Crete Instruction Routines December 4, 2013

1. Crete InstructionRoutinesDecember 4, 2013 Toby Boss ESU 6

2. Purpose • Review the MRL instructional model • Focus on Routines • Practice Observations with Videos • Plan activities for the next session

3. Resources • http://creteinstruction.wikispaces.com/home • http://esu6craftknowledge.wikispaces.com

4. “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

5. 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.

6. Effective teachers are made, not born. Do you agree or disagree? What’s the role of talent? What’s the role of deliberate practice?

7. 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 =

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

9. The Complexity of Teaching • “After 30 years of doing such work, I have concluded that classroom teaching … is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented. ..The only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster” • Lee Shulman, The Wisdom of Practice

10. “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

11. 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.

12. Or… • Math Class

13. 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.

14. Dweck, Mindset: The New Psychology of Success, 2007

15. The Highly Engaged Classroom, 2011 pages 17-18 Fixed mindset: Talents are carved in stone Growth mindset: Qualities are things to be cultivated through effort and can change through application and experience Dweck, Mindset: The New Psychology of Success,2007

16. Where should a school or district begin? • Develop a common language of teaching

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

18. The Art and Science of Teaching

19. Art and Science by the numbers • 41 • 9 • 3

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

21. 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

22. 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

23. Lesson Segments “We use the term lesson segment, because it defines a unit of analysis that is particularly useful when providing feedback to teachers.”

24. Lesson Segments • “Thin slices” of instruction • Those involving routines • Those involving content • Those enacted on the spot

25. Reflection • What made sense? • What questions might you have?

26. The Art and Science of Teaching Routine Segments INVOLVES ROUTINES Learning Goals and Feedback Rules and Procedures

27. Segments that are routine components of every lesson • Rules and procedures (Q 6) • Communicating learning goals (Q1) • Tracking student progress (Q1) • Celebrating success (Q1)

28. PE Example

29. 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.

30. Did you list any of these? • Attention and Refocus Signal • Transition Signal • Strategies to group and re-group learners

31. 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…

32. Four Part Attention Signal

33. Age = Attention Span • Change of state needed… • Tops out at 18-20 minutes… • Adult learners need change also…

34. Attention and Refocus Signal • I will 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

35. ExamplesClose PartnersAcross the Room PartnersTable Family - Department Grouping and Regrouping Learners

36. 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?

37. What Routines do you see? • Instructions • Grouping • Attention Signal • Sixth Grade Math

38. 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?

39. 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

40. 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

41. Discussion Topic • What cognitive routines do you use or see being used in classrooms at your school?

42. Observations • Use the form to conduct a video walkthrough. • What routines did you see? • Walkthrough Form (also on the wiki)

43. Next Step • Look for routines your teachers use in their classes. • Be ready to report next time.

44. Resources • http://marzanoresearch.com/site • http://esu6mrl.wikispaces.com • http://esu6craftknowledge.wikispaces.com • ESU 6 YouTube: http://www.youtube.com/user/esu6pd