1 / 19

Building a Staircase of Complexity

Building a Staircase of Complexity. Who We Are. Expeditionary Learning (EL) is a non-profit network of practitioners, with 165 schools in 30 states, 4,000 teachers, and 40,000 students.

chace
Download Presentation

Building a Staircase of Complexity

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Building a Staircase of Complexity EngageNY.org

  2. Who We Are • Expeditionary Learning (EL) is a non-profit network of practitioners, with 165 schools in 30 states, 4,000 teachers, and 40,000 students. • We have been working with schools and teachers for 20 years to create rigorous classrooms in which develop strong literacy, numeracy, and critical thinking skills. • We have a proud history of working in New York State and have engaged teams of teachers from high-performing classrooms throughout the state to help develop our curriculum modules.

  3. High Expectations Lead to Achievement In the elementary grades, the average percentage point difference between an EL mentor school and its local district was 16 percentage points in Reading/English Language Arts. Schools fully implementing the EL model outperform district averages in reading/ELA.

  4. A Deep Partnership • We have always viewed every teacher - regardless of subject area, grade or specialization - as a teacher of readers, writers, and content. This was a natural connection for us. • Via intensive collaboration with Student Achievement Partners (SAP) and with the input of teachers from across the country, we have created a curriculum that engages students and supports teachers in building students’ capacity to read, think, talk, and write about complex texts.

  5. Norms & Introductions • Please Read The Norms for Collaboration • Think about which of these norms is really important to you – which do you most need to be in effect for you to feel “safe” as a learner and collaborator? – Pick your top 2. • Think about which you personally struggle to uphold. • Why is that? • Would that be a good personal goal for the next two days? EngageNY.org

  6. Introductions • Please Introduce Yourselves • Your name • Your role and work location • Your top 2 norms that feel really important • Your personal “norm” goal for the next 2 days EngageNY.org

  7. One Additional Norm A word about technology… EngageNY.org

  8. Learning Targets • I can reflect upon my growth as a professional and share insights with colleagues. • I can analyze how the ELA modules increase with complexity over time (within a grade level band and across a grade level band) EngageNY.org

  9. Please Locate • Written Conversation Protocol • Written Conversation Note Catcher EngageNY.org

  10. Discussion Prompt • We could tell educators who are new to implementing the modules ______, but they have to actually experience implementing the modules in order to truly understand______. EngageNY.org

  11. Please locate the curriculum map for your grade level band Add graphic of document here EngageNY.org

  12. 4 A’s Protocol Achieve (5 min) • Look at STANDARDS • What do you notice about which standards are met when during the year? • What “bundles” of standards do you notice (e.g. which reading standards are bundled together in a module; which reading standards are bundled with which writing standards in a module)? • What can you infer about the logic in that yearlong design? EngageNY.org

  13. Assess (5 min) • Look at ASSESSMENTS • What do you notice about assessments across one grade level/year? • Over the course of last year, what information did you capture about your students’ learning? EngageNY.org

  14. Aspire (5 min) • Look at TEXTS • What do you notice about central texts across the year? • What design logic do you see (balance of fiction/informational texts, increase in complexity, etc.) EngageNY.org

  15. Adjustment (5 min) • Consider the map overall. • What changes to instruction did this yearlong map most push you on last year? • How and why? EngageNY.org

  16. Please locate • Case Study of a Standard Task Card • Please select a • Facilitator • Timekeeper • Facilitators: please review the protocol with your group, then begin. EngageNY.org

  17. Synthesis Consider this statement: “The standard is not the standard. The assessment is the standard.” • What does this mean? • Do you agree? • Why or why not? EngageNY.org

  18. Discussion Prompt Given your role, what are the implications for your work next year in regard to module implementation? EngageNY.org

  19. Please use your Reflection Form to capture your new learning and thinking on the session. THANK YOU! EngageNY.org

More Related