Maximize Instruction through Professional Development

Jessica Quap

College of Education, Grand Canyon University

EAD 523: Developing Professional Capacity

February 17, 2021

 Professional Development Outline

Learning Objectives: (ARCS- Learning Requirements)

1. By the end of the professional development session, teachers will develop a working knowledge of the
Talk, Read, Talk, Write framework in order to maximize time spent on quality instruction AMB group
discussions about the framework and brainstorming ways to utilize it in content specific class
instruction.
2. By the end of the professional development session, teachers will develop a lesson using the Talk, Read,
Talk, Write framework and provide peer to peer feedback AMB completing the TRTW lesson template
and peer walk-throughs.
Research:  
1. In choosing a professional development session topic that would maximize time spent on quality
instruction, I decided on a framework for teaching that includes active and inquisitive learning, The
Talk, Read, Talk, Write framework from Nancy Motley. By utilizing this framework in designing
lessons, teachers ensure that their students are engaged in learning in 3 different learning modes
(talking, reading and writing). In the book, Content Area Conversations, Fisher, Frey and Rothberg
suggest that, “Language, in other words, is how we think. It’s how we process information and
remember. It’s our operating system. Vygotsky (1962) suggested that thinking develops into words in a
number of phases, moving from imaging to inner speech to inner speaking to speech. Tracing this idea
backward, speech-talk is the representation of thinking. As such, it is reasonable to suggest that
classrooms should be filled with talk, given that we want them filled with thinking!” (Fisher, et. al.,
2008). Within this theory of teaching, the Talk, Read, Talk, Write strategy is perfect for maximizing
quality instruction.
2. In further research, by Wolf, Crosson and Resnick at the University of Pittsburgh, states, “Assuming
that social interaction supports and increases cognitive development in students’ learning,
discourse-based instructional approaches have been developed to facilitate effective
reading-comprehension instruction. These approaches acknowledge that reading comprehension is a
collaborative process where the teacher and students co-construct meaning from the text (2005). The
discourse that will occur within the Talk, Read, Talk, Write strategy will allow teachers and students to
process learning instead of focusing on a product to show at the end of learning. Comprehension is the
key to this strategy because if students can talk and read about something in this manner, they are able
to write about it with deeper understanding.
RUBRIC  STEPS  Activity  Materials 
  What will I do?  What will I need to 
  (3 mins.) Norms & Expectations bring with me?
  ● Norms: What would you expect from your students if you
  were teaching? Chart Paper w/
  Norms
○ Manage your personal needs
 
○ Manage your technology
  Chromebook
 
○ Have a growth mindset
  ○ Be Positive Rubrics
     ● Expectations:
  ○ Review the 5 Steps/Lesson Preview Smart TV
    ○ What products need to be turned in and by what
  Identify  date and time. Sign In Sheet
  Need 
Grouping  (15 mins.)  Structure Cards
   
(2 mins.) Learning Objectives:​ R​ ead, Review, & Breakdown of
Student Work   
learning objectives Card Sort
    ● Essential Question: What TAP rubric indicators are
Activities &  impacted when you use the TRTW framework in a lesson? Power Point
Materials  At what level? And Why? (Use random name picker to call
  on participant)
 
 
 
(10 mins.) Identify the Need - Review TRTW Framework:
  ● (ARCS- Goal Orientation) Review and discuss Slaton HS data
  and why we chose to work on using the TRTW framework.
  ● Card Sort:
o What TRTW is at each stage
o What TRTW isn’t at each stage
  Talk, Read, Talk, Write Framework Model:
  ● Model a universal lesson over Growth Mindset using the *TAP Rubric*
 
TRTW framework.
  Handouts
● Step in and out to label each portion, critical attributes,
 
 
rubric connections Resources
○ What did Ms. Thomas just do?
  ○ What is that important?
Learn  ○ Where does that fall on the rubric?
(20 mins.)  ● Debrief Lesson
  ○ How was reading impacted in this lesson?
  ○ How was writing impacted in this lesson?
  ○ What questions do you have?
 
  Develop TRTW Lesson: (ARCS- Motive Matching)
● Career Teachers will utilize the TRTW lesson temple that is Chromebook
 
  posted in the PLC classroom to plan out their lesson.
Planning Materials
  ● CTs will be given the TRTW at a Glance planning guide to use
  as they work through the development of their lesson. TRTW Lesson
● CTs will keep in mind the card sort about what TRTW is and Template
  what it isn’t.
Develop  ● Presenters will circulate around the room to provide TRTW at a Glance
(15 mins.)  feedback and suggestions to CTs as they work to develop
  their lesson for the upcoming days.
 
 
Classroom Application: (ARCS- Success Opportunities)
  Chromebook
  ● (30 secs.) Stand Up, Hand Up, Pair Up: CTs will find a
  partner and review each other's TRTW lesson and provide
Verbal Feedback
  Feedback to one another.
  ● Partner A: 2 mins. to share
  ● Partner B: 2 mins. to give feedback
   ● Partner B: 2 mins. to share
● Partner A: 2 mins. to give feedback
  ○ 1 Glow: one thing you think will work really well
Apply   about their lesson or that you really like.
(10 mins.)  ○ 1 Grow: one thing you think might need some more
  thought or attention to make sure it is successful.
  (offer suggestions)
 
 
Accountability Plan:
 
● TRTW should be utilized on 3 separate occasions prior to the
  next PLC meeting
Check Kagan
  ● Collect and bring student work from each time you
Structure Cards out
  implement it to the following PLC meeting (2 H, 2 M, 2 L) before you Leave
  ● Conduct 2 peer walk-throughs between now and the next
  PLC meeting in order to give peers feedback. (Michelle Perez)
  ○ QR Codes will be posted outside the classrooms for
teacher to access the walk-through form
  ○ Please determine who you would like to see
Evaluate  implement TRTW and get with them to determine
(0 mins.)  when you can come do a walk-through.
● ILT members will continue to conduct walk-throughs and
formal evaluations.
Follow-up as a Result of PLC Meeting:​ ILT members will conduct formal walk-throughs looking for the use of all PLC
cycle 1 practices in your classrooms as well as evidence of your IGP Goal, and now the use of TRTW.

Student Work Reflection Points:

● What were the students able to do? What were they ​NOT​ able to do? Why?
● Who was successful? Who was not?
● What are the plans for students not yet successful?

References

Fisher, D., Rothenberg, C., & Frey, N. (2008). ​Content-area conversations :how to plan

discussion-based lessons for diverse language learners​. Association for Supervision

and Curriculum Development.

Wolf, M., Crosson, A., & Resnick, L. (2005). Classroom Talk for Rigorous Reading

Comprehension Instruction. Reading Psychology, 26(1), 27–53.

https://doi-org.lopes.idm.oclc.org/10.1080/02702710490897518