Evolving Instructional Practices for Scotland's Learners

1. Evolving Systems Thinking Module 5 System Instructional Practices For Scotland's learners, with Scotland's educators

2. Stop Start Continue Feedback Stop For Scotland's learners, with Scotland's educators

3. Stop Start Continue Feedback - Start For Scotland's learners, with Scotland's educators

4. Stop Start Continue Feedback - Continue For Scotland's learners, with Scotland's educators

5. Stop Start Continue Feedback - Continue For Scotland's learners, with Scotland's educators

6. Looking Back - Phrase Flashback • Confirmation Bias • Purposes of Data - Leading and Trailing • Four Types of Data • Triangulation of Qualitative Data • Data Dialogue Template • Collaboration for Learning • Big and Little Data • The Right Inch • Your Choice • Your Choice For Scotland's learners, with Scotland's educators

7. How Congenial and Collaborative • Team members work together constructively and everyone gets along. • Focus on individual classrooms. • Staff sometimes team teach and visit others’ classrooms. • Focus of discussion is on teaching. • Leaders provide excellent professional learning opportunities. Collaborative Congenial For Scotland's learners, with Scotland's educators

8. Staff ask colleagues difficult question about teaching and learning. • Leaders challenge the status quo. • Focus of discussions is on impact - student learning. • Staff have ownership for all students. • Leaders are leading learners and learning leaders. How Congenial and Collaborative • Team members work together constructively and everyone gets along. • Focus on individual classrooms. • Staff sometimes team teach and visit others’ classrooms. • Focus of discussion is on teaching. • Leaders provide excellent professional learning opportunities. Collaborative Congenial For Scotland's learners, with Scotland's educators

9. Staff ask colleagues difficult question about teaching and learning. • Leaders challenge the status quo. • Focus of discussions is on impact - student learning. • Staff have ownership for all students. • Leaders are leading learners and learning leaders. How Congenial and Collaborative • Team members work together constructively and everyone gets along. • Focus on individual classrooms. • Staff sometimes team teach and visit others’ classrooms. • Focus of discussion is on teaching. • Leaders provide excellent professional learning opportunities. • Use data • Develop collaborative skills • Use learning protocols • Avoid the imposter syndrome • Third point Collaborative Congenial For Scotland's learners, with Scotland's educators

10. Human Rights Advocates – Avis Glaze https://thelearningexchange.ca/videos/avis-glaze-responsibilities-of-leaders/ For Scotland's learners, with Scotland's educators

11. Mix and MingleReflect and record your responses to the following sentences. Prepare to share. • Our most successful students are… • and as a system we support them by…. Our least successful students are… and as a system we support them by….. The greatest challenge for school/ system leaders to support our less successful students is… Our most effective school/system leaders support our less successful students by… For Scotland's learners, with Scotland's educators

12. Mix and Mingle • Our most successful students are… • and as a system we support them by…. For Scotland's learners, with Scotland's educators

13. Mix and Mingle Our least successful students are… and as a system we support them by….. For Scotland's learners, with Scotland's educators

14. Mix and Mingle The greatest challenge for school/ system leaders to support our less successful students is… Our most effective school/system leaders support our less successful students by… For Scotland's learners, with Scotland's educators

15. Effective Instruction for Each Student Negotiating Activity (Like Roles) Think about effective practices that you observe in your learning walks, visits to school(s) and inspections. On individual post its, write three strategies that meet the needs of each student. As a group, examine the strategies on your sticky notes. State the strategy and post it in the section of your choice. Place each strategy on the chart paper • Inside rectangle if it is critical to meeting the needs of each student. • Middle rectangle if it is very important • Outside if it is important For Scotland's learners, with Scotland's educators

16. Achievement Gaps in Scotland - Pass the Question Mixed groups Where are the achievement gaps in Scotland? Between what groups of students? Between geographical regions? Identify and briefly write a question about an achievement gap that is of particular significance to your day to day work. For Scotland's learners, with Scotland's educators

17. Closing The Gaps “In a truly equitable system, factors such as race, gender, and socio-economic status do not prevent students from achieving ambitious outcomes. Our experience shows that barriers can be removed when all education partners create the conditions needed for success.” (Ontario Ministry of Education, 2008, p. 8) • English Language Learners • Special Education Students • Boys (Gender) • Low socio-economic • First Nations Metis Inuit • Children and Youth in Care For Scotland's learners, with Scotland's educators

18. Raising the Bar and Closing the Gap • Universal Design for Learning (UDL) • The Tiered Approach to Early Identification and Intervention 3. Differentiated Instruction For Scotland's learners, with Scotland's educators

19. Universal Design For Learning https://www.youtube.com/watch?v=bDvKnY0g6e4 Who are the students that are best served by UDL? What does UDL look like in schools in Scotland? How do you know? Share examples of evidence. Is it a strength or area for focus? What do system leaders do to build the capacity of schools to deliver on UDL? How do school and system leaders benefit from successful UDL? For Scotland's learners, with Scotland's educators

20. Sample of Pyramid of Intervention Reflect on the percentages noted in the Pyramid of Learning –RtL Think about student intervention strategies in your schools. Would the pyramid in your school(s) reflect the same percentage of students receiving universal instruction, targeted interventions and intensive interventions? For Scotland's learners, with Scotland's educators Source: Solution Tree - Response to Learning

21. Differentiated Instruction and Universal Design “While universal design provides the teacher with broad principles for planning, differentiated instruction allows teachers to address specific skills and difficulties.” (Raynal & Rieunier, 1998). For Scotland's learners, with Scotland's educators

22. Differentiated Instruction Framework For Scotland's learners, with Scotland's educators Hume, Karen (2008). Start Where They Are: Differentiating for Success with the Young Adolescent, Pearson Education Canada: Toronto, ON.

23. Differentiation For Scotland's learners, with Scotland's educators Source: Differentiated Instruction Graphic Organizer (Tomlinson & Imbeau, 2010)

24. Differentiation For Scotland's learners, with Scotland's educators Source: Differentiated Instruction Graphic Organizer ( Tomlinson & Imbeau, 2010)

25. Differentiation For Scotland's learners, with Scotland's educators Source: Differentiated Instruction Graphic Organizer ( Tomlinson & Imbeau, 2010)

26. Differentiation For Scotland's learners, with Scotland's educators Source: Differentiated Instruction Graphic Organizer ( Tomlinson & Imbeau, 2010)

27. Differentiation For Scotland's learners, with Scotland's educators Source: Differentiated Instruction Graphic Organizer ( Tomlinson & Imbeau, 2010)

28. Differentiation For Scotland's learners, with Scotland's educators Source: Differentiated Instruction Graphic Organizer ( Tomlinson & Imbeau, 2010)

29. Conditions for Learning- Ken Leithwood https://thelearningexchange.ca/videos/ken-leithwood-establishing-conditions-for-learning/ As you view the video, look for two responsibilities of the school/system leaders in ensuring the best possible conditions for learning. For Scotland's learners, with Scotland's educators

30. High Expectations- Be Aware • Pygmalion Effect • Differentiated Treatment of High & Low Achievers • Cultural Competence • Student Engagement and Rigor For Scotland's learners, with Scotland's educators

31. Differentiated Instruction Framework For Scotland's learners, with Scotland's educators Hume, Karen (2008). Start Where They Are: Differentiating for Success with the Young Adolescent, Pearson Education Canada: Toronto, ON.

32. Assessment For, As and Of Learning “You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal. ”Thomas Guskey, The Principal As Assessment Leader “Assessment is the bridge between teaching and learning.” Dylan Wiliam For Scotland's learners, with Scotland's educators

33. Reconfigured Assessment Pyramid For Scotland's learners, with Scotland's educators Source: Lorna Earl, Assessment as Leaning: Using Classroom Assessment to Maximize Student Learning

34. Differentiated Instruction Framework For Scotland's learners, with Scotland's educators Hume, Karen (2008). Start Where They Are: Differentiating for Success with the Young Adolescent, Pearson Education Canada: Toronto, ON.

35. Hattie’s Strategies For Scotland's learners, with Scotland's educators

36. New and Interesting New factors that had a higher than average impact includedcollective teacher efficacy, conceptual change ( concepts and misconceptions - science) programs, teacher credibility ( trust, competence, passion) , response to intervention, cognitive task analysis and particular types of classroom discussion. New factors that had a negative or lower than average impact included depression, corporal punishment in the home, web-based learning, and juvenile delinquent programs A new item service learning had a moderate effect. For Scotland's learners, with Scotland's educators

37. Differentiated Instruction in Hollywood https://www.youtube.com/watch?v=Aqocgrd_xmE For Scotland's learners, with Scotland's educators

38. Marzano Instructional Strategies Meta analysis of instructional practices. Two key findings • Teachers matter • Nine strategies show a higher likelihood of increasing student achievement For Scotland's learners, with Scotland's educators

39. Marzano High Yield Strategies Creat an environment for learning Develop understanding activate, prior knowledge & scaffold new learning Extend & apply knowledge For Scotland's learners, with Scotland's educators

40. Marzano Instructional Strategies For Scotland's learners, with Scotland's educators

41. NINE High Yield Strategies Marzano Think about your school, visits to or inspection of schools. What is the level of teachers’ knowledge about effective instructional strategies? What strategies do you see in action when you visit classrooms and speak to students and teachers? Next steps?

42. Differentiated Instruction Framework For Scotland's learners, with Scotland's educators Hume, Karen (2008). Start Where They Are: Differentiating for Success with the Young Adolescent, Pearson Education Canada: Toronto, ON.

43. The Walkthrough/ Learning Walks Are the students learning? Student Engagement Curriculum Connections • What are the students learning? • How are the students learning ? Focus on Student Learning Instructional Strategies How do you know the students are learning ? Student work Health and Safety Are the students learning in an optimal environment? For Scotland's learners, with Scotland's educators Source: Three Minute Walkthrough, C. Downey; Learning Walks, L. Sharratt

44. Classroom Walkthroughs / Observations While on your walkthrough, look for evidence of staff collaboration about student learning throughout the school – staff room, halls, meeting rooms etc. Record evidence that you see of staff collaboration about student learning. OR Look for evidence that an agreed upon strategy is being used – what are the students doing and what success are they having?

45. Questions for Students What are you learning? What are you working on? What do you do if you don’t know the answer or you’re stuck? How will you know when you’re finished? How will you know if what you’ve done is good quality? What are you learning? How are you doing? How do you know? How can you improve? Where do you go for help? Instructional Rounds in Education: A Network Approach to Improving Teaching and Learning City, Elmore, Fiarman, and Teitel (2009) and in Instructional Rounds in Action, Roberts (2012) Lyn Sharratt, Putting Faces on Data

46. Consciously Skilled - Lyn Sharratt For Scotland's learners, with Scotland's educators

47. Source: Ministry of Education, Ontario

48. Reflective Stance • Evidence informed thinking about the current state, the ideal state, how to bridge the gap, and how to gauge progress along the way • Seeking feedback on impact of teaching and leading to inform next steps How often do you take a reflective stance when engaged in your work? When does this happen? How often do teachers take a reflective stance? How do you as a leader provide opportunities for reflection? How often do students take a reflective stance? For Scotland's learners, with Scotland's educators

49. “When measures of student learning are viewed from different vantage points and from a range of system perspectives, what students learn or don’t learn becomes a mirror reflecting back to educators at all levels of the system the impact of their actions and strategies.” For Scotland's learners, with Scotland's educators

50. Community Circle - Final Reflection Stop … I need to know more about this…. Caution … I am still wondering about … Green … I am ready to move forward on …