SBS:Existing Teacher
Experienced Teacher Strand
Contents |
Breakout Session 1
Essential Question:
How do you move from where you are to where you’re going while overcoming obstacles along the away?
Activities and Time:
1. Introductions
2. Dance Party Card
3. Review the 13 Steps to Creating a Learner-Centered, SBE classroom
- a. 3 things you know for sure you need to do to foster a learner-centered, SBE classroom
- b. 2 Questions or concerns you still have
- c. 1 step you would like to focus on for the purposes of this session
4. Model goal setting using a bone diagram - Pictures of Bone Diagrams created during this session
5. In breakout groups, create a bone diagram for each of the 13 steps (or more if they think of other steps.)
- a. Team member roles—recorder (poster), recorder, encourager, timer, runner
6. Reflect using a gallery walk
7. Add to your original 3-2-1 with new take-aways and understandings and discuss at your table.
Enduring Understandings:
PDCA is an ongoing process, and we can use SBE tools to move ourselves along on the OSAT continuum.
Products: 1. Create a booklet with one bone diagram for each of the 13+ steps
2. Create a revised version of the “13 Steps to Creating a Learner-Centered, SBE Classroom.”
Breakout Session 2:
Essential Question:
How do you create, implement, manage, and sustain a learner-centered SBE classroom and keep the energy in it for the long haul?
Activities and Time:
1. Table Talks: Shared Vision, Goal Setting, Flexible Grouping, sustaining the energy
2. Work time toward product
- a. Planning Schedule
- b UPLOAD Blank PDCA template
Enduring Understandings:
The shared vision, goal-setting, and flexible grouping all work together to sustain a learner-centered, SBE classroom.
Products:
Create an action plan that includes creation, implementation, management, and maintained energy for a shared vision, goal-setting processes, and flexible grouping of students.
Breakout Sessions 3 & 4:
Essential Question:
What is proficiency? How do we ensure it? How does collegiality support moving students toward proficiency?
Activities and Time:
1. Graphic Organizer:
- a. Using a LT and a scoring guide and at tables brainstorm: what is proficiency, what are some bodies of evidence you can collect to see if students, what activities can you use, how will you monitor student progress toward proficiency?
2. T/L cycle (think aloud)
The Teaching Learning Cycle in SBS
3. Backwards planning instruction
- a. Planning Schedule
- b. UBD Unit Design Template Blank Template
- c. Backwards Plan Template This template is available in the Adams 50 SBS Learner-Centered Standards-based Tool Kit
- d. Sample Biology Unit Plan
- e. Backwards Design Flowchart
4. Backward planning time…put participants into like content groups
5. Collegiality debrief using the continuum with reflective questions
6. Exit Slip---what do you want more time and support around
Enduring Understandings:
The teaching/learning cycle must be driven by a true understanding of proficiency and students must have multiple opportunities to reach proficiency.
Products:
Develop a backwards plan that has the LT, backwards plans will be compiled into a booklet to share with the group, summative assessment (performance task) formative probes, essential questions…
Breakout Session 5:
Essential Question:
What do I need to know, do, and understand in order to implement and sustain a learner-centered, SBE classroom?
Activities and Time:
1. Based on exit slips there will be facilitators and space for more differentiated support Jenn will explain process but each of us will facilitate a working group.
Enduring Understandings:
As a learner in this process we are responsible for continual PDCA
Products:
Personal PDCAs
Adams 50 SBS Toolkit The toolkit will be referenced throughout the five sessions
