Instructional Strategies that Produce Positive Results for EACH Student

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Research-based Strategy Cooperative
learningPercentile Gain 27
Latoya and Kirk
Get It Together
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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
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Effective Instruction 1
consistently uses collaborative learning
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Effective Instruction 1

focuses on essential knowledge,
essential skills, essential vocabulary

• 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
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Essential Knowledge
Understandings Skills
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Content-Related Evidence of Validity(Attained
Curriculum)
Essential Skills
Essential Knowledge
LEARNING TARGET (attained curriculum)
Essential Vocabulary
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Essential Vocabulary
What does surface area mean?
Essential Knowledge
What is the formula for volume of a cylinder?
Essential Skills
Apply surface area of a sphere to a real-world
situation.
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Learning Targets for Participants

• I will network with my peers to learn from their
  wisdom and experience
• I will analyze student achievement data to
  recognize progress and identify areas of
  opportunity for growth
• I will understand the impact of understanding
  content-specific vocabulary for EACH of my
  students
• I will experience the impact of professionals
  common planning as a learning community on the
  learner and educator and
• I will accomplish all the above while having fun!

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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.
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Setting Objectives
Generalizations from research on Setting
Objectives

• Instructional goals narrow students focus.

2. Instructional goals should not be too specific.
3. Students should be encouraged to personalize
the teachers goals.
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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.
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Spotlight Moment
Instructional Strategy Regular checking and
evaluation of student understanding of the
learning goal throughout the lesson.
Please number off at your table.
Pair off using the rule odd number next even
number (e.g., 12, 34, 56, )

• Discuss your observation of
• teacher understanding of the effect on learning
  and
• Discussion of this strategy, as a grade-level, in
  your school

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Using Qualitative Data Quantitative Data to
Focus Staff Improvement Efforts
Just as personal visions are pictures or images
people carry around in their heads and hearts, so
too are shared visions people throughout an
organization carry. They create a sense of
commonality that permeates the organization and
gives coherence to diverse activities. Peter
Senge
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Main Myth about Learning

• Some part of the learners anatomy must be in
  contact with the chair in order for learning to
  take place!

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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?

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Checking for background knowledge What is a
hieroglyphic?
American Heritage Dictionary - hieroglyphic,
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.
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Getting to Know YOU!!!
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Effective Instruction for Students with Special
Needs

• Essential Characteristics-
• 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, 2004

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Criteria for Effective Common Assessments(Attaine
d Curriculum)
Essential Skills
Essential Knowledge
LEARNING TARGET (attained curriculum)
Essential Vocabulary
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Words Heard in an Hour

• Poverty 615 words
• Middle class 1251 words
• Professional 2,153 words
• Hart and Risley, 1995

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Step 1
Teacher identifies the new word and elicits
background knowledge.
Step 2
Teacher explains the meaning of the new word.
Step 3
Students generate their own explanations of the
new word.
Step 4
Students create a visual representations of the
new word.
Step 5
Students engage in experiences that deepen their
understanding of the new word.

Students engage in vocabulary games and
activities to help them remember the word and its
meaning.
Step 6
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Organizing Theme Things someone would say
President Bush
200 POINTS
Rosa Parks
a principal
100 POINTS 100 POINTS
a teacher
a mother
a student
50 POINTS 50 POINTS 50 POINTS
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Results Now Mike Schmoker, ASCD, 2006
How we can achieve unprecedented improvements
in teaching learning.
Teaching Critical Thinking
Research-based Instructional Strategies
Reteach Reassess
Aligned Curriculum
Common Assessments
Shared Results
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People who do not know the meanings of many
words are probably poor readers."

• (Anderson and Freebody)

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NEW RESOURCE
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YOUR TURN!!!
200 POINTS
100 POINTS 100 POINTS
50 POINTS 50 POINTS 50 POINTS
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Mining for Diamonds in the RoughInstructional
Strategies that Produce Positive Results
PART II

• Prepared especially for the
• WJCC Math, Science, Health/PE, FACS, Tech Ed,
  TCE/Trade Industrial Arts Professional Learning
  Community
• by Dan Mulligan, Simply Achieve, Inc
• July 2007

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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
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Finding YOUR Multiple Intelligence(s)
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Choice Board
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ttaconline.org
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BRAIN BREAK
Problem

• You have 24 quarters, one of which is defective
  and weighs more than the others. You also have a
  balance scale that will tell you which of the two
  stacks of coins is heavier. It will not provide
  you information about the actual weight. How can
  you identify the heavy coin using the balance
  scale only three times?

As you solve the problem, reflect on what you do
before, during, and after. What kinds of core
reasoning skills do you use?
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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

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• 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.

MoralStudents can answer low-levelquestions
without thinking. Students enter/exit
classroomswith no more understanding ofwhat
they've learned than"The Griney Groller"taught
you!
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Types of Assessment Items and Formats Related to
Different Aspects of Learning
Assessments
Transforming Classroom Grading, ASCD, 2002
Note L Low, M Medium, H - High
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Depth of Knowledge levels Based on Blooms
Taxonomy

• Level 4 Higher-Order Thinking
• Combines the three most complex levels of
  cognitive processes
• Analysis standards or test items would require
  students to break down information into parts to
  categorize, diagram, differentiate, discriminate,
  outline, separate, or subdivide content.
• Synthesis students would be expected to
  combine elements into a whole to integrate,
  organize construct, design, combine, arrange,
  compile, create formulate, generate, propose,
  project, integrate.
• Evaluation students would be asked to judge,
  assess, appraise, argue, verify, support, defend,
  evaluate, recommend.

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Synthesis (project/formulate what will happen if
)
Analysis (categorize)
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Depth of Knowledge levels Based on Blooms
Taxonomy

• Level 3 Application
• Involves the process of using known information
  to solve problems.
• includes using abstract ideas, rules, or
  generalized methods in new concrete situations
• Application-level standards or test items may
  require students to apply, construct,
  demonstrate, illustrate, modify, produce, show,
  solve or use.

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Application (using abstract rules)
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Depth of Knowledge levels Based on Blooms
Taxonomy

• Level 2 Comprehension
• Involves the understanding or grasping the
  meaning of a concept or information (e.g.,
  students explaining an idea or concept in ones
  own words.)
• Comprehension-level standards or test items may
  require students to translate, rephrase,
  interpret, describe, classify, compare, contrast,
  estimate, generalize, explain, give examples,
  infer, interpret or
  summarize.

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Comprehension (compare/contrast, generalize)
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Depth of Knowledge levels Based on Blooms
Taxonomy

• Level 1 Recall Knowledge
• Involves recalling previously learned material
  such as facts, events, persons, dates, methods,
  procedures, concepts, principles, and theories.
• Comprehension-level standards or test items may
  require students to count, define, label list,
  match, name, quote, recite, repeat, reproduce,
  select or state content information.

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Recall Knowledge (define/state content
information)
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• If an educator keeps using the same strategies
  over and over and the student keeps failing,

who really is the slow learner?
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Content-Related Evidence of Validity(Attained
Curriculum)
Essential Skills
Essential Knowledge
LEARNING TARGET (attained curriculum)
Essential Vocabulary
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YOUR TURN!!!!!
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A Penny for your Thoughts!
On the back of your handout, draw the front
back of a penny.
?
?
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A Penny for your Thoughts!
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A School That Is A Professional Learning
Community Is A School with

• A shared mission, vision, values, and goals
• Collaborative teams focused on LEARNING
• Collective inquiry into best practice and the
  current reality of the school
• Action Oriented
• Commitment to ongoing improvement
• Results oriented and data driven

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The Big Ideas that Drive a PLC

• Learning is the fundamental purpose of our school
  and we will examine all practices that impact
  student learning.
• A commitment to a collaborative approach focusing
  on a collective purpose.
• Effectiveness is based on results and supported
  by data.
• Improvement is continuous journey

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Translated For The PLC Our Priorities Focus
Around Three Guiding Questions

• What do we want our students to know?
• How will we know they have learned it?
• What do we do if they have not learned it?

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Common Assessments

• Any assessment given by 2 or more instructors
  with the intention of collaboratively examining
  the results for
• shared learning,
• instructional planning for individual students,
  and/or
• curriculum, instruction, and/or assessment
  modifications.

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Common Assessments

• Created collaboratively by teams of teachers
• Frequent
• Formative
• Connected to the essential outcomes
• Given to all students enrolled in the same class,
  course, or grade level

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• How do common assessments assist everyone
  (students, teachers, schools) in achieving more?

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Why Common Assessments?

• Efficiency
• Fairness
• Effective Monitoring
• Informed practice

• Assessment literacy
• Raised expectations
• Team capacity
• Collective Response

Common assessments should be administered
minimally every 4.5 weeks.
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Multiple Intelligences in the Reading Classroom
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Multiple Intelligences in the Reading Classroom
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Effective Instruction for Students with Special
Needs

• Essential Characteristics-
• 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, 2004

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Vocabulary Whirlwind

• Create a team of 4.
• Form two circles with your team and a team close
  to you.
• Pass out the word cards until each member of the
  newly formed team has one.
• Listen for the vocabulary word.
• Follow the directions on your card. Share with
  the person you are facing.
• Partners trade prompt cards, rotate to a new
  partner and listen for a new word.

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Grade 3-4-5 Words

• REPORT (English writing strand)
• CENT (Math measurement geometry strand)
• PLANT (Science life processes living systems
  strand)
• PAST (History History strand)

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Bringing Words to Life Isabel Beck M. McKeown L.
Kucan Guilford Press
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Vocabulary Vitamins
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Vocabulary Cartoons Sam, Max, and Bryan
Burchers New Monic Books ISBN 0-9652422-7-7
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When possible, try to build into the picture a
way of attaching the picture to the word.
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Vocabulary Word Map
Definition or Synonym
Antonym
Vocabulary Word
Use the word in a sentence
Draw a picture or RELATE it to YOURSELF
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Pictionary

• Get at table top easel and markers for your team.
• When time is called draw a card from the pile.
  Create a nonlinguistic representation of the
  information on the card.
• Your team mates must guess the word.
• Stop when time is called.
• Switch roles

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Grade 3-4-5 Words

• Prediction (English reading strand)
• EVAPORATION (Science force, motion, energy
  matter strand)
• SCARCITY (History economics strand)

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If one subscribes to their (Nagy, Herman, Stahl,
Fairbanks) logic, then direct vocabulary
instruction is not only ill advised, but
downright foolish. The argument, however, is not
entirely accurate. In fact, an analysis of the
research provides a strong case for systematic
instruction in vocabulary at virtually every
grade level. (Marzano, Pickering and
Pollock)
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Spotlight Moment
Individually complete the ACT chart provided in
the folder.
Instructional Strategy Consistently use
collaborative learning.
Pair off using the rule even number next odd
number (e.g., 23, 45, 67, ) NOTE Highest
number at table pairs with person 1.

• Discuss your observation of
• teacher understanding of the effect on learning
  of this strategy and
• evidence of teacher use of the strategy.

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CUBING

• 1. Describe it. (Describe its colors, shapes, and
  sizes. What does it look like?)
• 2. Compare it. (What is it similar or different
  from?)
• 3. Associate it. (What does it make you think
  of?)
• 4. Analyze it. (How is it made or what is it
  composed of?)
• 5. Apply it. (What can you do with it? How is it
  used?)
• 6. Argue for or against it. (Take a stand and
  list reasons for supporting it.)

?
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Commitment
If you dont make a total commitment to whatever
youre doing, then you start looking to bail out
the first time the boat starts leaking. Its
tough enough getting that boat to shore with
everybody rowing, let alone when a guy stands up
and starts putting his life jacket on. Lou
Holtz
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Human nature, if it is healthy, demands
excitement and if it does not obtain its
thrilling excitement in the right way, it will
seek it in the wrong. God never makes bloodless
stoics He makes no passionless
saints. Oswald Chambers
Wishing you new passion in your schools
instructional program. Dan Mulligan, Simply
Achieve, Inc.
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Thinking Inside The Box Recording Sheet
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PUT it TOGETHER from the Box

• Listen for the topic and the amount of time
• Silently mix around the room
• When signaled pair up with the person closest to
  you (not from your school)
• In pairs, Partner A shares and Partner B listens
• Partner B responds to what he/she heard by
  paraphrasing LET ME TELL YOU WHAT I UNDERSTOOD
  YOU TO SAY
• Switch Roles

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Thinking inside the Box
Your guardian angel has granted you one wish.
What would you improve in your school? Why would
you choose it? YOU can do anything!!!
Make a list of things you have done recently to
make your teaching more effective. Explain the
importance of each entry on your list.
Look at the picture above. How does this picture
relate to teaching? Complete this sentence The
image is like teaching in that_______
Write the letters C H A N G E. Attach a word to
each letter that expresses a personal learning
quality that you value. Be prepared to justify
each of your selections.
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Comparison Chart Checking for Background
Knowledge
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Define PLC

• P (Professional)
• L (Learning)
• C (Community)

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PROFESSIONAL

• Educators using standards and research as the
  basis for collaborative investigation of how to
  better achieve their goals.

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LEARNING

• Ongoing study and constant practice based on a
  commitment to continuous improvement.

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COMMUNITY

• An environment that fosters mutual cooperation,
  emotional support, and personal growth to achieve
  collectively what no one can achieve alone.

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Therefore A Professional Learning Community is

• An environment that fosters mutual cooperation,
  emotional support, and personal growth as the
  work together to achieve what they cannot
  accomplish alone.
• DuFour, Eaker

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You Must Be Willing To Give Some Things Up

• The Challenge of becoming a PLC demands more than
  adopting new programs and practices. We must
  also demonstrate the discipline to discontinue
  much of what we have done traditionally.
• Basically we have got to learn that we can not do
  everything in mediocrity we must do a few things
  well.

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Keys to Effective Teams

• Collaboration is routine
• Time is built in to the school day or a
  list-serve is created to facilitate communication
• Teams have a focus The Key Questions
• Products are mandated
• Team norms guide collaboration
• Teams are goal oriented
• Teams have access to relevant and timely
  information

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Advantages of Teachers Working in Collaborative
Teams

• Gains in student achievement
• Betters solutions to challenges
• Confidence is increased
• Teachers can build on each others strengths and
  overcome weakness
• Test new ideas with support from colleagues
• Ideas, material, and methodology are all
  increased by the capacity of a TEAM

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Resources To Facilitate the Knowledge of
Essential Outcomes

• State Standards
• Curriculum Guides
• Assessment Frameworks/Blueprints
• Vertical Articulation
• DATADATADATA
• Example of a variety of student work
• Rubrics

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What would a PLC group look-like in your
school/grade-level?
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Summarizing and Note Taking

• Generalizations form the research
• Verbatim note-taking is, perhaps, the least
  effective technique.
• Notes should be considered a work in progress.
• Notes should be used as a study guide for tests.
• The more notes that are taken, the better.

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Understanding and Setting Learning Goals

• It is essential that teachers make conscious
  choices about learning goals and then design
  lessons to elicit that learning.
• In many classrooms, teachers themselves are not
  clear about the student learning they are
  seeking, so they may not be using the most
  effective instructional strategies.
• For example, research shows that teaching
  vocabulary through imagery and fuzzy definitions
  has the biggest impact on learning.
• Yet, how do most teachers approach vocabulary
  instruction?
• By having students memorize definitions and
  use words in sentences.
• Similarly, use of stories is the best
  strategy for teaching information that is factual
  or involves time or cause-and-effect sequences.
  Yet many teachers instead ask students to
  memorize dates.

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Creating a MIND Notebook

• Justification from the research
• Focuses active student participation in creating
  notes
• Addresses the strengths of both left-brain and
  right-brain dominant students
• Requires student construction of meaning from the
  lesson
• Integrates Classroom Instruction That Works
  strategies and
• Creates multiple opportunities for assessment as
  a part of the learning.

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Creating a MIND Notebook
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MINDMultiple Intelligences Notetaking Design

• Materials
• Rubric
• One subject notebook
• Curriculum framework
• Supplies cart
• Colored pencils or crayons
• Pencil sharpeners
• Glue sticks
• Scissors
• Wire cutter
• Transparencies (text and blank)

• Getting Started
• Model a Visual example
• Create a Personal info page (optional)
• Glue the Table of Contents and Rubric pages
• Number the remaining pages