Working on the Work: Coaching for Design Action Learning Teams Session 1

BISD Investigates Working on the Work:Coaching for DesignAction Learning TeamsSession 1

Working on the Work: C4D Session 1 • Overview of Design Qualities of Choice Session 2 • The Coaching for Design Protocol Between Session 2 and Session 3 • Implement the lesson you designed, gather feedback from the students, and evaluate the lesson. Session 3 • Coaching for Design: • Bring the lesson you implemented to discuss the results with your colleagues • Bring a new lesson idea you would like to implement Between Session 3 and Session 4 • Implement the new lesson you designed, gather feedback from the students, and evaluate the lesson. Session 4 • Coaching for Design • Bring the lesson you implemented to discuss the results with your colleagues • Bring a new lesson idea you would like to implement

How We’ll Do Our Work • Silence cell phones. • Begin and end on time. • Ensure that every participant has ample opportunity to contribute his or her ideas. • Present, when giving reports, the ideas from group work, not individual views. • Use the rule of “No Repeats.” • Ask questions when you have them. • Work hard and have a good time.

Intended Results for the Year • Explore the beliefs that teachers are (curriculum) designers and students are volunteers. • Gain an in-depth command of the 10 Design Qualities. • Participate in a collegial coaching circle. • Practice designing student work through coaching. • Design a high-impact, engaging unit of student work. • Participate in a transparent coaching model.

What elements make up effective pedagogy?

Instructional Strategies Management Techniques Curriculum Design Effective Pedagogy Three Elements of Effective Pedagogy

Designing Engaging Work Ten design qualities that have been identified as having the greatest impact on increasing student engagement

Images of Schools Activity • In groups of 3, open your Images of Schools envelope, and you will find 9 slips of paper containing statements about different aspects of your school. • For each slip of paper, mark the statement that best reflects the consensus of your group.

Images of Schools Activity • Mark the statement you chose for each category on the Images of Schools handout provided by your facilitator. • Based on the statements chosen for your group, which metaphor best applies to your school(s)? • One person from each group will report out and explain your choice.

Core Business Student as: Parent as: Teacher as: Principal as: Supt. & CO as: School Board as: Likely Classroom Profiles Level of Student Learning Bloom’s Taxonomy Guiding Metaphor Designing Engaging Academic Work for Students & Leading Them to Success in that Work Volunteer & Customer for Quality Schoolwork Partner & Member of the School Community Instructional Leader & Curriculum Designer Leader of Instructional Leaders Moral and Intellectual Leader & Capacity Builders Community Leaders & Advocates for Schools Highly Engaged Create, Evaluate, Analyze, Apply, Understand, Remember Learning Organization Analyze, Apply, Understand, & Sometimes Remember Long Term Diagnosis, Prescription, & Treatment Client Guarantor & Questionable Ally Professional Performers & Presenters, Clinician & Diagnostician Chief of Staff CEO & Technicians and Support Staff Board of Directors Well Managed Service Delivery System Testing, Remediation, & Reporting Raw Material & Product Supply Source & Determinant of Product Quality Skilled Worker Shop Foreman Plant Manager & Inspectors and Supervisors Owners & Advocates Passive Congenial Comprehension Knowledge Factory Labeling, Categorizing, Placement, & Recording Excess Inventory Primary Shipper & Receiver Clerk & Keeper of Records Mid-level Bureaucrat & Keeper of the Keys Property Manager & Directors of Maintenance, Shipping, and Personnel Safety Inspectors & Fire Marshals Threatened No Learning Of Significance Warehouse Containment, Monitoring, Corrective Action, & Dispensing Negative Sanctions (Punishment) Inmate Distrusted Visitor Guard Warden Bureau Chief & Department Directors, Hearing Officers, and Parole Officers Hearing Officers & Parole Board Conflict Habituated Negative Learning is Likeley Prison © 2005 Phillip C. Schlechty. All rights reserved.

Beliefs Underlying the WOW Framework: One of the primary tasks of teachers is to design work for students—work that students will find engaging and that will result in their learning that which is valued by the school system, by parents, and by the community at large. A second task of teachers is to lead students to do well and be successful in the work they undertake.

Beliefs Underlying the WOW Framework: Therefore, teachers are designers and leaders. Students are volunteers, and what they have to volunteer is their attention and commitment. Differences in commitment and attention produce differences in the way students are involved in their work.

Beliefs Underlying the WOW Framework: Differences in student involvement affect directly the effort students expend on school-related tasks. Effort affects learning outcomes at least as much as does intellectual ability.

Beliefs Underlying the WOW Framework: The level and type of involvement will vary depending on the qualities teachers build into the work they provide students. Therefore, teachers can directly affect student learning through the design of work that has those qualities that are most engaging to students.

Brainstorm: • What is engagement?

Engagement The student sees the activity as personally meaningful. The student’s level of interest is sufficiently high that he persists in the face of difficulty. The student finds the task sufficiently challenging that she believes she will accomplish something of worth by doing it. The student’s emphasis is on optimum performance and on “getting it right.”

Students who are engaged: • Learn at high levels and have a profound grasp of what they learn • Retain what they learn • Can transfer what they learn to new contexts

Can students in the same class be engaged at different levels?

There are five ways that students respond or adapt to school-related tasks and activities: • Engagement (High Attention and High Commitment) • Strategic Compliance (High Attention and Low Commitment) • Ritual Compliance (Low Attention and Low Commitment) • Retreatism (No Attention and No Commitment) • Rebellion (Diverted Attention and No Commitment)

Rebellion Engagement Retreatism Strategic Compliance Ritual Compliance ProfileElements Engagement: High Commitment High Attention The task, activity, or work students are assigned or encouraged to undertake has inherent meaning or value to the student.

Rebellion Engagement Retreatism Strategic Compliance Ritual Compliance ProfileElements Strategic Compliance High Attention Low Commitment The task, activity, or work has little or no inherent meaning or value to the student, but it is associated in the student’s mind with outcomes and results that are of value (e.g., entry into college.)

Rebellion Engagement Retreatism Strategic Compliance Ritual Compliance ProfileElements Ritual Compliance: Low Attention Low Commitment Students are willing to expend whatever effort is needed to avoid negative consequences, though they see little meaning in the tasks assigned or the consequences of doing those tasks.

Rebellion Engagement Retreatism Strategic Compliance Ritual Compliance ProfileElements Retreatism: No Attention No Commitment The student is disengaged from the task, expends no energy in attempting to comply with the demands of the task, but does not act in a way that disrupts others and does not try to substitute other activities for the assigned task.

Rebellion Engagement Retreatism Strategic Compliance Ritual Compliance ProfileElements Rebellion: Diverted Attention No Commitment The student summarily refuses to do the task assigned, acts in a way that disrupts others and/or attempts to substitute tasks and activities that he or she is committed to in lieu of those assigned by the school and the teacher.

Levels of Engagement Activity Mrs. Radcliff’s science class is studying volcanoes. They have been assigned to investigate their causes and characteristics. The students are to choose a learning goal related to volcanoes, and present a project to the class that will demonstrate their learning.

Levels of Engagement Activity In your group, create a description of each student’s participation in the project assigned by Mrs. Radcliff.

Elements of an Engaging Lesson • In your group, identify 5 key elements that make lessons more engaging to students. Write each element on a Post-It note.

Elements of an Engaging Lesson • Is it reasonable to ask teachers to include ALL of these in every lesson? • Are there any of these things that you feel must be included in ALL lessons? • Which ones might require extensive planning? • Which ones are easy to apply regularly?

Schlechty Center’s 10 Design Qualities

Engagement Content and Substance Organization of Knowledge Authenticity Clear and Compelling Product Standards Choice Protection from Adverse Consequences Novelty and Variety Affiliation Product Focus Affirmation of Performance

Design Qualities of Context • Content and Substance • Organization of Knowledge • Clear and Compelling Product Standards • Protection from Adverse Consequences

Design Qualities Content and Substance • What do we want students to know and be able to do? • What is the level of student interest?

Design Qualities Organization of Knowledge • What learning styles will be addressed, and what instructional strategies will be used: for example, problem solving, demonstration or guided practice? • What technologies will be employed, and how will this be done?

Design Qualities Clear and Compelling Product Standards • Do students have rubrics, models and check lists to help them know what quality looks like?

Design Qualities Protection from AdverseConsequences for Initial Failures • Are students provided a supportive environment to practice and to learn: an environment where initial failure is viewed as just another try?

Design Qualities of Context Do you find the four qualities of context in the lesson you brought today? Work with one or two people at your table to discuss ways to include these qualities in your lesson plan.

Design Qualities of Choice • Product Focus • Affirmation • Affiliation • Novelty and variety • Choice • Authenticity

Design Qualities Product Focus • Is the work linked to a product, performance, or exhibition that students care about? • Does the product or performance require that students use the knowledge and skills that they are to develop in ways that demonstrate mastery?

Design Qualities Affirmation of Performance • Do students know that the work they are doing is valued by others? • Are audiences provided to see or hear the work: for example, is student work displayed on a school website, or are student performances videotaped for parents?

Design Qualities Affiliation • Do students work with peers, outside experts, parents or other adults to complete tasks? • Does the group work assigned encourage interdependence and teamwork, or is it work that, given time, one person could do alone?

Design Qualities Novelty and Variety • Do the tasks assigned call on students to use a variety of skills, styles, and approaches to do quality work?

Design Qualities Choice • Are students given choices regarding how they go about doing their work and how they will demonstrate what they know, especially when they have no choice about what they are to study and what skills they are to master?

Design Qualities Authenticity • Does the task or assignment address the present realities of students? • Is participation in the task or activity a source of pride for most students? • Do students feel a sense of personal satisfaction and accomplishment when the work has been completed successfully?

Design Qualities of Choice • What would these look like in your classroom? • With your group, write one example on a post-it note of how each would look in your classroom. Place each post-it note on the appropriate poster on the wall. • Each group will take one or two posters and report out for each quality.

Reflection • What do you think our group objective was today? • Can we measure whether or not we achieved that objective? • Write a concise sentence which reflects the objective for today.

Working on the Work: Coaching for Design Action Learning Teams Session 1