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Balanced Achievement: High Impact – Rapid Response Instructional Practices

Balanced Achievement: High Impact – Rapid Response Instructional Practices. Dr. Max Thompson & Learning Concepts, Inc. LEARNING STRATEGIES THAT WORK! www.learningfocused.com. Essential Questions. What are the essential elements of exemplary practice?

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Balanced Achievement: High Impact – Rapid Response Instructional Practices

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  1. Balanced Achievement:High Impact – Rapid Response Instructional Practices Dr. Max Thompson & Learning Concepts, Inc. LEARNING STRATEGIES THAT WORK! www.learningfocused.com

  2. Essential Questions • What are the essential elements of exemplary practice? • What is so important about a prioritized, mapped curriculum? • What are some research-based, high impact instructional practices that get rapid responses in learning and achievement? Cover Page

  3. Exemplary Practice Research • US Department Education • Eight research labs spread across the country with focus on learning and teaching • Two research labs on higher level thinking and brain research • European Union sponsors four research labs on learning and teaching

  4. Exemplary Practice Evaluations • The Education Evaluation Consortium • Staffed from 9 different centers or labs with a total of over 300 education evaluators) • Funded by the US Department Education & the Pew Educational Forum • Evaluates educational practices in 1400+ schools per year in 9 – 14 countries • 700+ Typical Schools & 700+ Exemplary Schools • Meta-Analysis of All Data • Analyze Data for Patterns: What strategies are found in the exemplary schools that are not found in the typical schools?

  5. One Example School: Demographics • 1479 Students on February 1, 2007 • 39 new teachers in 2006 – 2007 school year • Students: African-American: 20%; Asian: 8%; Caucasian: 3%; Hispanic: 65% • 92% eligible for Free/Reduced Meals • 75% of students do not have English as native language • 54% served in ESOL program • 601 2006-2007 students were at this school in 2005-2006 • Only 15% of 2006-2007 5th graders attended this school in 1st grade • 50%+ mobility rate

  6. One Example School: AYP • Achievement and AYP • AYP met in all subgroups last 4 years • Acknowledged as Distinguished Title 1 School

  7. One Example School: AYP • 2005/2006 School Year Percent Passing CRCT • ALL Reading/Language: 85% Math: 91% • Black 88% 90% • Hispanic 81% 91% • ESL 77% 88% • SWD 67% 84% • Economically Disadvantaged 84% 93% • SWD = + 30 in Reading in 3 years; + 45 in Math in 3 years • LEP = + 31 in reading in 3 years; + 44 in Math in 3 years • All other subgroups at least +15

  8. One Example School: Goals • 2006 / 2007 Goals • 95% passing Math in all subgroups • 80% passing Reading in SWD and ESL • 90% passing Reading in all other subgroups

  9. One Example School: Strategies • School Strategies To Meet Goals • ONLY grade level content in ALL classrooms • Monthly focus for reading comprehension strategies (Tested Seven) • Connect reading comprehension strategies to extending thinking • Extended reading passages for all students • Collaboration planning time using the Learning-Focused Strategies (LFS) Lesson and unit planning model

  10. One Example School: Classrooms • Monitoring/Evaluation (6 strategies EVERY Classroom) • LFS unit focus with Student Learning Maps guiding and structuring learning and LFS lesson planning format • Writing Process consistent and pervasive in student writing with a focus on expository writing • Graphic Organizers USED BY STUDENTS for writing, reading comprehension • Vocabulary in classroom readable, well organized, and ONLY grade level content • Rubrics used by students and teachers • Student Writing samples posted with extended writing responses on answering essential questions

  11. Balance …

  12. Balanced Achievement … Mapped, Prioritized Standards Research Based Instruction Integrated Literacy K-12 Acceleration Scaffolding Benchmark Assessments Page 2

  13. Prioritizing Worksheet Essential Important Compact (Master) (Introduce/Extend) (Maintain) Top 50% Next 30% Last 20% Page 3

  14. Prioritizing Worksheet Essential Important Compact (Master) (Introduce/Extend) (Maintain) Top 50% Next 30% Last 20% Instruction Time: 70% 20% 10% Page 3

  15. Map Units Across Year / Course 1 2 3 4 5 6 7 8 9 10 11 --Units 2, 5, 6, 7, 9, 10 are the most critical, the most“Essential”take the most time! -- Units 1, 4, 11 are“Important”but not as critical. -- Units 3, 8 are part of the course, but are the least important. You can“Compact”them. • Map out your course(s). • Develop content maps first for the essential • units and then for all the others. • 3. Put course maps and content maps online Page 4

  16. Curriculum Map For Typical Course/Students 1 2 3 4 5 6 7 8 9 10 11 1 2 4 5 6 7 9 10 11 Curriculum Map For At-Risk Students In Same Course/Grade

  17. Kindergarten Social Studies Content Map of Units Unit 1: Rules to Live By Compact Unit Unit 2: Good Citizens/ Getting Along Important Unit Unit 3: My Family And Me Essential Unit Unit 4: My Home Sweet Home Important Unit Unit 5: My Celebrations Essential Unit Unit 6: My Community Helpers Essential Unit Unit 7: My Needs Vs. My Wants Important Unit Unit 8: My Earth Essential Unit

  18. Kindergarten/Social Studies: My Earth Key Learning: Geography, climate, and natural resources affect the way people live and play. Unit Essential Question: What affects the way we live and play? Maps & Globes Climate & Weather Taking Care of the Earth • LEQs: • What is a map? • How do we use a map? • What is a globe? • How do we use a globe? • LEQs: • What is climate? • What are the 4 • seasons? LEQs: 1. What are natural resources? 2. Why do we need to recycle? Vocabulary: Earth ocean country lake mountain forest jungle Vocabulary: climate season Fall Autumn Spring Summer Winter weather Vocabulary: natural resource recycle reuse reduce

  19. My Earth Unit Essential Question: What affects the way we live and play? Maps & Globes Climate & Weather Taking Care of the Earth

  20. My Earth Unit Essential Question: What affects the way we live and play? Maps & Globes Climate & Weather Taking Care of the Earth • LEQ: • What is a map? • How do we use a map? • What is a globe? • How do we use a globe? Vocabulary: Earth ocean country lake mountain forest jungle

  21. My Earth Unit Essential Question: What affects the way we live and play? Maps & Globes Climate & Weather Taking Care of the Earth • LEQ: • What is a map? • How do we use a map? • What is a globe? • How do we use a globe? • LEQ: • What is climate? • What are the 4 • seasons? Vocabulary: Earth ocean country lake mountain forest jungle Vocabulary: climate season Fall Autumn Spring Summer Winter weather

  22. My Earth Unit Essential Question: What affects the way we live and play? Maps & Globes Climate & Weather Taking Care of the Earth • LEQ: • What is a map? • How do we use a map? • What is a globe? • How do we use a globe? • LEQ: • What is climate? • What are the 4 • seasons? LEQ: 1. What are natural resources? 2. Why do we need to recycle? Vocabulary: Earth ocean country lake mountain forest jungle Vocabulary: climate season Fall Autumn Spring Summer Winter weather Vocabulary: natural resource recycle reuse reduce

  23. Interdependency of Life: 7th Grade Science Instructional Tools: Anticipation Guide Paired Reading Cause & Effect Organizer 3-2-1 Summarizer LEQ Written Response Inductive Reasoning Organizer Response Rubric Key Learning: All living things have needs and are interdependent as they grow and change in a fragile world of survival. Unit Essential Question: Why is it called the ‘web of life’? Concept: Ecosystems Concept: Cycles Concept: Population LEQ(s): 1. What makes up an ecosystem? 2. What feeding relationships are found in an ecosystem? 3. How do organisms cooperate and compete in an ecosystem? LEQ(s): 1. How do ecosystems ‘recycle’? LEQ(s): 1. What factors affect changes in populations? 2. What can happen when an organism is “out of place”? 3. What patterns occur when organisms are “out of place”? Vocabulary: ecosystem relationships organism cooperate compete habitat community producers consumers decomposers carnivores food chains/webs Vocabulary: nutrient & energy recycling natural cycles recycle Vocabulary: Destructive predators human impact protect threatened resources survival endangered extinction herbicides control issues balance of nature

  24. Weather Unit Map: 4th Grade Science Instructional Tools Key Learning: Weather is the name given to the changing conditions of the atmosphere which surrounds the Earth. - Cause / Effect - Barometer - Thermometer - Weather Station Unit Essential Question: What causes weather? Fronts Temperature Pressure Systems Precipitation LEQs: 1. What is an air mass? 2. How do they change our weather? LEQs: 1. What is a high pressure? 2. What is a low pressure? 3. How does each affect us? • LEQs: • 1. What is humidity? • 2. How is humidity • related to • precipitation? LEQs: 1. What is temperature? 2. How does it affect us? 3. How does it affect weather changes? Vocabulary air mass fronts wind velocity Vocabulary temperature Thermometer Vocabulary humidity Precipitation Vocabulary pressure system Barometer

  25. Instructional Tools: Key Learning(s):Exploration is motivated by political, economic, scientific, & social factors. Individuals and their values Impact history. Patterns in one historical event can be found in other historical events. 8th Grade Social Studies: The Lewis and Clark Expedition Students will know:* Purpose of the Lewis & Clark Expedition * Key People * Effects of the expedition Students will be able to: * Construct support for a position * Recognize and describe patterns in information * Use primary sources * Write persuasively Unit Essential Question(s): The Lewis and Clark Expedition: What’s the big deal? The Corps ofDiscovery Motivation Significance Processes Lesson Essential Questions: Lesson Essential Questions: Lesson Essential Questions: ConstructingSupport Abstracting Why did you send them, Thomas Jefferson? How can you support Jefferson’sdecision? What were the contributions of the expedition? How can we find patternsin historical events? How is the Lewis andClark Expedition like other events in history? Who were they andwhy were they chosen? Vocabulary: Vocabulary: Vocabulary: • Expedition • Louisiana Purchase • Northwest Passage • economic • political • corps • adventurous • leadership • teamwork • perseverance • accomplishment • impact • significance

  26. Multiplication: 3rd Grade Math Instructional Tools: Graph Paper Multiplication Charts Calculator Real Life Problems (finding area) Sequence Chart of Steps Key Learning: Multiplication is a more efficient way of adding. Essential Question: How do we use multiplication? Concept: Real-Life Application Concept: Meaning Concept: Process LEQ(s): 1. How can arrays help you understand multiplication? 2. How is multiplication repeated addition? 3. How can you use skip counting to find a product? LEQ(s): 1. How do you multiply factors to get a product? 2. What patterns can help you remember the multiplication facts? 3. How can we find errors in multiplying? LEQ(s): 1. Where is multiplication used in real-life? Vocabulary: arrays repeated product digit value Vocabulary: factors product reversing lattice method patterns errors Vocabulary: large lots budgeting finding area shopping Industry

  27. English Literature: High School Instructional Tools: Plays: Hamlet, Julius Caesar, Macbeth Know: Concepts of Shakespearean characterization, drama, & tragedies Do: Compare / Contrast Essay Persuasive Essay Key Learnings: To define and understand the elements and characteristics of Shakespearean tragedy. Explore the tragic heroes in the Shakespearean tragedies and identify the flaws, events, and influences that led to the tragedy of each hero. Unit Essential Questions: Why a tragedy? What are the characteristics of a Shakespearean tragedy? Concept:Drama Characteristics Concept: Character Analysis Concept: Literary Analysis LEQ(s): 1. What are the literary elements of a Shakespearean play? 2. How do these elements work together to develop a tragedy? LEQ(s): 1. Why do we call them tragic heroes? 2. What are the common characteristics of William Shakespeare’s tragic heroes? LEQ(s): 1. How do Shakespearean drama characteristics enhance the portrayal of the tragic hero? Vocabulary: Protagonist Intellectual Virtuous Avenging Flawed Antagonist Vocabulary: Setting Characterization Theme Plot/Conflict Imagery Dramatic Irony Vocabulary: Monologue Soliloquy Aside Foil Catastrophe Staging

  28. Shakespeare’s Tragedies Unit Essential Questions: Why a tragedy? What are the characteristics of a Shakespearean tragedy? Character Analysis Literary Analysis Drama Characteristics

  29. Shakespeare’s Tragedies Unit Essential Questions: Why a tragedy? What are the characteristics of a Shakespearean tragedy? Character Analysis Literary Analysis Drama Characteristics 1. Why do we call them tragic heroes? 2. What are the common characteristics of Shakespeare’s tragic heroes? Vocabulary: Protagonist Intellectual Virtuous Avenging Flawed Antagonist

  30. Shakespeare’s Tragedies Unit Essential Questions: Why a tragedy? What are the characteristics of a Shakespearean tragedy? Character Analysis Literary Analysis Drama Characteristics 1. What are the literary elements of a Shakespearean play? 2. How do these elements work together to develop a tragedy? 1. Why do we call them tragic heroes? 2. What are the common characteristics of Shakespeare’s tragic heroes? Vocabulary: Setting Characterization Theme Plot/Conflict Imagery Dramatic Irony Vocabulary: Protagonist Intellectual Virtuous Avenging Flawed Antagonist

  31. Shakespeare’s Tragedies Unit Essential Questions: Why a tragedy? What are the characteristics of a Shakespearean tragedy? Character Analysis Literary Analysis Drama Characteristics 1. What are the literary elements of a Shakespearean play? 2. How do these elements work together to develop a tragedy? 1. Why do we call them tragic heroes? 2. What are the common characteristics of Shakespeare’s tragic heroes? 1. How do Shakespearean drama characteristics enhance the portrayal of the tragic hero? Vocabulary: Monologue Soliloquy Aside Foil Catastrophe Staging Vocabulary: Setting Characterization Theme Plot/Conflict Imagery Dramatic Irony Vocabulary: Protagonist Intellectual Virtuous Avenging Flawed Antagonist

  32. Curriculum Maps and Student Learning Maps: Why are they so important? Communication device Conceptualizea unit Enable consistent curriculum pacing and planning Highlight important vocabulary Enable students to "see"the knowledge gained over time and their learning

  33. Curriculum Map/Student Learning Map of Unit Topic / Grade Level Key Learning: _________________________ ______________________________________ Instructional Tools: Know: Do: Assessment: __________________________ ______________________________________ Unit Essential Question(s): _______________ _______________________________________ Concept Concept Concept Lesson Essential Questions: Lesson Essential Questions: Lesson Essential Questions: Vocabulary: Vocabulary: Vocabulary: Page 5

  34. Strategies That Most Impact Achievement (Marzano, 2001; US Department of Education: 2002) Page 6

  35. Make Connections • Don’t just pick a strategy • Connect strategies across lessons and units in an appropriate sequence • It is all about planning! • It is all about where strategies go and how often in lessons and units

  36. Levels of Learning I. Acquisition Essential question Linking prior knowledge Scaffolding/preview Collaborative pairs Distributed practice Distributed summarizing Graphic organizers II. Extending & Refining Cause/Effect Compare/Contrast Classify Construct Support Analyze Perspectives Justification Induction Deduction Error Analysis Evaluation Abstracting Example To Idea Idea To Example Writing Prompts III. Authentic, Meaningful Use and Mastery Decision Making Problem Solving Investigation Invention Experimental Inquiry Page 7

  37. Levels of Learning II. Extending & Refining Cause/Effect Compare/Contrast Classify Construct Support Analyze Perspectives Justification Induction Deduction Error Analysis Evaluation Abstracting Example To Idea Idea To Example Writing Prompts • Acquisition • Essential question • Linking prior knowledge • Scaffolding/preview • Collaborative pairs • Distributed practice • Distributed summarizing • Graphic organizers 50% III. Authentic, Meaningful Use and Mastery Decision Making Problem Solving Investigation Invention Experimental Inquiry

  38. The Finding of Hugglbos It is believed that Hugglbos once yupted the bysistor of Nanatoga. The Hugglbos were an antitotal of Hugglators. In recent years the Hugglbos have knotabled in Fedrobela. It seems they have clokafied about twice a year. Fedrobela is much more protified for the results of Hugglbos. 1. What are Hugglbos? 2. Where have the Hugglbos knotabled? 3. When did the Hugglbos clokafie?

  39. New Question Stems for The Finding of Hugglbos • What is the main idea of the selection? • How would you describe Hugglbos? • What is your opinion about Hugglbos? • Why do you think it would be fun to be a Hugglbos? • Explain an experience that is similar to that of finding the Hugglbos.

  40. The Bull Frog and The Young Cricket The following story is about a wise ‘ole bull frog who tries to trick a young cricket.

  41. The Bull Frog and The Young Cricket(Question Stem From Test) 1. What is the story mainly about? a. A bull frog eating a young cricket. b. A young cricket outsmarting a bull frog. c. A bull frog helping a young cricket. d. A young cricket and a bull frog becoming friends.

  42. 3rd Grade State Test: Math Item There are seven multiplication problems below. All the work is shown, including the answers. Two of the answers are correct and five answers are incorrect. Identify the five incorrect answers.

  43. Levels of Learning I. Acquisition Essential question Linking prior knowledge Scaffolding/preview Collaborative pairs Distributed practice Distributed summarizing Graphic organizers II. Extending & Refining Cause/Effect Compare/Contrast Classify Construct Support Analyze Perspectives Justification Induction Deduction Error Analysis Evaluation Abstracting Example To Idea Idea To Example Writing Prompts III. Authentic, Meaningful Use and Mastery Decision Making Problem Solving Investigation Invention Experimental Inquiry Page 7

  44. Learning Units (An essential unit) Culminating Activity * Meaningful Authentic Use * Performance or Product Acquisition Lessons Test (If Applicable) Extending / Refining Activities * Thinking Skills * Writing Launch Activities for Unit * Content Map * Key Vocabulary * Activating Prior Knowledge Page 8

  45. An Acquisition Lessonfor Learning What is the Essential Question of the Lesson? - Summarizing - Answering the Question - Activating - Previewing - Graphic Organizers - Distributed Practice - Distributed Summarizing Page 9

  46. High ImpactRapid Response Strategies (USDOE, 2006) Scaffolding Grade-Level Content the Single Most Critical Component in Meeting AYP • Vocabulary • Reading comprehension • Summarizing • Writing to raise achievement -- Summary Point Writing -- Writing To Inform • Additional organizational / instructional focus with previewing for students with disabilities Page 10

  47. High Impact Strategy (1)Vocabulary • Vocabulary of the Curriculum Content • Preview key vocabulary at start of units and lessons using Research-Based Vocabulary Strategies • Emphasize the key vocabulary during lesson • Students summarize and use key vocabulary at end of lessons • Purpose of Vocabulary = Literacy • Reading for comprehension • Writing to inform • NOT just to acquire vocabulary out of context! Page 11

  48. Exemplary Vocabulary Strategies • Word Map • Frayer Graphic Model • Concept Maps • Semantic Mapping • Word Sorts • Cloze Sentences • Vocabulary Elaboration Strategy • Semantic Feature Analysis How many teachers in your school use these strategies? Page 11

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