Instructional Rounds in Waukee

1. Instructional Rounds in Waukee

2. Summer, 2009 Administrative Team Book Study

3. Building the Foundation Rounds 1 • Reviewed fundamental concepts -Importance of the instructional core -Investigated/developed theory of action -Clearly define instructional rounds 2. Established group norms 3. Practiced the Discipline of Description 4. Developed a Problem of Practice 5. Reviewed next steps

4. Instructional Rounds 6 Months Later... Thursday, January 28

5. Learning Targets • Welcome / Pause & Ponder HS Rounds • Introduction of Waukee Middle School’s Problem of Practice • Connection to Theory of Action and Framework • Professional Development • New Bloom’s Taxonomy 4. Observation Protocol 5. Observation 6. Observation Debrief 7. Next steps

6. Reflection Review of Rounds Focus

7. Problem of Practice School X

8. Theory of Action School X Problem of Practice

9. FOCUS School X Problem of Practice Problem of Practice

10. Problem of Practice Framework Focus/New Bloom’s Instructional tasks are at the center of the instructional core and is the actual work that students are asked to do in the process of instruction. Problem of Practice: School X is currently working on implementing the Framework, while thinking about the 3 questions. The intent of Rounds is to collect baseline data on student and teacher behavior in relationship to The New Bloom’s. Instructional tasks are not what teachers think they are asking student to do, or what the official curriculum says that students are asked to do, but what they are actually asked to do.

11. GUIDING QUESTION(s): • What are students doing? • What are teachers doing? • Where do student and teacher behaviors intercept with Bloom’s?

12. Bloom's New Taxonomy

13. Review Previous Work in this Area

14. Making Connections…

15. Bloom's New Taxonomy Professional Development 1. Introduce recording sheet for today’s Rounds. 2. Receive various handouts of Bloom’s New Taxonomy 3. Practice identifying what the level’s look like/sound like

16. Setting the Stage

17. 3. Practice identifying what the level’s look like/sound like Guided Practice Watch the short video 2. Record student and teacher behaviors on the recording sheet 3. Examine the Bloom’s handouts and identify Bloom’s level. Justify. 4. Examine Danielson’s Rubric 3c. How would you score this teacher? Why?

18. Instructional Rounds Protocol

19. Teacher: Content area: What is the teacher doing? What are the students doing? If you’re unsure about the intent of the instructional task, approach the student with the following: “Tell me about what you are working on.” Use 1 sheet per classroom Only complete the T-Chart Blooms Level of Student Activity: Justification: TBD during Debrief...

20. Review of basic Principles

21. Instructional Rounds Let's do it!

22. Sample Schedule

23. Debrief... Description “On Your Own” 1 • Take time to review what you observed; add detail if necessary • Look at Blooms Revised Taxonomy Framework. Record the level of the student activity you observed at the bottom of the t-chart page. Justify your classification 2 3 Record teacher activities on a small sticky notes (1 activity/note)

24. LUNCH Potluck

25. Debrief... Analysis of Student Activities & Connection to Bloom’s Work with your partner. Talk about the following for each classroom you visited: • Share what you observed • Share what Bloom’s level you assigned the student activity; justify • Come to an agreement on a level & justification. Record on large yellow post-it note. Content Area: New Bloom’s Level: Student Activity: Help each other stay in the descriptive voice, “What did you see/hear that makes you think that?’’ Justification: 4. Hang each post-it on the designated poster (Sort by Bloom’s level)

26. Analysis • Meet with new triad group to • complete the following: • Carefully review and analyze your • assigned Bloom’s Level Poster • - What types of student activities are represented for this level? • - How are the student activities similar/different? • - Are there common activities at this level of Bloom’s? • - How could the teacher modify this activity/lesson to reach a higher level of Bloom’s? Recording Sheet

27. Prediction Goal Connect teaching and learning What does this baseline data set tell us about student activities at School X and Blooms Revised Taxonomy? What patterns of practice do you see as you examine this data set?

28. Patterns of Practice What does this baseline data set tell us about student activities at School X and Blooms Revised Taxonomy? What patterns of practice do you see as you examine this data set? Lower levels are more frequently represented than the higher levels of Bloom’s. Remembering was mostly recalling information and preparing for new learning Non-Engaged - Ss were not doing anything or what was being done was more managerial; Ss were waiting; minimal number of Ss engaged, while most were passively listening There were a lot of language arts in analyzing. In the lower levels the activities could be easily moved to higher levels by varying grouping patterns, modifying the activity. Most of the higher level were student-directed, rather than teacher-directed. Remember & Understanding there is a lot of whole group and a lot of content review. The lower level works on skills in isolation, whereas the higher levels you have to use these skills in various, multidimensional ways. The way an objective is written impacts the level of the student activity. One way to improve the activity is to consider or keep the end in mind. Closed-ended questions and activities are lower level on the Bloom’s. Lower-level activities often “set the table” for higher level activities. We want students to infer, but the type of activity provided may at time still be understanding. Student self-assessing can help a teacher get to a higher level. Student had opportunities to hypothesize, graph data, reflect on learning at the evaluating level.

29. What does this baseline data set tell us about teacher activities at School X and Blooms Revised Taxonomy? What patterns of practice do you see as you examine this data set? The teacher behaviors almost parallels student activities. Some of the non-engaged teacher behaviors are managerial, yet necessary. Example: German example Although some non-engaged are transitional, addressing methods of minimizing transition is possible. In the higher levels, teachers were actively participating in discussions through questioning, participating, and guiding. Teacher behaviors and expectations determine bloom’s level of student activities. At the analyzing level, teachers required students to explain their thinking. The locus of control for the activity often times bears itself out. High control, high teacher activity results in lower level of Bloom’s.and visa versa.

30. What are the teachers and students doing?

31. Student Behaviors

32. Not Engaged Content Area: Student Activity: Students were in groups of 2-3; recopying work to a paper and then to the whiteboard. Justification: Off-task behaviors Content Area: Student Activity: Some students worked on question activity, while others were off-task Justification: Off-task behaviors (student and teacher) Content Area: Student Activity: Students sitting and talking; Students building to play around, rather than doing assignment Justification: Off-task behaviors Content Area: Student Activity: Students received assigned book for book club Justification: Students not engaged with content; only materials Content Area: Student Activity: Sitting while teacher went through a powerpoint in front of class Justification: Students were off-task, not participating, and not clear on objectives and activities Content Area: Student Activity: Ss sorting through folders and walking to recycle bin Justification: No learning Content Area: Student Activity: Most students standing or sitting waiting to participate Justification: No learning expectations Content Area: Student Activity: Students collated folders for poems Justification: N/A Content Area: Student Activity: Experiment in front of room; most students not participating Justification: not engaged Content Area: Student Activity: Story telling Justification: No student participation Content Area: Student Activity: Listening to a peer read the answers to math problems homework Justification: No connection made between problem and answer; only answered reviewed Content Area: Student Activity: Read answers to study guide by row Justification: Only answers were read; no connection between question and answer Content Area: Student Activity: Students took turns reading as teacher called on them Justification: Mostly sit & git Content Area: Student Activity: Viewing a video on the scientific method Justification: Most students were only viewing the video Content Area: Student Activity: Listening to poetry Justification: Many not listening Content Area: Student Activity: Students listening to DOL Justification: Quick review of DOL with whole group

33. Remembering Content Area: Student Activity: Vocabulary Cards Justification: Retrieving, reproducing, defining Content Area: Student Activity: Recalling details from video clip Justification: Two students shared experiences; rest of students raised hand if they had similar experience Content Area: Student Activity: Small group discussion on remembering part of the experiment Justification: Recall process Content Area: Student Activity: Ss wrote 3 things they know, 3 ?s, and 3 wonderings Justification: Repeated things they already knew. Some students not engaged, nor teacher. Content Area: Student Activity: Students worked in groups; one set of Ss used computers to identify muscle types; second group read aloud and answered ?s Justification: Questions asked were list, name, etc. Content Area: Student Activity: Student reviewed content to study for test Justification: Questions to study were recall level Content Area: Student Activity: Describing least common multiple Justification: Reproducing and describing Content Area: Student Activity: Ss listened to unit summary Justification: Ss listening to teacher review Content Area: Student Activity: Ss matched pictures to teachers statements Justification: remembering only Content Area: Student Activity: 1 student per group completed a workshop that accompanied the video Justification: 1 student completed the movie study guide Content Area: Student Activity: Students reviewed DOL homework with partner Justification: Students highlighting homework answers; finishing Content Area: Student Activity: Study guide in small groups Justification: Study guide: listing, naming, finding, worksheets, reproducibles Content Area: Student Activity: Ss took notes on type of poem Justification: Ss copied notes from overhead into poetry folder Content Area: Student Activity: Review of work the day before; Tr asked question; Ss raised hands to answer 1 at a time Justification: Ss recalled roles in society Content Area: Student Activity: 1:1 picture cards; reading fluency check Justification: Activity only involved recognizing, naming, locating, and identifying Content Area: Student Activity: Lesson provided on wiki; Ss wrote answers Justification: recall on wiki worksheet

34. Next Level of Work School X

35. Next Level of Work – School X Next couple of weeks Next few months Looking towards next year • Connecting the PLC cycle to this work with Bloom’s, assessment, and instruction • Make clearer connections to district work and expectations • Share results with leadership team • Share the Bloom’s documents and have teachers self-reflect • Show video-clips and have teachers identify levels • Make connections between this work with Bloom’s to other current work at School X; determine connections and set priorities • Continue to encourage work in project-based learning • Teach similar content at the same time to make PLC conversations more meaningful • Provide opportunities for vertical teams • Implement new Reading/LA SBOs

36. Next Level of Work - District Next couple of weeks Next few months Looking towards next year • Distribute the Theory of Action and make clear connections to work going on in the district (Brad’s job) :) • Consider expectations for proficient and distinguished behavior on Danielson’s rubrics 1e and 3b. • Share Rounds results with the IC team and talk about potential application pieces for all buildings • Continue to talk about connection to Danielson’s • Prioritize element levels • Consider weighting the Danielson rubrics (as necessary) • Role modeling good PD practices • Use School X data as a baseline as we continue work in this area

37. Ticket Out the Door... Key learning or things I want to remember from today’s work… How will I take key learnings back to my building?

38. Next Rounds... Maple Grove Elementary February 25, 2010

39. THREE CORE QUESTIONS: 1) What is the teacher doing and saying? 2) What are students doing and saying? 3) What is the task? THREE CORE QUESTIONS: 1) What is the teacher doing and saying? 2) What are students doing and saying? 3) What is the task? THREE CORE QUESTIONS: 1) What is the teacher doing and saying? 2) What are students doing and saying? 3) What is the task? THREE CORE QUESTIONS: 1) What is the teacher doing and saying? 2) What are students doing and saying? 3) What is the task? Discipline of Description Discipline of Description Discipline of Description Discipline of Description

40. Pause & Ponder Pause & Ponder In what way has our learning around the Higher Order Thinking impacted you at the building level? In what way has our learning around the Higher Order Thinking impacted you at the building level?

41. Teacher: Content area: Teacher: Content area: What is the teacher doing? What are the students doing? What is the teacher doing? What are the students doing? Blooms Level of Student Activity: Justification: Blooms Level of Student Activity: Justification:

42. Rounds Recording Sheets New Bloom’s Taxonomy