SEISMIC Whole School and PLC Planning Day

Tuesday, August 13th, 2013

Common BeliefsCommon Beliefs

Effective Instruction and Improved

Student Learning

Content and pedagogical

content knowledge

Professional Learning

Communities

Leadership

Educational Research

Formative Assessment

Fixed vs Growth Mindset

•Deepen teachers math and science content and pedagogical content knowledge.

•Deepen participants’ understanding of a research based learning cycle as a framework to organize elements of effective instruction.

•Deepen participants’ understanding of the use of evidence to inform their instruction and students’ learning tactics.

Research BaseTPEP and the Research Based

Learning CycleMindset and Math/Science

AchievementPLC Planning

Outdoor BBQ lunch11:30 am

Students come to classrooms with preconceptions about how the

world works.

To develop competence in an area of inquiry, students must:

•have a deep foundation of factual knowledge; •understand facts and ideas in the context of a conceptual framework; •organize knowledge in ways that facilitate retrieval and application.

A “metacognitive” approach to instruction can help students learn to take control of their own learning goals and monitor their progress in achieving them.

Five Key Strategies

Clarifying, sharing, and understanding learning intentions and success criteria.

Eliciting evidence of learners’ achievement.

Providing feedback that moves the learner forward.

Activating students as instructional resources for one another.

Activating students as owners of their own learning.

unit of instruction (2-4 weeks)

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How can we collect relevant evidence of student understanding of the learning target?

Commit to one change

in your instructional practice that you want to

focus on because of your work this week.

• Develop a shared understanding of strategies to improve student achievement in line with the new standards and practices.

• Plan building PLC work for the 2013-14 school year.

What does the

research say about successful schools?

Resources and data from the Education Trust (www.edtrust.org)

Focus on what students need to learn

•Successful schools focus on standards •Successful schools do not focus instruction on the state required tests, they focus on the standards

•teachers spend collaborative time focusing on what students need to learn

•collaborative time is structured with a clear agenda and rules of engagement

#3 Assess frequently to see if students are learning

Successful schools use frequent formative assessments--not to give a grade but to see if students are learning what they need to know

• Teachers bring together data from assessments to do three important things:

– gauge how learning is going overall;– figure out who is struggling and needs extra

help and who has mastered the material and needs extra challenge;

– to see patterns that would be otherwise invisible—or, at least, difficult—for classroom teachers to discern.

#4 Use data to inform instruction

#5 Build personal relationships

•between students

•between students, teachers, and principals

•between teachers

“The research is unequivocal: When schools build collaborative cultures, commit to all

students’ learning, and use data systematically through ongoing inquiry

into improving instruction, they improve results for students”

Nancy Love (2009), citing research from:Elmore, 2003; Loucks-Horsley, Love, Stiles, Mundry, & Hewson, 2003; Louis, Kruse, & Marks, 1996; Love, 2004; McLaughlin & Talbert, 2001; National Staff Development Council, 2001.

The most powerful way of thinking about a teacher’s role is for teachers to see themselves as evaluators of their effects on students.

John Hattie

• Look over possible educational interventions.

• Decide whether the interventions would have a low, medium, or high impact on student achievement.

What factors most positively impact student achievement?

What high impact practices are regularly part of your classroom practice?

What high impact practices are you currently engaged in at your school?

Research Based Learning Cycle

Draw out Initial Ideas about or Skill With the Learning TargetStudents surface their thinking about or skill level with the learning target using techniques like formative assessment probes, discussions, demonstrations, examples or performances.Teacher modifies/ adjusts lessons in response to student ideas.

Reflect/ Make SenseStudents and teacher think about and discuss their understanding or achievement of the learning target as evidenced in artifacts and reflect on their own learning (how their thinking or skills changed and what experiences changed their thinking or skills).

Engage with Concept to Generate and Collect Evidence Related to the Learning Target (Activity)

Students engage in appropriate activities such as small and large group discussions, lectures, modeling, problem solving, reading textbooks or other text resources, technology based demonstrations or simulations, observations, experiments, or practice.Students reflect on initial ideas or skills in light of evidence, think about and analyze information, discuss evidence and ideas with peers and teacher and provide and receive feedback.

AssessmentSuccess?

Yes!

Share the Learning Target (Concept or Skill)Teacher can answer- What is my learning target? How will it be assessed? What are my success criteria?Students can answer- What am I learning? Why am I learning it? How am I learning it? How well do I need to learn it? How do I show that I have learned it?

Where am I

going?

How do I close

the gap?

How do I close

the gap?

Where am I now?

Generate Artifacts/ Evidence of Learning (Assessment)Students demonstrate their current thinking or skill level by participating in small group and large group discussions, creating a concept sketch, lab report, class presentation, written report, solved problems, performance, or other artifacts.Teachers and students provide useful feedback based on clear success criteria.

Next Concept

Feedback

Where am I now?

Success?Not Yet!

Classroom culture / Mindset

Mastering the dance

“Mastering this “dance” did not happen overnight…it required creating a classroom culture that was “safe” enough for my students to feel comfortable expressing and respectfully critiquing ideas…”

Research Based Learning Cycle

Draw out Initial Ideas about or Skill With the Learning TargetStudents surface their thinking about or skill level with the learning target using techniques like formative assessment probes, discussions, demonstrations, examples or performances.Teacher modifies/ adjusts lessons in response to student ideas.

Reflect/ Make SenseStudents and teacher think about and discuss their understanding or achievement of the learning target as evidenced in artifacts and reflect on their own learning (how their thinking or skills changed and what experiences changed their thinking or skills).

Engage with Concept to Generate and Collect Evidence Related to the Learning Target (Activity)

Students engage in appropriate activities such as small and large group discussions, lectures, modeling, problem solving, reading textbooks or other text resources, technology based demonstrations or simulations, observations, experiments, or practice.Students reflect on initial ideas or skills in light of evidence, think about and analyze information, discuss evidence and ideas with peers and teacher and provide and receive feedback.

AssessmentSuccess?

Yes!

Share the Learning Target (Concept or Skill)Teacher can answer- What is my learning target? How will it be assessed? What are my success criteria?Students can answer- What am I learning? Why am I learning it? How am I learning it? How well do I need to learn it? How do I show that I have learned it?

Where am I

going?

How do I close

the gap?

How do I close

the gap?

Where am I now?

Generate Artifacts/ Evidence of Learning (Assessment)Students demonstrate their current thinking or skill level by participating in small group and large group discussions, creating a concept sketch, lab report, class presentation, written report, solved problems, performance, or other artifacts.Teachers and students provide useful feedback based on clear success criteria.

Next Concept

Feedback

Where am I now?

Success?Not Yet!

Classroom culture / Mindset

Look at the TPEP framework your district is using:Teachers consider what area you would like to focus on given the strengths and weaknesses of your current instructional practice.Principals consider what area of focus would best fit with other building initiatives.

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Collaboration within and between content areasFocus on instructional practice

As you read this article, note specific recommendations for the classroom

and the building that would be appropriate for your PLC and/ or

school to consider implementing.

ExamplesExamples

What recommendations for encouraging a growth mindset would you like to focus on as you begin the

school year, in your classroom, as well as your building?

Study skills and learning skills are inert until they’re powered by an active ingredient. Students may know how to study, but won’t want to if they believe their efforts are futile. If you target that belief, you can see more benefit than you have any reason to hope for.

Carol Dweck

Why You Need to FailHow can you ensure your classroom is a safe place to make mistakes?

How can you help make it safe to make mistakes in your school?

PLC Planning

http://nces.ed.gov/nationsreportcard/itmrlsx/default.aspx

www.seismic2013.wikispaces.com