<p>This manual was developed to provide guidance and technical assistance to New Mexico Teachers Pursuing Excellence (TPE) schools and adapted for schools participating in Triannual Site Visits with NM PED – Priority Schools Bureau.</p><p>The materials developed may be used for training purposes only with New Mexico TPE Schools and TSV schools.</p><p>All rights are reserved; no part of the materials may be modified, reproduced, or copied for financial gain without written permission. </p><p>To obtain permission, please submit a written request to: </p><p>Debbie Montoya Director, Priority Schools Bureau New Mexico Public Education Department Jerry Apodaca Building 300 Don Gaspar Santa Fe, New Mexico 87501 </p><p>Email: [email protected] </p><p>TSV Schools Professional Development  December 2015  2 TSV Schools Professional Development  December 2015  3 TSV Schools Professional Development  December 2015  4 TSV Schools Professional Development  December 2015  5 Communication Compass Introduction</p><p>1. For this activity, you are going to be asked to identify your communication style. No one is “only one direction,” but everyone can choose one as their pre‐dominant direction. 2. To begin I am going to ask you to first, read on the power point a brief description of each compass points communication style. 3. Once you have identified which of the four directions most closely describe your personal style, please move to the “direction” of their choice. 4. You will have the next 10 minutes to discuss and answer the following guiding questions a group: (move the power point to the next slide to display the guiding questions). 1. What are the strengths of your style? (4 adjectives) 2. What are the limitations of your style? (4 adjectives) 3. What style do you find most difficult to work with and why? 4. What do people from the other “directions” or styles need to know about you so you can work together effectively? 5. What do you value about the other three styles? 5. After 10 minutes ask for a spokesperson from each group to report out their discussion and answers from the questions. 6. Thank the participants and send them back to their “home tables.”</p><p>Communication Compass Activity</p><p>1. What are the strengths of your style? (4 adjectives)</p><p>2. What are the limitations of your style? (4 adjectives)</p><p>3. What style do you find most difficult to work with and why?</p><p>4. What do people from the other “directions” or styles need to know about you so you can work together effectively?</p><p>5. What do you value about the other three styles?</p><p>The teacher’s questioning techniques L • do not allow for interaction between teacher and student e Ineffe ctive • do not use scaffolds as appropriate for the developmental, v students; e • are not aligned to content and provide no opportunity for l • use low-level or inappropriate questions; and • elicit limited student participation and recitation rather o The teacher’s questioning techniques f Minimal • provide minimal opportunities for interaction between • have limited use of scaffolds as appropriate for the developmental, ly Effectiv needs of the students; P e • use low-level questions that evoke minimal student engagement; e • have some questions that elicit a thoughtful response, but r wait-time, and may be answered by the teacher; and • do not include a system that allows all students to respond. f The teacher’s questioning techniques o Effective • provide frequent opportunities for interaction between r • use scaffolds as appropriate for the developmental, cognitive, m • use pre-planned questions or tasks; a • use systems that evoke responses from all students and n developmental, cognitive, and academic language proficiency, • consistently engage students in high levels of thinking within c and e • allow students to respond in a variety of ways, including In additiondepending to the indicatorson their developmental, for effective, the cognitive, teacher’s and questioning academic Hig • allow consistent, analytical, and collaborative approaches hly • scaffold for a deep understanding of concepts, using academic Effe • create opportunities for student-led discussion and debate ctiv • allow students to take ownership or to lead, ensuring that e classroom and group discussions; • incorporate student-generated, high-level questions that are content- specific; and • include the use of prompts to support students’ responses repeating and rephrasing the question and modeling responses students. In addition to the indicators for highly effective, the teacher’s Exempla • are shared with colleagues in mentoring and support contexts; ry • are shared with parents and community members.</p><p>Notes:</p><p>Domain NMTEACH 3B: Using Questioning Discourse • To what level do all students have Element • To what level are questions • To what degree are questions Note: Any reference to “all students” Note: Any reference to NM adopted</p><p>The question that p______m______face as they raise ch______from in______to adult life are not easy to answer.</p><p>Both f______and m______can become concerned when health problems such as c______arise any time after the e______stage to later life. Experts recommend that young ch______should have plenty of s______and nutritious food for healthy growth. </p><p>B______and g______should not share the same b______or even sleep in the same r______. They may be afraid of the d______.</p><p>Instructional Routine for Teaching Critical, Unknown Vocabulary Words 1 Introduce the Strategy  Write the word on the board.  Read the word.  Students repeat.  Repeat for unfamiliar words.</p><p>2 Present a Student-Friendly Explanation  Tell students explanation, or  Have students read explanation</p><p>3 Illustrate the Word with Examples  Concrete examples.  Visual representations.  Verbal examples.</p><p>4 Check Students’ Understanding  Ask deep processing question</p><p>Classroom Questioning & Discussion Protocol While viewing the video, complete the worksheet indicating evidence of a clear classroom protocol in Ms. Brewer’s classroom.  How does Ms. Brewer apply her protocol for questioning and discussion effectively?</p><p>Protocol Indicators Notes</p><p>Take Time to Think</p><p>Talk on Topic/Listen Actively</p><p>Give Others a Chance Invite others to respond to you</p><p>Build on What the Person Said</p><p>Ask Clarifying or Extension Questions</p><p>Answer and Discuss Respectfully</p><p>Prompting and Probing</p><p>Prompting Prompting is a huge part of helping students finds success within all learning activities. Positive prompts will leave students reflecting and yearning to try again. </p><p>Teacher prompting and cues refer to what the learner should try on the next practice opportunity.  Verbal technique prompts/cues: specific verbal reminders for previously acquired techniques that can be used to produce a subsequent student response. These generally occur right prior to the next practice attempt or during the practice trials that are continuous. For example, saying to a student who is dribbling the ball, “get into a low athletic position.”</p><p> Verbal tactical props/cues: specific verbal reminders for previously acquired tactical moves that can be used to produce a subsequent student response. For example, during a badminton match the teacher would say, “make sure you vary the spot you hit the birdie to keep your opponent guessing.”</p><p> Verbal management behavior prompts/cues: specific verbal reminders for previously acquired routine behaviors that can be used to produce subsequent student responses. For example, the teacher telling the students, “don’t forget to show me the ready position when I say freeze.”</p><p> Verbal social behavior props/cues: specific verbal reminders for previously acquired general class behavior that can be used to produce subsequent student responses. For example, the teacher reminding students to, “try to avoid the negative comments to your classmates.”</p><p> Verbal promotion of in class moderate to vigorous physical activity: promotes in class physical activity/fitness or motor skill engagement by prompting or encouraging physical or fitness activity during the interval. For example, the teacher could simply encourage and praise students while they are being physically active.</p><p> Verbal prompts to promote physical activity engagement beyond class/school: verbal reminders to encourage students to engage in PA outside of PE class or during out of school time. For example, the teacher could say “don’t forget to practice your soccer dribbling skills when you get home tonight.” Probing Related to teacher questioning is the use of teacher probes. Probing or delving occurs when a student does not respond to a teacher question. Probes are teacher assists that support the student to answer. Research suggests that high achieving students are more apt to be the recipients of teacher probes, while lower achieving students are more likely to be “let off the hook.” </p><p>That is, when lower achieving students do not respond, teachers are more likely to move on to another student than to offer assistance to answer. The reasons for this are well- intentioned. Teachers do not want to embarrass students by putting them “on the spot” and they want the class to hear the correct answer as the class works toward mastery of content. </p><p>But not probing or delving sends a message of low teacher expectations. It says to students, “I don’t think you are able to give an acceptable answer.” Probing and delving sends another message. It says to students, “I am confident you can answer and I am going to help you to do so.” When a student does not respond to a teacher posed question try one or more of the following probes.  Restate the question in other words. Though the question is clear to the teacher, it may not be clear to the student.  Rephrase the question.  Breakdown the question into smaller ones.  Ask a related question.  Give the student a hint, clue or prompt.</p><p>Probing and delving also help students to clarify their thinking, surface their reasoning, and explore alternative perspectives or solutions. A probing question makes a student think more deeply about the topic at hand, thereby engaging him/her in more cognitively rigorous instruction. This is especially important for lower achieving students who may have begun to doubt their own capabilities and withhold effort. </p><p>Seeing their teachers make a special effort to help them can enhance students’ self- confidence and willingness to exert effort in learning. The question stems that follow are examples of teacher probes that can support students to think more deeply.</p><p> What did you notice about…?  What makes you say…?  What’s another way you  What do you mean by…? could …  Tell me more about…  What might be the result  How does that relate to…? if…?  What are the connections  What criteria did you use between? to…?  What is the idea behind…?  What is your hunch about…?  How did you decide that …?  What else do you know  What is your opinion about…? about…?</p><p>Level 1: Recall and Reproduction Verbs Teacher Role Student Role Locate, calculate, define, Questions to direct of focus Recognizes, responds, identify, list, label, match, attention, show, tells, remembers, memorizes, measure, copy, memorize, demonstrates, provides restates, absorbs, repeat, report, recall, examples, examines, describes, demonstrates, recite, recognize, state, tell, leads, breaks down, follows directions, tabulate, use rules, answer defines applies routine who, what, when , where, processes, definitions why, how and procedures</p><p>Notes: Level 2: Skill/ Concept Verbs Teacher Role Student Role Infer, categorize, organize and Questions to differentiate, Solves routine problems/ display, compare-contrast, infer, tasks modify, predict, interpret, or check conceptual involving multiple distinguish, estimate, extend understanding, models, decision points and concepts, patterns, interpret, use organizes/reorganizes, constructs models to show context clues, make explores possible options or relationships, demonstrates observations, summarize, connections, provides use of conceptual knowledge, translate from table to examples and non- examples compiles and organizes, graph, classify, show illustrates/ explains with cause/effect, relate, edit for examples or models, clarity examines</p><p>Notes: Level 3: Strategic Thinking & Reasoning Verbs Teacher Role Student Role Critique, appraise, revise for Questions to probe reasoning Uncovers and selects relevant meaning, assess, investigate, and underlying thinking, and credible supporting cite evidence, test asks open-ended questions, evidence for analyses, hypothesis, develop a logical acts as a resource and coach, critiques, debates, claims argument, use concepts to provides criteria and and judgments; plans, solve non-routine problems, examples for making initiates questions, disputes, explain phenomena in terms judgments and supporting argues, tests ideas/ of concepts, draw claims, encourages multiple solutions, sustains inquiry conclusions based on data approaches and solutions; into topics or deeper determines when/where problems, applies to the real (text, concept) depth and world exploration most appropriate</p><p>Notes: Level 4: Extended Thinking Verbs Teacher Role Student Role Initiate, design and conduct, Questions to extend thinking Designs, takes risks, and researches collaborate, research, broaden perspectives; synthesizing synthesize, self-monitor, facilitates teaming, multiple resources, critique, produce/ present collaboration, self- evaluation collaborates, plans, organizes, and modifies, creates concrete tangible products</p><p>Notes:</p><p>Domain 3: Teaching for Learning NMTEACH 3C: Engaging Students in Learning • To what level are all students engaging in the lesson’s activities? • To what level are activities sequential and aligned to the daily learning target? Element • To what level are all students required to be intellectually engaged with the course content? Note: Any reference to “all students” includes culturally and linguistically diverse students, ELs, and SWD . Note: Any reference to NM adopted standards includes the 2012 Amplification of WIDA ELD Standard, when serving ELL and IEP goals, when serving SWD. L Ineffec Activities, assignments, materials, pacing, and grouping of students are inappropriate to the learning e tive outcomes, language proficiency levels, and applicable IEP goals, resulting in low student engagement. v e M Activities, assignments, materials, pacing, and grouping of students are somewhat appropriate to the l i learning outcomes, language proficiency levels, and applicable IEP goals, resulting in moderate student o n engagement in which f i  the teacher does not connect the lesson to prior understanding; m  the lesson activities do not align with the desired learning outcomes; a  the lesson structure is not fully maintained; and P l  the pacing is somewhat appropriate for some learners. e l Activities, assignments, materials, pacing and grouping of students are fully appropriate to the learning rEffectiv outcomes, language proficiency levels, and applicable IEP goals, resulting in good student engagement in f e which o  the teacher explicitly connects the lesson to prior understanding and student background experience; r  the lesson supports active engagement of all students and maintains an awareness of the effective amount of student talk vs. teacher talk; m  the teacher delivers lessons coherently with attention to scaffolding, pacing, sequencing, flexible a grouping, student reflection, and closure; n  the teacher incorporates cognitive, developmental, linguistic, and cultural experiences to support c learning; e  the teacher assesses student engagement and understanding and adapts methods for improved learning when needed; and In addition to the indicators for effective; activities, assignments, materials, pacing, and grouping of Hstudents are fully appropriate to the learning outcomes, language proficiency levels, and applicable IEP i goals, resulting in high intellectual student engagement in which g  the teacher provides opportunities for students to lead reading, writing, speaking, and h listening activities throughout the lesson; l  students incorporate cognitive, developmental, linguistic, and cultural experiences to support learning; y  the lesson incorporates multiple means of representation, expression, and engagement; E  the teacher encourages students to negotiate meaning and clarify understanding with their peers, ff which may be supported using a language other than English, as appropriate; and e  the teacher consistently assesses student engagement and understanding and immediately adapts c methods for improved learning when needed. ti In addition to the indicators for highly effective, the teacher leader Exe  uses data to support and guide student engagement and is able to demonstrate to colleagues and mpl community members how this works; and ary  creates opportunities to support and mentor colleagues by sharing knowledge, information, and strategies for engaging students in their learning.</p><p>Notes:</p><p>Keys of Student Evidence Engagement Exhibits High Energy</p><p>Structured Pacing</p><p>Promotes Problem Solving, Choice, Depth</p><p>Invites Curiosity</p><p>Connects to Student Interests</p><p>Which Keys to Student Engagement were the most prevalent?</p><p>Domain NMTEACH 3D: Assessment in • To what level does the teacher determine the lesson? Element • To what level are all students aware Note: Any reference to “all students” Note: Any reference to NM adopted when serving ELL and IEP goals, when</p><p>L Ineffec Assessments are infrequently used e tive • are rarely monitored by the teacher v • students are rarely informed of assessment e Minim Assessments are occasionally used l ally • provide limited or irrelevant feedback; Effecti o • students are occasionally informed ve f • are occasionally monitored by the P Assessments are consistently used e E • contain clear performance criteria r ff • align to the learning outcomes; f e • contain differentiated assessment o c • allow the teacher to ti that are based on students’ r v • allow the teacher to provide descriptive m e a In addition to the indicators for effective, Highlyinstruction, and there is a method n Effecti • establish, support, c ve communication to students; e • engage students in analyzing and • systematically gather and use assessment • ensure that students scoring guidelines provided; • provide feedback that can be used • support students in and/or specialized instruction, • involve students in establishing assessment • engage students in development related to the • support students in combination of self and peer In addition to the indicators for highly Exem • creates opportunities plary and strategies for assessment • leads, directs, or instructs assessment techniques effectively. 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