DCPS Teaching and Learning Framework

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DCPS Teaching and Learning Framework

• Day One

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Essential Questions

• Teaching and Learning Framework Welcome and
  Norms

• What is the Teaching and Learning Framework
  and what does
  it mean for me?
• How can I deliver a relevant, engaging, and
  rigorous curriculum focused on the DC
  Content Standards?
• How do we create and maintain an
  engaging
  and productive learning environment?

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Todays Outcomes

• Teaching and Learning Framework Welcome and Norms

• Today participants will
• Explore the DCPS Teaching Learning Framework.
• Examine instructional strategies that support
  student investment in standards-based learning.
• Prioritize and cluster standards into
  instructional units.
• Create essential questions that hook students
  into the content of their instructional units.

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Agenda

• Teaching and Learning Framework

• Welcome Norms
• DCPS Teaching Learning Framework
• Standards-Based Instructional Design Process
• Planning Instructional Units
• Prioritizing Standards
• Lunch
• Clustering Standards
• Writing Essential Questions
• Closure Feedback

• Welcome Norms
• Planning Instructional Units
• Aligning Assessments
• Lunch
• Planning Daily Lessons
• Writing Lesson Objectives
• Closure Feedback

• Welcome Norms
• Reinforcing Positive Behavior Redirecting
  Off-Task Behavior
• Student Discipline Code
• Instructional Behavior Management (IBM) Plan
• Reflection Feedback
• Lunch

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Agenda

• Teaching and Learning Framework

• Welcome Norms
• DCPS Teaching Learning Framework
• Standards-Based Instructional Design Process
• Planning Instructional Units
• Prioritizing Standards
• Lunch
• Clustering Standards
• Writing Essential Questions
• Closure Feedback

• Welcome Norms
• Planning Instructional Units
• Aligning Assessments
• Lunch
• Planning Daily Lessons
• Writing Lesson Objectives
• Closure Feedback

• Welcome Norms
• Reinforcing Positive Behavior Redirecting
  Off-Task Behavior
• Student Discipline Code
• Instructional Behavior Management (IBM) Plan
• Reflection Feedback
• Lunch

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Norms

• Teaching and Learning Framework Welcome and Norms

• To accomplish the goals for this session, please
  adhere to these courtesy practices
• Participate actively
• Honor time limits
• Be open to new ideas
• Use vibrate mode on mobile phone
• Trust the process

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Housekeeping

• Teaching and Learning Framework Welcome and Norms

• Please place comments and questions in the
  Parking Lot.
• We will not take a formal break.
• Locate the restrooms and use them at your
  convenience.

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• Teaching and Learning Framework Welcome and Norms

Krystal
Equity sticks will be used to call on
participants throughout the training.
Equity Sticks
For Understanding
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• Teaching and Learning Framework Welcome and Norms

3 Truths

1. Open to the Day 1 tab and locate page 2.
2. List three statements about yourself that are
   true.
3. List one statement that is a lie.
4. Your tablemates will try to guess which statement
   is a lie. Make the list challenging. You want
   to stump them!

And a Lie
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Agenda

• Teaching and Learning Framework Welcome and Norms

• Welcome Norms
• DCPS Teaching Learning Framework
• Standards-Based Instructional Design Process
• Planning Instructional Units
• Prioritizing Standards
• Lunch
• Clustering Standards
• Writing Essential Questions
• Closure Feedback

• Welcome Norms
• Planning Instructional Units
• Aligning Assessments
• Lunch
• Planning Daily Lessons
• Writing Lesson Objectives
• Closure Feedback

• Welcome Norms
• Reinforcing Positive Behavior Redirecting
  Off-Task Behavior
• Student Discipline Code
• Instructional Behavior Management (IBM) Plan
• Reflection Feedback
• Lunch

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Meet Ms. Mercer

• Teaching and Learning Framework Framework
  Overview

• In the Day 1 section, locate page 3.
• DIGGING DEEPER
• Step 1 Read and highlight Meet Ms. Mercer.
• Step 2 While reading, copy three (3) important
  points onto note cards or post its.
• (Use phrases, symbols, graphs or pictures.)
• Step 3 Find a partner. Discuss and combine key
  points.
• Step 4 Share out with your table group.

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Meet Ms. Mercer Debrief

• Teaching and Learning Framework Framework
  Overview

• Teachers Matter Most
• Teacher effectiveness is the single greatest
  factor influencing gains in student achievement.
• Standards-based Instruction not Activity-based
  Instruction
• In a standards-based classroom, the content
  standards drive a teachers selection of
  instructional activities.
• Plan with the End in Mind
• In a standards-based classroom, mastery of the
  content standards is the goal. After first
  determining how students will demonstrate
  mastery, teachers then design lessons that help
  students reach the goal.

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DCPS Effective Schools Framework

• Teaching and Learning Framework Framework Overview

• The Effective Schools Framework is aligned to the
  Master Education Plan.
• The six elements of the DCPS Effective Schools
  Framework are the foundational elements of
  district reform efforts at the school level.
• School leaders were engaged in professional
  development addressing these elements during the
  2008-09 school year.
• Teaching and Learning is at the heart of the
  Effective Schools Framework.

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• Teaching and Learning Framework Framework Overview

DCPS TEACHING AND LEARNING FRAMEWORK
DCPS TEACHING AND LEARNING FRAMEWORK
The Framework defines the actions that effective
teachers take to deliver high-quality
instruction within a safe, engaging, and
productive classroom.

• Recognizing the significance of teachers in
  increasing student achievement, the Framework
• empowers teachers to drive instructional design
  and delivery,
• provides a common language to discuss
  instructional practices, and
• drives coherent, robust professional development
  opportunities and systems of support.
• The Framework provides a process for approaching
  instructional design and delivery it is not a
  packaged product or program.

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• Teaching and Learning Framework Framework Overview

EFFECTIVE TEACHERS
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• Teaching and Learning Framework Framework Overview

EFFECTIVE TEACHERS
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• Teaching and Learning Framework Framework Overview

EFFECTIVE TEACHERS
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• Teaching and Learning Framework Framework Overview

DCPS TEACHING AND LEARNING FRAMEWORK

• PLAN
• INSTRUCTION
• Develop annual student achievement goals
• Create standards-based unit plans and assessments
• Create objective-driven daily lessons
• LEARNING ENVIRONMENT
• Adopt a classroom behavior management system
• Develop classroom procedures and routines
• Organize classroom space and materials

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• Teaching and Learning Framework Framework Overview

DCPS TEACHING AND LEARNING FRAMEWORK

• TEACH
• Focus students on lesson objectives
• Deliver content clearly
• Engage all students in learning
• Target multiple learning styles
• Check and respond to student understanding
• Maximize instructional time
• Invest students in their learning
• Interact positively and respectfully with
  students
• Reinforce positive behavior, redirect off-task
  behavior, and de-escalate challenging behavior

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• Teaching and Learning Framework Framework Overview

DCPS TEACHING AND LEARNING FRAMEWORK

• INCREASE EFFECTIVENESS
• Assess student progress
• Track student progress data
• Improve practice and re-teach in response to data

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How the Frameworks Work Together

• Goals
• Consistency
• Clarity
• Common vision
• Alignment
• Focused resources
• Results

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Teaching and Learning Framework
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Teaching and Learning Framework3 - 2 - 1
Summarizer

• Teaching and Learning Framework Framework
  Overview

• Pull out page 6 from the Day 1 section.
• Review the Framework Graphic
• and the first 3 tabs of your binder (Plan,
  Teach, Increase Effectiveness).
• Record 3 points, 2 stretches, and 1 question.
• Share your thoughts with a colleague.

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Binder Overview

• Teaching and Learning Framework Framework
  Overview

• Resources Section
• Turn to the Resources tab.
• Overview and Frequently Asked Questions
• Tools and Templates aligned to the Framework
  Elements
• (See the header for alignment PLAN 1,
  TEACH 6, etc.)
• Instructional Strategies Chart
• In Day 1, locate page 17.
• This chart summarizes the instructional
  strategies used during this three-day training.
• The strategies can be adapted for use with your
  students.

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Instructional Strategy Review

• Teaching and Learning Framework Framework
  Overview

Digging Deeper
Meet Ms. Mercer Read, summarize key points,
discuss in pairs, refine key points, share out

• What instructional purpose does this strategy
  serve?
• What learning styles are addressed?
• How could it be modified for other purposes?

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Instructional Strategy Review

• Teaching and Learning Framework Framework
  Overview

3-2-1 Summarizer
Provide structure to help students write
summaries that generate deeper reflective thinking

• What instructional purpose does this strategy
  serve?
• What learning styles are addressed?
• How could it be modified for other purposes?

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Agenda

• Teaching and Learning Framework

• Welcome Norms
• DCPS Teaching Learning Framework
• Standards-Based Instructional Design Process
• Planning Instructional Units
• Prioritizing Standards
• Lunch
• Clustering Standards
• Writing Essential Questions
• Closure Feedback

• Welcome Norms
• Planning Instructional Units
• Aligning Assessments
• Lunch
• Planning Daily Lessons
• Writing Lesson Objectives
• Closure Feedback

• Welcome Norms
• Reinforcing Positive Behavior Redirecting
  Off-Task Behavior
• Student Discipline Code
• Instructional Behavior Management (IBM) Plan
• Reflection Feedback
• Lunch

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Standards-Based Instruction
Teaching and Learning Framework
Standards-Based Instruction

• In the Day 1 section, locate page 7.
• Make your way toward the schoolhouse.
• Identify the consecutive steps of Standards-based
  Instruction.
• Place the appropriate letters in the pathway as
  you go.
• You may work with your colleagues.

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Standards-Based Instruction

• Teaching and Learning Framework
  Standards-Based Instruction

A. Develop Instructional Activities
G. Engage Students in Instructional Activities
C. Score Analyze Student Work
E.
D. Prioritize and Cluster Standards
C.
E. Determine Implications for Future Teaching
Learning
B.
A.
G.
F.
B. Determine Scoring Criteria for Mastery (e.g.,
Rubric, Scoring Guide, Exemplar)
F. Choose or Design Assessment
D.
START
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• Teaching and Learning Framework
  Standards-Based Instruction

Activity-Based Instruction
Standards-Based Instruction
Select Topics
Select Standards
Plan Activities
Align Assessments
Give Assessments
Design Instruction
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Agenda

• Teaching and Learning Framework

• Welcome Norms
• DCPS Teaching Learning Framework
• Standards-Based Instructional Design Process
• Planning Instructional Units
• Prioritizing Standards
• Lunch
• Clustering Standards
• Writing Essential Questions
• Closure Feedback

• Welcome Norms
• Planning Instructional Units
• Aligning Assessments
• Lunch
• Planning Daily Lessons
• Writing Lesson Objectives
• Closure Feedback

• Welcome Norms
• Reinforcing Positive Behavior Redirecting
  Off-Task Behavior
• Student Discipline Code
• Instructional Behavior Management (IBM) Plan
• Reflection Feedback
• Lunch

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• Teaching and Learning Framework Unit Planning

DCPS TEACHING AND LEARNING FRAMEWORK

• PLAN
• Create standards-based unit plans and assessments

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• Teaching and Learning Framework Unit Planning

WHY THIS IS IMPORTANT By planning with the end
in mind, effective teachers logically group
content standards into units of study, identify
essential questions to guide student learning,
and design summative assessments for those units.
Long-term planning also ensures sufficient
allocation of instructional time to various
skills and concepts throughout the year.
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• Teaching and Learning Framework Unit Planning

Essential Questions
Planning Ahead
Objectives
Variety of activities
Unit Plans
engaging
Cluster
Standards
Prioritize
Specific Concepts
Long Range
targeted
interdisciplinary
Learning Links To Living
Major Topics
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Concept Map

• Teaching and Learning Framework Unit
  Planning

• In the Day 1 section, locate page 8.
• In your table group, complete the Concept Map
  about Unit Plans.

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Unit Planning
Teaching and Learning Framework Unit
Planning

• Unit plans are carefully crafted long-term plans
  designed to promote connections between learning
  and living, framed by a cluster of standards.
• Unit plans identify targeted instructional
  activities that promote learning and deepen
  student understanding of the skills and concepts
  outlined in the standards.

Definition
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Unit Planning
Teaching and Learning Framework Unit
Planning
Rationale

• Unit plans require teachers to plan with the end
  in mind and to ensure sufficient allocation of
  instructional time to various skills and concepts
  throughout the year.
• Unit plans allow students to see the connections
  between concepts and the real world.

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Unit Planning
Teaching and Learning Framework Unit
Planning
Considerations

• Unit plans reflect background knowledge that
  students bring to the classroom.
• Unit plans often incorporate student interests
  and current events.
• Unit plans can integrate disciplines and subject
  areas.

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Unit Planning
Teaching and Learning Framework Unit
Planning
What It Is Not

• Unit plans are not simply collections of favorite
  activities.
• Unit plans do not have a fixed timeline and fixed
  activities.

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Standards-Based Unit Plan Capture
Sheet

• Teaching and Learning Framework Unit Planning

• In the Day 1 section, locate page 9.
• This is the Standards-Based Unit Plan Capture
  Sheet we will use to build our unit plans.

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Instructional Strategy Review

• Teaching and Learning Framework Unit Planning

Concept Map
Record learning and observations of new material

• What instructional purpose does this strategy
  serve?
• What learning styles are addressed?
• How could it be modified for other purposes?

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Agenda

• Teaching and Learning Framework

• Welcome Norms
• DCPS Teaching Learning Framework
• Standards-Based Instructional Design Process
• Planning Instructional Units
• Prioritizing Standards
• Lunch
• Clustering Standards
• Writing Essential Questions
• Closure Feedback

• Welcome Norms
• Planning Instructional Units
• Aligning Assessments
• Lunch
• Planning Daily Lessons
• Writing Lesson Objectives
• Closure Feedback

• Welcome Norms
• Reinforcing Positive Behavior Redirecting
  Off-Task Behavior
• Student Discipline Code
• Instructional Behavior Management (IBM) Plan
• Reflection Feedback
• Lunch

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• Teaching and Learning Framework
  
  Prioritizing
  Standards
• Planning

• HOW TO DO THIS
• Step 1
• Unwrap, prioritize, and group DCPS content
  standards that students will master in each unit.

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Common Language for Talking about the DC Content
Standards

• Teaching and Learning Framework
  
  
  Prioritizing Standards

DOMAIN Subject and grade Visual Arts Grade 7
STRAND The topic within that subject Perceive and
understand the area components of visual
language, the elements of art, and the
principles of design
SUB- STRAND The content within that topic Develop
perceptual skills, analyze elements of art and
principles of design
STANDARD What students should know Analyze
various shading or be able to do techniques
used by artists (hatching, cross-hatching,
blending and stippling) in drawing
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Domain
Strand
Sub-Strand
Standards
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Domain
Strand
Sub-Strand
Standards
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Math Domain
Strand
Sub-Strand
Standards
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Insert arts standards
Domain
Strand
Standards
Sub-Strand
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Insert health standards
Strand
Sub-Strand
Standards
Domain
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Strand
ELA Domain
Sub-Strand
Standards
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Prioritizing Standards

• Teaching and Learning Framework
  Prioritizing Standards

• Why do we prioritize?
• We prioritize to distinguish between the priority
  standards that can anchor a unit and those
  standards that can be clustered to support the
  priority standard.

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Prioritizing Standards

• Teaching and Learning Framework
  Prioritizing Standards

• How do we prioritize?
• To prioritize standards, we
• Identify the Verbs.
• Apply Blooms Taxonomy.
• Reflect on the Guiding Questions for
  Prioritizing.

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Identify the Verbs

• Teaching and Learning Framework
  
  Prioritizing
  Standards

• In the Day 1 section, locate page 13.
• We will use these 7th grade ELA standards for
  whole group practice.
• Focus on the Fiction sub-strand, the
  first three standards.
• Circle the verbs in those three standards.

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Identify the Verbs in the Standards

• Teaching and Learning Framework
  Prioritizing Standards

• 7.LT-F.5. Analyze plot development (e.g.
  conflict, rising action, falling action,
  resolution, subplots, flashbacks, parallel
  episodes) to determine whether and how conflicts
  are resolved.
• 7.LT-F.6. Describe a character based on the
  thoughts, words, and actions of the character,
  the narrators description, and what other
  characters say and do.
• 7.LT-F.7. Analyze the ways characters change and
  interact with others over time and give
  supporting evidence from the text.

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Apply Blooms Taxonomy

• Teaching and Learning Framework
  
  Prioritizing
  Standards

• In the Day 1 section, locate pages 11 12.
• Blooms Taxonomy is a powerful tool for
  prioritizing standards.
• Many versions of Blooms Taxonomy exist. We
  chose this version because it features questions
  and activities aligned to each cognitive level.

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Blooms Taxonomy

• Teaching and Learning Framework
  Prioritizing Standards

Order of Thinking Key Words
6. Evaluation Justify, Assess
5. Synthesis Compile, Formulate
4. Analysis Classify, Distinguish
3. Application Build, Solve
2. Comprehension Classify, Explain
1. Knowledge Identify, Match
Cognitive Level Increases
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Apply Blooms Taxonomy

• Teaching and Learning Framework
  
  Prioritizing Standards

• Determine and label the level of Blooms Taxonomy
  for the first three standards.

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Apply Blooms Taxonomy

• Teaching and Learning Framework
  Prioritizing Standards

Blooms Level

• 7.LT-F.5. Analyze plot development (e.g.
  conflict, rising action, falling action,
  resolution, subplots, flashbacks, parallel
  episodes) to determine whether and how conflicts
  are resolved.
• 7.LT-F.6. Describe a character based on the
  thoughts, words, and actions of the character,
  the narrators description, and what other
  characters say and do.
• 7.LT-F.7. Analyze the ways characters change and
  interact with others over time and give
  supporting evidence from the text.

4 Analysis
2 Comprehension
4 Analysis
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How do I deal with Vague Verbs?

• Teaching and Learning Framework
  Prioritizing Standards

• Vague verbs make some standards difficult to
  prioritize. Find more concrete verbs that allow
  you to apply Blooms Taxonomy.
• For example
• 6.NSO-N.3. Know that numbers and their opposites
  add to 0 and are on opposite sides and at equal
  distance from 0 on a number line know that 0 is
  an integer that is neither positive nor negative.

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Reflect on the Guiding Questions for Prioritizing

• Teaching and Learning Framework
  Prioritizing Standards

• To determine priority standards ask
• Does the standard represent a complex or
  comprehensive idea that requires deep
  analysis/investigation? Could it anchor an
  instructional unit?
• To determine related standards ask
• Do the standards represent discrete skills or
  pieces of knowledge that contribute to a more
  complex or comprehensive idea?

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Practice Prioritizing Your Standards

• Teaching and Learning Framework
  
  Prioritizing Standards

• Review your grade level content standards and
• Identify the Verbs.
• Apply Blooms Taxonomy.
• Reflect on the Guiding Questions for
  Prioritizing.
• Guiding Questions for Prioritizing
• Priority standards
• Does the standard represent a complex or
  comprehensive idea that requires deep
  analysis/investigation? Could it anchor an
  instructional unit?
• Related standards
• Do the standards represent discrete skills or
  pieces of knowledge that contribute to a more
  complex or comprehensive idea?

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Agenda

• Teaching and Learning Framework

• Welcome Norms
• DCPS Teaching Learning Framework
• Standards-Based Instructional Design Process
• Planning Instructional Units
• Prioritizing Standards
• Lunch
• Clustering Standards
• Writing Essential Questions
• Closure Feedback

• Welcome Norms
• Planning Instructional Units
• Aligning Assessments
• Lunch
• Planning Daily Lessons
• Writing Lesson Objectives
• Closure Feedback

• Welcome Norms
• Reinforcing Positive Behavior Redirecting
  Off-Task Behavior
• Student Discipline Code
• Instructional Behavior Management (IBM) Plan
• Reflection Feedback
• Lunch

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• Teaching and Learning Framework Lunch

DCPS Core Beliefs We believe that All
children, regardless of background or
circumstance, can achieve at the highest
levels. Achievement is a function of effort, not
innate ability. We have the power and
responsibility to close the achievement gap. Our
schools must be caring and supportive
environments. It is critical to engage our
students families and communities as valued
partners. Our decisions at all levels must be
guided by robust data.
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Agenda

• Teaching and Learning Framework

• Welcome Norms
• DCPS Teaching Learning Framework
• Standards-Based Instructional Design Process
• Planning Instructional Units
• Prioritizing Standards
• Lunch
• Clustering Standards
• Writing Essential Questions
• Closure Feedback

• Welcome Norms
• Planning Instructional Units
• Aligning Assessments
• Lunch
• Planning Daily Lessons
• Writing Lesson Objectives
• Closure Feedback

• Welcome Norms
• Reinforcing Positive Behavior Redirecting
  Off-Task Behavior
• Student Discipline Code
• Instructional Behavior Management (IBM) Plan
• Reflection Feedback
• Lunch

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Clustering Standards

• Teaching and Learning Framework
  Clustering Standards

• After we prioritize, we cluster.
• Why cluster?
• Create coherent, rich units of instruction
• Connect discrete skills or pieces of knowledge to
  a larger concept
• Ensure inclusion of all standards

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Clustering Process

• Teaching and Learning Framework
  Clustering Standards

• Step 1 Identify and underline the concept(s) in
  the priority standards.
• Step 2 Group related standards that support the
  concept(s) in the priority standard.

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• Teaching and Learning Framework
  Clustering Standards

• In the Day 1 section, locate Page 10.
• List your clustered / related standards here.
• This template will help you plan the daily
  lessons that compose your unit plan.

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Clustering Considerations

• Teaching and Learning Framework
  Clustering Standards

• We can cluster
• Within the same content area.
• Standards progressively build requisite skills
  and knowledge.
• Across disciplines (thematically).
• Standards connect around a theme, across strands,
  or across content areas.

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Lets Cluster

• Teaching and Learning Framework
  Clustering Standards

4

• 7.LT-F.5. Analyze plot development (e.g.
  conflict, rising action, falling action,
  resolution, subplots, flashbacks, parallel
  episodes) to determine whether and how conflicts
  are resolved.
• 7.LT-F.6. Describe a character based on the
  thoughts, words, and actions of the character,
  the narrators description, and what other
  characters say and do.
• 7.LT-F.7. Analyze the ways characters change and
  interact with others over time and give
  supporting evidence from the text.

How would you cluster these standards?
2
4
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Clustering Your Own Standards into Instructional
Units

• Teaching and Learning Framework
  
  Clustering Standards

• Using your grade level content standards
• Step 1 Identify and underline the concept(s)
  in the priority standards.
• Step 2 Group related standards that support the
  concept in the priority standard.

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Agenda

• Teaching and Learning Framework

• Welcome Norms
• DCPS Teaching Learning Framework
• Standards-Based Instructional Design Process
• Planning Instructional Units
• Prioritizing Standards
• Lunch
• Clustering Standards
• Writing Essential Questions
• Closure Feedback

• Welcome Norms
• Planning Instructional Units
• Aligning Assessments
• Lunch
• Planning Daily Lessons
• Writing Lesson Objectives
• Closure Feedback

• Welcome Norms
• Reinforcing Positive Behavior Redirecting
  Off-Task Behavior
• Student Discipline Code
• Instructional Behavior Management (IBM) Plan
• Reflection Feedback
• Lunch

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• Teaching and Learning Framework Essential
  Questions

DCPS TEACHING AND LEARNING FRAMEWORK

• PLAN
• Create standards-based unit plans and assessments

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• Teaching and Learning Framework Essential
  Questions

• HOW TO DO THIS
• Step 2
• Articulate essential questions
• for each unit.

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Essential Questions

• Teaching and Learning Framework Essential
  Questions

• Essential questions are thought-provoking
  questions that capture the essence of the
  concepts in a units priority standard(s) and
  hook the students into the content.
• Essential questions focus on complex conceptual
  and factual understandings to be investigated
  within the unit.
• Essential questions help students reflect on
  their learning before, during, and after
  classroom instruction.

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Essential Questions

• Teaching and Learning Framework Essential
  Questions

• In the Day 1 section, locate page 14.
• Read the text silently.
• After 2 minutes, find a partner and share your
  thoughts about one of the bolded phrases.
• What is the significance of the bolded text as it
  relates to the development of Essential Questions?

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Essential Questions

• Teaching and Learning Framework Essential
  Questions

• Essential questions are
• Aligned to priority standards.
• Written in student-friendly language.
• Stated in open-ended formats.
• Designed to focus student learning.
• Used to introduce key vocabulary.
• Answered by the end of the unit.

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Think Aloud

• Teaching and Learning Framework Essential
  Questions

• Why is it that some characters change over time
  and others do not?

• Why do authors use characters to help convey
  their messages?

• Why is character analysis an essential part of
  literature review?

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Write Essential Questions for One of Your Units

• Teaching and Learning Framework Essential
  Questions

• Essential questions are
• Aligned to priority standards.
• Written in student-friendly language.
• Stated in open-ended formats.
• Designed to focus student learning.
• Used to introduce key vocabulary.
• Answered by the end of the unit.

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Share Your Essential Questions

• Teaching and Learning Framework Essential
  Questions

• Find two partners to make a group of three.
• Each person presents once.
• Each person offers a Praise and a Polish
  once.

Presenter
Praise Strong points
Polish Areas of improvement
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Instructional Strategy Review
Teaching and Learning Framework Essential
Questions
Think Aloud
Model thought process for new or complicated
material

• What instructional purpose does this strategy
  serve?
• What learning styles are addressed?
• How could it be modified for other purposes?

District of Columbia Public Schools
81
Instructional Strategy Review

• Teaching and Learning Framework
  Essential Questions

Praise Polish
Procedure for peer learning that provides
compliments and constructive criticism on student
work

• What instructional purpose does this strategy
  serve?
• What learning styles are addressed?
• How could it be modified for other purposes?

District of Columbia Public Schools
82
Agenda

• Teaching and Learning Framework

• Welcome Norms
• DCPS Teaching Learning Framework
• Standards-Based Instructional Design Process
• Planning Instructional Units
• Prioritizing Standards
• Lunch
• Clustering Standards
• Writing Essential Questions
• Closure Feedback

• Welcome Norms
• Planning Instructional Units
• Aligning Assessments
• Lunch
• Planning Daily Lessons
• Writing Lesson Objectives
• Closure Feedback

• Welcome Norms
• Reinforcing Positive Behavior Redirecting
  Off-Task Behavior
• Student Discipline Code
• Instructional Behavior Management (IBM) Plan
• Reflection Feedback
• Lunch

District of Columbia Public Schools
83
Revisit Objectives
Teaching and Learning Framework
Closure

• Today participants will
• Explore the DCPS Teaching Learning Framework.
• Examine instructional strategies that support
  student investment in standards-based learning.
• Prioritize and cluster standards into
  instructional units.
• Create essential questions that hook students
  into the content of their instructional units.

District of Columbia Public Schools
84
Feedback
Teaching and Learning Framework Feedback
Please complete the daily feedback form on page
25 in the Day 1 section. Your comments are
greatly appreciated. Thank you!
District of Columbia Public Schools