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JEPD refers to teacher learning that is grounded in day-to-day teaching practice. Highquality JEPD is aligned with state standards for student academic achievement. How does a workshop model support our beliefs about effective writing instruction?
Deskripsi Asli:
Judul Asli
10-21-13 writing embedded professional development workshop - october 16 2013
JEPD refers to teacher learning that is grounded in day-to-day teaching practice. Highquality JEPD is aligned with state standards for student academic achievement. How does a workshop model support our beliefs about effective writing instruction?
JEPD refers to teacher learning that is grounded in day-to-day teaching practice. Highquality JEPD is aligned with state standards for student academic achievement. How does a workshop model support our beliefs about effective writing instruction?
refers to teacher learning that is grounded in day-today teaching practice and is designed to enhance teachers content-specific instructional practices with the intent of improving student learning (Darling-Hammond & McLaughlin, 1995; Hirsh, 2009).
Why are we doing JEPD?
JEPD is a shared, ongoing process that is locally rooted and makes a direct connection between learning and application in daily practice, thereby requiring active teacher involvement in cooperative, inquiry-based work (Hawley & Valli, 1999). Highquality JEPD also is aligned with state standards for student academic achievement and any related local educational agency and school improvement goals (Hirsh, 2009).
In JEPD, teachers primarily draw from the
professional knowledge that exists in their own school and among their colleagues (Wei et al., 2009), which is informed by other professional development opportunities that help teachers learn research-based practices (Killion & Roy, 2009; Lieberman, 2000).
Concerns
Establishing Norms
Check egos at the door!
Using Resources Effectively
Finding a Balance Materials and Resources
What Needs to be Taught
Where weve been and where
we need to go...
What do we believe about
effective writing instruction? What are the beliefs of the NCTE? What are our beliefs?
How do our beliefs translate to day-today classroom practices?
How does a workshop model support
our beliefs about writing? http://vimeo.com/45715708
How can I use a variety of
resources to plan mini-lessons? Look at your next Writers Workshop unit and decide what genre of writing this unit supports. Make a list of everything you believe students need to learn in order to write well in this genre. Then compare your list with your teammates lists. Now . . . use this list to choose mini-lessons from a variety of resources or to write your own minilessons!
Where do I need additional PD?
What do I need to do when it is
my turn to teach? Several Days Before:
Plan your lesson as you normally
would (or plan with Kim or Laura). Before the lesson AM (15 minutes): Talk your team through your lesson before you teach it. During the lesson (40 minutes): Teach your lesson! You and Kim or Laura will confer with your students. Your teammates will take informal notes. After the lesson (45 minutes): Your team will briefly debrief with you and Angie and Kim or Laura. The rest of the time will be spent addressing other areas of PD that you requested.
What Colleagues need to do
when they are observing Before the lesson: Hear teacher explain the lessons objective and focus. Ask questions about the expectations/ outcome During the lesson: Observe through the lens of the impact on the students. Take informal notes.(see handout) After the lesson: Meet and briefly debrief with presenter and Angie and Kim or Laura. The rest of the time will be spent addressing other areas of PD that you requested.