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Mining for Diamonds in the Rough Research Strategies that Produce Positive Results. Part II. Prepared for the Professional Learning Communities of the Montana Educators’ Summer Institute by Dan Mulligan, June 2008.

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Prepared for the professional learning communities of the montana educators summer institute

MiningforDiamondsintheRoughResearch Strategies that Produce Positive Results

Part II

Prepared for the

Professional Learning Communities of the

Montana Educators’ Summer Institute

by Dan Mulligan, June 2008


Prepared for the professional learning communities of the montana educators summer institute

Effective Instruction #2: focuses on essential knowledge and essential skills

  • Three types of curricula exist in any classroom:

    • The Intended Curriculum: content/skill specified by the state, division, or school at a particular grade level.

    • The Implemented Curriculum: content/skill actually delivered by the teacher.

    • The Attained Curriculum: content/skill actually learned by the students.

Implemented Curriculum

Attained Curriculum

Intended Curriculum

Montana Content Standards and PerformanceDescriptors


Content related evidence of validity attained curriculum

Content-Related Evidence of Validity(Attained Curriculum)

Essential

Skills & Processes

Essential

Knowledge

LEARNING

TARGET

(attained curriculum)

Essential

Vocabulary


Demonstrate an understanding of and an ability to use data analysis probability and statistics

Demonstrate an understanding of and an ability to use data analysis, probability, and statistics

Knowledge

Vocabulary

Skills

When is a relation called a function?

What does interact mean?

Which event will most likely occur? How do you know?


Prepared for the professional learning communities of the montana educators summer institute

Collecting

QUALITATIVE

Data

  • Putting a Twist on the GLYPH method of collecting data:

  • Find the Glyph Page in your packet (yellow).

  • Create a team of 2 by using your team number and the following rule:

    • Even number match with next highest odd number (e.g., 2 &3, 4 & 5, 6 & 7, …)

    • Highest even number match with person number 1.

  • Interview your partner, using the categories from the next chart, to complete a Glyph OF YOUR PARTNER.

  • Share your completed Glyph with your partner.

  • Compare and contrast the 2 GLYPHS… How are they the same?How are they different?


Prepared for the professional learning communities of the montana educators summer institute

Checking for background knowledge:

What is a hieroglyphic?

  • American Heritage Dictionary - hi·er·o·glyph·ic, adj.  

    • Of, relating to, or being a system of writing, such as that of ancient Egypt, in which pictorial symbols are used to represent meaning or sounds or a combination of meaning and sound.

    • Written with such symbols.


Prepared for the professional learning communities of the montana educators summer institute

Getting to Know YOU!!!


Prepared for the professional learning communities of the montana educators summer institute

“Involvement of all stakeholders (students, parents, teachers and administrators) is essential in improvement efforts. The process of sustaining student achievement is to know what students must be able to do, where you (they) are, determine where you want them to be, then figure out what actions will get you (them) there and who is going to do this. Regular monitoring of progress and resulting course corrections completes theprocess.


Prepared for the professional learning communities of the montana educators summer institute

Required pass rates foreach subgroup:

2007 tests – reading (74%)

math (51%)


Montana comprehensive assessment system montcas

Montana Comprehensive Assessment System MontCAS

“If they can’t read the question, you will never know how much math they know!”

~Dan, ‘08


Prepared for the professional learning communities of the montana educators summer institute

Self Reliance

There are three types of baseball players--those who make it happen, those who watch it happen, and those who wonder what happened.

Tommy Lasorda

teachers & administrators


Prepared for the professional learning communities of the montana educators summer institute

Research-based Strategy: Cooperative learningPercentile Gain 27

Latoya and

Kirk

Get It Together…


Prepared for the professional learning communities of the montana educators summer institute

Latoya and

Kirk

LaToya – 159 cm

Silk – 108 cm

  • 42

  • + 135

  • 177

  • 108

  • 69

  • 73

  • 4 cm below

Shoulder – 135 cm

Counter – 73 cm

Stool – 42 cm


Prepared for the professional learning communities of the montana educators summer institute

Why Group Teams Heterogeneously?

H

HM

LM

L

  • One high, one high medium, one low medium, and one low achieving student

  • Produce the greatest opportunity for peer tutoring and active participation

  • Maximum cross-race, cross-sex, & cross-ability team contact

  • Make classroom management easier - assign roles

  • Balanced


Prepared for the professional learning communities of the montana educators summer institute

The average student talks 35 seconds a day.

The student who is talking is growing dendrites.


Learning from explaining does it matter if mom is listening

“Learning from Explaining: Does It Matter if Mom is Listening”

  • Learning improves dramatically among young children who take the time to explain academic concepts to their mothers or who explain their logic aloud to themselves.

    • On a test of reasoning to 4 and 5 year olds:

      • Children who explained concepts to their mothers before taking a test scored correctly on 75% of questions;

      • Children who explained concepts aloud to themselves before taking a test scored correctly on 72% of questions;

      • Children who did not explain concepts at all prior to a test scored correctly on only 42% of questions;

    • The study examined youngsters’ ability to place toy insects in a certain pattern based on color and type.

      Breaden Research study completed in 2007


Instructional strategies that facilitate successful inclusion must

Instructional Strategies that Facilitate Successful Inclusion Must …

  • Supply students with STRUCTURE and ORGANIZATION

  • Encourage student COMMUNICATION and COLLABORATION

  • Provide students with VISUAL and HANDS-ON learning experiences


Prepared for the professional learning communities of the montana educators summer institute

“A pupil from whom nothing isever demanded which hecannot do, never does all he can.”

John Stuart Mill

“No one Rises to Low Expectations.”

Carl Boyd


Prepared for the professional learning communities of the montana educators summer institute

Research Related to Teaching Reading Skills from Cognitive Science

Premise: The meaning of a text is NOT contained in the words on the page. Instead, the reader constructs meaning by making what she thinks is a logical, sensible connection between the new information she reads and what she already knows about the topic.

Read the paragraph on the single sheet and fill in the missing words.

ENJOY! (this is NOT a test)


Prepared for the professional learning communities of the montana educators summer institute

The questions that p_____ face as they raise ch_____ from in_____ to adult life are not easy to an_____. Both fa_____ and m_____ can become concerned when health problems such as co_____ arise any time after the e_____ stage to later life. Experts recommend that young ch_____ should have plenty of s_____ and nutritious food for healthy growth. B_____ and g_____ should not share the same b_____ or even sleep in the same r_____. They may be afraid of the d_____.

An essential element of checking for understanding is for students to share the meaning of essential content related vocabulary.


Prepared for the professional learning communities of the montana educators summer institute

The questions that poultrymen face as they raise chickens from incubation to adult life are not easy to answer. Both farmers and merchants can become concerned when health problems such as coccidiosis arise any time after the egg stage to later life. Experts recommend that young chicks should have plenty of sunshine and nutritious food for healthy growth. Banties and geese should not share the same barnyard or even sleep in the same roost. They may be afraid of the dark.

~Adapted from Madeline Hunter


Montana comprehensive assessment system montcas1

Montana Comprehensive Assessment System MontCAS


What is higher order thinking

What is higher order thinking?

"Every day thinking, like ordinary walking, is a natural performance we all pick up. But good thinking, like running the l00-yard dash, is a technical performance... Sprinters have to be taught how to run the 100-yard dash; good thinking is the result of good teaching, which includes much practice."

David Perkins, Howard University


Prepared for the professional learning communities of the montana educators summer institute

  • Thinking Skills Test

  • What kind of grollers were they?

  • 2. What did the grollers do?

  • 3. Where did they do it?

  • 4. In what kind of gak did they grangle?

  • 5. Place one line under the subject and two lines under the verb.

Moral:Students can answer low-levelquestions without thinking.

Students enter/exit classroomswith no more understanding ofwhat they've learned than"The Griney Groller"taught you!


Prepared for the professional learning communities of the montana educators summer institute

Blind

Sequencing


Prepared for the professional learning communities of the montana educators summer institute

“A pupil from whom nothing isever demanded which hecannot do, never does all he can.”

John Stuart Mill

“No one Rises to Low Expectations.”

Carl Boyd


Prepared for the professional learning communities of the montana educators summer institute

Learning Goals

As a result of what we do today I will :

create a story question involving fractions in the solution.

solve a story question from one of my team members.


Prepared for the professional learning communities of the montana educators summer institute

When students know what they are learning, their performance, on average, has been shown to be

27 percentile points higher

than students who do not know what they are learning.


Part 2 using qualitative data to focus staff improvement efforts

Part 2Using Qualitative Data to Focus Staff Improvement Efforts

“"THE GREATEST ENEMY OF UNDERSTANDING IS COVERAGE".”

~Howard Gardner


Knowing the learner

Knowing the Learner

Directions: Rank the symbols (1-4) in order from most (1) like you as a learner to least (4) like you as a learner.


Knowing the learner1

Learning Style of Beach Balls

Knowing the Learner


Knowing the learner2

Learning Style of Microscopes

Knowing the Learner


Knowing the learner3

Learning Style of Clipboards

Knowing the Learner


Knowing the learner4

Learning Style of Puppies

Knowing the Learner


Prepared for the professional learning communities of the montana educators summer institute

  • “If an educator keeps using the same strategies over and over and the student keeps failing,

who really is the slow learner?”


Multiple intelligences in the reading classroom

Multiple Intelligences in the Reading Classroom


Multiple intelligences in the reading classroom1

Multiple Intelligences in the Reading Classroom


Choice board or tic tac toe

Choice Board or Tic-Tac-Toe

This assessment strategy allows students to select their own preferences but still achieve the targeted essential knowledge and skills.

Algebra Choice Board


C h o i c e board

Choice Board


Effective instruction for students with special needs

Effective Instruction for Students with Special Needs

Essential Characteristics of effective instruction -

Improves through regular assessments and evaluations;

focuses on essential knowledge and essential skills;

builds on students’ prior knowledge;

integrates higher level and basic skills;

provides instruction on specific strategies;

includes the frequent review of key concepts;

consistently uses collaborative learning;

focuses on student-directed instruction;

strives to be culturally and linguistically relevant; and

relies on shared responsibility and collaboration.

Office of Educational Research and Improvement (OERI), US DOE, 2000


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