office of professional learning doannie tran assistant superintendent of professional learning...

Office of Professional Learning

Doannie Tran Assistant Superintendent of Professional Learning

November 4, 2015

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BOSTON PUBLIC SCHOOLS

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BOSTON PUBLIC SCHOOLS

Vision

Acceleration Agenda

BPS Graduates will be able to: ● undertake strategic planning and

problem-solving towards goals● go through cycles of learning,

reflection and sharing● exemplify civic engagement (local

and global)● are prepared for work/career● engage in life-long learning

Convening: ● Parents● Recent

Graduates● Content

Experts

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Vision

Increasing Prevalence of Cognitively-Demanding

Tasks in BPS

BPS Graduates will be able to: ● undertake strategic planning and

problem-solving towards goals● go through cycles of learning,

reflection and sharing● exemplify civic engagement (local

and global)● are prepared for work/career● engage in life-long learning

BOSTON PUBLIC SCHOOLS

BOSTON PUBLIC SCHOOLS

B0STON PUBLIC SCHOOLS

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Depth of Knowledge defines one aspect of “cognitive demand”

DOK

1 2 3 4

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Bloom’s Taxonomy Defines another aspect of “cognitive demand”

BOSTON PUBLIC SCHOOLS

BOSTON PUBLIC SCHOOLS

DOK

1 2 3 4

Blo

om

s

Rec

all

Und

erst

and

App

lyA

naly

zeE

valu

ate

Cre

ate

High Cognitive Demand

BOSTON PUBLIC SCHOOLS

Question 1:Restate the following sentence in your own words:

BOSTON PUBLIC SCHOOLS

Question 1:Restate the following sentence in your own words:

Literal Meaning→Low on Bloom’s Taxonomy)

BOSTON PUBLIC SCHOOLS

Question 1:Restate the following sentence in your own words:

Literal Meaning→Low on Bloom’s Taxonomy)

“The former render possible theoretical cognition according to principles a priori; the latter in respect of this theoretical cognition only supplies in itself a negative principle (that of mere contrast), but on the other hand it furnishes fundamental propositions which extend the sphere of the determination of the will and are therefore called practical.”

BOSTON PUBLIC SCHOOLS

Question 2:Read the following passage, then write a letter to the editor defending the moral values the main character displays with regard to animals.

BOSTON PUBLIC SCHOOLS

Question 2:Read the following passage, then write a letter to the editor defending the moral values the main character displays with regard to animals.

Synthesis→High(er) on Bloom’s Taxonomy)

BOSTON PUBLIC SCHOOLS

“Where's Papa going with that ax?" said Fern to her mother as they were setting the table for breakfast.

"Out to the hog house," replied Mrs. Arable. "Some pigs were born last night.“

"I don't see why he needs an ax," continued Fern, who was only eight.

"Well," said her mother, "one of the pigs is a runt. It's very small and weak, and it will never amount to anything. So your father has decided to do away with it.”

"Do away with it?" shrieked Fern. "You mean kill it? Just because it's smaller than the others?"

BOSTON PUBLIC SCHOOLS

Bloom

s

DOK

Blooms and DOK alone are not enough...

BOSTON PUBLIC SCHOOLS

Bloom

s

DOK

Text

Com

ple x

it y

Standards Aligned, Grade Level Cognitively Demanding Tasks

The Sweet Spot of College and Career Readiness

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BOSTON PUBLIC SCHOOLS

Bloom

s

DOK

Text

Com

ple x

it y

Standards Aligned, Grade Level Cognitively Demanding Tasks

So how do we consistently get inside this box?

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BOSTON PUBLIC SCHOOLS

What to Teach

How to Teach It

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Standards Aligned, Grade Level Cognitively Demanding Tasks

The Foundation of Strong Curriculum

Curriculum Curriculum Training

BOSTON PUBLIC SCHOOLS

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Instructional Research and Development

Rich Student Curriculum and Teacher Training

What to Teach

How to Teach It

Standards Aligned, Grade Level Cognitively Demanding Tasks

Curriculum Curriculum Training

The Foundation of Strong Curriculum

BOSTON PUBLIC SCHOOLS

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Instructional Research and Development

Rich Student Curriculum and Teacher Training

National Equity Project

BOSTON PUBLIC SCHOOLS

Embed Curriculum into a System for Adult Learning

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Instructional Research and Development

Rich Student Curriculum and Teacher Training

Implementation

Review Outcomes

Adjust and Improve

BOSTON PUBLIC SCHOOLS

Strategic Investments in Adult Learning

OPL is coordinating systemic strategies

focused on developing collective capacity

to design and deliver cognitively demanding

instruction.

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BOSTON PUBLIC SCHOOLS

Strategic Investments in Adult Learning

● Improve Instructional Leadership Teams and Common Planning Time

● Principals as Instructional Leaders

● Teacher Leaders as Co-Facilitators

BOSTON PUBLIC SCHOOLS

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BOSTON PUBLIC SCHOOLS

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Identify the school’s Instructional Focus

Example: Create and deliver tasks that require evidence-based writing

BOSTON PUBLIC SCHOOLS

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Use Case for Strong IF

Instructional Focus: Create tasks that require evidence based writing

ILT Work: Analyzed data, normed on strong examples of IF, looked at student work, read and learned together about

research, identified rubrics

CPT PDParent

Engage- ment

Eval

QS

P

BOSTON PUBLIC SCHOOLS

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BOSTON PUBLIC SCHOOLS

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BOSTON PUBLIC SCHOOLS

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BOSTON PUBLIC SCHOOLS

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BOSTON PUBLIC SCHOOLS

Initial Bright Spots

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Today's PD helped me make progress on my school's instructional focus? (n=81)

Office of Professional Learning

November 4, 2015

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