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Waverly High School Instructional Implementation

Waverly High School Instructional Implementation. Toby Boss ESU 6. Agenda. Review the MRL instructional model Design Question 3: Practicing and Deepening Meet as Departments Present a strategy by department Reflect Discuss video self reflection. “ What Matters Very Much is

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Waverly High School Instructional Implementation

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  1. Waverly High School Instructional Implementation Toby Boss ESU 6

  2. Agenda • Review the MRL instructional model • Design Question 3: Practicing and Deepening • Meet as Departments • Present a strategy by department • Reflect • Discuss video self reflection

  3. “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

  4. 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.

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

  6. 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.

  7. Design Question #3 • What will I do to help students practice and deepen their understanding of new knowledge?

  8. 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

  9. The Art and Science of Teaching 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

  10. Craft Knowledge Form • Keep track of the strategies using the form:

  11. If the segment involves knowledge practice and deepening activities, what do you expect to see?

  12. Practice • Practice doesn’t make perfect – it makes permanent • 12 of anything is enough for one episode • Two types • Mass Practice: many practices right at the point of learning • Distributed Practice: sprinkle some practices in on a regular basis

  13. 2b. Content--Lessons involve practicing and deepening content previously addressed. • Cooperative learning • Questioning • Practicing skills, strategies, and processes • Examining similarities and differences • Comparing/contrasting, classifying, creating analogies and metaphors • Using homework • Guided and independent practice • Revising knowledge • Reviewing/revising notes so they are useful to students and add clarity to understanding.

  14. Teacher questioning behaviors affect which students learn how much---no matter the structure. Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner. Page 38 of The Art & Science of Teaching

  15. Questions Posed in a 30 Minute Time Period Susskind, E. (1979), Encouraging teachers to encourage children’s curiosity: A pivotal competence. Journal of Clinical Child Psychology, 8, 101-106.

  16. Research finding #1 Teachers ask many questions

  17. Implication: • Questions promote student learning. • Teachers should plan their questions before asking. • Ensure that questions match the instructional objectives and promote thinking.

  18. A few carefully prepared or selected questions are preferable to large numbers of questions.

  19. Research Finding #2: Most teacher questions are at the lowest cognitive level—known as fact, recall, or knowledge. Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

  20. Implication: • Teachers should purposefully plan and ask questions that require students to engage in higher-level thinking.

  21. Research finding #3: • Not all students are accountable to respond to all questions. • Teachers frequently call on volunteers, and these volunteers constitute a select group of students—especially in traditional settings. Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

  22. Implication: • Teachers should establish classroom norms that every student deserves an opportunity to answer questions • All students’ answers are important.

  23. Research finding #4: • Teachers typically wait less than 1 second after asking a question before calling on a student to answer. • They wait even less time before speaking after the student has answered Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

  24. Implication: • Both wait times 1 and 2 promote student thinking and foster more students’ formulating answers to more questions.

  25. Research finding #5: Teachers often accept incorrect answers without probing; they frequently answer their own questions. Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

  26. Implication: • Teachers should seek to understand incorrect or incomplete answers more completely by gently guiding student thinking with appropriate probes.

  27. Research finding #6: Students ask very few content-related questions. Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

  28. Implications: • Value student questions • Help students learn to formulate good questions, and • Make time for student questions.

  29. From Passive to Active--Types of Questions • Convergent questions • Right or wrong • Divergent questions • Multiple answers Active Questioning, 1995

  30. From… How many doors/windows in this room? What is square root of 16? To… What are the possible ways to get out of this room? List ways you can think to say “4.” Quantity Questions… Active Questioning, 1995

  31. Compare/Contrast Questions(move from concrete to abstract) How is ______________ like __________? How is ________________ different from ____________________? a computer the human brain building a building building a relationship Classroom Instruction that Works, 2001

  32. Feelings, Opinions& Personifications Questions • Viewpoint/involvement questions • Increase student motivation because they involve emotion • Line up activity • Would you rather lead or follow? • Democrat, Republican, or Independent? • Soccer or volleyball? Classroom Instruction that Works, 2001

  33. Personification QuestionsDifferent points of view • If the color green could talk, what would it say about the color purple? • Be a compass. Describe what you do. • What would an obtuse triangle ask a parallelogram? Classroom Instruction that Works, 2001

  34. Other Types of Active Questions • What if…? • What if humans did not have a _____? • How come…? • How come jumbo shrimp are so small? • Think of some that pertain to your topic area. Active Questioning, 1995

  35. Process Time Think of 6-8 new kinds of questions for a unit of study you might ask that seek deeper understanding and thinking on the part of students?

  36. How can I assess my questioning style? • Record a complete day of teaching • Review in privacy • For every right/wrong answer (convergent) type of question give yourself a check • For every divergent (multiple options) question, give yourself an X • Add the total of checks and X’s • How long did you wait for responses? • Hunter research 2.5 seconds—try 5 seconds or more. Questioning Makes the Difference, Johnson, 1990

  37. Identifying Similarities and Differences Learning is dependent on prior learning; therefore it is basic to ask, “How is this different from what I already know?”

  38. Identifying Similarities and Differences Effective tools include • Venn diagrams • Comparison matrix • Classifying activities • Concept maps • Graphic organizers • T charts • Pro and con grids • Metaphors and analogies

  39. Various Venn Diagrams

  40. Double-Bubble Diagrams

  41. Concept Map Example

  42. Classification Chart

  43. T-Charts

  44. Solving Analogy Problems One or two terms are missing. Please think about statements below. Turn to your elbow partner and provide terms that will complete the following analogies. Boneis toskeletonaswordis to ______. Rhythm is to music as _____ is to _____. What is the relationship?_________________

  45. Department Meetings • For the next 45 minutes you will have an opportunity to meet as a department. Each department is tasked to: • Discuss effective strategies and determine ONE to present to the whole group. • Provide a presentation to showcase the strategy and completes the questions on the craft knowledge form: • Name it, describe it, tell why it is good.

  46. Showcase

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