Mining for Diamonds in the Rough Instructional Strategies that Produce Positive Results

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Mining for Diamonds in the RoughInstructional
Strategies that Produce Positive Results
The Will (as in, They set to work with a will
and in a determined and energetic way. Webster)
So many of our dreams at first seem impossible,
then they seem improbable, and then, when we
summon the will, they soon become inevitable.
Christopher Reeve
SUPERMAN

• Prepared especially for the
• WJCC K-2 Professional Learning Community
• by Dan Mulligan, Simply Achieve, Inc
• July 2007

SUPER
MAN
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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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• Beginning of Lesson
• Key questions
• What is the background vocabulary that must be
  understood by each student?
• What is the prior knowledge necessary to be ready
  for the lesson?
• How will students demonstrate readiness?

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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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KEY QUESTION What is a CHANGE that you (or your
grade level) incorporate into your instruction
that YOU believe verifies that the IMPLEMENTED
CURRICULUM becomes the ATTAINED CURRICULUM for
EACH STUDENT.
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WJCC Actions to Improve Achievement

• Meet collaboratively in the summer to explore
  share WHAT WORKS

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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 have
an understanding of what numbers
represent, create my own number story,
and represent the story with pictures.
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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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Longitudinal Analysis of Unadjusted Grade K-3
Reading SOL Test Results
What do you see?
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Longitudinal Analysis of Unadjusted Grade K-3
Math SOL Test Results
What do you see?
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Longitudinal Analysis of Unadjusted
Grade K-3 Reading Math SOL Test Results
What do you see?
READING
MATH
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• You can enhance or destroy students desire to
  succeed in school more quickly and permanently
  through your use of assessment than with any
  other tools you have at your disposal.

Rick Stiggins, Assessment Trainers Institute, 2006
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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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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.
Modified from R. DuFour keynote address at PLC
Institutes
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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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First-grade children from higher SES groups know
about twice as many words as lower SES children
High school seniors near the top of their class
knew about four times as many words as their
lower performing classmates
High-knowledge third graders have vocabularies
about equal to lowest-performing 12th graders
Individual differences in vocabulary have a
powerful impact on reading comprehension
beginning about third grade
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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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We must be sure we provide very powerful
instruction in vocabulary to help poor and
minority children close the gap by third grade
There are 26 letters to learn
There are 44 phonemes to worry about
There are 8,400 root words to know
Powerful instruction in vocabulary helps prepare
children to understand the increasingly complex
text they encounter beginning in grade three
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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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Direct Teaching Words

• Contextualize the word within the story.
• "In the story, Lisa was reluctant to leave ...."
• Have the children say the word.
• " Say the word - reluctant"
• Provide (teacher or student) a student-friendly
  explanation or description of the word.
• "Reluctant means you are not sure you want to do
  something."
• Versus a definition.
• Reluctant - 1. Striving against opposed in
  desire unwilling disinclined loth.
• Webster's Revised Unabridged Dictionary (1913)

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Teaching New Words

• Present examples of the word used in contexts
  different from the story context
• Someone might be reluctant to eat a food that he
  or she never had before.
• Students provide an example.
• Give a non-linguistic representation of the words
• Students generate one.
• Marzano, Pickering and Pollock, 2001

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Engaging Students

• Generate Examples
• Tell about something you would be reluctant to
  do. Try to use reluctant when you tell about it.
• You could start by saying something like. I
  would be reluctant to ___
• Answering Questions/Giving Reasons
• Why might a person be reluctant to eat a new
  food?
• Why might a child be reluctant to come here?
• Show me how a reluctant broccoli eater would
  look?
• Put the new words in a Vocabulary Log

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• Types of pictures
• Draw the actual thing.

Marine biologist
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• Types of pictures
• Draw the actual thing.

Abraham Lincoln
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• Types of pictures
• Draw the concept.

Mutualism When one thing helps another.
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• Types of pictures
• Draw the concept.

Change
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• Types of pictures
• Draw an example.

Explorer
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revolve
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• Types of pictures
• Draw an example.

food chain
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Nation Reading Panel Recommendations

• Taught directly and indirectly
• Repetitions
• Rich context
• Active learning (thinking)
• Use multiple vocabulary instruction methods
• NRP, 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 1 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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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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Bringing Words to Life Isabel Beck M. McKeown L.
Kucan Guilford Press
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Vocabulary Vitamins
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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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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 2 Words

• Prediction (English reading strand)
• SQUARE PYRAMID (Math measurement geometry
  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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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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Research-based Strategy Cooperative
learningPercentile Gain 27
Latoya and Kirk
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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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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.

72
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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Setting the Purpose .With Music.Harold
Melvin the BluenotesWake Up Everybody
BRAIN BREAK
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Wake up everybody no more sleeping in bed No more
backward thinking, time for thinking ahead The
world has changed so very much from what it used
to be Theres so much hatred, war and
poverty. Wake up all the teachers time to teach a
new way Maybe then theyll listen to what you
have to say. They're the ones who are coming up
and the world is in their hands. When you teach
the children, teach them the very
best you can. The world wont get no better,
if we just let it be. The world wont
get no better, we got to change it ya
just YOU and ME.

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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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The Power of Professional Learning Communities

• The most promising strategy for sustained,
  substantive school improvement is building the
  capacity of school personnel to function as a
  professional learning community. The pathe to
  change in the classroom lies within and through
  professional learning communities.
• Milbry McLaughlin

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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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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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Priorities

• The essence of the best thinking in the area of
  time management can be captured in a single
  phrase organize and execute priorities.
• Stephen Covey

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The Big Ideas that Drive a PLC

• Learning is the fundamental purpose os 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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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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Finding YOUR Multiple Intelligence(s)
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Multiple Intelligences in the Reading Classroom
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Multiple Intelligences in the Reading Classroom
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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.
• After Reading Choice Board

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Sample Kindergarten MIND Notebook

• Created by the Dedicated Teachers of
• Glen Forest Elementary School, Fairfax County
  Public Schools
• Prepared by Dan Mulligan, Simply Achieve, Inc.