The same group of teachers reconvenes a few weeks later in a second collaborative meeting to analyze student work generated during the lesson and adjust their plans for future instruction accordingly.
Leaders work with all staff members to create a clear picture of what should happen in classrooms in order to achieve improved student learning. Develop and communicate a shared vision for change When everyone in the school shares a sense of urgency about the need for improvement, there is greater likelihood of being able to have teachers implement the PTLC.
Leaders refer to this vision at every meeting and in every communication and make it clear that the PTLC is the kind of process that meets NSDC standards and can help focus the work of teachers rather than adding to it. Teachers who have access to disaggregated data, the state standards for the grade and content they teach, and a scope and sequence that is aligned with the state standards have the easiest time using the PTLC.
The authors discuss an underlying premise of the NSDC standards: Changing schools through professional learning communities. They also need sufficient time for collaboration and access to sources of information about research-based instructional strategies and assessment practices.
When students learn the rules of mechanics during the writing process they are much more likely to remember to use them in the future. The student transfers the information they have gathered and organized into a traditional format.
When students log in, they choose a subject, select a chapter, pick a lesson and complete the activities. Time4Learning includes tools to make learning writing fun and engaging for the youngest writers.
It is true that grammar is an important component of teaching writing. This is when students gather their information, and begin to organize it into a cohesive unit.
PreWriting — Whatever type of writing a student is attempting, the prewriting stage can be the most important.
Students are guided through the activities at their own pace by an automated system. They first think of teaching proper sentence construction, appropriate use of tenses, and punctuation. Working collaboratively, teachers develop a common formal plan outlining the lesson objectives relevant to the standardsthe materials to be used, the procedures, the time frame for the lesson, and the activities in which students will be engaged; and decide what evidence of student learning will be collected during the implementation.
The easiest part of teaching writing to young children is by continually reading to them. Teachers need to be up-to-date on how to analyze student achievement data.
Plan Collaborative planning teams work together to formally plan a lesson incorporating the selected strategies and agree on the type of student work each teacher will take into the Analyze phase of the PTLC to reveal evidence of student learning. For instance, a book report is usually a type of descriptive writing, and an essay on dinosaurs might include both informative and perhaps persuasive writing.
Researchers focusing on implementation have identified six key leadership behaviors, discussed below Hord,to support successful implementation of the PTLC. Teachers discuss alternative instructional strategies or modifications to the original instructional strategy that may be better suited to promoting student learning.
An assistant superintendent in Arkansas, Sally Bennett reported that for teachers in her district, using the PTLC has become a part of their routine.
It also involves helping a student choose topics for writing based on their personal interests. The concepts and skills students need to meet the expectations in the standards How the standards for a grade or course are assessed on state and local tests How the standards fit within a scope and sequence of the district curriculum Phase II: During a site visit to a high school, I watched in amazement as a group of algebra teachers who met on their own time worked together to figure out how to teach a particular math concept well.
Students move from picture-writing to scribble-writing to the random letter phase to invented spelling, and finally to conventional writing. This example is not unusual. What made the difference between these two situations?
Speaking is so immediate, so detailed, so easy. He can be contacted at ed. National Staff Development Council. Learning together, leading together: Subjects are organized into chapters composed of interactive lessons, printable worksheets, quizzes and tests. Association of Supervision and Curriculum Development.
Parents get access to printable lesson plans, teaching tools, detailed reporting and parental support through our online Parent Forum. The PTLC process begins by introducing staff to the process, carving out sufficient time for teachers to meet during the school day, and pulling together the print resources necessary to support the work student achievement data, state standards, curriculum documents.
While this book provides many clues on what collaborative professional conversations about teaching and learning look like in practice, what teachers actually do when they come together to design lessons or talk about student progress varies greatly.
They must create a climate that promotes open, trusting relationships and collaboration among all staff members Tschannen-Moran, Guidance does exist but is too often seen as a way to get a group started through reading a book or hosting a workshop; professional learning resulting in application is minimal Hord, Based on the conversations, classroom visits, and formal assessments of teacher and student learning, targeted assistance must be made available to teachers through the focused professional development opportunities, on-site content and instructional assistance, and ensuring that necessary resources are available to support teachers implementing the PTLC.
Analyze Teachers gather again in collaborative teams to examine student work and discuss student understanding of the standards.
It can be a struggle to explain things without hand gestures or intonation.A Lesson Cycle for Teaching Expository Reading and Writing The lesson cycle promotes teaching reading and writing of learning to make the connection between facts and opinions and the main idea when reading an exposi-tory paragraph.
More important, the use of isolated sentences fails. How to Use Reflective Writing for Learning, Teaching, Professional Insight and Positive Change experience could be reading a book, taking lecture notes, or talking with others.
Secondly, an experience contains what Dewey referred to as continuity Kolb’s work elaborates a cycle of learning that leads to informed future action. The teaching and learning cycle has four key elements: assessment, evaluation, planning, and teaching, supported by an understanding of the reading process, the writing process, and of the conditions that are favorable for learning to occur.
The final stage of the learning cycle is when the learner considers how they are going to put what the have learnt into practice.
Planning enables taking the new understanding and translates it into predictions as to what will happen next or what actions should be taken to refine or revise the way a task is to be handled.
Books & Resources. NSTA WebNews Digest The students are required to write a brief response to this “What do you think?” question in their logs and then share with the person sitting next to them. The class then listens to some of the responses.
Using the learning cycle to teach biology concepts and reasoning patterns.
Journal of. Five Stages Of Teaching Learning Cycle. model of how to effectively teach literacy in a learning environment. This model is now known as the teaching and learning mi-centre.com model originally had an emphasis on teaching young students how to write but has changed and adapted over time with greater understanding about pedagogy and genre and now involves reading, listening, talking and writing.Download