Effective Effort ETHS

1. Effective Effort @ ETHS

2. Objectives To define Effective Effort To share what we have been doing with EE To share resources--research, articles, etc To �map� current work To dream and �map� future work To connect to curriculum, PD, other change efforts

3. Overview of Meeting

4. Norms for Our Work together Actively listen to each other Push for clarity Allow for vulnerability

5. Introductions Find someone you don�t work closely with Take ten minutes to share: An experience when EE was part of your life An experience when EE was important in helping a student Introduce partner�s EE story to the group Processing: What patterns do we hear?

6. What patterns do we hear? Making concrete pictures/examples of EE Dedication to hard work (value) Changing belief system about smart Success building confidence; pointing out successes Self-examination Relationships�t/s�that allow self-examination Feeling comfortable enough to be vulnerable As adults, our stories started with internal motivation We�re pushing students to operate at a higher level than previously Kids have different amounts of extrinsic motivation and other supports that impact their performances Someone else cares and notices

7. �Map� of current Effective Effort work

8. Current Applications

9. Current Applications

10. Current Applications

11. �Map� of possible applications Component of every 9th grade core course Affect our hiring decisions Part of a stated school set of beliefs/values Create a school culture that counters beliefs in our culture that negatively impact kids (racism and beliefs about intelligence)

12. What exactly is Effective Effort? Using Understanding by Design, we will identify core elements: What are the enduring understandings we want students to carry with them? What is the essential question? What is the knowledge (concepts, ideas, facts)? What are the skills (processes, strategies)? What are the habits of mind?

13. Planning to teach Effective Effort

14. What knowledge? Incremental [vs. Entity] Theory of Intelligence (I can get smart.) Beliefs about intelligence matter Meta-cognition Learning is a social activity: I need to be a member of a learning community Learning Styles Characteristics of a successful learner Attribution Theory

15. What skills/strategies? Time management Organizational skills Self-advocacy and self-monitoring How to get help when you need it Self-reflection How to identify and use resources How to set and monitor goals Study skills: note-taking Reading comprehension skills: What do you do when you don�t know? (vary by discipline) How to be meta-cognitive How to build an effective learning community/study group (breaking down the task/problem into component parts)

16. What Habits of Mind? Persistence in the face of failure, �setback� Hard Work Resiliency Appreciation for learning�value learning personally

17. Routines/Methods for Teachers can use to reinforce Effective Effort No grade on failing paper�reteach and identify what the students needs to do Error analysis and retake tests Take on the role of coaching and preparing students to be strong independent learners (move the locus of control to the students/tenacity continuum);learn how to learn Answer every question with a question (redirecting student�s question to others) Being clear about assignments and have strong rubrics so that students can self-assess

18. What have we accomplished? Identified what we are already doing Found some commonalities across our work Dreamed of new approaches school-wide Raised some good issues about how to teach, how to do this work Started defining �effective effort� at ETHS

19. How do we want to use April 29 ? Possible Tasks How to work with kids who have a competitive nature but are not focusing on achievement�how might we create an academic learning group to use this competitiveness? Continue to use coaches, PE teachers �share the common language How do we make this school-wide? How do we involve staff as well as students? How do we connect this to being more successful in ensuring students learn content? Clarify: what is the core curriculum (knowledge and skills) and what are the structures and policies that teachers can put into place?

20. NOTES from April 29 meeting with Jon Saphier

21. What�s the purpose of the group? JS: This is a think tank: how to move the school culture so that EE shows up in 3 domains: Teacher beliefs and practices: what does it look like and sound like in classrooms? (I have believe that they have the capacity and I have to get them to believe in their capacity.) Direct teaching of EE: what it is and how to do it? Formal Structures: Programs, procedures, and policies of the school embed and support EE.

22. Next Steps: Summer, fall Anthony: advertise and celebrate EE (t-shirt and a campaign) David: figure out how to fold this work into what we�re already doing Vernon: fold into RtI Ali: Select some common strategies and start to develop a common vocabulary (e.g., test corrections) Nicole: share informally across departments Tenesha: elicit EE strategies from other teachers and organize Nicole: teach what it is and how to do it in Summer Bridge to AP US History Jack: develop a straight forward message about what it is, e.g., 1 Humanities team Aracely: Work with Lucy Pulido and use in Latino Quest; workshops for teachers on specific practices David W: Build a critical mass of teachers to lead the group; we need to become a choir; we need to rehearse our song David C: teachers are open to new strategies; let�s figure out how to share specific strategies Regina connect to work on literacy; start using the vocabulary when teaching literacy strategies

23. EE Group: Next Year? Meet next year Experiment with specific strategies PLCs Invite Jon Consider opening the membership to group Continue work on defining EE � day

24. Why would a kid exert EE? Knows how to do it Accurate self-assessment of what s/he knows or doesn�t know It�s relevant learning; it would be worth it (This is not about being entertaining.) Lessons start or connect with kids� questions�active engagement. Inherently interesting Because my teacher or another significant person asked me to Wants to be recognized for EE (student of month) Knows that it�s OK not to know something�in fact, that is what successful learners do and ask for help. Strong social norms that reinforce that �this is what we do here.� Transfers from another arena in life (e.g., athletics) Letting kids in on the full and transparent plan�why and what are we doing? HOPE: kids believe that they can succeed at the HS

25. Sharing Resources

26. What�s our purpose?  Develop a plan to do this systematically: be consistent, have follow-through, ongoing support, not just for the volunteers