This space is limited to subscribers; it is not open to the world. I know there are problems with scripts (as script and as metaphor s/crip/t). Some are bad. Teachers sometimes don’t like them because the practice violates their professional agency. The scripts themselves aren’t the problem. Like any other script, think Hamlet, greatness can be reached. If the script is great, if the teacher chooses it and what to do with it, we are good to go. I suppose reading a poem aloud could be a script.
What collaborative resources do teachers need to make instructional decisions without coercion in a culture of internal accountability? Are funded, resourced, coherent professional learning networks/communities the needed third leg (he’s not biased:)? Is the Core the third rail?
Thinking about scripts, as you share they can be creative constraints or troublesome bottlenecks depending on how they are implemented or used. A consistent factor for teachers is TIME. Does the program give teachers a sound starting point for instruction?
I have found structures such as unit plan templates to be helpful for teams as they collaboratively prepare instruction. Google Docs seems like a preferred tool for this work.
The Core standards seem most useful for using consistent academic and disciplinary language across the grades. I'm not so keen on the DOK level of the verbs; kids seem to reach higher complexities based more on the space teachers hold for dialogue and discussion around the texts.
And 100% for PLN/communities (equally unbiased :-). To tap into Title II and related funds, it would seem important to validate these professional learning spaces with outcomes of impact, such as action/classroom research projects facilitated by those mediating and moderating the communities.
Quick question: Do you have any experience with collaborative unit design that includes discussions/reflections on what happened during implementation? Any discussions of student work?
Right on re: action research to validate the professional development. I think you could tie shared unit design with action research mediated and moderated by trained improvement scientists. It’s high time this stuff starts happening where it’s most needed, eh?
We have a collaborative unit planner developed in-house, based on our literacy curriculum resource. But does not include a protocol for facilitating regular discussion and reflection. Seems like an important element. Something we should look into more. If you know of any trained improvement scientists, send them my way. :-)
We do use a schoolwide writing assessment process from Regie Routman's book Read, Write, Lead. In fact, we are engaging in one next week (12/9/22).
Here’s where I would start the discussion. First, I’d find out how well teachers using the planner like it and why. See how they take to the idea. It’s possible that they could design a unit and identify one small part of it for collaborative assessment and reflection. Then I think I’d float the idea of marrying the writing assessment strategy with the unit planner. Within grade levels (maybe even across) it would be possible to create a writing assignment tied to a unit plan with a face-to-face or online formal or informal scoring session followed by a debrief. Writing is low hanging fruit for you. I recommend Miles Myers’ holistic scoring booklet for consideration in creating a writing task and rubric. It’s 42 years old but Miles’ focus is on nuts and bolts. Nuts and bolts don’t change much, and pretty much everything Miles focused on is timeless. Give me a minute and I’ll be back with a URL,
Improvement Science is on my radar. My daughter is in her first year of a doctoral program in math education, and her goal is to work at the policy level as such a scientist. It’s fairly new stuff. I’ll ask her how one finds one for hire.
Thanks Terry. I saved the study to review later this week. The writing connected with our units is more text-dependent, less process, so this is helpful.
Great questions Terry.
Thinking about scripts, as you share they can be creative constraints or troublesome bottlenecks depending on how they are implemented or used. A consistent factor for teachers is TIME. Does the program give teachers a sound starting point for instruction?
I have found structures such as unit plan templates to be helpful for teams as they collaboratively prepare instruction. Google Docs seems like a preferred tool for this work.
The Core standards seem most useful for using consistent academic and disciplinary language across the grades. I'm not so keen on the DOK level of the verbs; kids seem to reach higher complexities based more on the space teachers hold for dialogue and discussion around the texts.
And 100% for PLN/communities (equally unbiased :-). To tap into Title II and related funds, it would seem important to validate these professional learning spaces with outcomes of impact, such as action/classroom research projects facilitated by those mediating and moderating the communities.
Quick question: Do you have any experience with collaborative unit design that includes discussions/reflections on what happened during implementation? Any discussions of student work?
Right on re: action research to validate the professional development. I think you could tie shared unit design with action research mediated and moderated by trained improvement scientists. It’s high time this stuff starts happening where it’s most needed, eh?
We have a collaborative unit planner developed in-house, based on our literacy curriculum resource. But does not include a protocol for facilitating regular discussion and reflection. Seems like an important element. Something we should look into more. If you know of any trained improvement scientists, send them my way. :-)
We do use a schoolwide writing assessment process from Regie Routman's book Read, Write, Lead. In fact, we are engaging in one next week (12/9/22).
Here’s where I would start the discussion. First, I’d find out how well teachers using the planner like it and why. See how they take to the idea. It’s possible that they could design a unit and identify one small part of it for collaborative assessment and reflection. Then I think I’d float the idea of marrying the writing assessment strategy with the unit planner. Within grade levels (maybe even across) it would be possible to create a writing assignment tied to a unit plan with a face-to-face or online formal or informal scoring session followed by a debrief. Writing is low hanging fruit for you. I recommend Miles Myers’ holistic scoring booklet for consideration in creating a writing task and rubric. It’s 42 years old but Miles’ focus is on nuts and bolts. Nuts and bolts don’t change much, and pretty much everything Miles focused on is timeless. Give me a minute and I’ll be back with a URL,
Here’s Miles: https://eric.ed.gov/?id=ED193676
Improvement Science is on my radar. My daughter is in her first year of a doctoral program in math education, and her goal is to work at the policy level as such a scientist. It’s fairly new stuff. I’ll ask her how one finds one for hire.
Thanks Terry. I saved the study to review later this week. The writing connected with our units is more text-dependent, less process, so this is helpful.
Should have noted, our school does partner with Lois Bridges at Bring Me a Book on an library inquiry project: https://www.bringmeabook.org/the-school-library-book-budget-project-empowering-readers-through-responsibility-support-and-trust/ Their director of research, Rekha Rajan, has helped us structure this year's study: https://www.bringmeabook.org/about-us/our-team/.