CELEBRATE THE STRUGGLE Helping Students Extend and Apply Knowledge

1. CELEBRATE THE STRUGGLEHelping Students Extend and Apply Knowledge A Framework of Learning for ALL Prepared especially for the Instruction Leadership PLC of ATLANTA PUBLIC SCHOOLS by Dan Mulligan, flexiblecreativity.com March 2014

3. 4 – second partner This is an opportunity for each of you to network and learn, share, and enjoy your peers. Find someone you have not spoken with this year. Say hello and find 2 comfortable seats and relax. Please bring your packets and a pen.

4. “Seven Survival Skills for the New Economy”~Tony Wagner, The Global Achievement Gap • Critical Thinking and Problem-Solving • Collaboration across Networks and Leading by Influence • Agility and Adaptability • Initiative and Entrepreneurialism • Effective Oral and Written Communication • Accessing and Analyzing Information • Curiosity and Imagination “Rigor” is using academic knowledge to create new knowledge/content and to solve real problems. “Engagement” begins with the MIND, not with the HANDS (that is a very loose paraphrase) — activities & action do not equal “rigor” Entrepreneurialism definition, a person who organizes and manages any enterprise, especially a business, usually with considerable initiative and risk. Which of these skills does your staff: communicate effectively to students struggle to fit into their program is an opportunity to begin implementing

5. Sharing a Resource for Coaches to Spiral Research-based Strategies with Staff… This is you!

6. BOOK 1 pages 3 – 6

7. Bonus Resource: A thank you to the instructional coaches of the visited schools. A universal observation at these schools was staff tend to ask single questions (tend to be DOK 1). This observation became an opportunity by encouraging, providing, modeling second questions during learning. Generating and Testing Hypotheses

8. Framework for Instructional PlanningMcREL, 2012 BOOK 1 page 7 • Create an Environment for Learning • Helping students know what is expected of them, providing students with opportunities for regular feedback on progress, assuring students they are capable of learning content and skills • Helping Students Develop Understanding • Integrating prior knowledge with new knowledge • Procedural knowledge: constructing a model of the steps required of the process and practicing its variations; using the process or skill fluently or without any conscious thought • Helping Students Extend and Apply Knowledge • Moving beyond ‘right answer’ learning to an expanded understanding and use of concepts and skills in real-world contexts.

10. If you want a learner to truly understand and own essential knowledge, expand your exploration from ‘what it is’ to also ‘what it is NOT’.

11. Helping Students Extend and Apply Knowledge

12. Please send a table representative to pick-up a resource for each team member. unimaginable student engagement Work collaboratively (e.g., construct viable arguments, critique, agree) to identify key words that capture the essential elements of unimaginable student engagement with fidelity. Enjoy working with your new best friend.

13. Helping Students Extend and Apply Knowledge Lives Here BOOK 1 page 10

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16. Send representatives from your table to obtain the resources for your team members… (1 Ziploc bag and 2 papers)

17. Farmer Fred Send representatives from your table to obtain the resources for your team members… (1 Ziploc bag and 2 papers)

18. The value of the farm is $1200. The fields are modeled by the pattern blocks. Each field value is based on size. Make a model of the farm. Compare the size of the pattern blocks. What fraction is each field worth? What is the value of each field? Each hexagon is worth $300. Each triangle is $50. Field A = $300 Field B = $300 Field C = $100 Field D = $100 Field E = $150 Field F = $150 Field G = $ 50 Field G = $ 50 It takes 16 triangles to make the farm. Or You can make 4 hexagons out of all the blocks.

19. RelevanceAction Continuum – Application Model • Apply to Real World w/ Unpredictable Situations Atlanta needs a new Water Tower. Design a tower that will provide the largest reserve of water and come in within budget (see attached budget). Write a persuasive letter to the Board explaining why your design should be selected. • Apply to Real World with predictable situations Your principal has been tasked with developing a budget for painting the cafeteria in your school. Using the paint flier from the newspaper and your measurements of the cafeteria, determine an estimate of cost of materials needed to complete the job. • Apply Across disciplines Create a rectangular solid model with 8 sheets of newspaper that has the largest capacity. (math/science) • Apply in discipline Create a rectangle with a perimeter of 24 cm. • Knowledge in one discipline Identify and label parts of a rectangle

23. Working in Quadrant D -Performance Task

24. Brain Break….

25. The What • Rigor • Relevance • Relationships • Results • Differentiation • Problem/Project based Learning • GENIUS Hour The How

26. Rigor is not just for the TOP students • “Relevance Makes Rigor Possible” – Bill Daggett/International Center for Leadership in Education • Rigorous activities show higher gains in student achievement with low-performing students than non-rigorous activities. • Students who use project-based learning outperform their traditionally-educated peers on standardized tests (Bell, 2010)

27. Evidence of Rigor • Students not only learn, do, and reflect. • They also master skills such as: • Critical thinking, • Problem solving, • Creativity, • Collaboration, • Project management, and • Written and oral communication.

28. Getting Started with PBL page 21

30. It’s not the dessert…It’s the main course pages 23-26 page 23 Ideas for Driving Questions, grounded in the GPS, that frame a project-based approach to learning

32. What is Genius Hour? Genius hour is a movement that allows students to explore their own passions and encourages creativity in the classroom.  It provides students a choice in what they learn during a set period of time during school.  It’s not easy to determine where the idea was originally created, but there are at least two events that have impacted genius hour.

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36. Getting Started with PBL page 21

37. pages 7-13

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42. Essential Question • How can I build a framework for my staff to incorporate Genius Hour or PBL into their instructional program closing weeks of school to help students extend and apply knowledge? Be prepared to share! Essential Task • Use the resources provided… • Book 1: suggested driving questions, web sites, PBL resources; • Book 2: Genius Hour resources