Waverly High School Instructional Implementation

Toby BossESU 6

Purpose

• Review the MRL instructional model• Plan the 2013-14 implementation• Reflect through blogging

Kidblog

• Use this for reflection and to create a common space to talk about instruction.

• Closed to anyone outside our group• Go to:

– whsinstruction.wikispaces.com– Link to the kidblog site– Find your name– login will be whs13

“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”

Alvin Toffler 2001An American writer and futurist

Great Educators….

• Are first and foremost learners who have a teachable spirit.

• Are constantly looking to improve their skills in the craft of teaching and learning.

Effective teachers are made, not born.

Do you agree or disagree?

What’s the role of talent?

What’s the role of deliberate practice?

Even small increments in teacher effectiveness can have a positive effect on

student achievement.

an 8% average

improvement in student

achievement

a 2% improvement in teaching skillful-

ness per year

10

years =x

The reality of our business…

• There is rarely, if ever, a perfect day of teaching…

A Look At Some Research

“What Matters Very Much is Which Classroom?” “If a student is in one of the

most effective classrooms, he/she will learn in 6 months what those in an average classroom will take a year to learn. And if a student is in one of the least effective classrooms in that school, the same amount of learning takes 2 years.”

Deborah Loewenberg Ball, Dean of Education, University of Michigan

Three Critical Interventions (COMMITMENTS)

• A system of clear learning goals connected to student feedback and evaluation at the classroom, school, and district levels

• Ensuring effective teaching in every classroom.

• Building background knowledge for all students.

What must a district or school do?

• Develop a common language of teaching.

• Provide opportunities for focused feedback and practice.

• Provide opportunities for observing and discussing effective teaching.

• Require individual teacher growth and development plans on a yearly basis.

Where should a school or district begin?

Develop a common language of teaching

The Art & Science of Teaching 10 “design questions” teachers ask of themselves as they plan a unit of instruction.

The Art and Science of Teaching

Art and Science by the numbers

• 41• 9• 3

Art and Science by the numbers

• 41 instructional elements within…• 9 lesson design questions embedded

in…• 3 segments for every lesson.

Learning Goals and FeedbackRules and Procedures

INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High Expectations

Te

ache

r/St

uden

t Rel

ation

ship

s Adherence to Rules and Procedures

Generating/ Testing

Hypotheses

Practicing and

Deepening

Interacting With New Knowledge

ADDRESSES CONTENT IN SPECIFIC WAYS

1. Learning Goals and Feedback2. Interacting with New Knowledge3. Practicing and Deepening4. Generating and Testing Hypotheses5. Student Engagement6. Establishing Rules and Procedures7. Adherence to Rules and Procedures8. Teacher-Student Relationships9. High Expectations

Page 7, The Art & Science of Teaching

The Art and Science of Teaching

Heflebower, Marzano Research Laboratorycutting-edge research concrete strategies sustainable success

Learning Goals and Feedback

Rules and Procedures

INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High Expectations

T

each

er/S

tude

nt R

elat

ions

hips

Adherence to R

ules and Procedures

Generating/ Testing

Hypotheses

Practicing and

Deepening

Interacting with New

Knowledge

The Art and Science of Teaching

ADDRESSES CONTENT IN SPECIFIC WAYS

20

Lesson Segments• “Thin slices” of instruction

– Those involving routines– Those involving content– Those enacted on the spot

Reflection

• On your blog:– What made sense?– What questions might you have?

Learning Goals and Feedback

Rules and Procedures

INVOLVES ROUTINES

The Art and Science of Teaching

Routine Segments

Routine Segments

• Communicate learning goals• Track student progress• Celebrate success• Establish classroom rules and procedures• Organize the physical layout of the room

Do Some Solo Thinking Please

What are some key routines and procedures teachers need to establish in a classroom?

Make a list of some you think are critical for a successful learning environment.

Did you list any of these?

–Attention and Refocus Signal–Transition Signal–Strategies to group and re-group

learners

Cognitive Routines

• Critical for getting students to interact with content we want them to learn…

• Cognitive routines are critical routines for learning at all ages…

Attention and Refocus Signal • I will move to the front and center of the room.

– Common Location and Visual Clue• Announce 30 seconds remaining in the activity.

– Verbal Clue• Count down from 5 to 0

– Verbal Wrap-Up• At 0 everybody is seated and ready to continue

– Clear Expectation• If anyone isn’t ready, We Will Wait

– The Power of Silence and Peers

ExamplesClose Partners

Across the Room PartnersTable Family - Department

Grouping and RegroupingLearners

Close Partners

• When I say go….(Transition Signal) • Form groups of 2 or 3 with other colleagues who are

sitting near you in the room but not at your table.

• Share your lists of rules and procedures. • What as common and what was different?

Table Family Discussion

• Please discuss the next slide I display…

• What do each of you think?

According To Recent Studies What is the balance of teacher talk to student

talk during a typical class period? Studies show that teachers talk in a regular

classroom between 80% and 90% of the time. What effect does this have?

What is the effect?Assuming a 50 minute class periodTeacher talk = 40 minutes Student interaction with content/language = 10 minutes total for the class.30 students in class= 20 seconds (or less) per student

Lecture

Reading Audio-visualDemonstration

Discussion Groups

Practice by doingTeach others/immediate use of learning

Average Retention Rate after 24 hours

5%10%

20%

30%

50%

75%90%

Adapted from David Sousa’s figure 3.8in his text, How the Brain Learns

Boosting Retention

Across the Room Partners…

• When I say go:– Form groups of 2 or 3 with colleagues

not sitting near you in the room. – Introduce yourselves and prepare to

discuss the next slide I display.

Discussion Topic

• What cognitive routines do you use or see being used in classrooms at your school?

Please Return To Your Tables

Generating/ Testing

Hypotheses

Practicing and

Deepening

Interacting with New

Knowledge

The Art and Science of Teaching

Content Segments

ADDRESSES CONTENT IN SPECIFIC WAYS

38

Content Segments

• Interact with new knowledge• Practice and deepen content• Generate and test hypothesis

Heflebower, Marzano Research Laboratorycutting-edge research concrete strategies sustainable success

ENACTED ON THE SPOT

Student Engagement

High Expectations

T

each

er/S

tude

nt R

elat

ions

hips

Adherence to R

ules and Procedures

On the Spot Segments

40

On the Spot Segments

• Student engagement• Adherence to rules and procedures• Teacher –student relationships• High expectations

Blog Reflection

• Reflect on what we have discussed:– the importance of the classroom teacher– the importance of teaching cognitive routines– what routines might you begin the school year

teaching

What must a district or school do?

• Develop a common language of teaching.• Provide opportunities for focused feedback

and practice.• Provide opportunities for observing and

discussing effective teaching.• Individual teacher growth and development

plans on a yearly basis.

What must a district or school do?

• Develop a common language of teaching.

• Provide opportunities for focused feedback and practice.

• Provide opportunities for observing and discussing effective teaching.

• Individual teacher growth and development plans on a yearly basis.

Feedback

• Teacher self-perception • Teacher self-observation• Observation data from peers, instructional

coaches, supervisors

Teacher Self Observation

• Watch a video tape of their class – on their own.

• Discuss in your department teams how this might work.

What must a district or school do?

• Develop a common language of teaching.• Provide opportunities for focused feedback

and practice.

• Provide opportunities for observing and discussing effective teaching.

• Require individual teacher growth and development plans on a yearly basis.

Opportunities to Observe and Discuss Effective Teaching

• Instructional rounds• Expert coaches• Expert videos• Teacher-led PD• Virtual communities

Watching Experts

• Instructional Rounds:– Teams of teachers watch other experts– The purpose is to apply the observation to YOUR

practice specifically:• How did this experience validate what I do?• What questions did this experience generate about what

I’m doing in my own classroom?• What’s one this I might try in my classroom?

• In your department teams discuss how this might work.

What must a district or school do?

• Develop a common language of teaching.• Provide opportunities for focused feedback and

practice.• Provide opportunities for observing and

discussing effective teaching.

• Require individual teacher growth and development plans on a yearly basis.

Discuss

• In your department groups:– The goals you set– How you plan to implement new strategies– What professional development you might need– Timeline

Blog

• What is your goal?• What will you try?• What are your needs?

Next Steps

• By September 23– Try a new strategy based on your department goal– Reflect using Kidblog– Be ready to discuss with your department

• By the end of first quarter:– video 15 minutes of your class and complete a self

reflection

Resources

• http://marzanoresearch.com/site• http://esu6mrl.wikispaces.com• http://esu6craftknowledge.wikispaces.com• ESU 6 YouTube:

http://www.youtube.com/user/esu6pd