Quality Teaching and Learning

1. Quality Teaching and Learning Nancy Frey, PhD www.fisherandfrey.com Click on “Resources”

2. Guided Focus Lessons Independent Purposeful Teaching Collaborative

3. The helping curriculum

5. Early Predictors for Passing (or Failing) the CAHSEE • Grade Point Average • Absences • Classroom Behavior These are present as early as fourth grade Zau, A. C., & Betts, J. R. (2008). Predicting success, preventing failure: An investigation of the California High School Exit Exam. Sacramento, CA: Public Policy Institute of California.

6. There are some myths in education…

7. 0.5 0.4 0.6 0.3 0.7 0.2 Medium 0.8 0.1 High 0.9 Low 0.0 1.0 Teacher effects 1.1 -0.1 Developmental effects Negative 1.2 -0.2 Zone of desired effects Reverse effects Retention: d = - 0.16 Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.

8. 0.5 0.4 0.6 0.3 0.7 0.2 Medium 0.8 0.1 High 0.9 Low 0.0 1.0 Teacher effects 1.1 -0.1 Developmental effects Negative 1.2 -0.2 Zone of desired effects Reverse effects Ability Grouping: d = .12 Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.

9. 0.5 0.4 0.6 0.3 0.7 0.2 Medium 0.8 0.1 High 0.9 Low 0.0 1.0 Teacher effects 1.1 -0.1 Developmental effects Negative 1.2 -0.2 Zone of desired effects Reverse effects Homework: d = .29 Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.

10. … and some truths as well.

11. 0.5 0.4 0.6 0.3 0.7 0.2 Medium 0.8 0.1 High 0.9 Low 0.0 1.0 Teacher effects 1.1 -0.1 Developmental effects Negative 1.2 -0.2 Zone of desired effects Reverse effects Small group learning: d = 0.49 Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.

12. 0.5 0.4 0.6 0.3 0.7 0.2 Medium 0.8 0.1 High 0.9 Low 0.0 1.0 Teacher effects 1.1 -0.1 Developmental effects Negative 1.2 -0.2 Zone of desired effects Reverse effects Meta-cognitive Strategies: d = 0.69 Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.

13. 0.5 0.4 0.6 0.3 0.7 0.2 Medium 0.8 0.1 High 0.9 Low 0.0 1.0 Teacher effects 1.1 -0.1 Developmental effects Negative 1.2 -0.2 Zone of desired effects Reverse effects Reciprocal Teaching: d = 0.74 Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses related to achievement. New York: Routledge.

14. Finding Using Producing Sharing information Literacy in the 21st Century

15. Skill is the ability to apply concepts when not prompted to do so.

16. How can we move from PD to classroom practice?

17. How can we move from PD to classroom practice? How can we utilize teacher-mentors, coaches, and administrators to support implementation?

18. How can we agree on quality across the district?

19. Develop quality indicators

21. Three ideas

22. Increase instructional consistency.

23. Teach for interaction with you and the content.

24. Teach for metacognition.

25. The First Idea: Increase instructional consistency.

26. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

27. The sudden release of responsibility TEACHER RESPONSIBILITY “I do it” Focus Lesson “You do it alone” Independent STUDENT RESPONSIBILITY Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

28. DIY School TEACHER RESPONSIBILITY (none) “You do it alone” Independent STUDENT RESPONSIBILITY Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

29. The “Good Enough” Classroom TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it alone” Independent STUDENT RESPONSIBILITY Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

30. TEACHER RESPONSIBILITY “I do it” Focus Lesson Guided Instruction “We do it” “You do it together” Collaborative “You do it alone” Independent STUDENT RESPONSIBILITY A Model for Success for All Students Fisher, D., & Frey, N. (2008). Better learning through structured teaching: A framework for the gradual release of responsibility. Alexandria, VA: Association for Supervision and Curriculum Development.

31. How does Arlen: • Establish purpose? • Model his thinking? • Demonstrate? • Utilize productive group work? • Provide guided instruction? • Check for understanding? • Foster metacognition?

32. Video available at http://books.heinemann.com/wordwise/ Chapter 2

33. How does Arlen: • Establish purpose? • Model his thinking? • Demonstrate? • Utilize productive group work? • Provide guided instruction? • Check for understanding? • Foster metacognition?

34. Gradual Release of Responsibility as a Districtwide Commitment

35. District Demographics • 27,000 students in 44 schools • 65% of the students are Latino/Hispanic, 16% are Asian/Pacific Islander, 14% are white, and 5% are African-American • 72% English learners • 1999, 37% of students were proficient in reading • One school > 800 Academic Performance Index

36. Instructional Model • Professional development on implementing Gradual Release of Responsibility Model since 2005 • Administrator trainings using learning walks • Development of quality indicators • Development of language frames • Coaching, coaching, coaching…

37. Outcomes • District API > 800 (833 in 2009) • 32 schools with API > 800 (of 44) • Met 41 of 41 AYP indicators (2009) • Only three schools remain in PI, two of which made AYP in 2008 • 73% of the schools made growth targets for English learners (up from 21% in 2004) • 60.5% of the students reached proficiency

38. The Second Idea: Teach for interaction with you and the content.

39. Feed Up Establishing Purpose: Why are we doing this anyway?

40. TEACHER RESPONSIBILITY Focus Lesson Establish purpose Model and think aloud Provide direct explanation

41. Two Components: Language Purpose Content Purpose

42. What is a content purpose? • An analysis of the content standard • Focuses on what can be accomplished toward the grade-level standard TODAY (in other words, it’s not the standard) • Is a learning goal, not an activity (can be written as a goal or objective)

43. What is a language purpose? • An analysis of the language demands of the task • An understanding of the way students demonstrate their thinking through spoken or written language

44. “Here’s what you’re going to learn today, and this is what I want you to do with it.”

45. That’s my formative assessment!

46. Purpose and Modeling Rubric

47. Modeling Your Thinking

48. The Power of Modeling Mirror neuron systems