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Phoenix

Design Team Meeting

February 8th, 2022

#6

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TODAY’S AGENDA

Icebreaker

Explore & Build

Backward Design

Teacher Share

Data Dive

Closing

Madlibs: Teachers Rule Edition!

Review MOY Data with Compass Points

Planning Authentic Assessments for Semester 2

Creating Purposeful Learning

Survey & Next Steps

Classroom Highlights

Don’t forget to check out the parking lot!

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January’s Next Steps

Data update from learning walks
Continue with 1:1 meetings
Focus on implementing your PPs in your classroom
Find entry points for authentic student work
Continue adding to artifacts portfolio

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Norms

Step Up/Step Down

Be Fully Present and Prepared

Assume Positive Intentions

Keep Each Other in the Risk Zones

Trust the Process

Have a Growth Mindset

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Data Dive

MOY Learning Walks with Compass Points

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1H: Students are collaborating.

2B: Students have choice in their learning

2C: Student goal setting is part of the learning process

3A: Small group instruction is differentiated based on students' needs

4A: Students are engaged in tasks that require higher order thinking skills

4E: Teacher provides students with a clear vision of mastery

Link to all Priority Practices

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BOY

MOY

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COMPASS POINTS

What data points EXCITE you about Phoenix’s BPL implementation?

E

W

What do you find WORRISOME about the MOY data or our BPL implementation thus far?

N

What else do you NEED to know or find out about the MOY data?

S

What is your current STANCE on the MOY data and how it reflects or drives our BPL journey?

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Icebreaker

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Step 1:

Fill in the blanks without previewing the story.

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Step 2:

Read the story with your vocabulary. Let’s see who has the funniest one!

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Jamboard

Digital Version

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Backward Design

Creating Purposeful Learning

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4E: Teacher provides students with a clear vision of mastery.

Teacher provides students with a process to achieve mastery with checkpoints along the way
Teacher creates and shares exemplars
Teacher uses strategic modeling to walk students through learning
Teacher translates standards to student friendly language
Students can articulate standards in key standards and skills with “I can” statements
Students can describe a process or path to achieve mastery

Click on me to review the rubric for this priority practice.

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In order to support our students along their path to achieving mastery, we must first identify the “big picture” and then plan our units, daily lessons, and assessments.

If we don’t know where we are going, our students won’t either.

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We can do this with BACKWARD DESIGN.

What is the targeted learning goal, concept to master, or skill to own?
How can we authentically assess our students to measure their mastery?
How will I plan my daily lessons?

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Take a moment to reflect on your practice.

Over the first semester, were you able to design learning opportunities with the end in mind, or did you find yourself planning tomorrow’s lesson today?

What obstacles did you face over the first semester?

What is your vision or big learning goals for your students this semester?

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Explore & Build

Planning Authentic Assessments for Semester 2

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Explore
Read	Overview of Understanding by Design
Read	Performance Tasks and Meaningful Learning
Read	GRASPS Assessment Tool
Read	1st Grade Math Example
Watch	Backward Design Introduction
Watch	Educating for Authentic Performance (webinar ~60 mins)
Watch	Measuring What Matters (webinar ~30 mins)

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Build
Unit Planning	Backward Design Template
Assessment Planning	Performance Task Jamboard

Use this time to plan an upcoming unit or assessment with the END IN MIND.

Collaborate with a friend or the BPL team to design with our STUDENTS IN MIND!

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Teacher Share

What is the BEST thing that has happened so far this semester in your classroom?

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Teacher Artifact Portfolio

Purpose: Use this portfolio to keep track of your Blended Personalized Learning journey. This portfolio will document your progress and be a record of your professional growth. It will also be a springboard of ideas that you could share with your colleagues or a starting point to make instructional changes for the next school year.
Directions: Insert classroom photos, activity screenshots, data tracking sheets, edtech tools, student work, assessments, online resources, educational articles, etc. Write a short caption to explain how this artifact aligns to the Priority Practice in order to reflect on your BPL journey. You can also connect artifacts to the McRel rubric so that you can use this portfolio with your BPL coaches as well as your site leadership.

Reminder

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Next Steps

Continue with 1:1 meetings
Focus on Differentiation through Backward Design
Focus on implementing your PPs in your classroom
Find entry points for authentic student work
Continue adding to artifacts portfolio

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Resources

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THANKS!

Please, fill out the survey.

CREDITS: This presentation template was created by Slidesgo, including icons from Flaticon, and infographics & images by Freepik:

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Implementation Pathways

At the end of each semester, we take time to add resources and artifacts to our Phoenix Implementation Pathways. We started this work in May 2021, and you can see what teachers have contributed before you.

Directions:

Click on this link.
Review the rows that are highlighted in blue. These are our chosen priority practices for 2021-2022.
Reflect on your chosen PPs and what you have been doing in your classroom.
Select artifacts, academic articles, or other resources to add to the pathway. You can also add these to your personal Teacher Artifact Portfolio.

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Our Chosen Priority Practices for the 2021-2020 School Year

1H Students are collaborating

2B Students have choice in their learning

2C Student goal setting is part of the learning process

3A Small group instruction is differentiated based on students' needs

4A Students are engaged in tasks that require higher order thinking skills

4E Teacher provides students with a clear vision of mastery

Priority Practice Look Fors

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Let’s Share!

Goal Setting

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Build!

Link to playlist templates

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Authentic

Student Work

Click Here

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Break!

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Listenwise

Listening to boost literacy and

academic conversations

Library of listening activities, podcasts, and comprehension assessments for ELA, Social Studies, and Science
Designed for equitable learning with built-in language supports
Aligned to standards with embedded, auto-scored quizzes
All activities have transcripts so that students can read along
Log in and try it out!

Code: essential-ox-4453

*2-12 paid subscription

Instructions for signing up

Share Out

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Screencastify

Clone Yourself with Screencastify

Get the Chrome Extension

50 Ways to Use Screencastify

How:

Screencast (record) yourself and your screen to post in Canvas.

Why:

Be in multiple places at the same time giving direct instruction exactly when students need it via video.
Provide students with a way to go back through your instruction for clarity as needed.

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Notes

Agenda

Norms

Two Truths and a Lie #2

What did you try from last week (Share-out)

How did Listenwise go?

Tech tool Averages

Break

2B: Student Choice Discussion/Playlist

Survey/Close

PP Field Guide: 2B Choice (Must Do)

Article: Can Student Choice Promote Agency

Article: 5 Tips For Getting Started With Student Choice

Article: Student Agency For Powerful Learning

Playlist Building 101

Choice Board, Playlists, Pathways, Oh My!

Using Playlist to Personalize Learning

https://www.menti.com/n842whhqf2

Vote here

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Student Pathways

High School Example

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Major Courses

Completed

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DOK 3: How did your decade influence another? Give your reasoning

DOK 4: How was your decade critical to what America what it is today (economically or culturally)? Give specific reasoning and evidence.

DOK Resources

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BREAK TIME

5

min.

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Messaging

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Learning Walk Highlights

1E & 1F

Student Interactions (with each other and teachers) were respectful affirming and productive

1B

Student behavior is appropriate to the task

4B

Students use structures to process their thinking

1A

Tasks were supported by clear instructions

4A

Students engaged in tasks that require higher order thinking skills

Advance at 3:10

1A: Snapping fingers, touching your knees, transitions were good which reflects clear instructions, students able to login independently, students moved throughout the classrooms transitioning with a good understanding of classroom norms

1B: Students independently working, students on different tasks or subjects would support one another,

1E & 1F: Rich discussions with partners, teacher prompting students to think about the prompt that they were given (context around the questions), modeling partner sharing, teacher checking in on student progress

4A: Students working on a coding Python program, teacher prompting students to think on their own prior to consulting the teacher,

4B: Brain dump (after identifying similarities and differences), sharing process and thinking between table groups, utilizing Nearpod

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It’s the fourth Month of Design Team. Focus on your what you want your class to look like.

Desired State

Word Cloud

Results

what your class will look like and students will have accomplished once your change is complete

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BPL Newsletter

Check out our own Heidi Valenzuela!

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NearPod Contest

Information Document

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