SESSION PRE-CANDIDACY 4: Thinking Systematically About Teaching Practice to Learn From Experience Activity Materials Welcome Facilitator will Disseminate initial materials. Solicit, answer, and share resources that address participants' questions. Share goal for the session: To understand the NBPTS components guiding teachers to think and write systematically about their practice. Review outline of agenda topics for this session. Three types of writing Direct participants to work in small groups to Review "Writing for the National Board Process" and critical components. Read "Example 1 and identify specific examples that show the critical components of the 3 types of writing. Read "Analytical and Reflective Writing" and highlight 3 types of writing. Answering the NBPTS questions Explain to participants that each NBPTS entry is organized around questions that are designed 1. Around the Architecture of Teaching 2. To elicit evidence of the standards in teacher's practice 3. For descriptive, analytical, and reflective writing Direct participants to work in small groups to 1. Read the "Sample Questions for an Entry" handout 2. Identify the type of writing required for each question 3. Identify the section of the Architecture of Teaching addressed in each question. Showing evidence Tell participants or list on the chart the following information about how they can show evidence through their writing by 1. Citing examples 2. Quoting students and themselves 3. Painting a picture of what occurred with details 4. Explaining their thinking of WHY they Did what they did In that way At that time In that sequence Nametags and Participants' List Chart Paper lists from previous sessions Parking Lot Chart Paper Participants' Agenda (Handout or Posted with bold-faced topics from this working agenda)
Minimum Time 5 minutes
Handouts "Writing for the National Board Process" "Example 1 "Analytical and Reflective Writing" Handouts "Architecture of Teaching" "Sample Questions for an Entry"
20 minutes
10 minutes
5 minutes
Lynn Gaddis, Illinois State University, 2003
1
For those students 60 minutes
Practicing to Write for NBPTS Direct participants to individually to 1. Choose a moment during a recent lesson. 2. Write a description of what occurred. Direct participants to share their writing with a partner. Each participant should individually read the writing and write questions on the paper to make it clearer. Set a time and ask them to return the papers to the original writer. Direct participants to individually add words, phrases and sentences to make clearer. it After a few minutes, direct participants to begin a new section and write a response to this question: What was the success of the instructional strategies you used and explain why learning did or did not occur. Direct participants to trade with another partner, Write questions to the writer to make it clearer. Set a time and ask them to return the papers. Direct participants to individually add words, phrases and sentences to make it clearer. Direct participants to begin a new section and write a response to this question: What will you do next and why is that an appropriate action to take? Direct participants to trade with another partner, Write questions to the writer to make it clearer. Set a time and ask them to return the papers. Direct participants to individually add words, phrases and sentences to make it clearer. Writing and analyzing to the rubric and standards Introduce the "Fabricated Generic Level 4 Rubric for Writing" handout. Explain that rubrics should and are given to candidates prior to their writing so they know the criteria for the assessment. They may have written about some of the bulleted criteria and not others because the questions were so open-ended. The purpose of this activity is not to judge but to experience how the rubric can assist in guiding the writing for NBPTS. Direct participants to 1. Read each bullet of the rubric and identify evidence in their writing that demonstrates their performance of those criteria. 2. Identify questions and issues in writing to the rubric. Addressing questions and Issues in Writing for NBPTS In wh...