From Chaos to Calm:
A Systematic Approach
PRESENTED BY
About Us...
Missi Thurman Andrea Sande Ali Hurd Meagan Kimball
OBJECTIVES FOR THE DAY
A Pep Talk...
Vision | + | Skills | + | Incentive | + | Resources | + | Action Plan | = | Change |
Managing Complex Change
Adapted from Designs for Change, Kathy Norwood & Mary Ann Burke
Vision | + | | + | Incentive | + | Resources | + | Action Plan | = | Anxiety |
Vision | + | Skills | + | | + | Resources | + | Action Plan | = | Resistance |
Vision | + | Skills | + | Incentive | + | | + | Action Plan | = | Frustration |
Vision | + | Skills | + | Incentive | + | Resources | + | | = | False Starts |
| + | Skills | + | Incentive | + | Resources | + | Action Plan | = | Confusion |
Instructional Options
In Person/Synchronous Online
Asynchronous Online
Live experience
Whole class
Small group
One-on-One
Pre-recorded
Independent
Web-based support
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Food for Thought
Focus on the depth of instruction, not on the pace… Avoid the temptation to rush to cover all of the ‘gaps’ in learning from the last school year. The pace required to cover all of this content will mean rushing ahead of many students, leaving them abandoned and discouraged. It will also feed students a steady diet of curricular junk food: shallow engagement with the content, low standards for understanding, and low cognitive demand—all bad learning habits to acquire. Moreover, at a time when social emotional well being, agency, and engagement are more important than ever, instructional haste may eclipse the patient work of building academic character and motivation.
-Council of the Great City Schools, Addressing Unfinished Learning After COVID-19 School Closures (CGCS, 2020)
Conceptual Considerations
Priority Standards
Your focus for the year will be on priority standards!
If you do not already have priority standards identified, consider using the recommendations from Achieve the Core 2020-21 Priority Instructional Content in ELA Literacy and Mathematics
Priority Standards Missed Last Year
Consider the priority standards that were placed in the Spring of 19-20 in the previous course or grade level.
Are there standards that have not been addressed at all within the previous year? If so, those should be given special consideration when assigning them.
Verbs of the Standard
What are the verbs?
Explain, demonstrate, evaluate, discuss . . .
Knowing what the standard is asking kids to do will help in the decision of the setting and method
What standards require students to collaborate?
Age of the Student
What is developmentally appropriate for the age of your students?
Consider the attention span, level of independence and adult support necessary
Assessment
Considering the target type, what is the best assessment method for each standard?
How can you get accurate information, quickly and efficiently?
Fossilization of Errors
Which standards run the risk of “permanent damage” if a student practices them wrong too many times?
For example: Language grammar
and punctuation or math procedures
Note: Individual feedback
CAN negate this concern!
Past Use of Strategies
Which high impact strategies have you used for the standard?
Which ones have to be done “in person”?
Are there other strategies that might work?
Availability of Resources
Think about the tools and resources you have available to you and to students.
Burning Questions?
Concerns?
Confusion?
Ideas?
Dear Facilitator . . .
Time for a Break
Work Time
Use the Standards Assignment Tool to:
-Live instruction (synchronous)
-Recorded (asynchronous)
-Independent with resources (asynchronous)
Check for Balance
Guaranteed and Viable Curriculum
Thinking About Next Steps...
Using current unit maps:
Thank You
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