A story of Teaching, Training, and Transitions. Cindy Wagner, Educator

Transcription

1 A story of Teaching, Training, and Transitions 5/14/13 Cindy Wagner, Educator } Cindy Wagner, teacher and literacy coach } BA in Elementary Education, MA in Reading Instruction, Literacy Collaborative Trained Coach } 4 th grade students at Woodland Elementary, in Alexandria, MN } 12 teachers grades 3-6 coached on literacy best practices at Woodland Elementary } 48 teachers grades 3-6 trained on literacy content and best teaching practices district-wide } Sam Wagner, Director of Advanced Manufacturing, Donnelly Custom Manufacturing 1

2 } Chapter 1. Using TWI s Job Instruction method to teach skills to students in the language arts classroom } Chapter 2. Using TWI s Job Instruction method to plan professional development for teachers } Chapter 3. Using TWI s Job Instruction method to facilitate transitions within an elementary classroom There once was a man named Sam Who untwisted a cord in his hand. Important steps and points-key, Reasons why pondered he. That very wise man named Sam. 2

3 JI 1 Prepare the Worker 2 Present the Operation 3 Try-Out Performance 4 Follow Up Minilesson: Lucy Calkins, Teachers College 1 Connection 2 Teach 3 Active Involvement 4 Link 1. PREPARE THE WORKER Put the person at ease. State the job. Find out what the person already knows. Get the person interested in learning the job. Place the person in the correct position. 1. CONNECTION Connect today s learning with what the class has been learning. Share excerpts of student work, or tell a story which will be a metaphor for the teaching point. Specifically state the teaching point. (Lucy Calkins, Teachers College) 3

4 2. TEACHING 2. PRESENT THE OPERATION Tell, show, and illustrate one IMPORTANT STEP at a time. Do it again, stressing KEY POINTS. Do it again, stating reasons for KEY POINTS. Determine the content and the text to use Determine the method to use (demonstration (90%), guided practice, explicitly telling and showing an example, inquiry) Plan the teaching Be explicit about what we want them to notice and what they ll be asked to do with what they notice (Lucy Calkins, Teachers College) 3. TRY-OUT PERFORMANCE 3. ACTIVE INVOLVEMENT Have the person do the job correct errors. Have the person explain each Important Step to you as they do the job again. Have the person explain each Key Point to you as they do the job again. Make sure the person understands. Continue until you know they know. Set children up for quick success. Find ways to scaffold the work. Tuck in more teaching points to differentiate your teaching. Give every child a chance to be actively involved, not just listening. Extrapolate for children what they are learning that will apply to their reading and writing later on. (Lucy Calkins, Teachers College) 4

5 4. FOLLOW UP Put the person on their own. Designate who the person goes to for help. Check on the person frequently. Encourage questions. Taper off extra coaching and close follow-up. 4. THE LINK Restate what the children have learned in a way that is transferable to other texts and reading/writing experiences. Add the teaching point to the class chart. Recall past related learning so children learning they are developing a repertoire of strategies and skills to choose from. (Lucy Calkins, Teachers College) Strategy Chart With Cumulative Minilesson Strategies: A Menu Of Student Options 5

6 Teaching Point with Documented Student Interactions } Woodland s Balanced Literacy Program Workshop model Individualized instruction Paradigm shift from most recent common practice Philosophy Concepts Skills Constructivist approach Whole group, small group, individual learning Extending the model district-wide 6

7 } Large number of teachers need training Need multiple training sessions Need consistency } Content is multifaceted and complex Need concrete procedures Need understandings of concepts and philosophy } Adult learners need to know why Need a reason to change Need to see the value Need to feel successful Beginning Story Mountain No. _GR-01-12/2010_ Developed by: Cindy Wagner LESSON PROTOCOL SHEET Objective: _Develop and deliver daily Guided Reading (GR) lessons Materials: Lesson Planning Sheet, GR Observation Form, Guiding Readers and Writers 3-6 by Fountas & Pinnell IMPORTANT STEPS KEY POINTS REASONS 1 (Re-)Establish Guided Reading groups 1-3 benchmark levels 4-6 readers per group Similar needs Promotes good conversation 2 Select and read passage Within background experience Topic of interest to group Give broad Genre exposure Plan for 6-7 minutes of silent reading Don t overwhelm readers yet teach at cutting edge Instill a love of reading Grow reading experience Time allocated during GR 3 Plan 20-minute lesson Use your GR Lesson Plan Worksheet 4 Introduction, vocabulary and structure 5-6 minutes Stay on schedule 5 Prepare readers for silent reading What readers should do if they finish early Reminder notes, not essays Don t distract others Keeps discussion effective 6 Listen in to 1-2 silent readers (see Job Instruction) 6-7 minutes Take notes on GR Obs. Form Stay on schedule Record of progress Discuss passage as a group; may 7 use discussion questions from GR Lesson Plan Worksheet 6-7 minutes Stay on schedule 7

8 No. _GR-02-12/2010_ Developed by: Cindy Wagner LESSON PROTOCOL SHEET Objective: _Planning a daily written Guided Reading (GR) Lesson _ Materials: Lesson Planning Sheet, GR Observation Form IMPORTANT STEPS KEY POINTS REASONS 1 Identify words and phrases that may trip up the readers 2 Identify key comprehension strategies for the group using standards, continuum, or guided reading book 3 Develop introduction to set the readers up for success Recall last section read Introduce vocabulary Introduce strategies Introduce and give readers a purpose Activate prior knowledge Fluency and understanding Read with meaning Strengthens comprehension 4 Develop discussion questions Scaffold questions Facilitate good discussion and ensure comprehension No. _GR-03-12/2010_ Developed by: Cindy Wagner LESSON PROTOCOL SHEET Objective: _Listening In on the daily Guided Reading (GR) Lesson _ Materials: GR Observation Form IMPORTANT STEPS KEY POINTS REASONS 1 Start group reading silently seconds Focus without distractions 2 Signal one reader to whisper read 3 Note miscues and fluency; pause and confer using prompting guide At end of sentence/paragraph Give praise point(s) Name and teach strategy Prompt for or reinforce strategy Don t create disfluency Reinforces good behavior Easier to transfer 4 Note comprehension; pause and confer using prompting guide At end of paragraph/page Give praise point(s) Name and teach strategy Prompt for or reinforce strategy Can refer to a section of story Reinforces reading behaviors Easier to transfer 5 Thank and tell reader to continue reading silently 6 Signal another reader to whisper read 7 Complete steps 3-5 above for second reader 8

9 No. _GR-04-12/2010_ Developed by: Cindy Wagner LESSON PROTOCOL SHEET Objective: _Facilitating discussion during the daily Guided Reading (GR) Lesson _ Materials: IMPORTANT STEPS KEY POINTS REASONS 1 Review group norms as necessary 2 Discuss to assess understanding Group conversation not test or interrogation Ask for evidence to support readers opinions Readers talking 80% of time Share enthusiasm for the text Prepares for Literacy Circles Ensure responses are grounded in text Develop conversation skills Build a love of reading 3 Occasionally, group reflection 1. Knee to knee; eye to eye: it gets your body ready to listen. 2. Set books and pencils aside; it shows you are interested. 3. Leave friendly chatter for later: it lets you get the job done. 4. Leave friendly chatter for later: it shows you are ready for the next step. 9

10 } In ½ day of teaching (3 hours), students average 16 transitions } Goal-of less than 1 minute when students are physically moving around the room } Goal of 10 seconds or less when transitioning activity from the same place 10

11 5/7/13 11

12 5/7/13 1. Knee to knee; eye to eye: it gets your body ready to listen. 2. Set books and pencils aside; it shows you are interested. 3. Leave friendly chatter for later: it lets you get the job done. 4. Leave friendly chatter for later: it shows you are ready for the next step. 12

13 } Chapter 1. Using TWI s Job Instruction method to teach skills to students in the language arts classroom } Chapter 2. Using TWI s Job Instruction method to plan professional development for teachers } 3. Chapter 3. Using TWI s Job Instruction method to facilitate transitions within an elementary classroom Therefore curlygirldesign.com 13