District 197
PL TEAM DESIGN PLAN
Who we design for...
EMPATHIZE
@edelements.com
Patrick McCormick
Science / 8th & 7th
@edelements.com
The Sweet Science PL Model
OCT 2017
Briefly describe this model: Students begin as a whole group with daily announcements and check-ins OR a writing warm-up geared toward today’s activities. Students move through 2 stations with purposeful groups. Independent students will work through a student playlist to complete a formative assessment. Collaborators work with a hands-on experience followed by a check for understanding. Class ends with a closing reflection.
Whole Group Opening
Collaborative Work
Independent Work
Lab / Hands On
Writing Warm-Up
Student Playlist
Check for Understanding
Formative Assessment
Closing/Reflection
Reflection
@edelements.com
I will try
Student Ownership and Reflection
Ongoing student reflection creates ownership
Data Driven Decisions
Frequent data collections informs instructional groupings
Personalize learning. Inspire creativity and curiosity. Empower all.
How might we school team themes:
Personalized Learning Actions
Foundations
I will try
I will try
I will try
My Core 4 Focus Area(s) (may be tied to Personal Growth Goal):
I would like to focus on creating flexible content in science.
How can PL support school priorities?
PL will support our building focus on reading by incorporating strategies around AVID, CITW, and collaboration.
I am already doing:
I am already doing:
I am already doing:
I am already doing:
Flexible Content
Materials allow for differentiated path, pace, and task
Targeted Instruction
Aligned to student needs and learning goals
@edelements.com
Current State
What’s worked? | What hasn’t? |
Using mini-lessons to reflect, reteach or root a lesson. Providing more student choice Flexible seating Rotations increasing engagement | At first, timing… Implementing large (time or complexity) tasks during rotations |
Future State
Where do you want to be by May with your PL implementation? | What are 1-2 next steps you can take to move toward your future state? |
Continuing to periodically implement rotations (at least 1 per unit) Using more data for decisions Maybe trying a larger playlist with self-pacing? | Start using +Requirements for students to move through modules in Canvas. Figure out how to monitor self-paced units |
Name: Patrick McCormick
@edelements.com
COMMITMENTS FOR 2018-2019:
Refer back to your “Future State” and set commitments for how you will INNOVATE on your model for next school year.
Create a self-paced review unit for the year. Students will be given time each week to review science concepts from the past at their own pace. I would like to use a Google Form to post a chart of student progress through each concept.
Highlights :
Challenges:
Write 1-2 highlights you’ve had this year in your PL implementation.
I was able to successfully employ personalized learning strategies to help students make connections between content and their lives.
Write 1-2 challenges you’ve had this year in your PL implementation.
One of the biggest challenges was starting this after the school year had begun. However, this also ended up being beneficial because it was all for experimentation.
Name: Patrick McCormick
HOW CAN MY DISTRICT SUPPORT?
HOW CAN MY PRINCIPAL SUPPORT?
HOW CAN EE SUPPORT?
One thing I would tell the next round of teachers:
Write one piece of advice you would share with teachers new to PL training.
PL Training provides the support to finally make your teaching goals a reality. It is a refreshing support where all of the other peers in the room are genuinely interested in improving their teaching.
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Angie Lewis
Math / Grade 5
@edelements.com
5th Grade Math Lessons
OCT 2017
Begin with whole group instruction. Focus on the content all students need to hear.
Separate into two groups switching after 10-15 minutes: Digital (Teacher can pull out small group from this station) and Collaborative: Split into groups of 2-3 students within this station. Could have groups working on different things (Enrich or Reteach Wks). *Could watch lesson videos, work on vocabulary, or work together on new content*
Do a check for understanding.
End with independent work (homework). Teacher can check in based on the check for understanding.
Whole Group Direct Instruction
15 minutes
Independent Work
Collaborative Work
Check for Understanding
Create small groups
10-15 minutes
Targeted Small Group Pull-Out
OR
10-15 minutes
Digital Content
5 minutes
10 minutes
Canvas, IXL, or HMH Player
@edelements.com
I will try
Student Ownership and Reflection
Ongoing student reflection creates ownership
Data Driven Decisions
Frequent data collections informs instructional groupings
Personalize learning. Inspire creativity and curiosity. Empower all.
Personalized Learning Actions
Foundations
I will try
I will try
I will try
My Core 4 Focus Area(s) (may be tied to Personal Growth Goal):
I am already doing:
I am already doing:
I am already doing:
I am already doing:
Flexible Content
Materials allow for differentiated path, pace, and task
Targeted Instruction
Aligned to student needs and learning goals
How might we school team themes:
How can PL support school priorities?
PL will support our building focus on reading by incorporating strategies around AVID, CITW, and collaboration.
@edelements.com
Current State
What’s worked? | What hasn’t? |
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Future State
Where do you want to be by May with your PL implementation? | What are 1-2 next steps you can take to move toward your future state? |
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Name: Angie Lewis
@edelements.com
COMMITMENTS FOR 2018-2019:
What really hit me today was that although there is less direct instruction, the students are pretty much all doing the same thing. I want to try to incorporate more student choice into the activities. I also want to make sure activities within stations, playlists, or learning menus are differentiated.
Highlights :
Challenges:
Name: Angie Lewis
HOW CAN MY DISTRICT SUPPORT?
HOW CAN MY PRINCIPAL SUPPORT?
HOW CAN EE SUPPORT?
One thing I would tell the next round of teachers:
Allow time to collaborate and meet with other PL teachers to get ideas and suggestions |
Allow time to collaborate with Dana or observe teachers in our subject area who are also doing PL |
I’m not sure |
Jodie Darwitz & Jordan Wilmeth
Math / Grade 6
@edelements.com
OCT 2017
Briefly describe this model: Whole group warm up, bell-ringer, read objective, etc. Group A spends about 20 min. with digital content. Group B- half start doing collaborative work, or exploring a concept or creating something to demonstrate understanding, half start with targeted instruction. Flip places after 10 minutes. After 20 minutes, Group A and Group B switch. Check for understanding at the end (Summarize notes, exit ticket, discussion. etc.).
Whole Group Opening
Digital Content
Collaborative Work
Targeted Small Group Pull-Out
Check for Understanding
Group A (20 minutes)
Group B (20 minutes total...10 minutes at each)
5-10 minutes
Explore Station
5-10 minutes
Creation Station
@edelements.com
I will try
Student Ownership and Reflection
Ongoing student reflection creates ownership
Data Driven Decisions
Frequent data collections informs instructional groupings
Personalize learning. Inspire creativity and curiosity. Empower all.
Personalized Learning Actions
Foundations
I will try
I will try
I will try
My Core 4 Focus Area(s) (may be tied to Personal Growth Goal):
Targeted Instruction
I am already doing:
homework
I am already doing:
I am already doing:
I am already doing:
Flexible Content
Materials allow for differentiated path, pace, and task
Targeted Instruction
Aligned to student needs and learning goals
How might we school team themes:
How can PL support school priorities?
PL will support our building focus on reading by incorporating strategies around AVID, CITW, and collaboration.
@edelements.com
Current State
What’s worked? | What hasn’t? |
Student engagement is high when the stations include hands on opportunities. I have adapted my “teacher led” stations to allow me to start the group and check in, but not have to guide the whole station the entire time. This has freed me up to give feedback to other groups. Additionally I don’t feel as exhausted by the end of the day. | Students have been a bit bored with some of the curriculum pieces. I need to add in more hands on activities or activities that allow for choice along with the online math curriculum. Student materials get in the way at times when we are moving throughout the room. Having a spot for students to put their giant binders during station time would be helpful. |
Future State
Where do you want to be by May with your PL implementation? | What are 1-2 next steps you can take to move toward your future state? |
I would like to try a playlist and also put together another mastery path for students. | Create a playlist to provide differentiated options. |
Name: Jodie Darwitz
@edelements.com
Current State
What’s worked? | What hasn’t? |
Station rotations (kind of), with two 10 minute groups that swap with each other and a third/20-minute group. | With students setting goals before the unit...some set goals about test scores and then we didn’t take the unit test. Some set IXL goals during a unit in which we didn’t spend much time on IXL. |
Future State
Where do you want to be by May with your PL implementation? | What are 1-2 next steps you can take to move toward your future state? |
I want to have the goal setting be a more meaningful experience and make sure I give them time to reflect. I want to set more clear expectations with stations. | Anticipate which goals could be used for a given unit (IXL, test score, HMH). Clearer expectations prior to stations. More consistent use of data to make decisions |
Name: Jordan Wilmeth
@edelements.com
COMMITMENTS FOR 2018-2019:
Refer back to your “Future State” and set commitments for how you will INNOVATE on your model for next school year.
I need to be more flexible in my planning and use what the data is telling me. Additionally I want to work on providing more flexibility with the content.
In my classroom I have great seating options, but we didn’t start the year with them. I need to have students work together to develop clear expectations for the seating.
Highlights :
Challenges:
Write 1-2 highlights you’ve had this year in your PL implementation.
Solving the problem of being exhausted after delivering small group instruction 12 times per day. I have been able to free myself up a bit by providing bits of instruction in the small group and time for kids to complete work, which frees me up to check in with other groups.
The ideas shared within the group have been inspiring.
Write 1-2 challenges you’ve had this year in your PL implementation.
When I have tried playlists, I have overplanned. Student pacing on the must dos has presented a challenge. Some students have a lot of time for the may dos and some don’t have any time.
Learning a new curriculum along with PL was a bit overwhelming at times. Now that I have a better grasp on the Go Math resources I feel like I can move forward more confidently.
Name: Jodie Darwitz
HOW CAN MY DISTRICT SUPPORT?
HOW CAN MY PRINCIPAL SUPPORT?
HOW CAN EE SUPPORT?
One thing I would tell the next round of teachers:
Write one piece of advice you would share with teachers new to PL training.
Your colleagues are your best resources! Adapt what other people have already created to make it work for you instead of starting from scratch.
Continue to provide opportunities to collaborate with others who are on the PL journey. |
Provide feedback after walk throughs and offer questions to help me reflect on possibilities. |
Hold me accountable to my commitments and offer resources to help me move forward. |
COMMITMENTS FOR 2018-2019:
Refer back to your “Future State” and set commitments for how you will INNOVATE on your model for next school year.
I definitely need to keep focusing on two things that I mentioned back in “Future State”: making goal-setting a more regular and meaningful (reflective) experience, and using data to group students and determine their paths.
I am interested in the possibility of trying a self-paced classroom for at least one of my courses next year (videos, self-check of practice problems)
Highlights :
Challenges:
Write 1-2 highlights you’ve had this year in your PL implementation.
I have appreciated having time (5 days!) set aside to think, reflect, set goals, and converse with others.
It took pressure off to know I could fail forward. Try something, learn from it, make changes, etc.
Trying stations and playlists more often.
Write 1-2 challenges you’ve had this year in your PL implementation.
Time management/pacing.
I didn’t use data very often to group students. Mostly groups were random.
Name: Jordan Wilmeth
HOW CAN MY DISTRICT SUPPORT?
HOW CAN MY PRINCIPAL SUPPORT?
HOW CAN EE SUPPORT?
One thing I would tell the next round of teachers:
Write one piece of advice you would share with teachers new to PL training.
Don’t try to do it all at once...choose one or two things at a time to focus on, and be willing to try and fail.
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Have a meeting(s) with the PL group next year to see how things are going, remind us to reflect and try new things, etc. |
Send out a check-in email(s) next year to remind us to reflect, view this slideshow again, etc. |
Kara Laird & Shawn Robinson
Language Arts / 6th & 7th
@edelements.com
Teacher PL Model
OCT 2017
Grade/Subject: 6th & 7th Language Arts
Time: Approximately 60 minutes
Model Type: Flex Playlist
Model Summary: Teacher introduces the learning targets and the plan of the day. Students then spend 40 minutes in class on an activity of their choice as it relates to Read Like a Warrior (independent reading, goals, tracking, etc). Targeted small group pull-out is added to the model as necessary (after reviewing student data, when requested by groups of students, etc.
Targeted Small Group Pull-out
(teacher troubleshoots with students, assists with reflection, goal setting, etc.
Whole Group Opening
Independent Reflection
Students reflect independently on their reading goals
Peer to Peer Reflection
(students discuss goals/progress and answer reflection questions with 1 classmate
Whole Group Closing
Student Playlist
Students select their activity for the day based on where they are with their independent reading goals, progress, tracking, summaries, etc. They can choose to work peer to peer on reflections/goal setting, independent work for reading/tracking/reflection, or in collaborative groups.
5-10 min.
2-3 min.
40 min.
@edelements.com
I will try
Student Ownership and Reflection
Ongoing student reflection creates ownership
Data Driven Decisions
Frequent data collections informs instructional groupings
Personalize learning. Inspire creativity and curiosity. Empower all.
Personalized Learning Actions
Foundations
I will try
I will try
- Book tracker/chart that documents the total number of books read by each class. This chart will be visible to all classes, but will allow for anonymity.
- Engage intentional non learners by turning group tracking into a game/competition.
I will try
My Core 4 Focus Area(s) (may be tied to Personal Growth Goal):
I am already doing:
I am already doing:
I am already doing:
I am already doing:
Flexible Content
Materials allow for differentiated path, pace, and task
Targeted Instruction
Aligned to student needs and learning goals
How might we school team themes:
How can PL support school priorities?
PL will support our building focus on reading by incorporating strategies around AVID, CITW, and collaboration.
@edelements.com
Current State
What’s worked? | What hasn’t? |
Students have had a positive response. Students are engaged and enjoy things like rotations, etc. Once I have created/setup the materials, things to move along rapidly. | Some of the different playlists or choices are not created equal in terms of effort and timing. |
Future State
Where do you want to be by May with your PL implementation? | What are 1-2 next steps you can take to move toward your future state? |
I want this to be routine and requested by students by May. | Go over materials and add more choices for playlists. |
Name: Shawn
@edelements.com
COMMITMENTS FOR 2018-2019:
Refer back to your “Future State” and set commitments for how you will INNOVATE on your model for next school year.
Many of the PL practices are routine in my class. Somethings have been dropped or modified so much that they are unrecognizable.
Highlights :
Challenges:
Write 1-2 highlights you’ve had this year in your PL implementation.
Write 1-2 challenges you’ve had this year in your PL implementation.
-Keeping track of all of the different “stuff”.
-Feeling overwhelmed be possible options and variations of PL.
Name: Shawn
HOW CAN MY DISTRICT SUPPORT?
HOW CAN MY PRINCIPAL SUPPORT?
HOW CAN EE SUPPORT?
One thing I would tell the next round of teachers:
Write one piece of advice you would share with teachers new to PL training.
Many of the things you are currently doing probably are PL. It is not a complete change or overhaul to your classroom. It is just a different way of looking at things and delivering instruction/choices to your students.
Have resources, time, and encourage a culture of “failing forward” for teachers that are innovators rather than “entrepreneurs.” |
Continue to encourage taking risks and trying new things. |
Resources, resources, resources. |
Current State
What’s worked? | What hasn’t? |
Using personalized mastery paths worked really well for a pre-reading activity. Students were engaged, and said they liked that it was designed to their background knowledge. I was impressed that they used time in class to complete tasks independently. This unit I had the least amount of missing assignments. Rotations worked well and students said the time restraint made them focus and not socialize. | I tried doing a playlist where students had certain tasks to complete and ones they could choose. They had a really hard time completing tasks and managing time. I was surprised because they did very well with the mastery paths, where they went at their own pace, but had a set due date. |
Future State
Where do you want to be by May with your PL implementation? | What are 1-2 next steps you can take to move toward your future state? |
I want to have PL ideas planned for the fall. I also want to incorporate targeted small group work in rotations, and/or lecture as a rotation. | I can try incorporating targeted instruction as a rotation. I can bring back components of PBL and mix it with PL. |
Name: Kara
@edelements.com
COMMITMENTS FOR 2018-2019:
Refer back to your “Future State” and set commitments for how you will INNOVATE on your model for next school year.
Next year, I would like to revamp some of my units to reflect more of a PBL (project-based learning) approach with student choice and self-pacing. I am already thinking of ideas for the first unit of the year and how I could incorporate more student choice, so they are engaged and have more responsibility in their learning (i.e. choice in short stories, self-pacing on end project, etc.).
Highlights :
Challenges:
Write 1-2 highlights you’ve had this year in your PL implementation.
Highlights I’ve had this year during my PL implementation include just being able to try out ideas and rolling with the punches. I really wanted to try Mastery Paths and I was able to. Even though I was nervous it would completely bomb, it turned out very well AND the students reported feeling more engaged and that it helped them learn how to manage their time better (I gave a survey after our second MP.)
Write 1-2 challenges you’ve had this year in your PL implementation.
A challenge I faced this year was working self-control over things in my classroom, and recognizing I need to let that go in order to try PL things. I also struggled with rotations and felt it isn’t a good PL model for 6th graders. As much as I want time to work with students 1-on-1, I felt I needed to float to make sure students were on task/knew what to do, etc.; but then when I did float, I felt disconnected.
Name: Kara
HOW CAN MY DISTRICT SUPPORT?
HOW CAN MY PRINCIPAL SUPPORT?
HOW CAN EE SUPPORT?
One thing I would tell the next round of teachers:
Write one piece of advice you would share with teachers new to PL training.
The biggest thing to remember is that you need to think of this time as an experiment.
Use your classroom as a place to try out new ideas, but do not expect that everything will go 100% the first time around. If things don’t go according to plan, review, revise, and try again. Figure out why it didn’t go well and adapt so it will go better the next time you try it. Don’t throw out an idea just because it didn’t work one time.
Continue technology support |
Continue to provide a reading coach to work with 1-on-1, and reflection |
Continue to provide examples of what other teachers are doing |
Patrick Hibbard
Dig Cit-Comm / 5,6,7
@edelements.com
5 - 6 Digital Citizenship
OCT 2017
Briefly describe this model: This personalized learning model is valuable to give each of my students’ a challenging and focused assignment while meeting the digital citizenship standards. First, I will meet with the whole group. This meeting gives us an opportunity to review our focus for the day. Second, the students will choose their choice of digital content assignment. Lastly, they will work independently as they are completing the module. I will check in with the students independently and as mini groups using tools such as Canvas to determine areas of need. In conclusion, this model meets the diverse needs of my students and creates in incentive for them to use the majority of class time wisely.
Student Reflection or Check for Understanding
Examples: Stoplight, Thumbs up/middle/down, Emojis, Online Poll or Exit Ticket
Check for Understanding
Whole Group Hook
10 mins
Check for Understanding
Check in During Class
Independent Work
Digital Content
Creation
Check for Understanding
Small Group Check-In
Check for Understanding
Choice Based Digital Content Assignment
Check in as needed
Independent Work
Creation
Targeted Small Group Pull-Out
@edelements.com
I will try
Student Ownership and Reflection
Ongoing student reflection creates ownership
Data Driven Decisions
Frequent data collections informs instructional groupings
Personalize learning. Inspire creativity and curiosity. Empower all.
Personalized Learning Actions
Foundations
I will try
I will try
I will try
My Core 4 Focus Area(s) (may be tied to Personal Growth Goal): Targeted Instruction - My personal growth goal identifies the use and mastery of the 12 powerful words commonly used on the MCA test.
I am already doing:
I am already doing:
I am already doing:
I am already doing:
Flexible Content
Materials allow for differentiated path, pace, and task
Targeted Instruction
Aligned to student needs and learning goals
How might we school team themes:
How can PL support school priorities?
PL will support our building focus on reading by incorporating strategies around AVID, CITW, and collaboration.
@edelements.com
Current State
What’s worked? | What hasn’t? |
My students are engaged with the playlist (work at your own place) module process. I’ve found that my lower achieving students are more motivated to complete the work and my higher achieving students are motivated to move onto the extention activities. | There have been some options for clarity with the students. I’d like to build in more deliberate learning steps, such as a plagiarism lesson in a research unit. |
Future State
Where do you want to be by May with your PL implementation? | What are 1-2 next steps you can take to move toward your future state? |
I want to have a clear plan of what I will work on over the summer in my planning for my courses. | Put together my modules and units for the students. |
Name: Patrick Hibbard
@edelements.com
COMMITMENTS FOR 2018-2019:
Refer back to your “Future State” and set commitments for how you will INNOVATE on your model for next school year. I will be on the look for innovative lessons that will prove to be useful in my content areas for next year.
Highlights :
Challenges:
Write 1-2 highlights you’ve had this year in your PL implementation.
Write 1-2 challenges you’ve had this year in your PL implementation.
Name:
HOW CAN MY DISTRICT SUPPORT?
HOW CAN MY PRINCIPAL SUPPORT?
HOW CAN EE SUPPORT?
One thing I would tell the next round of teachers:
Write one piece of advice you would share with teachers new to PL training. Doing PL work is worth the risk. It will invigorate your lessons and create a greater level of learning amongst your students.
Use more time on development days to foster learning. |
Keep an open mind about chances which are being taken in the class. |
Update resource opportunities which may be used in the classroom. |
Design Trends
33
Friendly Hills Instructional Models
Total Secondary | 10 | 0 | 7 |
Friendly Hills | 4 | | 3 |
Teachers | Patrick McCormick Angie Lewis Jodie Darwitz Jordan Wilmeth | | Patrick McCormick Kara Laird Shawn Robinson |
Playlist
Station
Rotation
Flipped
34
Friendly Hills Core Four Focus Areas
Total Secondary | 4 | 6 | 8 | 4 |
Friendly Hills | 2 | 4 | 2 | 2 |
Teachers | Patrick M. Angie Lewis | Angie Lewis Jodie Darwitz Jordan Wilmeth Patrick Hibbard | Kara Laird Shawn Robinson | Kara Laird Shawn Robinson |
Student Ownership and Reflection
Data Driven Decisions
Flexible Content
Targeted Instruction
35
SUMMARY: Teachers want to implement a mix of station rotation and playlist models. Teachers indicated they are already incorporating some forms of small-group instruction with intentional groupings, as well as digital content and tools that are adaptive and/or allow for individual pacing. Teachers have a wide variety of focus areas, but tend to center on increasing differentiation within stations and maximizing the use of the digital tools to provide more individualized sets of activities for students.
Already doing:
Want to try:
Targeted Instruction
Flexible Content and Tools
Targeted Instruction
Flexible Content and Tools
Friendly Hills Design Workbook Summary
CORE FOUR FOCUS AREA: �Flexible Content and Tools and Targeted Instruction
Appendix
Small Group Instruction
Whole Group Opening
Creation Station
Explore Station
Maker Station
Whole Group Closing
Digital Content
Digital Tools
Independent Work
Collaborative Work
Peer to Peer
Reflection
Peer to Peer Feedback
Readers’ Workshop
Writers’
Workshop
Formative Assessment
Check for Understanding
tbd
tbd
tbd
Targeted Small Group Pull-Out
Whole Group Opening
Collaborative Work
Independent Work
Digital Content
Check for Understanding
Student Choice
Writing Assignment
Peer-to-Peer Learning
Closing
Formative Assessment
Creation Station
Flex Day
Genius Hour
Writing Warm-Up
Lab / Hands On
Creation Station
Student Playlist
1:1 Support