," "framing," and/or "guiding" questions.
 * What's for Lunch? includes two such questions:
 * How healthy is your favorite fast food meal?
 * What can you learn that could help you and your teammates choose fast food that is tasty and healthy?
 * Here are more examples of questions taken from tasks:
 * What can we do to inform the town council about acid rain?
 * Which music festival will be best for our school's band to visit for their spring trip?
 * How will we maximize the seating capacity of our school's new circular theater?
 * How can the ticket lines at our local theatre be improved?
 * How do you decide if you need to include questions? Use your own judgment.
 * To help you decide, ask yourself: Will one or more question(s) help students better understand:
 * The setting, product, or audience for the task?
 * How to use the new information, knowledge, and/or skill gained during the lesson?

**Part D: Resources for Questions**
> When writing questions, think of action verbs. For example, students could: > Essential Questions: > From Now On: The Question Is the Answer @http://questioning.org/Q6/question.html > Jamie McKenzie (1997) argues that important thinking requires one of three "Prime Questions." > Foundation for Critical Thinking: Three Categories of Questions-Crucial Distinctions (Paul & Elder, 1996) >>> @http://www.uncwil.edu/cte/deskpress/classdiscuss/3catquest.htm >> This site defines three categories of questions. You are aiming for the middle one. >> If you want more information on good questions for problem-based lessons, go to Web Based Activities on the Coaching Tools Web site within the Teaching and Learning Tools section. >>
 * Make (a decision).
 * Influence (someone).
 * Recommend (a plan of action).
 * Formulate (a reasoned judgment).
 * Change (an opinion).
 * Improve (a service or system).
 * Solve (a complex problem)