Waverly High School Instructional Implementation

1. Waverly High School Instructional Implementation Toby Boss ESU 6

2. Purpose • Review the MRL instructional model • Plan the 2013-14 implementation • Reflect through blogging

3. Kidblog • Use this for reflection and to create a common space to talk about instruction. • Closed to anyone outside our group • Go to: • whsinstruction.wikispaces.com • Link to the kidblog site • Find your name • login will be whs13

4. “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” Alvin Toffler 2001 An American writer and futurist

5. Great Educators…. • Are first and foremost learners who have a teachable spirit. • Are constantly looking to improve their skills in the craft of teaching and learning.

6. Effective teachers are made, not born. Do you agree or disagree? What’s the role of talent? What’s the role of deliberate practice?

7. Even small increments in teacher effectiveness can have a positive effect on student achievement. an 8% average improvement in student achievement 10 years a 2% improvement in teaching skillful-ness per year x =

8. The reality of our business… • There is rarely, if ever, a perfect day of teaching…

9. A Look At Some Research

10. “What Matters Very Much is Which Classroom?” “If a student is in one of the most effective classrooms, he/she will learn in 6 months what those in an average classroom will take a year to learn. And if a student is in one of the least effective classrooms in that school, the same amount of learning takes 2 years.” Deborah Loewenberg Ball, Dean of Education, University of Michigan

11. Three Critical Interventions (COMMITMENTS) • A system of clear learning goals connected to student feedback and evaluation at the classroom, school, and district levels • Ensuring effective teaching in every classroom. • Building background knowledge for all students.

12. What must a district or school do? • Develop a common language of teaching. • Provide opportunities for focused feedback and practice. • Provide opportunities for observing and discussing effective teaching. • Require individual teacher growth and development plans on a yearly basis.

13. Where should a school or district begin? • Develop a common language of teaching

14. The Art & Science of Teaching 10 “design questions” teachers ask of themselves as they plan a unit of instruction.

15. The Art and Science of Teaching

16. Art and Science by the numbers • 41 • 9 • 3

17. Art and Science by the numbers • 41 instructional elements within… • 9 lesson design questions embedded in… • 3 segments for every lesson.

18. ENACTED ON THE SPOT Student Engagement INVOLVES ROUTINES Learning Goals and Feedback Rules and Procedures ADDRESSES CONTENT IN SPECIFIC WAYS Teacher/Student Relationships Adherence to Rules and Procedures Interacting With New Knowledge Generating/ Testing Hypotheses Practicing and Deepening High Expectations

19. The Art and Science of Teaching Learning Goals and Feedback Interacting with New Knowledge Practicing and Deepening Generating and Testing Hypotheses Student Engagement Establishing Rules and Procedures Adherence to Rules and Procedures Teacher-Student Relationships High Expectations Page 7, The Art & Science of Teaching

20. The Art and Science of Teaching Student Engagement Teacher/Student Relationships Adherence to Rules and Procedures High Expectations ENACTED ON THE SPOT INVOLVES ROUTINES Learning Goals and Feedback Rules and Procedures ADDRESSES CONTENT IN SPECIFIC WAYS Interacting with New Knowledge Generating/ Testing Hypotheses Practicing and Deepening 20 Heflebower, Marzano Research Laboratory cutting-edge research concrete strategies sustainable success

21. Lesson Segments • “Thin slices” of instruction • Those involving routines • Those involving content • Those enacted on the spot

22. Reflection • On your blog: • What made sense? • What questions might you have?

23. The Art and Science of Teaching Routine Segments INVOLVES ROUTINES Learning Goals and Feedback Rules and Procedures

24. Routine Segments • Communicate learning goals • Track student progress • Celebrate success • Establish classroom rules and procedures • Organize the physical layout of the room

25. Do Some Solo Thinking Please What are some key routines and procedures teachers need to establish in a classroom? Make a list of some you think are critical for a successful learning environment.

26. Did you list any of these? • Attention and Refocus Signal • Transition Signal • Strategies to group and re-group learners

27. Cognitive Routines • Critical for getting students to interact with content we want them to learn… • Cognitive routines are critical routines for learning at all ages…

28. Attention and Refocus Signal • Iwill move to the front and center of the room. • Common Location and Visual Clue • Announce 30 seconds remaining in the activity. • Verbal Clue • Count down from 5to 0 • Verbal Wrap-Up • At 0 everybody is seated and ready to continue • Clear Expectation • If anyone isn’t ready, We Will Wait • The Power of Silence and Peers

29. ExamplesClose PartnersAcross the Room PartnersTable Family - Department Grouping and Regrouping Learners

30. Close Partners • When I say go….(Transition Signal) • Form groups of 2 or 3 with other colleagues who are sitting near you in the room but not at your table. • Share your lists of rules and procedures. • What as common and what was different?

31. Table Family Discussion • Please discuss the next slide I display… • What do each of you think?

32. According To Recent Studies • What is the balance of teacher talk to student talk during a typical class period? • Studies show that teachers talk in a regular classroom between 80% and 90%of the time. • What effect does this have?

33. What is the effect? Assuming a 50 minute class period Teacher talk = 40 minutes Student interaction with content/language = 10 minutes total for the class. 30 students in class • = 20 seconds (or less) per student

34. Boosting Retention Average Retention Rate after 24 hours 5% Lecture 10% Reading 20% Audio-visual 30% Demonstration Discussion Groups 50% 75% Practice by doing 90% Teach others/immediate use of learning Adapted from David Sousa’s figure 3.8 in his text, How the Brain Learns

35. Across the Room Partners… • When I say go: • Form groups of 2 or 3 with colleagues not sitting near you in the room. • Introduce yourselves and prepare to discuss the next slide I display.

36. Discussion Topic • What cognitive routines do you use or see being used in classrooms at your school?

37. Please Return To Your Tables

38. The Art and Science of Teaching Content Segments ADDRESSES CONTENT IN SPECIFIC WAYS Interacting with New Knowledge Generating/ Testing Hypotheses Practicing and Deepening 38

39. Content Segments • Interact with new knowledge • Practice and deepen content • Generate and test hypothesis

40. On the Spot Segments Student Engagement Teacher/Student Relationships Adherence to Rules and Procedures High Expectations ENACTED ON THE SPOT 40 Heflebower, Marzano Research Laboratory cutting-edge research concrete strategies sustainable success

41. On the Spot Segments • Student engagement • Adherence to rules and procedures • Teacher –student relationships • High expectations

42. Blog Reflection • Reflect on what we have discussed: • the importance of the classroom teacher • the importance of teaching cognitive routines • what routines might you begin the school year teaching

43. What must a district or school do? • Develop a common language of teaching. • Provide opportunities for focused feedback and practice. • Provide opportunities for observing and discussing effective teaching. • Individual teacher growth and development plans on a yearly basis.

44. What must a district or school do? • Develop a common language of teaching. • Provide opportunities for focused feedback and practice. • Provide opportunities for observing and discussing effective teaching. • Individual teacher growth and development plans on a yearly basis.

45. Feedback • Teacher self-perception • Teacher self-observation • Observation data from peers, instructional coaches, supervisors

46. Teacher Self Observation • Watch a video tape of their class – on their own. • Discuss in your department teams how this might work.

47. What must a district or school do? • Develop a common language of teaching. • Provide opportunities for focused feedback and practice. • Provide opportunities for observing and discussing effective teaching. • Require individual teacher growth and development plans on a yearly basis.

48. Opportunities to Observe and Discuss Effective Teaching • Instructional rounds • Expert coaches • Expert videos • Teacher-led PD • Virtual communities

49. Watching Experts • Instructional Rounds: • Teams of teachers watch other experts • The purpose is to apply the observation to YOUR practice specifically: • How did this experience validate what I do? • What questions did this experience generate about what I’m doing in my own classroom? • What’s one this I might try in my classroom? • In your department teams discuss how this might work.

50. What must a district or school do? • Develop a common language of teaching. • Provide opportunities for focused feedback and practice. • Provide opportunities for observing and discussing effective teaching. • Require individual teacher growth and development plans on a yearly basis.