Improving Instructional Practice
Sensible Swaps
Woodburn School District
January 2020
SIGNAL WORD: Small Changes + Continuous Improvement!
OBJECTIVES FOR THE DAY
Considering the Journey
Phase One: Projection Maps, Walkthroughs with Projection Maps, Team Dynamics/Norms, Roles, Agenda
Phase Two: Unit Maps, Walkthroughs with Unit Maps, Summative Assessments
Phase Three: Full Cycles, Walkthroughs with Full Cycles, Formative Assessments
Phase Four: Continuous Improvement, Formal Strategy Revision/Removal, Assessment Revision based on field results
Turn & Talk: What is School Improvement?
An Emotional Journey
Lean into Discomfort
Danger Zone
Growth Zone
Comfort Zone
This sounds helpful, but how???
Time for a Sort:
Strategies, Practices, Resources
Using the items in the envelope, sort them into the three piles
Applying our Thinking
Every Day:
When Needed:
Practices!
Strategies & Resources
Time for a Sort:
Strategies, Practices, Resources
Using the items in the envelope, sort them into the three piles
School Work Time
If you were going to create a site-specific sort, what strategies, practices and resources would you want to include?
Be sure to consider:
Take a break!
Pause for Reflection
What could we..
Do more of?
Less of?
Differently?
What would you like to see gone forever?
Which lens are you wearing?
What are we looking for?
Implementation?
Quality of work?
Feedback?
Drop-in vs. Formal?
Learning Walk?
Remember… As We Think About Walkthroughs-
the Variety of Purposes
Crucial Conversations
“In the best companies, everyone holds everyone else accountable - regardless of level or position. �The path to high productivity passes �not through a static system, �but through face-to-face conversations at all levels.”
– “What’s a Crucial Conversation” Ch. 1, Page 11
If we agree on these key elements, why don’t we actually do them?
A Hint...Step 1: Unit Maps
The Plan... Before Reality!
RI.2 Identify the main topic and retell key details of a text. | Effective readers use a variety of strategies to make sense of key ideas and details presented in text. | What do good readers do? Am I clear about what I just read? How do I know? | main idea topic retell key detail important vs. interesting text | I can define main idea/topic (who or what the text is mostly about).(K) I can identify the main idea or topic of a text.(S) I can retell the key details of a text in sequence (e.g., who, what, where, when, why, and how).(S) | -Pre assessment occurred in unit 1 (using water cycle text and DRA retell rubric lines only Response sheet graphic organizer (PM) -Recycling text using DRA retell rubric lines only | ELA Adoption Unit 2: Lessons 1,2, consolidate lessons 3 & 4, teach 5,6,9 and leave four days for lesson 11 (it’s the heart!!!). Skip lessons 7,8,10 *Anchor chart (Think bubbles re: who, what, where, when, why) *CCD for main idea, retell, key detail *Relate to our writing and bridge the connection to reading (check writing to sources from adoption to strengthen link) *Model thinking aloud after using pictorial input (create w/ composting process text) *Turn and tell for practice with shared texts *Response in reading journals/sticky notes. *Response sheets-story mapping-graphic organizer. (with GRR model, shared, table groups, partners, solo, and second solo will be progress monitor). *Review other comprehension strategies and also referring to their strategy cards. |
The Plan... Before Reality!
RI.2 Identify the main topic and retell key details of a text. | Effective readers use a variety of strategies to make sense of key ideas and details presented in text. | What do good readers do? Am I clear about what I just read? How do I know? | main idea topic retell key detail important vs. interesting text | I can define main idea/topic (who or what the text is mostly about).(K) I can identify the main idea or topic of a text.(S) I can retell the key details of a text in sequence (e.g., who, what, where, when, why, and how).(S) | -Pre assessment occurred in unit 1 (using water cycle text and DRA retell rubric lines only Response sheet graphic organizer (PM) -Recycling text using DRA retell rubric lines only | ELA Adoption Unit 2: Lessons 1,2, consolidate lessons 3 & 4, teach 5,6,9 and leave four days for lesson 11 (it’s the heart!!!). Skip lessons 7,8,10 *Anchor chart (Think bubbles re: who, what, where, when, why) *CCD for main idea, retell, key detail *Relate to our writing and bridge the connection to reading (check writing to sources from adoption to strengthen link) *Model thinking aloud after using pictorial input (create w/ composting process text) *Turn and tell for practice with shared texts *Response in reading journals/sticky notes. *Response sheets-story mapping-graphic organizer. (with GRR model, shared, table groups, partners, solo, and second solo will be progress monitor). *Review other comprehension strategies and also referring to their strategy cards. |
Brainstorm: What happens that is...
Not planned for? On the fly?
For a fun break? For filler?
Tiptoeing at its Finest
What 2 things could we reduce or remove to better serve students? (while keeping ourselves sane!)
Backwards Mapping = Opportunity
Reflection as you go and when the unit is complete!
Considering the Journey
Phase One: Projection Maps, Walkthroughs with Projection Maps, Team Dynamics/Norms, Roles, Agenda
Phase Two: Unit Maps, Walkthroughs with Unit Maps, Summative Assessments
Phase Three: Full Cycles, Walkthroughs with Full Cycles, Formative Assessments
Phase Four: Continuous Improvement, Formal Strategy Revision/Removal, Assessment Revision based on field results
Implementation Planning
Considering that Walkthroughs show up in a variety of places in this work, what are teams ready for now?
A Few Reminders
Thank You
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