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Educating EACH Child: Strategies that Work!

Educating EACH Child: Strategies that Work!. Prepared for the Mathematics, Science and ELL PLC of Deer Valley Middle School by Dan Mulligan, Ed. D. January 2010. Sustaining Growth in Student Achievement.

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Educating EACH Child: Strategies that Work!

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  1. Educating EACH Child: Strategies that Work! Prepared for the Mathematics, Science and ELL PLC of Deer Valley Middle School by Dan Mulligan, Ed. D. January 2010

  2. SustainingGrowth in Student Achievement • According to research conducted by NWREL (Northwest Regional Education Laboratory), sustaining growth in student achievement is contingent on one key factor: • The professional staff responsible for learning identifies the strategies (actions) that contributed to the gains in student achievement. • The staff then refines the implementation of these factors by meeting periodically throughout the year to evaluate the success of the strategies.

  3. Problem Solving Process Define the Problem Defining Problem/Directly Measuring Behavior Problem Analysis Validating Problem Identify Variables that Contribute to Problem Develop Plan Evaluate Response to Intervention (RtI) Implement Plan Implement As Intended Progress Monitor Modify as Necessary

  4. There are three parts to any research-based lesson: • Beginning– ‘check for’ and ‘build’ background knowledge of each student; • During– teach and actively engage each student in new content – making connections to prior knowledge; • End– check for understanding - provide each student with an opportunity to summarize (in their own way) and practice the essential knowledge and skills conveyed in the lesson

  5. GiveOne…GetOne… • On your handout, write one strategy or practice that you have implemented since the December session. Think and be creative. • When signaled, circulate the room to meet a colleague. Give him/her your answer and get their answer. • You need a total of 2 answers. You may not get more than one idea from an individual. When you have completed your task, return to your seat. • Enjoy!

  6. Opportunity to Learn Has the strongest relationship with student achievement of all school-level factors. • Three types of math curricula were identified by SIMS: • The Intended Curriculum: content/skill specified by the state, division, or school at a particular grade level. • The Implemented Curriculum: content/skill actually delivered by the teacher. • The Attained Curriculum: content/skill actually learned by the students. Implemented Curriculum Attained Curriculum Intended Curriculum

  7. Content-Related Evidence of Validity(Intended Curriculum) Essential Skills Essential Knowledge ASSESSMENT TARGET (content validity) Essential Vocabulary

  8. The Helicopter Dilemma

  9. Generating and Testing HypothesesProblem Solving • Approaches to this strategy in the classroom: • Giving students a model for the process, • Using familiar content to teach students the steps for problem solving • What does it look like? Steps for problem solving: • What am I trying to do? • What things are in my way? • What are some of the things I can do to get around these things? • Which solution seems to be the best? • Did this solution work? Should I try another solution?

  10. Collecting QUALITATIVE Data

  11. Checking for background knowledge: What is a hieroglyphic? • American Heritage Dictionary - hi·er·o·glyph·ic, adj.   • Of, relating to, or being a system of writing, such as that of ancient Egypt, in which pictorial symbols are used to represent meaning or sounds or a combination of meaning and sound. • Written with such symbols.

  12. FOUR-SECOND PARTNER Steps: Find a person currently not seated next to you. Make friends  This person is now your FOUR-SECOND PARTNER!

  13. Getting to Know YOU!!!

  14. Momentous Discovery When teachers regularly and collaboratively review assessment data for the purpose of improving practice to reach measurable achievement goals, something magical happens. Michael Fullan

  15. “If you don’t know where you are and you don’t know where you are going, anything you do will get you there”

  16. HUNT for SOLUTIONS

  17. In Deer Valley Unified Schools: 1. The percent of ALL students graduating on-time in the Class of ‘07. 2. The percent of HISPANIC students graduating on-time in the Class of ‘07. 3. According to the Silent Epidemic, the percent of U.S. dropouts who felt they were ‘too far behind’ by the end of elementary school. 4. The percent of WHITE students graduating on-time in the Class of ‘07. 5. The percent of ELL students graduating on-time in the Class of ‘07. 6. The percent of POVERTY students graduating on-time in the Class of ‘07. 7. The percent of ALL students PASSING the GRADE 8 SCIENCE AIMS test in ’09. The percent of ALL students PASSING the GRADE8 MATH AIMS test in ‘09. 86 73 51 90 49 74 52 60 SOLUTIONS (S): 49, 51, 52, 60, 73, 74, 86, 90

  18. Thinking Goes to SchoolHunt for Solutions • Designed to check for background knowledge and already acquired knowledge (differentiation tool). • Fosters team-talk at higher levels of thinking (by providing solutions before questions). • Provides ENGAGEMENT (MIND before Movement). • Becomes a formative assessment if after the teaching/learning, students can evaluate and adjust - as needed – answers. • Primary Goal: Students (including at-risk) experience success (Yes…they can!!!) Task: Create a ‘Hunt for Solutions’ that can be used tomorrow. Work with 1 team member to (1) select a content area, (create 2 or 3 questions to check for background knowledge and 3 or 4 questions that check for already acquired knowledge.

  19. The average student talks 35 seconds a day. The student who is talking is growing dendrites.

  20. BLIND SEQUENCING

  21. Waiting for the Train

  22. GoodInstruction(Keep it Simple…Keep it Real) “Good instruction is good instruction, regardless of students’ racial, ethnic, or socioeconomic backgrounds. To a large extent, good teaching – teaching that is engaging, relevant, multicultural, and that appeals to a variety of modalities and learning styles – works well with ALL children.” Educating Everybody’s Children, ASCD, 1995.

  23. Summarizing and Note Taking • Approaches to this strategy in the classroom: • Teaching students the rule-based summarizing strategies, • Using summary frames, and • Teaching students reciprocal teaching and group-enhanced summary. • What doe it look like? • Take out material that is NOT important for understanding, • Take out words that repeat information, • Replace a list of things with a word that describes the things in the list (e.g., use trees for elm, oak, and maple). • Find a topic sentence. If you cannot find a topic sentence, make one up.

  24. Summarizing and Note Taking • Generalizations form the research: • Verbatim note-taking is, perhaps, the least effective technique. • Notes should be considered a work in progress. • Notes should be used as a study guide for tests. • The more notes that are taken, the better.

  25. C O V E R Allow students to personalize their notebook with a cover collage. Preserve with packing tape.

  26. Table of Content Samples

  27. MIND Notebook Rubric

  28. Experiencing a MIND Notebook

  29. What is a MIND Notebook? • A personalized, clear textbook • A working portfolio -- all of your notes, classwork, etc. -- in one convenient spot NOTE: a MIND notebook does not take the place of an engaging lesson. It is a powerful summarizing activity.

  30. Left Side – Right Side Orientation Right SIDE Left SIDE Left side items are what the student has . . . LEARNED Right side items are items from the teacher and text to be . . . REMEMBERED

  31. Right Side • Right is for content that is to be remembered! • The right side “belongs” to the teacher and the text. • The right side has “testable” information.

  32. Teamwork??

  33. “Insanity: the belief that one can get different results by doing the same thing.” -Albert Einstein

  34. CREATE CONNECT RELATE RECALL Levels of Thinking

  35. Arizona Standards Verbs • PROBLEM SOLVING Analyze Derive Discover Evaluate Explore Predict Solve Survey Verify Investigate • REASONING Categorize Classify Compare Contrast Differentiate Describe Estimate Explain Generalize Interpret Justify Order Hypothesize Predict Infer Prioritize Rank Validate Summarize • COMMUNICATION Clarify Correspond Describe Discuss Demonstrate Exhibit Explain Express Persuade Portray Restate Show Speak State Write

  36. Why use them? • Higher-level thinking • Expand student thinking skills • Analyzing • Synthesizing • Evaluating • Relating and developing concepts • Categorizing • Sequencing • Comparing and contrasting • Get to higher levels of Bloom’s

  37. WHO AM I ?

  38. Questioning Strategies • Think Time • Question Exchange • Journaling • Numbered Heads • Jigsaw • Learning Centers • Timed Pair Share • Writing and Discussing

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