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Waverly High School Instructional Implementation. Toby Boss ESU 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.

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purpose
Purpose
  • Review the MRL instructional model
  • Plan the 2013-14 implementation
  • Reflect through blogging
kidblog
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
slide4
“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 2001

An American writer and futurist

great educators
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
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
Even small increments in teacher effectiveness can have a positive effect on student achievement.

an 8% average improvement in student achievement

10 years

a 2% improvement in teaching skillful-ness per year

x

=

the reality of our business
The reality of our business…
  • There is rarely, if ever, a perfect day of teaching…
slide10

“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
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
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
Where should a school or district begin?
  • Develop a common language

of teaching

slide14

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

art and science by the numbers1
Art and Science by the numbers
  • 41 instructional elements within…
  • 9 lesson design questions embedded in…
  • 3 segments for every lesson.
slide18

ENACTED ON THE SPOT

Student Engagement

INVOLVES ROUTINES

Learning Goals and Feedback

Rules and Procedures

ADDRESSES CONTENT IN SPECIFIC WAYS

Teacher/Student Relationships

Adherence to Rules and Procedures

Interacting With New Knowledge

Generating/ Testing Hypotheses

Practicing and Deepening

High Expectations

slide19

The Art and Science of Teaching

Learning Goals and Feedback

Interacting with New Knowledge

Practicing and Deepening

Generating and Testing Hypotheses

Student Engagement

Establishing Rules and Procedures

Adherence to Rules and Procedures

Teacher-Student Relationships

High Expectations

Page 7, The Art & Science of Teaching

slide20

The Art and Science of Teaching

Student Engagement

Teacher/Student Relationships

Adherence to Rules and Procedures

High Expectations

ENACTED ON THE SPOT

INVOLVES ROUTINES

Learning Goals and Feedback

Rules and Procedures

ADDRESSES CONTENT IN SPECIFIC WAYS

Interacting with New Knowledge

Generating/ Testing Hypotheses

Practicing and Deepening

20

Heflebower, Marzano Research Laboratory

cutting-edge research concrete strategies sustainable success

lesson segments
Lesson Segments
  • “Thin slices” of instruction
    • Those involving routines
    • Those involving content
    • Those enacted on the spot
reflection
Reflection
  • On your blog:
    • What made sense?
    • What questions might you have?
slide23

The Art and Science of Teaching

Routine Segments

INVOLVES ROUTINES

Learning Goals and Feedback

Rules and Procedures

routine segments
Routine Segments
  • Communicate learning goals
  • Track student progress
  • Celebrate success
  • Establish classroom rules and procedures
  • Organize the physical layout of the room
slide25

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
Did you list any of these?
  • Attention and Refocus Signal
  • Transition Signal
  • Strategies to group and re-group learners
cognitive routines
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
Attention and Refocus Signal
  • Iwill 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 5to 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
examples close partners across the room partners table family department

ExamplesClose PartnersAcross the Room PartnersTable Family - Department

Grouping and Regrouping

Learners

close partners
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
Table Family Discussion
  • Please discuss the next slide I display…
  • What do each of you think?
according to recent studies
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
What is the effect?

Assuming a 50 minute class period

Teacher talk = 40 minutes

Student interaction with content/language = 10 minutes total for the class.

30 students in class

  • = 20 seconds (or less) per student
slide34

Boosting Retention

Average Retention Rate

after 24 hours

5%

Lecture

10%

Reading

20%

Audio-visual

30%

Demonstration

Discussion Groups

50%

75%

Practice by doing

90%

Teach others/immediate use of learning

Adapted from David Sousa’s figure 3.8

in his text, How the Brain Learns

a cross the room p artners
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
Discussion Topic
  • What cognitive routines do you use or see being used in classrooms at your school?
slide38

The Art and Science of Teaching

Content Segments

ADDRESSES CONTENT IN SPECIFIC WAYS

Interacting with New Knowledge

Generating/ Testing Hypotheses

Practicing and Deepening

38

content segments
Content Segments
  • Interact with new knowledge
  • Practice and deepen content
  • Generate and test hypothesis
slide40

On the Spot Segments

Student Engagement

Teacher/Student Relationships

Adherence to Rules and Procedures

High Expectations

ENACTED ON THE SPOT

40

Heflebower, Marzano Research Laboratory

cutting-edge research concrete strategies sustainable success

on the spot segments
On the Spot Segments
  • Student engagement
  • Adherence to rules and procedures
  • Teacher –student relationships
  • High expectations
blog reflection
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 do1
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 do2
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
Feedback
  • Teacher self-perception
  • Teacher self-observation
  • Observation data from peers, instructional coaches, supervisors
teacher self observation
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 do3
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
Opportunities to Observe and Discuss Effective Teaching
  • Instructional rounds
  • Expert coaches
  • Expert videos
  • Teacher-led PD
  • Virtual communities
watching experts
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 do4
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
Discuss
  • In your department groups:
    • The goals you set
    • How you plan to implement new strategies
    • What professional development you might need
    • Timeline
slide52
Blog
  • What is your goal?
  • What will you try?
  • What are your needs?
next steps
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
Resources
  • http://marzanoresearch.com/site
  • http://esu6mrl.wikispaces.com
  • http://esu6craftknowledge.wikispaces.com
  • ESU 6 YouTube: http://www.youtube.com/user/esu6pd