CFN 201 Leadership Conference April 30-May 1, 2014 Russo’s on the Bay

CFN 201 Leadership Conference

April 30-May 1, 2014

Russo’s on the Bay

Leadership Strategies for Designing Rigorous Curriculum and Lessons to Ensure all Students Achieve

The Unit View– Unit design makes desired results clear

Common Core State Standards Transfer Goals Enduring Understandings Essential Questions Targeted knowledge and skills

Common Core State Standards-ELA

Key shifts:– Regular practice with complex texts and their

academic language

– Reading, writing, and speaking grounded in evidence from texts, both literary and informational

– Building knowledge through content-rich nonfiction

Common Core State Standards-Mathematics

Key shifts:– Greater focus on fewer topics

– Coherence: Linking topics and thinking across grades

– Rigor: Pursue conceptual understanding, procedural skills and fluency, and application with intensity

Transfer GoalsUltimate goal of education Specify desire long-term, genuine accomplishments Students take what they have learned in one way or

context and use it in another independently Require application in new situations Explain inferences drawn in own words Provide appropriate evidence and reasons with minimal

prompts or reminders Requires strategic thinking Use habits of mind to persist and polish work

Sample Transfer Goals: ELA

• Writing—Effectively write in various genres for various audiences, in order to Explain (narrative) Entertain (creative) Persuade (persuasive) Help perform a task (technical) Challenge or change things (satirical)

Sample Transfer Goals: ELA

• Reading—Read and respond to various types of text (literature, nonfiction, technical) through Interpretation (between the lines) Critical stance Global understanding (the “gist”) Personal connections

Misunderstandings in ELA Alert! An English test item in MA in which 2/3 of all 10th

graders could not identify a reading as an essay because “it didn’t have 5 paragraphs.”– How hard would it be to show students a 3 and a 9

paragraph essay on the same topic,; and then ask them to explain what makes an essay an essay, regardless of surface structure?

– Concept attainment, meaning making, via examples, non-examples, and guided inferences

Sample Transfer Goals: Mathematics

Conceptual understanding requires that students demonstrate understanding of—– Which mathematical ideas are key, and why

– Which ideas are useful in a particular context for problem solving

– Why and how key ideas aid in problem solving

– How an idea or procedure is defensible, justify

– How to flexibly adapt previous experience to new transfer problems

Misconceptions in arithmetic! A number with three digits is always bigger than

one with two. (3.24 is bigger than 4.6 because more digits)

Which fraction is bigger: 1/3 or 1/6? (6 is bigger than 3; What does the denominator do?

Common regular shapes aren’t recognized for what they are unless they’re upright. (Draw upside down, tilted over to force look at essential properties)

Proportion: three red candies and two blue. (2/3 rather than 2/5 because comparing blue to red not blue to all)

Misreading scales: (don’t understand that any interval on a scale must correspond to one unit)

Three minute buzz

Turn and talk with table group to discuss Common Core shifts and transfer goals

Where is our work solid? Where do we need to make revisions? Share with whole group

Enduring Understandings

Meaning-making An idea that results from reflecting on and analyzing

one’s learning: an important generalization, a new insight, a useful realization that makes sense out of prior experience

Big ideas in the sentence, “Students will understand that…”

Need to be uncovered

Essential Questions Meaning Making Coming to an understanding and applying prior

learning requires active process by the learner Push students to look for patterns, connect ideas,

and consider useful strategies when faced with novel challenges

Why? How? What does this mean? What of it?

What is its significance? What follows?

Targeted Knowledge and Skills Acquisition of key declarative and procedural

knowledge Goal of learning “content” is successful meaning and

transfer of prior learning to new situations Essential knowledge and skill

– Core building blocks for later meaning-making and transfer

– Assess the targeted knowledge and skill

– Targeted knowledge and skill fit within this unit

Design Standard Application: Are? Common Core State Standards addressed explicitly Listed transfer goals specify desired long-term,

genuine accomplishment Identified understandings reflect important,

transferrable ideas Essential questions are open-ended and thought

provoking Identified knowledge and skill are needed to address

goals, achieve understandings, and support transfer Clear alignment among all elements

Table Talk and Apply…

Which elements of the unit:– Meet the standard?

– Partially meet the standard?

– Does not yet meet the standard?

Offer feedback and guidance

Differentiation Considerations Content Standards and long-term transfer goals do

not change Big ideas of content do not vary, but may be

explored in greater depth Essential questions should reflect big ideas, but

because they are open-ended they allow different entry points

Knowledge and skills may be differentiated to address knowledge or skill gaps or extend learning

Authentic Assessment-Tasks

Purpose is transfer—students apply what the know flexibly and effectively to address new and realistically contextualized issues and problems

Call for real or simulated performances reflecting how people use knowledge and skill

Sport analogy—game differs from practice in that is quite unpredictable and higher-order. Players are faced with ever-changing situations and decisions

Authentic Task GRASPS Elements

Goal-Student’s aim in the scenario Role-What role should the student play in the

scenario? Audience-Target audience to convince inform, or

entertain Situation-Authentic context for task performance Product/Performance-Create appropriate evidence

of attaining targeted goals Standards-Criteria for evaluation

Try it…

Goal: Role: Audience: Situation: Product/Performance: Standards:

Sample Task: ELA Struggles of every love story. Students explore universal

connection between a classic Shakespearean text and modern day drama (Personal or literary). The struggles contained within one love story provide useful fodder for the explanation of any story

“Dear Romeo. She’s not worth it”. Write an email to Romeo/Juliet that gives him/her perspective on the all-consuming emotion he/she experiences and how it will pass. The goal of the letter is to persuade him/her about what true love really looks and feels like and that the phase they are in is not permanent. The basis of the appeal should be a combination of evidence from Romeo and Juliet as well as examples from other texts, students’ personal experiences or prior knowledge

Sample Task: Mathematics

Potomac Yard is being renovated to allow for new Metro Station, Condos, Town Houses and Stores. Length of space is 1600’ and width is 1600’. Border is going to be “Green”—plants, trees, gardens, paths and walkways. Figure out the largest width that can be set aside inside perimeter for the “Green” border. Area of Potomac yard is 12, 000,000 square feet. Area for renovation must be at least 9,000 square feet of retail, parking and living space but no more than 10,500,000 square feet

Academic Prompt for Task

Make predictions for width of “Green” border Calculate area of rectangle inside border for

renovation based on each chosen width Make table with area of renovation as the y value

and width as the x value Graph each ordered pair List possible options for renovation based on data

Assessment of Task Decide which option works best for the “Green”

border Write description of choice based on use,

constituents, aesthetics Produce proposal to submit to city of Alexandria, VA

to include:– Persuasive letter to City Planning Commission

– Pictorial representation—power point, visual graphic to scale with key or legend representing planting, walkways, buildings, parking lots

Criterion-Based Evaluation Performance list-criteria, elements, or traits and a

rating scale Holistic Rubric-an overall impression of work. Yield

a singe score or rating for a product or performance. Provide a quick snapshot of overall quality of achievement

Analytic-Trait Rubric-divides a product or performance into distinct traits or dimensions and judges each separately. Provide more specific information or feedback to students

Design Standard Application: Consider...

The specified assessments provide valid evidence of all goals and big ideas?

The specified assessments include authentic transfer tasks?

Evaluative criteria for each assessment is aligned to desired results?

Are students provided opportunities to reflect and revise work?

Take Away

At your table group discuss the information presented today and as individuals and then group, write a take away message.

Volunteers will share ideas…

Leadership Strategies for Designing Rigorous Curriculum and Lessons to Ensure all Students Achieve

The Classroom/Daily Lesson View– Daily instruction

Expects desired results in every classroom Has a balance of AMT (acquisition, meaning making

and transfer) Offers students targeted strategies to address

individual challenges Uses a range of instructional strategies to promote

engaged instead of compliant learners Supports students as they use different pathways to

achieve the same goal and personalize their work

Learning for Meaning Making and Transfer

Two goals– Acquisition (knowledge and skill)

Direct instruction Automaticity

– Understanding (meaning and transfer) Comprehension and purposeful use Inquiry-oriented approaches Wise and effective application in new specific situations

Learning Goals and Teaching Roles

Construct or revise a learning plan/daily instruction that reflects meaning and transfer as the ends and content knowledge and skill as the means.

Identify appropriate instruction and learning events for A-M-T goals

Code or revise learning plan to reflect those goals Use pp. 8-9 in handout for ideas

Teach and Learn for Understanding

Learning to TransferLearn to transfer by using discrete knowledge and skill

in the context of meaningful inquiry and contextualized application:– Establish and keep highlighting clear transfer goals

– Have learners practice judgment in using a few different skills, not just plugging in one skill on command

– Provide student with feedback (no grading) on their self-cueing, knowledge retrieval, self-assessment, and self adjustment

– Change the set up so that students realize that use of prior learning comes in many guises

– Have students regularly generalize from specific (and increasingly challenging) instances and cases

– Require students to constantly recast what they have learned

Engaging and Effective Learning

Engaging work is thought provoking, pulls the learner into the subject and learners are intrigued.

Effective means that the learning was successful. Lessons carefully sequence the learning events for optimal engagement

Examples of Effective and Engaging Plans

A genuine problem or intriguing question Clarity about the goals and means of achieving

them Work that stretches the learner but is doable Opportunities to personalize the work

Select an example listed and revise your daily plan to use it, or identify and label another idea in your current work

GANAG…What’s that?

Goal-Learning goal/benchmark or objective Access-A “hook” that is a short introduction to the

lesson using students’ prior knowledge New Information-Acquire new information both

declarative and procedural Apply-Use a thinking skill or knowledge in a new

situation with feedback and guidance Generalize-Generalize what has been taught and

measure what has been learned

Using GANAG

Revise or refine a current lesson plan using the template on p.12

Apply the following:– Standards

– Essential questions

– Measurable objective

– Instructional strategies

– Means of assessment

GANAG Timing for Lesson Design

Goal-2% Access Prior Knowledge-8% New Information-30% Application-50% Generalize-10%

Use your revised lesson to time instruction, practice, and closure

Review and Reflect A-M-T and GANAG What are the implications for instruction? What is the role of the teacher when transfer is the

goal? What elements should be in a lesson plan? How did we get to the point where teachers hope for

good results rather than plan for them?

At your table group, discuss the use of these ideas in planning daily instruction

The Big Four

Creating a classroom of “master learners” for the 21st century:– Use a well-articulated curriculum

– Plan for delivery

– Vary assessment

– Give criterion-based feedback

Active Learning

The secret to real student engagement

The Biggest Mistake We Make

Engagement is not compliance.

Real Engagement is NOT Compliance

What does a compliant learner do?

What does an engaged learner do?

Learning is a Voluntary Activity

How do we make it so more students are willing to volunteer?

Why real engagement is so critical Psychological investment — working hard to “make

sense” of problem, text, project or challenge

More receptive to feedback and more likely to revise

Take pride and ownership in the work produced

Increased likelihood that learning will stick

Four Keys to Engagement

Quiet questions in the mind of every student…

Clarity: What am I aiming for?Context: Why should I care?Culture: Who is invested in my success?Challenge: How is it working for me?

Key #1 CLARITY

From a student’s point of view…

What am I aiming for?

From a teacher’s point of view…

What am I asking students to do?

Key #2 CONTEXT


Why should I care?


Why is this important?

Key #3 CULTURE


Who is investing in my success?


How do I balance challenge and skill for this student?

Key #4 CHALLENGE


How is this working for me?


How can I show my support?

Engaged or Compliant?

Pursues own train of thought regardless of task at hand or feedback from staff which may make it difficult to finish in a timely manner (E)

Completes work with no expectation for personal relevance, connection, or interest (C)

Constantly questions both text and people to better understand an issue, topic, or problem (E)

Participates in group activities and discussion when prompted (C)

Compliant or Engaged Learner

Unit Design and Lesson Planning

A curriculum is organized to reflect mission and program goals

These long-term goals are framed by subjects and courses

Courses are composed of units Units are composed of lessons Lessons are composed of events Events are composed of step-by-step actions and

directions

Teaching and Learning

Think big

Start small

Hope for an early win in Iowa

Plan to adjust

Judith M. Hilton, PhD

Thank you for the opportunity to work with you and share ideas about unit design and effective daily instruction

For more information please contact [email protected]

Judith M. Hilton, PhD

Evaluating Your Experience

Below is a link to ASCD’s online Professional Development Feedback Survey. We encourage all participants to complete the online evaluation within the next ten (10) days. All responses will be anonymously reported to ASCD.

Date: Faculty: School/District:

Thank you for taking the time to honestly evaluate the program. The results we receive help us to improve the quality of services you receive

Documents

CFN 201 Leadership Conference April 30-May 1, 2014 Russo’s on the Bay