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PD Content: what is the proposed sequence of events?

Before: 

Have teachers bring a book that they have not used for response, but which they would like to use. (These will be evaluated in relation to criteria that we will construct together;  they will either use this book in their planning, or, if they deem in not suitable after learning what makes a good response text, they will have the opportunity to use a text they select from ones I bring.)

 

During: 

Warm-up (community building & topic generating)

What do proficient, literate “talkers” do when they talk about a text?  Small group talk about an image (“live” a strategy that can be used in the classroom to promote talk; co-construct a list of talk “moves” that proficient “talkers” use)

How do we promote talk in our classrooms? (position participants as competent;  share strategies we know and use).  Video deconstruction of in-class example of exemplary practice

Reflect – draw representation of what we’ve learned (consolidate, conceptualize learning)

Enact a classroom model of “talk as response” that can be used in class.  Have small groups examine a page of a picture book closely and talk about it using some guiding questions/prompts to get to deeper meaning, read the whole story and re-examine the ideas that surfaced in the groups.  Deconstruct the process and the reasons for doing this. (“live” a strategy that can be directly applied to class with any response text – understand the concept in terms of classroom practice)

Co-plan:  co-construct a list of what makes a good response text.  With a partner, plan a response lesson, using talk, around a good response text.  Reflect, refine, share. (To create a “ready to go” activity so that each teacher can practice the learning and directly bring it into the classroom as part of their routine as school begins.) 

Goal setting:  share the draft of the continuum of teaching response.  Ask teachers to privately situate themselves and then set a “just right” goal for this year.  Offer support.  Exit cards (anonymous if they want) stating the goal to be handed in.

After:  

Follow up with individuals or school teams as requested.  Send a follow-up emails with a list of all the goals in a month or so, asking for feedback on progress they’ve made, what they’ve tried, and offering support.  Send another follow-up email later in the year.