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Progress Report 2: Support with a group reflection

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Progress Report 2: Support with a group reflection

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1A. What do student know/able to to do (evidence based)?
1B. How did you respond when students struggle?
1C. How did you extend for student who got it?
2. How did my professional learning influence my practice?
Next Steps
1. Group Reflection: Analyze evidence from the PLC group and plan next steps.

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Progress Report 1: Support with a group reflection

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Progress Report 1: Support with a group reflection

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1A. What do student know/able to to do (evidence based)?
1B. How did you respond when students struggle?
1C. How did you extend for student who got it?
2. How did my professional learning influence my practice?
Next Steps
1. Group Reflection: Analyze evidence from the PLC group and plan next steps.

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With the online class, I have most of students answer the question with typing the answer to public chat, just only 2 or 3 students unmute and answer or ask questions. As Jethra, with the online learning and also in the evening so maybe there is a lot family member around so that students don't want to unmute and talk or because there is no mic or mic is broken. With the face to face class, I have more success than online, I can able to build connection with students so that they are able to share with me and classmate their answer and ask the questions.

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This strategy is working pretty well in my math classes. Oddly, I have been using the other PLC strategy of allowing a longer wait time for students to answer a question/solve a problem/ think aloud to share their problem solving process. As students gain more practice articulating their next steps/process, and they feel the class is a safe and supportive space, and think alouds are becoming a class norm, this strategy is proving valuable.

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I think my students know that just giving the answer is not good enough in our class because we don't usually move on to another problem until we have exhausted all the various ways students arrived at their answer (and some ways that I will bring up if no one else does). But what I've noticed is that it's usually the same people sharing their thinking/strategies regardless of how many people had the correct answer. I haven't figured out if that's because some students don't have command of the language enough to communicate their mathematical thinking or they don't want to unmute because their family members are making noise in the background or what.
In person, it's so much easier to get everyone talking and sharing when they can do think/pair/share or turn and talk to a neighbor. It's so much harder to achieve with large numbers of students online. Breakout rooms is one option, but I can't be in all rooms and the same time to hear what's going on. :(

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This has been more difficult than I anticipated! While I have been able to get students to share their thinking more when prompted, I still usually have to prompt students to share their thinking rather than students habitually explaining their thinking when giving an answer. Furthermore, there are still some students who answer with "I don't know" or "I can't really explain" when prompted to further explain their thinking. This is something for me to work on, and something to emphasize when asking questions. So rather than just asking for an answer, and then asking for the student to explain their thinking, I need to make the "why" part of the question itself. One strategy I have moved towards is using more "short answer" kind of questions in our class instead of just multiple choice, as this required a deeper level of thinking and students can't just use test-taking strategies to justify their answer (ie "the other options didn't make sense")

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Our strategy was the the "think out loud" strategy during the student participation part of class to increase student participation"

In this strategy, teachers found success with ___________________.  We found ____________________ resources and ______________________ instructional strategies important in reaching student success.

Common challenges included __________________.

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In my reading class, 100% of my students participate, whether through the chat, polls, or using their microphone. However, right now I would say only about 25% of the students in my class actually explain their thinking when sharing an answer. For the remaining students, I have to prompt them to share their thinking with the group.

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On the night I took a baseline, 19 out of 21 students participated either through the chat or by unmuting. However, in terms of sharing their mathematical thinking, I think only about 20-25% of the students (4-5 people) do on a regular basis.

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I currently have 10-14 students. That said, in terms of a pre-assessment regarding which students are able to clearly articulate their thinking/problem-solving process, it would be closer to 15%, 50% of students are participate in online class, and 75% of students are participating in person for Math 140

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I currently have small classes. At present, I would say 100% of my students are participating. That said, in terms of a pre-assessment regarding which students are able to clearly articulate their thinking/problem-solving process, it would be closer to 20%.

Elma

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We will use the "think out loud" strategy during the student participation part of class to increase student participation by 20% of students. Pre-assessment activity will be administered by October 29th and post-assessment by December 10th.

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Jethra Kapp
Thanh Thuy Nguyen
Nate Hart-Anderson
Elma Georgopoulos
Tom Thull

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Dave Haugen

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PDP Alignment and Data: Suggested text
Baseline data is collected via a benchmark pre-assessment determined by MPS AE Curriculum teams and/or learner participation rates in learning activities.

Add a Competency: 3Bi Uses instructional strategies to engage students.

1.  We will use the "think out loud" strategy  outlined in our program wide professional development during the student participation part of class.
2. The goal is to increase student participation.
3. This will be tracked using a Pre-assessment activity that will be administered by October 29th and post-assessment by December 10th.
4.  The goal is to increase student participation by 20% of students.

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October 14 or 15, 2021: Collaborative Prep

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October 14 or 15, 2021: Collaborative Prep

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Draft SMART goal as a team.

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All staff professional development on activities/strategies ground in CCRS.

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Collect and share data on how your students did on a classroom activity when not prompted to "unpack their thinking". Share it in the pre-assessment reflection column.

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Implement the strategy and share your reflection in the Individual Reflections (1) column.

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November, 18 or 19, 2021: Collaborative Prep

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November, 18 or 19, 2021: Collaborative Prep

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Read and respond to your team's individual reflections. This can be done in-person or individually as your team sees fit.

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Implement strategy again with any adjustments based on the reflections of your group. Share your reflections in the Individual Reflections (2) column.

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December 16 or 17, 2021: Collaborative Prep 

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December 16 or 17, 2021: Collaborative Prep 

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Meet during collaborative prep day and write a shared group reflection in the Group Reflection (2).

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February 17th or 18th, 2022: Collaborative Prep Day

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February 17th or 18th, 2022: Collaborative Prep Day

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Coaches will present each group's SMART goal and group reflection.

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We will use the ________________ strategy during our __________ part of class to increase student results on the _______ benchmark assessment by ______%.  Pre-test will be administered by October 29th and post-test by December 10th.

We will use the ________________ strategy during our __________ part of class to increase student participation by _______ (number)students.  Pre-assessment activity will be administered by October 29th and post-assessment by December 10th.