1 / 34

Learning Walks at WMS: What We Observed on 1/25/11

Learning Walks at WMS: What We Observed on 1/25/11. Presented to WMS Faculty 2/7/11. Creating a Layered Book Foldable for Taking Notes. Place the Non-linguistic Representations sheet on the bottom of the stack of papers. Write your name on the Name line.

lois-mullen
Télécharger la présentation

Learning Walks at WMS: What We Observed on 1/25/11

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Learning Walks at WMS: What We Observed on 1/25/11 Presented to WMS Faculty 2/7/11

  2. Creating a Layered Book Foldablefor Taking Notes • Place the Non-linguistic Representations sheet on the bottom of the stack of papers. Write your name on the Name line. • Place the Scaffolding sheet on top of the Non-linguistic Representations sheet about 1” above the bottom so you can read Non-linguistic Representations. • Place the What is the data saying? sheet on top of the Scaffolding sheet about 1” above the bottom so you can read Scaffolding. • Holding all three sheets in that order, fold the top backwards in half so that the bottoms line up.

  3. WMS Learning Walks on 1/25/11 • 3 teams with 3 educators on two teams and 2 educators on one team • All members of the School-wide Data Team • 40 classrooms visited • Each visit was approximately 15 minutes long • Each team had a copy of: • updated GLEs for the content areas and grade levels that they were visiting • Bloom’s Revised Taxonomy • Effective Teaching Strategies at a Glance

  4. WMS Learning Walks on 1/25/11 – Who Was Visited • Content Areas • Reading/LA - 11 classrooms • Math - 8 classrooms • Science – 9 classrooms • Social Studies – 4 classrooms • Tier II Reading - 1 classroom • Advanced Math – 3 classrooms • Computers – 1 classroom • Library Skills – 1 classroom • Life Skills – 1 classroom • Spanish – 1 classroom

  5. WMS Learning Walks on 1/25/11 – Who Was Visited • Grade Levels • Grade 5 – 9 classrooms • Grade 6 – 10 classrooms • Grade 7 – 11 classrooms • Grade 8 – 9 classrooms • Grade 7/8 – 1 classroom

  6. The Good News – What we observed • High teacher & student enthusiasm • Students engaged in learning • Classroom environments comfortable & safe • Effective classroom management • Increase in the number of staff separating the content and language objectives • Increase in higher levels of Bloom (Apply, Evaluate, Create)

  7. Content ObjectivesWhat We Observed • Clearly Written – 28 classrooms = 70% • In Student Friendly Language – 30 classrooms = 75%

  8. Language ObjectivesWhat We Observed • Clearly Written – 23 classrooms = 58% • In Student Friendly Language – 24 classrooms = 60%

  9. Separate Content and Language Objectives • Observed in 28 classrooms = 70% • Research shows that “In model sheltered instruction courses, language and content objectives are systematically woven into the curriculum… Teachers must develop the students' academic language proficiency consistently and regularly.” (http://www.siopinstitute.net/index.html) • This means that it is critical to separate the Content and Language Objectives, especially to support the language development of English Language Learners.

  10. To increase the likelihood of learning: • Set separate content and language objectives • Set only 1 or at most 2 of each kind of objective • Word them as student outcomes rather than student activities • Use Bloom’s Taxonomy for active, higher order thinking verbs • Post them together in large enough print so they can be seen from anywhere in the classroom • Tell students what the objectives are • Reinforce what the objectives are by referring to them throughout the lesson

  11. Students Are Able to State What They Are Learning • 182 students were asked what they were learning today, 153 were able to state what they were learning = 84% • Research shows that “When students know what they are learning, their performance, on average, has been shown to be significantly higher than students who do not know what they are learning.” (http://www.marzanoresearch.com)

  12. Bloom’s Revised Taxonomy Total N of classrooms visited = 40 • Remember – Observed in 35 classrooms = 88% • Understand – Observed in 35 classrooms = 88% • Apply – Observed in 30 classrooms = 75% • Analyze – Observed in 15 classrooms = 38% • Evaluate – Observed in 7 classrooms = 18% • Create – Observed in 4 classrooms = 10% Lower  Higher

  13. What Does That Look Like in Wordle? Let’s raise the level of thinking and reverse the weight of these words.

  14. What Kind of Engagement Did We See? Total N of classrooms visited = 40 • High Engagement – 27 classrooms = 67.5% • Medium Engagement - 4 classrooms = 10% • Low Engagement - 9 classrooms = 22.5%

  15. Embedded Instruction:What We Observed • Vocabulary Development Embedded – 29 classrooms = 73% • Non-Fiction Writing – 16 classrooms = 40% • Differentiated Instruction – 5 classrooms = 13%

  16. Effective Teaching Strategies from Marzano, et al District-wide Strategies • Setting Objectives/Providing Feedback - 25 classrooms = 63% • Similarities/Differences – 8 classrooms = 20% • Reinforcing Effort/Providing Recognition – 19 classrooms = 48%

  17. Effective Teaching Strategies from Marzano, et al • Cooperative Learning - 10 classrooms = 25% • Cues, Questions and Advanced Organizers - 21 classrooms = 53% • Generating and Testing Hypotheses - 8 classrooms = 20% • Homework and Practice - 21 classrooms = 53% • Non-linguistic Representations - 10 classrooms = 25% • Summarizing and Notetaking - 14 classrooms = 35%

  18. Effective Instructional Strategies • Scaffolding (e.g., Prompting, Questioning, Paraphrasing, Think-alouds, etc.) - 28 classrooms = 70% • Effective classroom management - 35 classrooms = 88%

  19. Technology Usage Technology usage was defined as using 21st Century technology, e.g., laptops, data projectors or TVs hooked to computers, SMART Boards, MY Access, Web 2.0 tools, etc. • Students Using Tech - 6 classrooms = 15% • Teachers Using Tech - 13 classrooms = 33% • Neither Students Nor Teachers Using Tech - 23 classrooms = 58% NOTE: Some teachers were observed using overhead projectors effectively; however, those are 20th Century tools and are not included in this data.

  20. Student Work Displayed • Current – 16 classrooms = 40% • Meaningful & Linked to Standards – 17 classrooms = 43% • Matched to Linguistic Proficiency - 8 classrooms = 20% • Data Walls - 15 classrooms = 38%

  21. Data Analysis Comparison • The comparison of the first and second Learning Walks reveal a decrease in the following strategies: • High level of student engagement • Vocabulary development • Differentiated instruction • Non-linguistic representations • Scaffolding • Current and meaningful student work being displayed

  22. Data Analysis – Areas of Focus Scaffolding Non-linguistic representations

  23. Scaffolding • Based on Vygotsky’s Zone of Proximal Development (ZPD) • The ZPD is the difference between what a child can accomplish alone and what he or she can accomplish with the assistance of a more experienced individual (Echevarría, Vogt, and Short, 2008). • Providing substantial amounts of support and assistance in the earliest stages of teaching a new concept or strategy, and then gradually decreasing the amount of support as the learners acquire experience through multiple practice opportunities

  24. Includes using prompting, questioning, and elaboration to facilitate students’ movement to higher levels of language proficiency, comprehension, and thinking. Includes paraphrasing, think alouds, slowing speech, speaking in phrases, repeating student responses to correct pronunciation and inflection, and reinforcing contextual definitions. Verbal Scaffolding Techniques

  25. Procedural Scaffolding Techniques • Includes explicitly teaching content, modeling, opportunities for practice, and allowing for independent application. For example: • One on one teaching, coaching and modeling. • Small group instruction and/or partnering students so as to allow them to practice newly learned strategies with more experienced students.

  26. Instructional Scaffolding Techniques • Methods and materials that can be utilized in lessons to facilitate understanding of the content and language objectives. • For example, graphic organizers can be used in a lesson as a pre-reading tool to prepare students for the content of a textbook chapter. It could also be used to illustrate a chapter’s text structure. analyzing categorizing comparing/contrasting evaluating investigating listing recalling

  27. What is Nonlinguistic Representation? Nonlinguistic Representation is an aspect of information processing that uses the imagery mode, expressed as mental pictures or even physical sensations, such as smell, taste, touch, kinesthetic association, and sound (Richardson, 1983) Classroom Instruction That Works, Marzano, et al, 2001, p. 73

  28. Research on Learners • 32% are visual learners • 18% are auditory learners • 25% are tactile learners • 25% are kinesthetic learners This means that 50% of people are nonlinguistic learners

  29. What Does the Research Say? When using Nonlinguistic Representation, the research showed that the range of percentile gain was 19 to 40 percentile points.

  30. Using Nonlinguistic Representations • A variety of activities produce nonlinguistic representations. • Creating graphic representations • Making physical models • Generating mental pictures • Drawing pictures and pictographs • Engaging in kinesthetic activity • Nonlinguistic representations should elaborate on knowledge. Classroom Instruction That Works, Marzano, et al, 2001, p. 73-74

  31. Classroom Practice in Nonlinguistic Representation - Graphic Organizers Principle Cause/Effect Diagram C4 C1 Generalization/Principle Patterns Diagram Web C3 C5 C2 Example Effect Example Example Example Characteristic Concept Map CONCEPT Time/Sequence Diagram CONCEPT Characteristic Characteristic Characteristic Example Example Example Example Example Example

  32. Make Physical Models • Concrete representation of the knowledge that is being learned • Souvenirs/tokens • 3D models – dioramas • Foldables

  33. Draw Pictures and Pictographs • Symbolic pictures that represent the knowledge that has been learned • Flip books • Illustrate vocabulary

  34. Engage in Kinesthetic Activity • Physical movement associated with knowledge generates a mental image of the knowledge in the mind • Using manipulatives • Role playing/charades • Elkonin boxes (an instructional method used to build phonological awareness by segmenting words into syllables) • Hand/body movements

More Related