JANUARY GRREC Instructional Support Leadership NETWORK

1. JANUARY GRREC Instructional Support Leadership NETWORK

2. Content Network Updates

3. Math Network Update Begin with the End in Mind – Embedding 5 KEYS to Formative Assessment into EVERY lesson FOCUS ON: Anticipating Misconceptions, Classroom Discussion, Questioning, Feedback, Productive Struggle & Numbers and Algebraic Thinking Using BIG IDEAS, collaborate to begin lesson with 5 KEYS embedded.

4. ELA Network Mid-Year Updates • Teacher Leaders have: • written LDC Argument Tasks and Instructional Ladders. • Studied the progression of Writing Standard 1 from opinion to argument. • investigated the elements of text-complexity. • learned strategies reading non-print text. • read and discussed professional texts to improve their practice. • shared Characteristics of Highly Effective Teaching and Learning and Formative Assessment in their schools and districts.

5. ELA Network Mid-Year Updates • Teacher Leaders will: • score student work using the LDC rubric. • write LDC Informational tasks and instructional ladders. • investigate the role effective questioning plays in increasing classroom rigor. • study and practice strategies for effective feedback. • continue to read and discuss professional texts. • continue to share Characteristics of Highly Effective Teaching and Learning and Formative Assessment in their schools and districts.

6. All Teacher Leaders will receive: Teacher Leaders will be asked to read, Chapter 3: Where Am I Now? Effective Feedback, in preparation for February’s in-depth study of Effective Feedback.

7. Focus for today Questioning

8. Warm-up:The Best Question Ever • As a table group, take a good look at the postcard you have been provided. • If you could ask this person/people only one question, what would it be? • The goal is to learn as much as you possibly can about who this person really is. Your question should not be too broad, nor too limiting.

15. Habits Are Hard to Break A teacher with 20 years of experience will have asked something like a half a million questions in her career. And when you’ve done something the same way, half a million times, it’s quite difficult to start doing it another way. Wiliam (2003)

16. Questioning Classroom Discourse Planning for and Asking Strategic Questions Critical Thinking and Inquiry Engaging Students in Asking Effective Questions

17. Conversations • PLC Discussions for Questions • Read each Discussion Statement • What comments might you hear? • What are your thoughts? • Discuss • Talking Points

18. Questioning • On Average, a teacher asks 400 questions a day (one third of their time) • Most of the questions are answered in less than one second (Hastings, 2003) • 60% recall facts and 20% are procedural (Hattie, 2012) • IRE structure is dominate (Initiate – respond –evaluate) • Most answers are right or wrong

19. Strategic Teacher Questioning Questions that promote formative discourse • The Questions are Planned for • The Questions help Students Harness the Workings of their Own Minds • Strategic Teacher Questions use Appropriate Wait Time Advancing Formative Assessment in Every Classroom (Moss and Brookhart, 2009)

20. Students asking Questions • Teachers take up to two-thirds of the classroom talk time. Students are “talk-deprived” (Alvermann et al., 1996) • Medina Brain Rules Rule #12 We are Powerful and Natural Explorers • Student discussion increase retention as much as 50%. (Sousa, 2001)

21. Engaging Students in Effective Questions Learning to use effective questions requires students to develop: 1. Knowledge 2. Skill 3. Will Advancing Formative Assessment in Every Classroom (Moss and Brookhart, 2009)

22. Engaging Students in Effective Questions Teachers cannot teach (and students cannot learn) everything there is to know. (Brookhart, 2009)

23. “Quality questions create a quality life. Successful people ask better questions, and as a result, they get better answers.”Anthony Robbins Closed Questions Open Questions Imply that teacher has a predetermined correct response in mind Recall of facts Simple comprehension where answer has been previously provided Allow for range of responses Encourage students to think beyond literal answers Help teacher to assess student’s understanding of content

24. Strategies for Redeeming Closed Questions • A Range of Answers • A Statement • Right and Wrong • Starting From the Answer/End • Opposing Standpoint

25. Video Disclaimer The videos viewed show actual classroom settings. “Snippets” of lessons were used to guide discussions.

26. Questioning How will establishing the characteristics of Questioning reinforce the implementation of the lessons from the Formative Assessment Lessons?

27. 5 Keys to Formative Assessment

28. Questioning in the FAL KEY 2 Engineering effective classroom discussions, questions, activities, and tasks that elicit evidence of students’ learning. CHETL Teacher orchestrates effective classroom discussions, questioning, and learning tasks that promote higher-order thinking skills. questions questioning

29. Questioning in the FAL Feedback Questioning OCTOBER Productive Struggle Student Discussion I can anticipate student responses to a selected task and plan questions around those anticipated responses. SEPTEMBER Discuss how the following components can keep us from ‘GPSing’ students through lessons. NOVEMBER Participants can provide effective ORAL and written feedback to students, in order to move their learning forward.

30. Questioning in a Math Classroom http://www.nctm.org/resources/content.aspx?menu_id=598&id=12134 Reflections, NCTM's video-based, professional development Web site

31. Questioning How will establishing the characteristics of Questioning reinforce the implementation of the lessons from the Literacy Design Collaborative?

32. Questioning connections to the LDC Argument Task • Redefining essential questions • Task question is text dependent (requires textual evidence) • Variety of student responses • Deep questioning required to reach the intended learning

33. Questioning andEnglish/Language Arts • 80-90% of the Reading Standards require Text-Dependent analysis. • Text Dependent questions can only be answered by close reading of the text. • Text Dependent questions are not recall questions. They require inference.

34. Text Dependent Questions Text Dependent Non-Text Dependent How did Frederick Douglass’ ability to read contribute to his emotional struggle for freedom? Cite examples from the text to support your answers. In what ways does America represent the hope for freedom that lived in the heart of Frederick Douglas?

35. Text Dependent Questions • Sequenced questions guide students’ focus through the text. • Sequence= focus on words and details, logic of author’s argument, central ideas and themes of the text. • Questions guide students to look for patterns within and among text(s).

36. Use Video Reflection document as you view this clip from Great Britain. • Questioning_Using_Bloom.wmv - YouTube http://www.youtube.com/watch?v=SWqsUxGRbn8&feature=youtu.be

37. Questioning How can teachers be supported by building a culture of professional safety?

38. Building a Culture for Professional Safety Trust facilitates cooperation and improves group cohesiveness, effective school leadership, and student achievement. (Tschannen-Moran&Hoy, 2000)

39. Building a Culture for Professional Safety • “However, my experience, coupled with the research that I’ve conducted while pursing my doctorate degree, leads me to believe that trust is likely the most important element in the development of learning community” Principal Devin Vodicka

40. Personal Experience Recall one of your best experiences of working or playing on a team in which trust was high. A time when you felt most engaged and supported by the trust of others. • Who was involved? • What goals were you working on? • What challenges did you face? • What contributed to the high level of trust?

41. Trust is a willingness to be vulnerable based on the confidence that the other person is: • Benevolent • Honest • Open • Reliable • Competent

42. Common Characteristics • In groups of two to three, share your story • Listen for common characteristics in the stories shared • Compare the characteristics with the description for trust given • How does the description of trust fit with your experience?

43. Professional Learning Communities In a study of 304 schools, teachers with high levels of trust for the principal were increasingly likely to trust fellow staff members, parents, and students. (Hoy, Tschannen-Moran, Bryk, Schneider, 2002)

44. Visible Learning for Teachers Hattie (2012) #13. The staffroom has a high level of relational trust (respect for each person’s role in learning, respect for expertise, personal regard for others, and high levels of integrity) when making policy and teaching decisions. The stronger the feeling of trust in a school community, the more successful that school will be.

45. Visible Learning for Teachers Hattie (2012) The key element throughout Visible Learning is feeling comfortable about making errors, and learning from what we know and do not know. One of the hardest parts of relational trust is between peers. (teacher to teacher, student to student) Teachers are the key and Principals are the key to creating the feeling of trust and safety.

46. Questioning How can teachers be supported by building a PLC structure that allows for reflections on questioning practices?

47. PLC Toolkit

48. Professional Growth Effectiveness System (PGES)Updates

49. Key Considerations Volunteer districts are the state’s “Goodwill Ambassadors”. Evidence is not being gathered on individuals during the field test, but on the process. The process and products remain “fluid”. Training will be based on Framework versions 3.3 currently still in review by the Steering Committees and Commissioner.

50. Observation Teacher Effectiveness Framework Peer Observation Professional Growth Self Reflection Student Voice Parent Voice Student Growth MULTIPLE MEASURES FOR TEACHER EFFECTIVENESS TO BE FIELD TESTED The field testing process will provide data on which measures of teacher effectiveness can best be documented with validity and reliability through artifacts and evidence.