5/20/24 Colton "Dry Run" - Feedback by

Differentiation vs. Scaffolding

2024-05-20 15:53:22 UTC

I like the examples given to highlight the difference b/w Diff and Scaffolding

Differentiation vs. Scaffolding

2024-05-20 15:55:17 UTC

This was the most asked question from teachers, so this is placed very well to begin with. It also continued to reinforce that teachers are intentionally planning instruction to address the needs of the MEL individual(s) in class. So thank you for this! Hope this was beautiful ☺️

Scaffolds Slide

2024-05-20 16:01:42 UTC

When talking abut Collaborative groups could we add some language about the importance of that collaboration being structured and intentional? With clear outcomes and necessary scaffolds to ensure all students are meaningfully participating in the collaboration.

Forms of Scaffolding

2024-05-20 16:07:54 UTC

Can we structure the table talk in such a way that educators provide more precise examples? (maybe a frame?) This may avoid responses such as "I use a lot of visuals."

The hope is to get to more intentionality with scaffolding.

2024-05-20 16:21:11 UTC

Weaving in a task where teachers discuss scaffolds on CJUSD Monitoring Forms

Sharing out full group

2024-05-20 16:21:48 UTC

Have intentional protocols embedded for sharing out full group.

Differentiation vs Scaffold

2024-05-20 16:22:11 UTC

Very helpful. Would be good to give teachers more examples of how a skill is both differentiation and scaffolding. Also examples like the open ended to multiple choice. Concrete list/examples to help the more reluctant teachers.

Remove "sheltered instruction"

2024-05-20 16:22:35 UTC

Differentiation vs. Scaffolding

2024-05-20 16:22:50 UTC

This was a wonderful example of both. It chunked the information and allowed us to discuss in a non-threatening situation. it honored those who were reticent about speaking out and strengthened knowledge before asking us to venture out.

Table Talk Time

2024-05-20 16:23:43 UTC

Structure, structure, structure.

District wide we've seen an increase in collaboration and student talk (woohoo).

However, much of that talk/collaboration lacks stucture and intentionality and therefore, is having varying degrees of effectiveness.

Scaffolding Graphic

2024-05-20 16:24:46 UTC

Provide the graphic in the notes or separate

Differentiation and Scaffolding

moneymaker — 2024-05-20 16:24:50 UTC

Maybe incorporate scaffolding strategies from our Ellevation form

2024-05-20 16:25:27 UTC

Making connections: QTEL: scaffolding: modeling, bridging, schema building, contextualization, text re-presentation, and metacognitive ...

Slideshow

sandra_picazo — 2024-05-20 16:26:10 UTC

Provide the slideshow for future reference.

Teacher application

2024-05-20 16:26:11 UTC

I think it would be helpful for teachers to think about their own classes and students in terms of what specific strategies they want to use. In order to support them in doing this, perhaps the facilitator could ask:

Think about your classes.

What is 1 strategy you plan to use in order to differentiate?

What is 1 strategy you plan to use to scaffold?

This could be a quick pair-share moment. I feel that this moment for learning application needs to be added to this portion of the professional learning.

Our teachers were asking for specific examples of differentiation so I think that would also be really helpful with specific content areas.

2024-05-20 16:26:26 UTC

Differentiation vs. Scaffolding

2024-05-20 16:26:40 UTC

By introducing these definitions of differentiation and scaffolding, and comparing/ contrasting both it allows educators to intentionally plan their lessons with either component in a clear and cohesive manner.

Differentiation vs Scaffolding

moneymaker — 2024-05-20 16:26:53 UTC

Add structure to each activity as they would in the classroom and add "steal the slide" for teachers to use the structure in their classroom

Timers

2024-05-20 16:27:00 UTC

I think the facilitators should put clearly visible timers on the slides during pair-share/ collaborative moments

Reference sheets

sandra_picazo — 2024-05-20 16:28:09 UTC

Provide reference sheets on differentiation and scaffolding for future reference.

Note taking guide

edtechcoaches — 2024-05-20 16:28:22 UTC

the guide can be frustrating because of formatting. The notes columns need to be font size 11, 12, or 14, remove bolf and make sure it is left justified. If using Padlet, allow 'Likes".

Specific Examples

MrsEGarza — 2024-05-20 16:28:49 UTC

The specific examples are helpful, include more. Also provide more structures during the table talk time, with sentence stems.

Steal this slide

2024-05-20 16:34:15 UTC

Provide a slide for each proctol you used as a facilitator so teachers can copy that slide and use it later

Differentiation Video

edtechcoaches — 2024-05-20 16:56:22 UTC

Potential prompt before watching: What strategies are discussed? What is missing? Acknowledges that differentiation isn't always this simple, but what is mentioned is worthwhile.

Differentiation Video

2024-05-20 16:56:28 UTC

I can imagine my colleagues tuning out lol so perhaps a purpose for viewing question for group discussion prior to the video such as being focused on the importance of relationship and knowing the students to build most effective differentiation strategies.

Also, making an emphasis on the class objective/standards and not dumbing down the lesson for the sake of student. engagement.

Differentiation Video

2024-05-20 17:06:44 UTC

I love this video. I think teachers will take a lot away from this and it will challenge some pre-held beliefs/values. I imagine that some of the tables will have some intense debrief conversations.

Assistive Technology

2024-05-20 17:13:25 UTC

Add to the notes so teachers can note ones they may not know or use

MEL

2024-05-20 18:06:22 UTC

When giving time to dive into ELPAC scores and continuum of ability for students. Maybe have a graphic organizer.

Reorder slides

2024-05-20 18:06:47 UTC

Reorder ELPAC & differentiation slides:

ELPAC example
ELPAC w/differentiation
Differentiation Scaffolds

ELPAC

2024-05-20 18:07:45 UTC

Give them time to group their kids by ELPAC proficiency level over all and by strand...make practical use of the info

Processing time

2024-05-20 18:08:10 UTC

After the learning environment section, could there be a quick moment to pair-share?

I just noticed that there was a lot of information and little to no processing time for participants. What about integrating more pauses to allow participants to understand the information that was presented?

Tech differentiation tools

edtechcoaches — 2024-05-20 18:08:56 UTC

Be specific about which tech tools may be helpful. Include where in out district to get support for those tools.

2024-05-20 18:09:00 UTC

How can the information be delivered so that participants take ownership of their learning and remain engaged?

ELPAC Levels & ELD Standard Levels

2024-05-20 18:09:25 UTC

Include the table that shows the ELPAC Levels and ELD Standards Levels in the note booklet.

2024-05-20 18:11:08 UTC

How can participants be engaged in the learning?

2024-05-20 18:11:56 UTC

One clear message

Differentiation Video

edtechcoaches — 2024-05-20 18:12:40 UTC

If EL is mentioned somewhere that would be helpful.

Differentiation

MrsEGarza — 2024-05-20 18:13:48 UTC

It was mentioned that some sites received learning on differentiation already (the continuum). If so, how can the information be adjusted so that previous participants are getting something new? or expanding on their previous learning?

LPAC Scores

edtechcoaches — 2024-05-20 18:14:11 UTC

indicate where and how our teachers locate and interact with this information lives. Point back to ELLevation as much as possible.

Room setup

edtechcoaches — 2024-05-20 18:15:29 UTC

Please make sure that participants do not have to turn around to see the display and that there are less participants per table.

General

edtechcoaches — 2024-05-20 18:16:24 UTC

make sure that the tables and graphics on the slide can be seen. Provide more talk time--but not necessarily share out time.

Slides match notes

2024-05-20 18:23:06 UTC

Its hard to remember or take notes when the slide models don't match the handouts, especially Frayer Model.

Frayer Model

2024-05-20 18:27:16 UTC

After teachers do the "Hand Up, Pair Up" could we provide an opportunity to share all the different/creative ways to use Frayer Model other than only using it to Pre-teach vocabulary.

For some reason, Frayer has been diminished to a single use scaffold.

Frayer Model

edtechcoaches — 2024-05-20 18:28:26 UTC

The question is unclear and not deep enough.

Frayer Model

2024-05-20 18:30:09 UTC

I think many teachers are familiar with the Frayer model. I don't mind reviewing it quickly, but I would prefer learning strategies I may be more unfamiliar with.

Frayer model

2024-05-20 18:30:26 UTC

We liked the information. Could we have some quiet time to go through the information on our own? It was a lot of direct instruction and presenting slides. It might be a better use of time to give the participants some of the information (regarding the strategy) and then give them about 10 minutes to go through the information on their own. Perhaps they could do a notice and wonder about the strategy.

Sentence Frames

2024-05-20 18:49:34 UTC

I think showing how frames vary based on proficiency levels was very helpful. If time permits it would nice if teachers had a chance to create 3 frames for their content and grade level.

Sentence Frames

2024-05-20 18:49:46 UTC

More grade level examples of text so there can be meaningful creation of sentence frames

Example

2024-05-20 18:51:05 UTC

Having an example of differentiating the text is GREAT! The simple one is great as a whole and specific grade levels would be great after break

Sentence Frames

2024-05-20 18:52:13 UTC

Ask for/provide examples from other curricular areas. (i.e. How could you use this strategy in science?)

Student profiles

2024-05-20 18:52:53 UTC

I think it's a good idea to include student profiles ( i.e. ELPAC level, home lang, etc) And have teachers practice differentiating using this information

Grouping

2024-05-20 18:54:11 UTC

Make sure there can be multiple groupings so you get multiple perspectives and don't only stay with group from your school.

Differentiation

2024-05-20 18:54:57 UTC

Giving teachers sample EL students and having them create sentence frames for emerging, bridging and expanding would be great practice.

Part III

2024-05-20 20:04:09 UTC

Thank you for clarifying the limited role of part 3 of the ELD standards. I think this should be emphasized with teachers as well.

Strategies

2024-05-20 20:15:02 UTC

I would like to spend more time on the strategies, scaffolding discussion protocol, and talk moves that we saw at the end.

Practical application

2024-05-20 20:21:47 UTC

I like the overall structure of the session. Facilitators should be very careful that the last 30 minutes (at least) is protected for teachers to tie specific standards to strategies. Essentially, they should have protected time to plan.

Standards

2024-05-20 20:22:44 UTC

I don't think there should be a lot of lecturing about ELD standards. More time should be given for teachers to apply their knowledge

Translating the ELD standards into Practice

2024-05-20 20:23:39 UTC

I felt the chart with the instructional strategies would be the most helpful for teachers. Our group also discussed the importance of afternoon time for teachers to apply their knowledge.

2024-05-20 20:24:26 UTC

Each task leads the teachers to apply this to their own subject area.

Differentiated Instruction

2024-05-20 20:24:50 UTC

We like that the teachers will be able to choose the workshop that they feel will be more beneficial for them.

Teacher Feedback

edtechcoaches — 2024-05-20 20:26:02 UTC

Will there be some type of feedback for teachers to make sure they are on the right track? Trying to limit the number of people walking out of the room with misconceptions that have been reinforced.

Work Time

edtechcoaches — 2024-05-20 20:28:55 UTC

Splitting up the work time into shorter chunks with specific tasks may increase productivity.

Description of activity

2024-05-20 20:32:43 UTC

By the end of this session, teachers will be able to...

I think facilitators could share this with teachers at the beginning of the professional learning session.

2024-05-20 20:53:11 UTC

Make groups by grade level and have plenty of time to create

Collaborative Retell and Designated ELD

2024-05-20 20:59:51 UTC

Love showing how you can pull the designated ELD lessons from an integrated lesson

Math example

moneymaker — 2024-05-20 21:21:14 UTC

As a math teacher I appreciate looking at a math example about how to incorporate language development into everyday math lessons.

Secondary session

moneymaker — 2024-05-20 21:22:45 UTC

Maybe at the secondary session, the designated reference could be pulled. Our collaboration with the ELD teachers to this depth is not yet at this level.

Teacher interaction

2024-05-20 21:26:18 UTC

It was a lot of direct instruction. Can we make sure teachers have time to think about what integrated ELD can look like in their own classes?

The information about the the 2 strategies today seemed a bit repetitive.

Experience Examples

2024-05-20 21:30:31 UTC

It would be beneficial for participants to experience some of the examples.

Sentence Stems

2024-05-20 21:34:04 UTC

Like the examples to be able to use in class everyday

Resources

2024-05-20 21:44:06 UTC

Great resources included that will help plan lessons

Learning goals

2024-05-20 21:50:44 UTC

Since this is so specialized, I am wondering if teachers can set a personal learning goal a the beginning.

Planning for Differentiation

2024-05-20 22:08:22 UTC

Is there an expectation of producing a product? If so, how long will they have to produce this product?

Planning

2024-05-20 22:10:20 UTC

2 hours: morning

2 hours: small group instruction

Lunch

2 hours: Plan and Do

Planning for Differentiation

2024-05-20 22:10:24 UTC

The title of this session implies that it is a dedicated teacher planning time. Teachers will most likely come to this session with the expectation of planning. If we can limit the amount of info we share it will probably be appreciated by the teachers.

Small Groups

2024-05-20 22:11:17 UTC

All 4 small groups have AMAZING information, need to give more time for teachers to process and work with the info

Idea

2024-05-20 22:12:58 UTC

Breakout sessions: 4 hours

2 hours with slides and learning

2 hours implementing and planning

Afternoon sessions

2024-05-20 22:18:29 UTC

More focused on teaching practice and planning

Chunk the slides

2024-05-20 22:19:06 UTC

For example

Read slides 2-5 on your own.

Now that you've, write down 2 notices and wonderings

Pair share

Differentiation versus Scaffolding definitions

2024-05-23 16:01:41 UTC

Modification is a specific SpEd term and may lead to confusion about modification versus accommodation. Adjustment is a synonymous option that does not have the same issue with multiple meaning.

More participant thinking?

2024-05-23 16:06:40 UTC

Explaining what's written on the slide, vs. engage participants in a thinking task connecting to the topic

Monitoring Forms

2024-05-23 16:55:32 UTC

I like that you are incorporating items that we already use (monitoring forms) with this training.

It would be beneficial to demonstrate how to access examples of the checklist through Ellevation.

Keep in mind that not all staff complete monitoring forms, so it might be their first time seeing this. It was good to give time to look at the checkboxes along with the red explainations/examples.

Differentiation video

2024-05-23 17:16:18 UTC

This video doesn't seem to address language development differentiation strategies. Is there a video that would show better examples for language development differentiation?

Assistive Technology

2024-05-23 18:21:50 UTC

I like to use the program Seesaw to have students share their knowledge or read something and record for me to listen to later.

Assistive Technology

2024-05-23 18:24:34 UTC

Install Natural Reader on student chromebook. This will read any content aloud so student can complete assignments/research.

Informational slides

2024-05-23 18:49:41 UTC

For the informational slides, when reading the information, might you ask participants to read it instead of the presenter? May be using a reading strategy, like "drop in" reading, or popcorn reading, etc.

Too much direct instruction.

2024-05-23 20:04:29 UTC

2024-05-23 21:08:38 UTC

We see that teachers are using a lot of collaboration through the walk through tool, but the concern is that they are not going beyond the approaching level in their feedback. Teachers need to understand the importance of having structured collaboration and not just talk time.

2024-05-23 21:21:02 UTC

Please be sure to give teachers practice time when trying these strategies. This may mean eliminating other things.

2024-05-23 21:32:19 UTC

A suggestion was made to tie this to the ELPAC and give examples for teachers to use in the science content area so teachers know how to use this with their content

Differentiation

2024-05-23 21:36:24 UTC

add differentiation question for the planning slide at the end.

ELD standard Choice

2024-05-23 21:36:49 UTC

Let participants choose the ELD standard they want to focus on.

2024-05-23 21:50:04 UTC

The math example can translate to other subject areas

Planning Time

2024-05-23 22:05:04 UTC

Add a slide at the end during planning time with steps.

2024-05-23 22:05:20 UTC

A concern was raised that teachers need help other than stems, frames, etc, but one ELD teacher said he found the linguistic support example helpful. Another suggestion was made to provide samples in the different content/geometrcy,etc.

not sure about sentence frame versus sentence starters, but resources were helpful

2024-05-23 22:58:07 UTC

take a chunk of text and model a designated ELD lesson with an ELD standard as a focal standard

2024-05-23 23:03:53 UTC

Collaborative activity: use science or social studies sequential text

2024-05-23 23:06:53 UTC