CRISP Kick Off September 24, 2011 Western Washington University

1. CRISP Kick Off September 24, 2011 Western Washington University

2. All CRISP PLCs have met at least once since the CRISP summer academy

3. 68.7% of Blaine High School students were successful on the 2011 HSPE • 65.3% of Blaine Middle School students were successful on the 2011 MSP

4. How to use learning targets to improve student learning • understand why sharing learning targets with students is important • define characteristics of a good learning target for students • understand the components of a learning target

5. How to use discourse to improve student learning

6. Agenda 8:30 am- 11:00 am Learning Targets 11:00 am- 11:30 am End of Course Biology Exam Adrienne Somera NWESD 11:30 am- 12: 15 pm Lunch 12:15 pm- 3:00 pm Discourse 3:00 pm- 3:30 pm Reflection

7. Vocabulary What do we mean by a learning target? For a lesson? A unit? Where does the assessment fit in? How do students know the criteria for success? 7

9. Unit Big Idea Living things have basic needs, and they meet their needs in various ways. Animals have various ways of obtaining food and water. Nearly all animals drink water or eat foods that contain water. Different animals use their body parts in different ways to see, hear, grasp objects, and move from place to place. Lesson Learning Target All plants and animals have various external parts Lesson Learning Target Lesson Learning Target

11. Learning Cycle Within Each Building Block Share Learning Target Initial Ideas about Learning Target Gather Evidence about the Learning Target Reflect on/ Revisit Initial Ideas Sense Making Lesson Assessment Students not successful. Replan instruction with help of PLC. Begin this lesson cycle over with sharing of initial ideas. Students successful. Proceed to next lesson in learning progression.

12. How do you share learning targets with your students?

13. Consider the following questions as you read Knowing Your Learning Target • Why is it important to share learning targets with your students? • What do students need to know about a learning target in order to be successful? Share your ideas with your table mates. 4

14. 1) What students will be able to do when they’ve finished the lesson (assessment or performance expectation) 2) What idea, topic, or subject is important for students to learn and understand so they can do this (content or process goal) 3) How students will show that they can do this, and how well students will have to do it (criteria for success) A learning target should convey to your students what today’s lesson should mean for them- as well as how this target is related to the big ideas in the unit. 14

15. Describe how to make the criteria for success clear to students for a learning target using one of the strategies from Figure 2.1. Share with your table.

16. Work with your peers to ensure your learning targets are in student friendly language Choose an assessment that will provide enough information about student conceptual understanding Choose and describe a strategy for making the criteria for success clear to students

17. PLC Support Professional learning communities aren’t just bunches of teams that sit down and analyze data together after school is over; they are a way of life that changes the entire school culture and in which emergent leadership comes together in rewarding and caring communities that inquire into the need for, then create improvements for students. Assessment for Learning across the school: a case study in whole school capacity building Jane Jones and Mary Webb King’s College London

18. What support would you like from your PLC members while you are working to change your practice around sharing learning targets? What observations can PLC members make to help ensure learning targets are clear for your students?

19. SPECK8 and CRISP wikihttp://speck-8.wikispaces.com • http://speck-8.wikispaces.com

20. Lunch Lunch Return in 45 minutes

21. How to use discourse to improve student learning • What is constructive student discourse? • What are teacher moves that can improve student discourse?

22. The Role of Talk Children need time to talk, verbally or in writing, yet when time gets short, talk is what is pushed out of the curriculum first. But, for many of us, it is talk that leads to understanding and helps us process what we are learning. Patricia Bloehm Correspondence Journals

23. Characteristics of Effective Whole Group Discussions • Students are seated in a circle • Explicit norms are posted • The conversation is focused • Mostly student to student interaction

24. Classroom Conversation Maps

25. Classroom Conversation Maps

26. What have been your greatest challenges with discourse?

27. Accountable Talk Sourcebook • Read Organizing for the Accountable Talk Community, pages 16-19 • Read Teacher Moves, pages 26-32 • Think about your own classroom • How can you develop constructive student discourse in your classroom? • What teacher moves will you focus o? • How can your PLC support you?

29. How can you share your goals regarding classroom discourse with your students? How can your students help increase the level of classroom discourse?

30. http://tools4teachingscience.org Discourse Tools and Videos

31. Where in your instructional sequence will you plan to use discourse? • What discourse moves will you focus on? • How will you prepare your class for discourse? • Specifically identify questions you will ask during your planned classroom discussion. • How will you ensure you get feedback from your CRISP peers on your classroom discussions?

32. How can your PLC support you as you make your learning targets clear and improve your classroom discourse? • What can CRISP project leaders do to support your work?

33. PLC Documentation • PLC Documentation Form • Revised Teacher and Principal Action Plans • PLC Member and Principal Self Reflections