© 2011 Research for Better Teaching, Inc. One Acton Place, Acton, MA 01720 978-263-9449 11 Please… Find a seat and introduce yourself

© 2011 Research for Better Teaching, Inc. © 2011 Research for Better Teaching, Inc. One Acton Place, Acton, MA 01720 One Acton Place, Acton, MA 01720 978-263-9449 978-263-9449 www.RBTeach.com www.RBTeach.com 11

Please…

Find a seat and introduce yourself to any tablemates you

don’t yet know.

Remove the following pages from the back of your binder and insert them where they belong, according to their page numbers: 10a,b, 22a,b, 56a,b, 256a,b, 278a,b.

Studying Skillful Teaching: Using Data Day to Day

WELCOME

Thank you.


Strategies Chartand

Parking Lot

B-92 to 102

© 2011 Research for Better Teaching, Inc. © 2011 Research for Better Teaching, Inc. One Acton Place, Acton, MA 01720 One Acton Place, Acton, MA 01720 978-263-9449 978-263-9449 www.RBTeach.com www.RBTeach.com

I consider chocolate an important food group.

I am an educator.

I am over 21.

I like to walk.

I like going to the movies.

I love to read.

I like to tell jokes.

I don’t tell jokes because I can’t remember the punch lines.

That’s Me!


I was born outside the United States.

I speak more than one language.

I exercise regularly.

That’s Me!

Sometimes I think about exercising regularly.

I have a dog.

I have a cat.

I have a more exotic pet.

I started my teaching career at another school.


Teaching is my first career.

Teaching is my second or third career.

I have more than 10 years of teaching experience.

I have 5-10 years of teaching experience.

I have 2-4 years of teaching experience.

I just finished my first year of teaching.

I have a teenager at home.

I can make a difference in children’s learning and achievement.

That’s Me!

I have young children at home.



Purpose of the Course

Studying and applying the knowledge base on teaching

Strengthening our courage and conviction that we can make a difference in the life and learning of each and every student

Becoming more culturally proficient in our teaching

Expanding teaching repertoires through experimentation and reflection

Using data about student learning day to day as we plan, teach, and reflect on our teaching

Fostering a culture of ongoing professional conversation about teaching and learning

To build teachers’ capacity to promote learning and increased achievement for every student by…

B-124


Essential Question

What do skillful teachers believe, know, and do—individually and collaboratively—to promote the learning and achievement of each and every student?

B-124


Foundation of Essential Beliefs

OverarchingObjectives

CurriculumDesign

Objectives

Assessment LearningExperiences

Personal Relationship

BuildingClass Climate

Expectations

Clarity Principles ofLearning

Models of Teaching

Space Time Routines

Attention Momentum Discipline

Planning

Management

Instruction Strategies

Motivation

Curriculum Planning




Objectives for Today

You will be able to…

▲ Define and give examples of the concepts of “areas of performance,” “repertoire,” and “matching” and explain how these three concepts define professional knowledge

▲ Frame mastery objectives that guide planning and focus learners on what is important

▲ Expand/refresh your repertoire of teaching strategies


Itinerary ~ Morning

Welcome

Community builder: That’s Me

Framing the Course: Purpose and Essential Question

Framing the Day: Objectives and Itinerary

Six Propositions

Learning Partner Sign-up

The Knowledge Base on Teaching

KEY CONCEPTS: Areas of Performance~ Repertoire~Matching (A.R.M.)

Pre-assessment: Objectives / Formative Assessment / Criteria for Success


Itinerary ~ Afternoon

Do Now/Bell Ringer: Strategy Review

Course Standards

Norms and Requests

Overview of Course Assignments

Assignments for Day 2

Standards-based Instruction

Plan-Teach-Reflect Cycle

Planning

Backward Design: Three Stages

Mastery Objectives• What are they?• How are they worded? • Analyze and practice


1414

6 Propositions About Teaching

Proposition 1: Nothing is more important to student learning than teachers—what they know, can do, and believe.

Proposition 2 : Teaching is enormously complex.Proposition 3 : The study of teaching is inherently interesting

and never-ending.Proposition 4 : The knowledge base about teaching is large,

practical, and accessible. It is not a list of do’s and don’ts.

Proposition 5 : Foundational to the study of teaching is the ongoing examination of beliefs and the development of cultural proficiency.

Proposition 6 : Talking about teaching is satisfying and professionally productive.

B- p.129


Proposition 1

Nothing is more important to student learning than teachers—what they know, can do, and believe.

B-129


16

What TeachersKnow, Believe

& Can Do

IncreasedStudent

Achievement

Propositions on Teaching

Nothing is as important to student learning as what goes on between a teacher and students


17

Students’ Success Depends on Effective Teachers

44

79

96

0

10

20

30

40

50

60

70

80

90

100

Te

st

Sc

ore

s b

y P

erc

en

tile

Students with 3 LeastEffective Teachers

Students with 3 AverageEffective Teachers

Students with 3 MostEffective Teachers

Fifth-grade mathematics scores on Tennessee statewide test based on teacher sequence in grades 3, 4, 5(Second grade scores equalized)

Source: Adapted from William L. Sanders and June C. Rivers. 1996. Cumulative and Residual Effects of Teachers on Future Student Academic Achievement. Knoxville: University of Tennessee Value-Added Research and Assessment Center.

52% difference

SCHOOL SYSTEM A


18

29

50

83

0

10

20

30

40

50

60

70

80

90

100

Te

st

Sc

ore

s b

y P

erc

en

tile

Students with 3 LeastEffective Teachers

Students with 3 AverageEffective Teachers

Students with 3 MostEffective Teachers

Students’ Success Depends on Effective Teachers

Fifth-grade mathematics scores on Tennessee statewide test based on teacher sequence in grades 3, 4, 5(Second grade scores equalized)

Source: Adapted from William L. Sanders and June C. Rivers. 1996. Cumulative and Residual Effects of Teachers on Future Student Academic Achievement. Knoxville: University of Tennessee Value-Added Research and Assessment Center.

54% difference

SCHOOL SYSTEM B


19

I’ve come to a frightening conclusion that I am the decisive element in the classroom. It is my personal approach that creates the climate. It’s my daily mood that makes the weather. As a teacher, I possess a tremendous power to make a child’s life miserable or joyous. I can be a tool of torture or an instrument of inspiration. I can humiliate or humor, hurt or heal. In all situations, it is my response that decides whether a crisis will be escalated or de-escalated and a child humanized or de-humanized.

— Haim Ginot

Source: Haim Ginot. 1995. Teacher and Child: A Book for Parents and Teachers. New York: Collier.


Proposition 2

Teaching is enormously complex.

B-129


Proposition 3

The study of teaching is inherently interesting and never-ending.

B-129


Proposition 4


Building

Clarity

Space

Attention



CurriculumDesign

Objectives


Class Climate

Expectations

Principles ofLearning

Models of Teaching

Time Routines

Momentum Discipline

Planning

Management

Instructional Strategies

Motivation

Curriculum PlanningThe knowledge base on

teaching is large, practical, and accessible. It is not a list of do’s and don’ts.

B-129


Proposition 5

Foundational to the study of teaching is the ongoing examination of beliefs and the development of cultural proficiency.

B-129


Proposition 6

Talking about teaching is satisfying and professionally productive.

B-129


25

Reflection and Processing

• Review the six propositions.

• Reflect: Is there one that most resonates with you, one that you want to remember and think about over time?

• Take a few moments and write a reflection.

• Share your thoughts with those at your table.

B- p.129


B-ix


ASSESSMENT / DATA

Pre-assessment Partner: _________________________________

Formative assessment Partner: _________________________________

Summative assessment Partner: _________________________________

BELIEFS / EXPECTATIONS / CULTURAL PROFICIENCY

Innate ability belief Partner: _________________________________

Effort-based belief Partner: _________________________________

Attribution theory Partner: _________________________________

Cultural proficiency Partner: _________________________________

CLARITY

Framing learning Partner: _________________________________

Presenting information Partner: _________________________________

Getting inside students’ heads Partner: _________________________________

Anchoring learning Partner: _________________________________

PLANNING

21 planning decisions Partner: _________________________________

Mastery objectives Partner: _________________________________

Criteria for success Partner: _________________________________

Learning Partners Sign-up Sheet

B-ix


28

Clock Buddies


29


30

Content Specific Learning Partners

• Spanish month buddies

• Algebraic function buddies

• Roman empire provinces buddies

• Invertebrate buddies

• Continent buddies

• Character buddies

• Parts of a computer buddies


31

Take a break.



33

SST Timesheet Info

• August 23 and 24

• 8:00 to 3:00

• 1 hour lunch

• 6½ hours per day

• 13 hours total

• $40 per hour

• $520 total

• Don’t forget your signature


34

SST Dates– In S214• Monday, 9/12 2:45-4:30

• Monday, 10/17 2:45- 4:30

• Wednesday, 10/26 periods 1-9 (sub needed)

• Monday, 11/14 2:45-4:30

• Monday, 1/9 2:45- 4:30

• Wednesday, 2/8 periods 1-9 (sub needed)

• Monday, 2/13 2:45- 4:30

• Monday, 3/12 2:45- 4:30

• Monday, 4/9 2:45- 4:30

• Monday, 5/14 2:45- 4:30


Proposition 4, Part I


Building

Clarity

Space

Attention



CurriculumDesign

Objectives


Class Climate

Expectations


Models of Teaching

Time Routines

Momentum Discipline

Planning

Management


Motivation

Curriculum Planning

The knowledge base on teaching is large, practical, and accessible.


A




CurriculumDesign

Objectives


Personal Relationship Building Class Climate

Expectations


Models of Teaching

Space Time Routines


Planning

Management

Motivation

Curriculum Planning

Knowledge Base on Teaching

B-130



A



CurriculumDesign

Objectives



Expectations


Models of Teaching

Space Time Routines


Planning

Management

Motivation

Curriculum Planning

B-130



7 Essential Beliefs on Teaching

38

1.“You can get smart” (Howard, 1991)2.Learning is constructed as learners assimilate new experience

with prior knowledge3.Learning varies with the degree to which learners’ needs for

inclusion, influence, competence and confidence are met.4.The nature of professional knowledge encompasses areas of

performance, repertoire, and matching, not “effective behaviors”.5.The knowledge bases of a professional teacher are many,

diverse, and complex; and skillful teaching requires systemic and continual study of these knowledge bases.

6.The total environment of a school has a powerful effect on students’ learning.

7.Racism exerts a downward force on the achievement of students of color that must be met with active antiracist teaching.


A




CurriculumDesign

Objectives



Expectations


Models of Teaching

Space Time Routines


Planning

Management

Motivation

Curriculum Planning

B-130

4 Functions



A



CurriculumDesign

Objectives



Expectations


Models of Teaching

Space Time Routines


Planning

B-130

Management



A




CurriculumDesign

Objectives



Expectations


Models of Teaching

Space Time Routines


Planning

B-130



A



CurriculumDesign

Objectives



Expectations


Models of Teaching

Space Time Routines


Planning

Motivation

B-130





CurriculumDesign

Objectives



Expectations


Models of Teaching

Space Time Routines


Planning

Curriculum Planning

B-130






CurriculumDesign

Objectives



Expectations


Models of Teaching

Space Time Routines


Planning

Management

Motivation

Curriculum Planning

With your partner

summarize your understanding

of key points about the

knowledge base on teaching,

including its purposes and

organization.

Summarizing the Knowledge Base


A




CurriculumDesign

Objectives



Expectations


Models of Teaching

Space Time Routines


Planning

Management

Motivation

Curriculum Planning


Planning

Assessment

Expectations

Clarity

Objectives

B-130


Proposition 4, Part II


Building

Clarity

Space

Attention



CurriculumDesign

Objectives


Class Climate

Expectations


Models of Teaching

Time Routines

Momentum Discipline

Planning

Management


Motivation

Curriculum Planning

The knowledge base on teaching is not a list of do’s and don’ts.


A




CurriculumDesign

Objectives



Expectations


Models of Teaching

Space Time Routines


Planning

Management

Motivation

Curriculum Planning

B-130

Areas of Performance

Repertoire

Matching

Key Concepts




Repertoire

Matching

Key Concepts

Key Concepts


a task of teaching, that is, a generic task or

responsibility all teachers have to handle.

Each of the 18 boxes in the knowledge base pyramid

represents one of these areas of performance.

All 18 areas are necessary for running a successful

classroom.

All of us are responsible for all of these areas.

An Area of Performance is…B-131



A




CurriculumDesign

Objectives



Expectations


Models of Teaching

Space Time Routines


Planning

Management

Motivation

Curriculum Planning

B-130






CurriculumDesign

Objectives



Expectations


Models of Teaching

Space Time Routines


Planning

Management

Motivation

Curriculum Planning

B-130

Routines






CurriculumDesign

Objectives



Expectations


Models of Teaching

Space Time Routines


Planning

Management

Motivation

Curriculum Planning

B-130

Classroom Climate






CurriculumDesign

Objectives



Expectations


Models of Teaching

Space Time Routines


Planning

Management

Motivation

Curriculum Planning

B-130

Space






CurriculumDesign

Objectives



Expectations


Models of Teaching

Space Time Routines


Planning

Management

Motivation

Curriculum Planning

B-130


Repertoire

Matching

Key Concepts




Repertoire

Matching

Key Concepts

Key Concepts


the options to choose from within

any given area of performance.

Repertoire refers to…




Repertoire

Matching

Key Concepts

Key Concepts


the decision one makes about which tool

within a repertoire will be most effective, given

the students, the curriculum, and the context.

Matching means…

Do I know what I’m doing

and

why I’m doing it?



At your tables, brainstorm all the ways that you activate

students’ current knowledge before launching into new

learning.

Brainstorm all the reasons that you do activating

activities.

Activating Students’ Current Knowledge


60


61


62

Give One, Get One, Move OnGive One, Get One, Move On


63

Give One, Get One, Move OnGive One, Get One, Move OnWhat are three things that you do to gain, sustain, or regain your students’ attention?

• Fill 3 of the squares on your grid with strategies you use for getting student attention.

• Then get up and mingle among peers.

• Each time you interact with a different person, Give One – verbally give one of your ideas – and Get One – Write One of their ideas in an empty space, and then Move On.


64

AttentionPunish Exclude Threaten Sharp Sarcasm Judgmental Reprimand Order Specific Verbal Desist General Verbal Desist Mild Sarcasm Private Desist Bring in Group Pressure Peer Competition Move Seat "I" Message Remove Distraction Offer Choice Urge Remind Flattery Signals Pause and Look Name Dropping Offer Help Touch Proximity Startle Using Student's Name in Instructional Example Redirecting Partial Answer Pre-Alert Unison Looking at One, Talking to Another Incomplete Sentences Equal Opportunity Random Order Circulation Wait-Time Eye Contact Freedom from Distraction (visual and auditory) Voice Variety Gesture Piquing Student's Curiosity Suspense Challenge Making Student a Helper Props Personification Connecting with Student's Fantasies Acknowledging Encouragement Enthusiasm Praise Humor Dramatizing

DESISTING

ALERTING

ENLISTING

ACKNOWLEDGING

WINNING

Authority

Attraction

TST, pp. 24


A




CurriculumDesign

Objectives



Expectations


Models of Teaching

Space Time Routines


Planning

Management

Motivation

Curriculum Planning


Repertoire

Matching

Key Concepts



A




CurriculumDesign

Objectives



Expectations


Models of Teaching

Space Time Routines


Planning

Management

Motivation

Curriculum Planning


Area of Performance:

Clarity


Five Functions of Clarity

Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 163.

V. Consolidating and Anchoring the Learning

I. Framing the Learning

II. Presenting Information

III. Creating Mental Engagement

IV. Getting Inside Students’ Heads (Cognitive Empathy)

TST-163


V. Consolidating and Anchoring the Learning

Five Functions of Clarity


I. Framing the Learning

II. Presenting Information

III. Creating Mental Engagement

IV. Getting Inside Students’ Heads (Cognitive Empathy)

TST-163


1. COMMUNICATING THE BIG PICTURE

• Objective

• Reason the objective is worthwhile

• Itinerary

• Reason for the activity

• Big idea/essential question

• Criteria for success

2. GETTING READY FOR INSTRUCTION

Activating students’ current knowledge

• Pre-assessing

• Anticipating confusions and misconceptions

Clarity Function: Framing the Learning B-323


Repertoire of Activating Structures

1. Anticipation Reaction Guide

2. Biopoem

3. Brainstorm and Categorize

4. Brainstorm ”Flexibility Style” and Web

5. Carousel Brainstorming

6. Draw a Picture/Diagram of …

7. The Envelope, Please

8. Gallery Walk/Walking Tour

9. Give One, Get One, Move On

10. Given a Skeleton/Outline …

11. Graphic Organizers

12. Human Treasure Hunt

13. KWL (Know, Want to Know, Learned)

14. Line-Ups: Value, Estimation, Experience

15. Medium-Size Circle

16. Mental Imagery

17. Paired Verbal Fluency

18. Sort Cards or Pictures

19. Stand and Share

20. That’s Me

21. Word or Picture Splash

22. Write Five Words…

B-324-335


Matching

Content / Objective

Context

Context

MATCHING FACTORS REPERTOIRE MATCH

Option 1

Option 2

Option 3

Option 5

Option 4

Option 5

Option 6

Option 7

RATIONALE

Students

B-133


Matching

Content / Objective

Context

Context

CONSIDER INPUTS CHOOSE FROM YOUR REPERTOIRE

MAKE A MATCH

Option 3

Option 5

Option 8

Option 9: Give One, Get One,

Move On

Option 9

Option 14

Option 17

RATIONALE

Students

B-133

To gather data on current knowledge

To pique interest

To get you up and moving

To make learning interactive

To make students’ thinking visible to each other

Activators

Option 20





CurriculumDesign

Objectives




Expectations


Models of Teaching

Space Time Routines


Planning

Management


Motivation

Curriculum Planning

• Areas of Performance• Repertoire• Matching

Key Concepts


~ Write (in your own words) your understanding of each of the following key concepts:

~ and give an example of each from your own teaching experience.

Summarizer of A.R.M.

Write your name and today’s date at the top of the index card.

• Area of Performance

• Repertoire

• Matching





CurriculumDesign

Objectives




Expectations


Models of Teaching

Space Time Routines


Planning

Management


Motivation

Curriculum Planning

Areas of Performance Repertoire Matching

Key Concepts

Definitions and

Examples


If everyone shared the view of teaching as areas of

performance, repertoire, and matching rather than as

“best practices,” what might be the impact on a

professional community?

So What? Why Does A.R.M. Matter?

• Openness

• Non-defensive examination of practice

• Healthy debate and dialogue about teaching decisions

• True collaboration and joint responsibility for student learning


Ticket-to-Lunch

Please complete B-307, “Pre-Assessment: Objectives and Criteria” in the Planning section. These data will help me to reflect and plan for this afternoon and tomorrow.

Please put your name on the paper so that I can return the page to you. Also, be sure to include your subject/grade as it helps me to reflect on the data.

Thank you.


Do Now / Bell Ringer

Pick up your pre-assessment page on Objectives, B-307.

Select a playing card by the front table and sit with the same suit.

Please…

Introduce yourself to your new table members: name, what and where you teach.

Share one strategy from the morning list of strategies that has piqued your interest for future

experimentation.

78



Objectives for This Afternoon

You will be able to…

Use the planning decisions during the process of planning lessons;

Frame mastery objectives that guide planning and focus learners on what is important;

Expand/Refresh your repertoire of teaching strategies.


Itinerary ~ Afternoon

Do Now / Bell Ringer: Strategy Review

Assignments for Day 2

Course Standards

Norms and Requests

Overview of Course Assignments

Standards-based Instruction


Planning

Backward Design: Three Stages

Mastery Objectives

• What are they?• How are they worded? • Analyze and practice


B-7


Course Standards

Please…

Be on time, at the start of class and the end of breaks. Attendance counts.

Complete assignments on time.

Complete required readings on time.

Observe the norms.

Be an active learner. This course is for you.

Be a respectful colleague. This course is for everyone.

B-7


• Speak from your own experience.

• Listen actively; build on what others have said.

• Be respectful of diverse perspectives, e.g., differences in culture, language, experiences, opinions.

• Agree to disagree; commit to understanding each other’s perspectives.

• Think of the collective; be mindful of your own attitude and behavior and how they may impact the group.

• Be supportive.

• Don’t make assumptions; ask questions.

• Take risks to share your thinking and learning.

• Utilize the four agreements and six conditions of Courageous Conversations

• 24-hour rule: If you feel an affront, decide within 24 hours whether to let it go or talk to the person directly.

NormsB-127


Requests

• Refrain from sidebar conversations.

• Monitor your own airtime.

• Arrive at class on time and stay till the end of class.

• Come to class prepared: do assigned readings and bring all

materials.

• Turn cell phones off or put on vibrate mode.

• Use your laptop for notes only.

B-127



Reading Assignments: To Be Assigned

AWritten Assignments

Due Experiments

11/14 Experiment #1: Quick Sort

10/17 Experiment #2: Pre-assessment

1/9 Experiment #3: Attribution Retraining

2/8 Experiment #4: Criteria Analysis

3/12 Experiment #5: Explanatory Devices

Experiment #6: Arena 2…

9/12 Experiment #7: Student Self-Assessment

Experiment #8: Problem Solving

5/14 Final Reflection on Experimentation & Data Analysis

Due Cultural Proficiency Investigation

1/9 4 cards with examples



5/14 Final Reflection on Cultural Proficiency Investigation

B-16

© 2011 Research for Better Teaching, Inc. © 2011 Research for Better Teaching, Inc. One Acton Place, Acton, MA 01720 One Acton Place, Acton, MA 01720 978-263-9449 978-263-9449 www.RBTeach.com www.RBTeach.com 88A




CurriculumDesign

Objectives



Expectations


Models of Teaching

Space Time Routines


Planning

Management

Motivation

Curriculum Planning

B-130


Repertoire

Matching

Key Concepts



Matching

Content / Objective

Context

Context

MATCHING FACTORS REPERTOIRE MATCH

Option 1

Option 2

Option 3

Option 5

Option 4

Option 5

Option 6

Option 7

RATIONALE

Students

© 2011 Research for Better Teaching, Inc. © 2011 Research for Better Teaching, Inc. One Acton Place, Acton, MA 01720 One Acton Place, Acton, MA 01720 978-263-9449 978-263-9449 www.RBTeach.com www.RBTeach.com 90A




CurriculumDesign

Objectives



Expectations


Models of Teaching

Space Time Routines


Planning

Management

Motivation

Curriculum Planning

Planning


Objectives


B-278


Teaching in a Standards-Based Classroom

1. Please read binder p. B-278.

2. As you read, self-assess the extent to which your

instruction includes these features. Mark your text.

+ = routinely

= sometimes

X = never

3. Reflect on the features that you would like to strengthen in your teaching and circle the one or two that you

want to prioritize. Then at the bottom of the page make a “note-to-self” about how you plan to go about

doing so.

B-278


Think-Pair-Share

With your Mastery Objectives partner discuss the

features of standards-based instruction you want to

strengthen in your practice.




CurriculumDesign

Objectives




Expectations


Models of Teaching

Space Time Routines


Planning

Management

Instruction Strategies

Motivation

Curriculum Planning







CurriculumDesign

Objectives




Expectations


Models of Teaching

Space Time Routines


Planning

B-134



B-134



B-134



B-134





CurriculumDesign

Objectives




Expectations


Models of Teaching

Space Time Routines


Planning

Management


Motivation

Curriculum Planning

Area of Performance:

PLANNING



“Not to prepareis to prepare for failure.”

— Ben Shaffer, grade 8graduation speech

Hmmm…


Read, Reflect, Self-Assess, and ShareTST-397-398

B- 278 a

1. Read the first 13 basic planning decisions on TST pp. 397-398 and assess your own planning, labeling the

decisions...

S = Strength N = Need to be strengthened

2. Circle no more than two that you want to focus on strengthening with intentional effort.

3. Share with your table group a planning decision you want to strengthen and

how you plan to go about doing it.



I actively use backward design when designing curriculum and planning my lessons.

I know about the concept of backward design but do not apply it routinely and consciously when planning my lessons.

I am not familiar with the concept of backward design.

Self-Assessment re Backward Design


Backward Design involves

purposeful task analysis.

It means starting with the end in mind.

Source: Grant Wiggins and Jay McTighe. 2005. Understanding by Design. (2nd ed.) Alexandria,

VA: Association for Supervision and Curriculum Development, Chapter 1.

Backward Design


“To begin with the end in mind means to start with a

clear understanding of your destination. It means to

know where you’re going so that you better

understand where you are now so that the steps you

take are always in the right direction.”

- Stephen Covey

Source: Stephen R. Covey. 1989. The Seven Habits of Highly Effective People.

New York: New Press.

Planning


If you don’t know where you’re going, you

can’t get there...

Everything you do is built on knowing what

you want to accomplish.

- Jon Saphier

Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching.

Planning


The Three Stages of Backward Design

1.

Identify desired results

2.Determine

acceptable evidence

3.Plan learning experiences

and instruction


1. Identify desired results

2.Determine

acceptable evidence


and instruction

Backward Design, Stage 1


Connecting Backward Design and Planning Decisions

“Give careful attention to the evidence [data] from yesterday (or…

whenever else is relevant) about who

‘has it’ and who doesn’t. Also look

carefully at those who have it so well they’re ready for an extension or deepening activity.”

1 2“Articulate the mastery

objective of this lesson (or series of lessons) to

yourself fully. Say exactly what the students will know

or be able to do, or do better, at the end of the

lesson. Dig into the content to examine its nuances and central ideas before arriving

at this statement.”


“Check in with the curriculum, the

standards you’re working on, and

particularly the big idea (enduring

understanding) that’s on the table to be sure

the lesson you’re planning connects

explicitly to it.”

5

Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, pp. 397-398.




2.Determine

acceptable evidence


“Decide what evidence you will use

as confirmation of student mastery.”

[criteria for success]

4

Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, pp. 397-398.


Determine acceptable evidence


“Decide when and how you will gather the

evidence of student learning during or after

the lesson.” [formative assessment]

11



1. Identify desired results 2.

Determine acceptable

evidence

Criteria for Success

Formative Assessment Tool




2.Determine

acceptable evidence


and instruction




Determine acceptable evidence

Plan learning experiences and

activities

“Choose student learning experiences.”

9



Paired Verbal Fluency Summarizing

Taking turns with your learning

partner, summarize what you

understand about backward

design, the planning decisions

involved, and why backward

design is important in planning.



Backward Design


2.Determine

acceptable evidence


and instruction

Macro-level (unit/course):

Outcomes

Micro-level(lesson):

Mastery objectives


The decision about the mastery objective for a lesson is shaped by…

Analysis of the standards, the curriculum, and the big ideas

Digging into the content to decide what is important

for students to know and be able to do

Analysis of data of student learning from yesterday or

whenever else is relevant

Sources of Mastery Objectives


Student learning targets

Instructional planning

How to gather formative data

Mastery objectives are the control tower

for decisions about…

Mastery Objectives


Directions for Analysis of Mastery Objectives

Sort the strips to create mastery

objectives. Each objective should

have each of the colors. Arrange the

objectives so that the color

categories line up in columns.

Use Post-it notes to label each of the

columns.

Source: Laura Porter, Consultant, Research for Better Teaching


Criteria for Mastery Objectives

A mastery objective should be appropriate:

1. Linked to (aligned with) the agree-on

curricular standards (national, state, and

local)

2. Worthy (worth knowing)


TST-377


Worthy Mastery Objectives

What does it take for a mastery objective to

be WORTHY?


Worthy Mastery Objectives

Please turn to TST-379, ¶3 and read to TST-380, line 2

about the differences among stated, lived, and worthy

objectives.

TST-379-380



A mastery objective should be appropriate:

3. Matched to the students, i.e., challenging

and attainable

4. Able to be assessed; measurable


TST-377



The language of a mastery objective…

5. Is specific in terms of curricular knowledge:

declarative (statements of factual

knowledge/content—rules, concepts, ideas,

facts) or procedural (processes, steps, or

strategies)

6. Names an active performance (observable

behavior) that demonstrates mastery


TST-377


Performance Levels of Mastery Objectives

What kinds of thinking do you want

your students to be able to do?


Sample Testing Language

Your mastery objectives—and the questions you ask, the

activities you design, and the tasks you assign—should

reflect the kinds of thinking you want your students to

master.

B-286



• understand• know• see that• learn• recognize that• appreciate that• be familiar with• have a grasp of• recognize significance of

7. Avoids using mental action words that do not inform students about what they will have to do to demonstrate mastery, such as…

A Source: Jon Saphier, Mary Ann Haley-Speca, and Robert Gower. 2008. The Skillful Teacher, 6th ed. Acton, MA: Research for Better Teaching, p. 377.

TST-377





8. Begins with “Students (or you) will be able to…” indicating development of capacity vs. completion of an activity

9. Includes strong clues about assessment

10. May include a level of performance or be accompanied by criteria for success

11. Is “kid friendly”

TST-377



Analysis of Mastery Objectives

Please take two minutes to read the well-

written mastery objectives on B-282-285. As

you read, analyze them in light of the criteria

for well-written and worthy objectives on p.

377 of The Skillful Teacher.

B-285TST-377


Analysis of Mastery Objectives

With a shoulder partner, analyze and revise

mastery objectives that are not well-written

on B-289-291. Pick any objectives, in any

order. The goal is to revise four. Using the

criteria listed on p. 377 in The Skillful

Teacher, identify what is wrong with each of

the objectives. Which criteria have not been

met?

B-289-291TST-377


Dipsticking Mastery Objectives

1. Students will be able to project themselves into a situation of exploration to get a feel for what it was like to be a part of the Western Hemisphere discovery.

2. Students will be able to spell correctly the words from Unit 6 of the Spelling Workbook.

3. Students will be able to demonstrate two passing skills in soccer, lead passes and passing the ball on the ground directly in front of a teammate.

4. I want students to be able to compare and contrast two characters [in the novel] in terms of physical appearance, personality attributes, and actions.

Source: Kathy Spencer, Consultant, Research for Better Teaching

- Yes or No



Source: Adapted from Margaret Wise Brown. 1949. The Important Book. New York: HarperCollins. Permission pending.

Summarizer: The Important Thing about Objectives

The important thing about OBJECTIVES is that…

___________________________________________________

1. They…

2. And they…

3. They…

4. They…

5. And…

But the important thing about OBJECTIVES is that they…

_______________________________________________

B-109


The Important Thing about a Variable

The important thing about a variable is that it always takes the place of a number.

It always hides an unknown number.

It is always a letter.

But the important thing about a variable is that it always takes the place of a number.


Please complete the summarizer, “The Important

Thing about an Objective,” and turn it in.

Then, please take out B-307 and B-309. If you feel the

initial wording of your objective needs revision in light of the

criteria for a worthy and well-written objective (TST-377),

please make the revisions on B-309. Do not change B-307.

Please turn in both B-309 and B-307.

B-307 andB-309


Communicate the mastery objective(s) to the

students

Documents

© 2011 Research for Better Teaching, Inc. One Acton Place, Acton, MA 01720 978-263-9449 11 Please… Find a seat and introduce yourself