In addition, the team should investigate evidence-based practices, especially if team members encounter a new challenge or are not sure what might work in a certain situation.In addition, teams should discuss the cultural relevancy of the materials they use to teach students the content. Teams should focus on the responsiveness of their pedagogy, asking themselves if the lessons they have designed honor the experiences that students bring to school.This question centers on the learning that occurs through the PLC. In fact, we have argued that equity is more expansive than what tests can measure (e.g.
Two decades of research on teacher expectations.
Fisher & Frey on Close and Critical Reading: The PD Resource Center presented by Douglas Fisher, Nancy Frey, and Lisa Luedeke #FisherFrey . A one-of-a kind yearlong PD platform on close and critical reading . Building equity: Policies and practices to empower all learners. 40, No. —Linus Pauling. Teams also need to look at trends in learning outcomes for subgroups of students. Maybe we should add a writing task and also ask students to retell their thinking. Fisher/Frey Reading Collaborative Follow the lead of other districts and invite Douglas Fisher, Nancy Frey, and their collaborative to deliver long-term customized professional development centered on profi cient reading. . PLCs present a rich opportunity to improve instruction, as there is evidence that teacher teams, collaborating together, impact the learning outcomes of students (e.g. They decided what they needed to focus on with the whole class as well as small group and individual instruction that needed to occur for specific students.To deliver on the promise of equity, it is not enough to discuss students on a case-by-case basis. W E L C O M E #FisherFrey . By Douglas Fisher, Nancy Frey, and John Almarode October 2019 Vol. Table of Contents. Journal of Teacher Education, 38, 32-47.Fisher, D., Frey, N., Almarode, J., Flores, K., & Nagel, D. (2020).
Such strategies are more commonly experienced by lower-achieving students, even though they are most in need of effective instruction. Collaborative Conversations; Access Point Four: An Independent Reading Staircase; and Access Point Five: Demonstrating Understanding and Assessing Performance (Frey & Fisher, 2013).
Way better than the group last year. The lower left quadrant includes students who did not make progress and did not achieve at the average of the group. The upper left quadrant includes students who achieved well but did not make a lot of progress. As an example, when a 5th-grade team plans lessons based on 3rd-grade expectations, they produce 6th graders who are ready for 4th grade. P. David Pearson calls this approach “both bala nced and centered” (Frey & Fisher, 2013, p. xv). ص������t�@� ]\�
PLC+: Better decisions and greater impact by design. 69 0 obj
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collaborative conversations allow students to make a claim, provide evidence for their claims, and offer counter claims, all of which are important skills in college classrooms and a wide range of careers. .
Often, they have not considered that their expectations, as expressed through the lessons they design, can magnify inequitable outcomes.When teams plan lessons well below grade level, students do not have a chance of achieving at the highest level of learning, even if they meet the specific expectations of the lesson. by Douglas Fisher, Nancy Frey and Carol Rothenberg. Reeves, 2010).But PLCs may not be fulfilling the promise of equity, especially for students who continue to face opportunity gaps and those who have historically been marginalized.
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