Instructional Design and Delivery Training

Instructional Design and Delivery Training

Basic Agenda -Tuesday Tuesday, April 5 th Introductions, survey results, agenda, goals Setting stage, Shared Vision, Code of Conduct, learning style inventories Building background knowledge / Unit plans Discussion of templates Work Time Wrap-up

Training Outcomes Learning: Review and apply the Adams 50 Instructional Model to the Learner-Centered Classroom Balanced Instructional Model Differentiated Instruction strategies Use of simulations, hooks, contextual learning activities Unpacking learning targets with learners Strategies to incorporate learner voice/choice within planning, rubric creation and classroom processes/procedures Deliverables: Gather feedback on the A50 Instructional Model Unit plan and performance task Implementation of PLP s

Name Tent Tool With an elbow partner Exchange name tags Four questions each Translate answers into pictures*** Return name tags to owner Switch partners & interpret data

Name Tent Tool How could we use this in our classroom?

Survey Results Getting to know the group Teacher Levels Years Experience RISC Trainings/Experience

Level of Participant Commitment

INSTRUCTIONAL DESIGN AND DELIVERY Instructional Design and Delivery Goals Model Moral Purpose to Inspire Systematic Change PLAN / DO - Define and defend shared vision, code of cooperation, operating procedures and focus areas -Create a plan or template to increase communication between all stakeholders (ex. newsletter, bulletins, webpage, etc) -Tools: Brainstorming, 5 why's Routine Use 1 Accelerate Student Learning PLAN / DO - explore the role/use of student individualized learning plans as a means to accelerate learning -practice implementation of an ILP -create a plan for implementation Understanding and/or 1st Implementation Continuous Improvement of Instructional Design and Delivery CHECK & ADJUST - S.M.A.R.T. Goal Setting PDCA - Cycle Times -Parking Lot -Fish/Bone Diagram (ISAT 18, ISAT 20, ISAT 21) 1st implementation and/or Routine Use Create a Plan to Achieve Desired Learning Outcomes (Know & Do) PLAN / DO -Develop performance task(s) which will engage learners in meaningful, higher-level learning *Determine learning outcomes *Provide 'choice' in pathway to learning outcomes (differentiation) *create assessments, scoring guides/rubrics and student self-monitoring tools *develop the lesson plans -Develop Thematic Unit based upon student interest, voice and learning levels within multiple content areas Create a Learner Centered Culture PLAN / DO - Provide collegial support as we refine our shared vision, code of cooperation, operating procedures and focus areas -Active problem solver as school culture data is analyzed and used to determine next steps -Incorporate student learning profile inventory results to individualize instruction -Tools: Bone and/or Fish Diagram, Brainstorming and PowerVote Routine Use and Refinement 5 3 4 2 Create Standards-Based Foundation for Instruction and Student Navigation PLAN / DO -Selection and implementation of standards (state, district, national or other) -use input to develop or adopt personal, social, life standards -unpack standards, develop scoring guides, aligned assessments and capacity matrixes -Tools: Brainstorming, Affinity Diagram, Consensogram First Implementation and/or Routine Use 1st Implementation

ADVANCED PROFICIENT DEVELOPING EMERGING Shared Vision: creating learner centered classroom culture Leadership: supporting lifelong, independent learners Standards-Based Design Continuous Improvement Units developed using students passion, dreams, or big ideas Students develop the learning process reflecting the learning cycle Students become independent learners as they manage their own ILP Students are guiding teams/ classrooms to through learning Several content areas/ standards are encompassed within the theme Thematic unit is created with student input Assessments, instruction, resources are differentiated to meet student needs Students determine how they will demonstrate mastery level within a real-life context Students using ILP accelerated learning, and goal-setting strategies (check and adjust) throughout the thematic unit Teachers questioning depth and acceleration of learning Visual rigor of scope and sequence, gradation of quality accessible Student interest drives some of the instruction Students choose what they what to learn next Students choose how they want to learn Students have voice/choice in end product Students involved in peer assessment Students use rubric/scoring guide and capacity matrix to monitor progress Balance between teacher choice and student choice in regards to standards of choice Students applying leadership skills within group or classroom learning 2 or more content areas are taught together Lesson plan includes all pieces at developing level Final learning is performance-based (performance task is written) at simulation level Instruction is differentiated based upon learning styles A variety of assessments are provided to students Students track progress standards and content level Students can evaluate own pacing in reference to goal setting and adequate pacing Students with teachers decide on which standards to learn next Students use capacity matrix and rubric to selfassess and monitor pacing Students involved in creating rubric for final outcome Students, with teachers, determine which standards to focus upon Students developing leadership skills within cooperative group learning 2 or more related standards taught together Lesson plan includes all pieces at emerging level Final learning is performance-based (performance task is written) Students track progress throughout performance tasks and unit completions Students are told which standards will be learned next Students have capacity matrix to monitor learning progress Standard needed has been identified and unpacked Lesson plan includes an opener (anticipatory set), whole group instruction, practice opportunity with aligned formative assessment Formative assessment is used to check and adjust for next lesson

Instructional Design & Delivery Pre-Assessment Survey, Goals, and the Rubric Craft the training the reflects the group

Shared Vision Affinity Diagram: What are our hopes for these four days together (and beyond)?

Shared Vision What are strategies you have used to re-vitalize or create shared vision in your classes or teachings?

The Puzzle Activity Choose a coach* for the next activity Do NOT look in envelope YET. Coach: Please remove puzzle pieces and out of view turn the pieces facing one direction (and wait) No talking or looking at puzzle, until announced (coach enforced) * Coach is a motivating rule-enforcer type

The Puzzle Activity While still at your tables, take a moment to reflect on how and you might use this activity Share This can be used in the classroom, with staff, or with a community meeting Active way to create an understanding of what SV is and how it can be used

Code of Cooperation Table Groups Brainstorm Power vote (3-5) Share out (only from list of 3-5)

Learner-Centered Answer this question with your group: What do you see when you look at a learner centered classroom? Brainstorm list of descriptors of a learner-centered classroom

Making Connections Take your list of descriptive criteria Use the bar chart, and/or the reflective guide on the WIKI Circle on the bar chart, where those descriptors are located Add to a box/column if not there

Folder Scavenger Hunt Learner-Centered Terminology Hand-outs On-line Resource: WIKI

Sternberg s Three Intelligences Creative Analytical Practical

STERNBERG S INTELLIGENCES ANALYTICAL PRACTICAL CREATIVE Linear Schoolhouse Smart - Sequential Streetsmart Contextual Focus on Use Innovator Outside the Box What If An idea for assessing students according to Sternberg s intelligences would be to give the following scenario: Imagine you are driving with your parents and they are listening to the radio. An interesting piece comes on about something you do not know. As you listen, you get more and more interested. What do you want to know? Do you want to know all the little details that go into it? Do you want to know how it is being used? Do you want to know enough to use the information in new ways, for new purposes, to make new connections? Students who choose the first question fall into the analytic intelligence, the second corresponds to practical and those who choose the final question are the creative learners.

Pooh Survey - Corners With your group, answer the following questions. We work best when We don t like Our favorite teaching strategy

Differentiated Instruction Let s Put it in Place and Bring it to life Ages 9-11 Writing Bil Sternberg s Learning Style Creative/Practical Pooh s Learning Style Piglet When your card is complete and given to Bil, you may take a break.

Unit Planning: The Big Idea CULMINATING ASSESSMENT PERFORMANCE TASKS INSTRUCTIONAL STRATEGIES* ASSESSMENTS LEARNING TARGETS

Unit Plan Components Standards Assessments Set the Stage Introduction (Hook, EQ) BIM (Instructional Strategies) Performance Task(s) Cumulative Project/Assessment Student Choice

The Unit Planning Process Application of Skills Student choice in Product Standards Driven Student Need Cross-content PERFORMANCE TASK(S) Daily Opener & Closure Instructional Strategies (BIM) STANDARDS & ASSESSMENTS LESSONS / PHASES PLANS UNIT PLAN

Example of Unit Plan Flowchart STANDARDS HOOK / ANTICIPATORY SET ASSESSMENT EXPECTATIONS / RUBRIC ESSENTIAL QUESTIONS PERFORMANCE TASKS SKILLS PRACTICE APPLICATION OF SKILLS REAL-LIFE APPLICATION ASSESSMENT REFLECTION

The Mental Model

Unit Plan Template

Mental Model: Pre-Planning Learning Targets/ Unit Goals: Identify primary content area and LTs covered Supporting LTs should be identified across multiple levels (menu) #1.1 Unit Big Ideas: Develop: Big Ideas of Unit Essential Question Unpack Standards #1.1 #1 Data Driven Planning & Pre- Assessment: Analyze data to determine: Grouping Direct Instruction Special Populations#1.2 Relevancy and Engagement Hook Scenario Student Interest #9, 5 Assessment and Unit Expectations: Develop: Rubrics Exemplars Unit Assessments #1.2 Pre-Planning

Where To Start Student needs, Learning targets & Rubrics o Unpack standard (s) Gather the resources Teacher website Text books Teacher guides Unit plan library Local materials Other

The Doing Pre-Planning 1-2 Content Areas Choose 2-3 Learning Targets - Consider PSS Find Related Assessments Share with a partner

Break-outs 3-3:30

Closure Day One Parking lot responses +/ card Requests for table talk discussions Correlation Chart (place a DOT on your way out)

Learner Centered