Summary
Each year, teachers have the opportunity to apply for the Leading Educators in Authentic Development (LEAD) program. Teachers who participate in LEAD receive professional development throughout the year from K20 professional development coordinators and specialists. In turn, each participant has opportunities to facilitate authentic professional development and reflections with their site staff. This opportunity is perfect for teachers who would like to take their practice to the next level by leading others. All teachers who participate in LEAD receive stipends to compensate for their participation time. The LEAD Summer Institute is the first professional development experience for LEAD participants, lasting two days.
Essential Questions
How do the components of authentic instruction and the 5E learning model support meaningful learning?
How can teacher-leaders influence school culture to foster an environment conducive to authentic and meaningful learning?
Learning Goals
Examine the role of authenticity in student learning and post-secondary readiness.
Develop and practice the presentation skills of effective professional development for adult learners.
Materials List
Presentation Slides (attached)
Sticky notes
Pens/pencils
Chart tablet paper
Markers
Access to Google Slides, PowerPoint, etc. for an optional activity
Handouts
LEAD Pre-Work - Whylighting
23-24 SUMMER LEAD Day 1 and Day 2
LEAD Day 1 Agenda
Instructional Strategy Note Sheet (Printed on the back of the agenda)
Authenticity - Theory
Authenticity - Job Aides
LEAD Hours
Adult Learning Relay Poster
Adult Learning Relay Cards
Adult Learning Relay with Answers
Effective Professional Development for Educators
Owning the Learning PD
LEAD Day 2 Agenda
5E Lesson Framework Reading - Creating 5E Lessons
Triangle, Square, Circle
Combatting Nervousness
PD Checklist and Cycle
Introduction, Why Lead?
50 Minute(s)
Display slide 1 and greet participants as they enter the room. Instruct participants to fill out sticky note for each instructional strategy from their pre-work and place it on the bottom part of the poster that best reflects the purpose of that strategy within the Authenticity Framework. Encourage participants to complete a name tent at their table after placing their sticky notes. Briefly mention the agenda and the Instructional Strategy Note Sheet. Inform participants that new instructional strategies will be introduced to them throughout the session. These strategies are tools to support higher-order thinking in authentic ways. Encourage participants to use their note sheet to jot down ideas for how they would personalize the strategies for their specific classes. Within the presentation, time is allotted to allow participants to reflect on the strategies.
Display slide 3. Introduce yourself. Next, display slide 4 and provide background information on GEAR UP and the different grants at the K20 Center. After this, have participants introduce themselves and share one thing from their table tent.
Next, display slide 5. To begin the Pick-a-Pic strategy, ask participants to find a picture on their phone or laptop that makes them smile and that reflects how they are feeling, or maybe just something that they want to share. Facilitate a group discussion where participants share their picks.
Once table discussions have ended, each participant will share their image and introduce themselves and provide context for their teaching situation (School, Grade, Subject). After participants have introduced themselves and explained the significance of their photo, ask them to upload their picture to the prepared “Pick-a-Pic” Padlet board.
Go to slide 6. Briefly pass out and explain the purpose of four important documents: The Memorandum of Understanding, the Talent Release, the Supplier Form, and the Lunch list. Remind participants that payment from OU will take approximately 12 weeks.
Pass out candy and transition to slide 7. Allow participants to take one candy each, and then instruct them to find and partner with someone they don’t know who has the same piece of candy. Move to slide 8. Participants will discuss their assigned candy question with a partner. Allow at least three minutes for discussion. After the discussion has ended, instruct participants to find a different partner with a different type of candy. After grouping, participants will discuss both questions tied to their candies.
Briefly review grant goals on slide 9.
Transition to slide 10 and share what the research says about shared leadership. Facilitate a discussion that addresses the questions “What is shared leadership?” and “Why do we do we do shared leadership in LEAD?”.
Share the session objectives on slide 11.
Authenticity
40 Minute(s)
Ask participants to get their pre-work out and to partner up. Move to slide 12 and share the instructions for Think-Pair-Share: “Use your pre-work to summarize authenticity in your own words and to discuss how authenticity supports student learning”.
Transition to slide 13 and direct participants to choose one component from their anchor chart, and to move to the corresponding Four Corners poster. Request that participants form groups of no more than five (5) in a group, and to have a second or third choice in mind in case their first choice is full. Ask participant groups to discuss the importance of their authenticity component.
Display slide 14 as you provide instructions for how to create the Color, Symbol, Image (CSI) poster. On labeled (titled) chart paper, each group will complete three tasks. First, above the title on the poster, participants must summarize their component of authenticity and how it supports student learning. Next, participants must choose a color they feel represents their component and draw symbol that represents their component, and craft an image to illustrate an image or scene that relates to the component of authenticity. Finally, below the title, participants must select an instructional strategy that reflects this element of authenticity.
Transition to slide 15. Go through the strategies as a group and help participants write down what each strategy is and how they might apply it in your classroom. Quickly discuss each strategy individually. Share out something you heard from another participant that you thought was a great idea of how to implement. Strategies reviewed in this activity include Padlet, Think-Pair-Share, Four Corners, and CSI.
College or Career Success
45 Minute(s)
Display slide 17, and ask participants to think with their table and generate a list of as many of the skills that students need to be successful in their career or college as possible. Explain to participants that this Collective Brain Dump is designed to activate student prior knowledge in a short amount of time.
Display slide 18, and have each table add four or five phrases from their list on Mentimeter to generate a Collaborative Word Cloud. Allow each group a few minutes to decide which phrases to share and contribute their post to the word cloud.
Next, transition to Slide 19. Inform participants that they will examine the skills they previously identified in the Mentimeter word cloud. They will then compare these skills to the key elements of authenticity. The guiding question for this activity is: “How can incorporating elements of authenticity better equip teachers to prepare students for post-secondary opportunities?”
Divide the tables up into partners, and instruct partners to stand up and find a quieter place in the room. Transition to slide 20.
Instruct each pair to select one component of authenticity.
As partners to craft a 60-second Elevator Speech that describes their chosen element of authentic instruction and its role in fostering college and career readiness.
Once prepared, one partner will deliver the speech wile the other listens critically to provide feedback.
Teams will debrief using the Star and a Wish instructional strategy. Transition to slide 21 for participant reference during reflection.
Partners switch roles to repeat the process.
If time allows, change partners for an additional round of speeches and feedback.
Transition to slide 22. Go through the strategies as a group and help participants write down what each strategy is and how they might apply it in your classroom. Quickly discuss each strategy individually. Share out something you heard from another participant that you thought was a great idea of how to implement. Strategies reviewed in this activity include Collective Brain Dump, Mentimeter, Table Talk, Elevator Speech, and Two Stars and a Wish.
Adult Learning
80 Minute(s)
Transition to slide 24, and instruct participants pick up a nearby card to play Quiz, Quiz, Trade. The card has two sides, a question side and an answer side. Participants must hold the card so that the question side is facing out and the answer side facing them. Participants will raise their other hand, and partner up. Partners will introduce themselves, quiz each other, and switch cards. After both partners have gone, repeat the process and find another partner. [should this be a numbered list maybe?]
Prepare participants for a review relay of adult learning by moving to slide 25. Each group will receive a cloze Adult Learning Relay handout and a stack of word answer cards. Participants will line up as a team, and each team member will select a word and place it in the sentence that makes the most sense. Allow adequate time for groups to explore and organize, and then instruct teams to compare answers with one another.
Access slide 26, and introduce participants to the Categorical Highlighting instructional strategy. Participants will read Effective Professional Development for Educators and highlight with two colors, one for information pertaining to effective professional development and the other for the needs of adult learners. Encourage participants to share after they have completed research.
Transition to slide 27, and provide information about the Cognitive Comics with Canva tech-integrated strategy. Display instructions on slide 28. Using one of the provided cognitive comics templates, participants will use their categorical highlighting to create an effective professional development scenario. Participants will post their PD Comic to Padlet as a PNG after finishing.
Move to slide 29. Facilitate participant reflection using the Instructional Strategy Note Catcher. Strategies used in this section include Quiz, Quiz, Trade, Categorical Highlighting, Cognitive Comics, and integrating technology with Canva.
Model Professional Development
85 Minute(s)
Transition to slide 31, and encourage participants to individually think about the activities from today through the lens of the Authentic Lesson Reflection Tool handout. Using the reflection questions provided in the handout, participants must identify any tasks or activities that address those questions. Allow time for participants to reflect on the elements of authenticity that they have experienced, and then encourage participants to share out.
Move to slide 32 and tell participants to read through the Owning the Learning: Intentional Student Choice professional development. While reading, participants must use the Authentic Lesson Reflection Tool to identify components of authenticity within the PD.
Briefly share expectations for the session tomorrow with slide 33, and ask participants to complete the online TREK evaluation on Slide 34.
The 5E Model
90 Minute(s)
Begin with slide 38 on display. Let participants know that they are going to throw the ball to one another, and they will have to answer a question assigend to the color their left thumb lands on. Display slide 39 for reference, and model the activity with a co-facilitator. Have participants pass the ball until everyone has had an opportunity to participate.
Move to slide 40, and inform participants that they will need to work with a partner to complete a 5E Card Sort. Instruct participants that they have 10 minutes to arrange the cards to best reflect a 5E model that they would facilitate.
Distribute copies of the 5E Lesson Framework Reading—Creating 5E Lessons and instruct participants to read the 5E research. After everyone has read the article, display slide 41. Participants will now use the Triangle, Square, Circle instructional strategy as a structure for review and discussion of the 5E research. The will write three main ideas from the reading, two things that squared with their pedagogy, and one thing that they are still circling or thinking about.
Advance to slide 42, and instruct participants to revisit their original card sort and to rearrange the cards into a sequence that aligns with the research. After participants have had time to review the 5E research and revise their card sort, begin a class discussion with the prompt “Did you change anything from your original sort?”
Divide participants into small groups and assign each group a 5E component at the same time by have them count of 1 to 5 by sequentially state “Engage”, “Explore”, “Explain”, “Extend”, or “Evaluate”. Jigsaw the participants into their named groups, to explore one of the 5E’s in greater detail. Display slide 43, and explain that participants will revisit the professional development narrative for the Owning the Learning PD [is this the right PD for this activity?] and evaluate it through the lens of the 5E PD Vetting Design and Feedback handout. Using the Cornell Notes System, the group will record examples and evidence of the assigned element on the provided chart paper. Allow enough time for each participant to read and contribute within their group. Then, have each group share out to the larger group: from “Engage” to “Evaluate”.
Transition to slide 44, and introduce participants to the Six-Word Memoir instructional strategy. Prompt them to answer the statement “How does this 5E PD support authentic teaching and learning for adults?” in only six words.
Move to slide 45 and go through the strategies used in this section as a group. Help participants write down what each strategy is and how they might apply it in their classroom. Quickly discuss each strategy individually. Share out something you heard from another participant that you thought was a great idea. Participants should record information about Beach Ball Buzz, Card Sort, Triangle Square Circle, Cornell Notes, and the Six-Word Memoir.
Extend to Your Site
45 Minute(s)
Display slide 47 and explain the 3-2-1 strategy to participants. Participants are to use the sticky notes at their desk [are stickies mentioned in supplies?]. Participants will list three things that their school/site is doing well, two areas of need that could help your school grow, and one professional development that could support their needs. Transition to slide 48, and let participants must submit their selected PD using a Google Form. The form is linked both in the form of QR code and a shortened link.
PD Review
95 Minute(s)
Display slide 50 and instruct participants that they are going to search LEARN for a professional development experience that will benefit their site. As they review the PD, participants will answer the following questions:
How does the 5E narrative support authentic teaching and learning?
What makes these PDs good choices for your staff?
What E would be the most engaging, and why?
What E would be the most challenging, and why?
Leave slide 50 up for reference and allow participants time to review their professional development.
After enough time has passed, call the group back together and explain to participants that they are now going to be sorted according to the cluster that most closely aligns to their own. Transition to slide 51, and direct participants to move to one of the following groups: A) Academic Preparedness, B) Technology Integration, C) College and Career Awareness and Readiness, D) Student Engagement, and E) Climate and Culture. Transition to slide 52, and explain to participants that they will share a brief description of the PD that they chose to the group, and then they will discuss the answers to their four questions (also displayed on slide 52).
Display slide 53, and ask participants “How nervous are you about presenting a PD?”. Ask participants to consider the three reference points on the slide. Ask participants, “Now that you have thought about where you might fall using these reference points, everyone is going to make a single line. So, in a minute, you are going line up in order from 1 to 5.” Be sure to point out which side of the room is where the ones go, and which side of the room the fives go, and instruct participants to line up. Once participants are lined up, say “Now that you are lined up, we are going to fold the line in half. So, it’s like follow the leader. The last person (five at the end) will walk down here to stand in front of the first person (one at the start of the line). This will be your partner for our next activity.”
Display slide 54, and model the Yes, Because… instructional strategy by telling a joke. Say “We are going to now talk about combatting nervousness. Sometimes nervousness can also be fear and some of you might be a little afraid of facilitating. Is six afraid of seven?” If facilitating with a partner, have your partner deliver the punchline: “Yes, because seven, eight, nine!” Pause for laughter. “We have just modeled the Yes, Because strategy that we are going to explore how to combat nervousness.” Participants should still be lined up from fold the line. Pass out the Combatting Nervousness handout. “We are going to model the first two items on this handout, and then we will work our way down the line, with the first partner issuing a statement and the partner providing the “Yes, Because” response. Once we reach the end of the line we will finish by switching which row reads and which row responds.” Model the first two statements, and then begin the activity.
Move to slide 55 and go through the strategies used in this section as a group. Help participants write down what each strategy is and how they might apply it in their classroom. Quickly discuss each strategy individually. Share out something you heard from another participant that you thought was a great idea. Participants should record information about 3-2-1, Fold the Line, and Yes, Because.
PD Checklist
30 Minute(s)
Move to slide 57. Pass out the PD Checklist and Cycle handout. Instruct participants to read through the handout and explain to them “You are a support structure for growth at your school. Review the handout for some of the ways you can function as a support at your school.”
Transition to slide 58. “Review the PD cycle and why it is important to reflect on what you have accomplished and how you have supported continual learning at your site. You are a support structure for growth. Think about your action plans, school objectives, and how to move forward to the next school year. You can follow-up with teachers to help foster continual learning. Don’t forget to invite teachers in to watch ‘new’ strategies or technology you are using with your students. Offer modeling and co-teaching opportunities, as you have embraced taking on a LEAD role within your schools. This is a heavy lift, but you all are very compassionate about creating successful educational experiences and engaging learners with authentic teaching practices.” Allow participants time to review the chart.
Transition to slide 59. Share information about the annual Innovative Learning Institute and explain to participants that they each have a ticket to attend.
Transition to slide 60. Share upcoming important LEAD dates and events with participants.
Display slide 61, and have participants complete the TREK evaluation according to which grant they are on (FUTURE, MY SUCCESS, OKC).
Finally, display slide 62 and discuss the next steps teachers will take between now and the next LEAD session. Each site will be different depending upon the PD plan and timeline. Follow up by reaching out to each participant and discussing their next steps.
Research Rationale
GEAR UP programs will use a professional development approach to help teachers translate research findings into pedagogy, allowing them to focus on student-centered learning by engaging students in authentic, complex tasks guided through inquiry and discourse (Jeter et al., 2018; Stroukoff et al., 2018). Student-centered learning emphasizes learning strategies and instructional sequencing, providing deeper conceptual understanding (Tornwall, 2017) and increasing the likelihood of transfer to real-world situations (White et al., 2017).
Resources
K20 Center (n.d.). 3-2-1. Instructional Strategies. Retrieved from https://learn.k20center.ou.edu/strategy/117
K20 Center (n.d.). Canva. Tech Tools. Retrieved from https://learn.k20center.ou.edu/tech-tool/612
K20 Center (n.d.). Card Sort. Strategies. Retrieved from https://learn.k20center.ou.edu/strategy/147
K20 Center (n.d.). Categorical Highlighting. Instructional Strategies. Retrieved from https://learn.k20center.ou.edu/strategy/192
K20 Center (n.d.). Cognitive Comics with Canva. Tech-Integrated Strategies. Retrieved from https://learn.k20center.ou.edu/tech-strategy/3025
K20 Center (n.d.). Cognitive Comics. Instructional Strategies. Retrieved from https://learn.k20center.ou.edu/strategy/198
K20 Center (n.d.). Collaborative Word Clouds. Instructional Strategies. Retrieved from https://learn.k20center.ou.edu/strategy/103
K20 Center (n.d.). Collective Brain Dump. Instructional Strategy. Retrieved from https://learn.k20center.ou.edu/strategy/111
K20 Center (n.d.). Color, Symbol, Image. Instructional Strategy. Retrieved from https://learn.k20center.ou.edu/strategy/161
K20 Center (n.d.). Cornell Notes. Instructional Strategy. Retrieved from https://learn.k20center.ou.edu/strategy/56
K20 Center (n.d.). Elevator Speech. Instructional Strategy. Retrieved from https://learn.k20center.ou.edu/strategy/57
K20 Center (n.d.). Fold the Line. Instructional Strategy. Retrieved from https://learn.k20center.ou.edu/strategy/57
K20 Center (n.d.). Four Corners. Strategies. Retrieved from https://learn.k20center.ou.edu/strategy/138
K20 Center (n.d.). Mentimeter. Tech Tools. Retrieved from https://learn.k20center.ou.edu/tech-tool/645
K20 Center (n.d.). Padlet. Tech Tools. Retrieved from https://learn.k20center.ou.edu/tech-tool/1077
K20 Center (n.d.). Pick a Pic. Instructional Strategies. Retrieved from https://learn.k20center.ou.edu/strategy/91K20 Center (n.d.). Quiz, Quiz, Trade. Instructional Strategy. Retrieved from https://learn.k20center.ou.edu/strategy/3086
K20 Center (n.d.). Six-Word Memoir. Instructional Strategy. Retrieved from https://learn.k20center.ou.edu/strategy/75
K20 Center (n.d.). Star and a Wish. Instructional Strategy. Retrieved from https://learn.k20center.ou.edu/strategy/83
K20 Center (n.d.). Think-Pair-Share. Instructional Strategy. Retrieved from https://learn.k20center.ou.edu/strategy/139
K20 Center (n.d.). Triangle, Square, Circle. Instructional Strategy. Retrieved from https://learn.k20center.ou.edu/strategy/65
K20 Center (n.d.). Yes, Because. Instructional Strategy. Retrieved from https://learn.k20center.ou.edu/strategy/193