Planning Plus Protocol - Sanford Inspire Program Learning Library

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Note to users: This protocol was originally designed to be used with pre-service teachers who are completing their field
Planning Plus

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Planning Plus Protocol

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Observation Guide

Note to users: This protocol was originally designed to be used with pre-service teachers who are completing their field practicum (i.e. student teaching). However, the activities described here could easily be adapted for use with in-service teachers in professional learning communities. The term “TCs” is used repeatedly in these documents and refers to teacher candidates, or student teachers.

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Planning Plus Protocol (Back to Table of Contents)

Coordination with Mentor Teacher Low Medium High

Low

Time in ASU Classroom 45-90 minutes

Pre-Planning Medium

High

Time in K-12 Classroom 45-60 minutes Lesson Outcomes

What type of thinking or reflection is this protocol designed to get teacher candidates to do?

The purpose of this protocol is to give Teacher Candidates and window into the planning process of an exemplary teacher, and then allow them to observe the lesson’s execution. Too often, preservice teachers are presented with exemplary lesson plans as static artifacts without having any insight into how the plan was created or why certain instructional choices were made. They have even fewer opportunities to examine a strong plan and then observe how real-life students respond to it. This protocol – which combines elements of lesson study and modeled teaching – aims to address that need. Instructor Preparation What up-front preparation will the instructor need to do to prepare for this protocol?

The instructor will need to identify a classroom teacher at the school site that is an exceptionally strong planner and executor. This should be a teacher who is reflective, and good at articulating the process and rationale behind instructional choices. Steps What is the procedure for completing this protocol?

1. Course instructor partners with a classroom teacher at the school site and arranges a day and time for the teacher to visit the ASU class. (The teacher could be a mentor or other classroom teacher at the school site.) This may necessitate coverage for his or her class, which would need to be arranged ahead of time. 2. The teacher visits the ASU class to discuss an upcoming lesson, and walk teacher candidates through the process of how he or she planned it. Specifically, the teacher should discuss how assessment data, knowledge of content, and knowledge of students informed planning decisions. The presenting teacher should also discuss how he or she thought through each component of the planning process (i.e. opening, instructional input, guided practice, and so on) 3. Teacher candidates are encouraged to ask clarifying and probing questions to better understand the teacher’s process. If the Teacher Candidates have been struggling with a specific aspect of planning (i.e. breaking down a standard), this may be a component that the instructor asks the teacher to explicitly explain. 4. Teacher candidates should be provided with a written copy of the plan. 5. The master teacher teaches the lesson to his/her class of students and arranges for it to be videotaped. 6. TCs have the opportunity to watch the executed lesson, pose questions, and discuss how various elements of the plan were enacted in the actual classroom. 7. TCs have the opportunity to synthesize key takeaways and lessons for their own planning. Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

Variation: This protocol could also be implemented with an exemplary Teacher Candidate acting in the role of the mentor teacher. Reflection What will teacher candidates be prompted to think about upon the completion of the protocol? What questions will they consider?

1. How did (instructional decision) help to set students up for success? 2. Was there anything that did “not go according to plan”? What might be some reasons behind deviations from the plan? Were they strategic? 3. How did students respond to the instructional activities in the lesson? 4. Based upon the way students responded, how could the plan be revised if it were to be re-taught? 5. What role did timing play in this lesson? How did the timing and sequencing of activities support student learning? 6. How did this lesson scaffold student learning? 7. Where did you see evidence of differentiation? Setting Students Up for Success What challenges does this protocol present? How could it go wrong? What can the instructor do to address possible obstacles before implementation?

The person chosen for this protocol is of paramount importance. It should be a classroom teacher or teacher candidate who is not only a skilled and thoughtful planner and lesson executor, but also someone who is good at articulating the rationale behind their instructional choices. It would also have to be someone comfortable with showing some vulnerability and making her teaching process the subject of Teacher Candidates’ inquiry. Implementation How should the protocol be implemented within the structure of the class?

The “think-aloud” through the planning process should take place during the ASU class, as should the viewing of the executed lesson and subsequent debrief. The placement at the beginning, middle, or end of class is less important than trying one’s best to accommodate the volunteer teacher’s schedule. References Ball, D.L. & Cohen, D.K. (1999). Developing practice, developing practitioners: Toward a practice-based theory of professional education. In G. Sykes and L. Darling-Hammond (Eds.), Teaching as the learning profession: Handbook of policy and practice (pp. 3-32). San Francisco: Jossey Bass. Richert, A.E. (2005). Inquiring about practice: Using web-based materials to develop teacher inquiry. Teaching Education, 16(4), 297-310.

Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

Observation Form (Back to Table of Contents)

NOTE: The purpose of this protocol is not merely to transcribe what you see the presenter saying and doing. Rather, it is to get a window into the thought process that a skilled planner uses when planning the different components of the lesson. This guide should be used in two phases: • PHASE I: Before the Lesson – Use this guide to record your key takeaways and questions as the presenter walks through the thought process behind the lesson. • PHASE II: During the Lesson – Note your observations as you observe the lesson, as well as questions arise over particular instructional decisions or student responses.

Standard:

Objective (Explicit):

Evidence of Mastery (Measurable) What does the teacher consider when planning to assess students?

Sub-objectives, SWBAT (Sequenced from basic to complex) How does the teacher task-analyze or break down the objective?

Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org

During the Lesson

Before the Lesson

During the Lesson

Before the Lesson

During the Lesson

Before the Lesson

During the Lesson

Before the Lesson

During the Lesson

Closing/Student Reflection/ Real-life connections

Independent Practice

Guided Practice

Instructional Input

Opening

State objectives, connect to previous learning, and make relevant to real life

Before the Lesson

Copyright © 2017 Arizona Board of Regents, All rights reserved • SanfordInspire.org