Presentation on theme: "November 2, 2011 Professional Learning. Reminders The Focus Walk will be next Thursday, Nov. 10 th We begin typically around 8:30 and try to finish before."— Presentation transcript:
Reminders The Focus Walk will be next Thursday, Nov. 10 th We begin typically around 8:30 and try to finish before lunch We are looking for 4 things: Clearly communicating the learning expectations Engaging Students in Higher Order Thinking Utilizes Research Based Practices Provides Effective Feedback
Remember that it is a good idea to explain your grouping or pairing to those observing you if you feel that your purpose is not obvious. It is ok to talk to your observers! In fact, most people prefer that you explain those things to them. We will be talking to students in every classroom that we visit, so be sure that you are clear about what you are working on and how it applies to real life outside of the classroom. (hint, hint ) Please put a task, standard, and rubric (if applicable) with the student work that you display. Even our performance based classes should display something—it may only be a couple of samples, but we should all have something. Remember that pictures are appropriate for those courses as well.
How do you communicate the learning expectation clearly? Clearly stated EQ Verbal commentary with students Rubrics Task cards or descriptions for groups
How do you engage students in higher- order thinking? Avoid using the 5 W and 1 H (Who, What, Where, When, Why, How) questions every day. Those only tap into remembering, understanding and applying, which are all lower level Bloom’s. They are necessary, but should not consume every activity or lesson. Present students with opportunities to compare or analyze information Allow students to take facts that they have learned and make generalizations, draw conclusions, or make a hypothesis about something else
Allow students to create (synthesize) something entire new or different based on what they have learned. Example: Students are learning about the harmful affects of pollution in science class. Students research four key sources of pollution, including where the pollutants originate and how they affect the environment and its inhabitants. Then, students work collaboratively to develop a plan for reducing pollution in a major metropolitan city. The plan must include their city’s current pollution statistics, current plans (if any) in place to combat pollution, and rationale for the team’s proposal. The proposals will be presented by the team to the class. (Duration of this activity 4-6 class periods)
What higher order thinking is not: Study guide Researching facts online Basic skill practice Test prep/Coach books Example: Students are learning the harmful affects of pollution in science class. Students are asked to research four major sources of pollution, including where the pollutants originate and their affects on the environment. Then, students research a major metropolitan city and list four main sources of pollution for that city.
Just to be clear… Lower-order thinking skills and basic skill practice are absolutely necessary in certain circumstances However… They should not take place every day. Try to incorporate higher order thinking activities 2-3 times per week, minimum.
What are research-based practices? According to Marzano: Identifying similarities and differences (comparing and contrasting) Summarizing and Note Taking Reinforcing Effort and Providing Recognition Homework and Practice Nonlinguistic Representation (using pictures or models to help increase understanding) Cooperative learning (groups and pairs) Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advance Organizers
How do you utilize research-based practices? Summarizers Ticket Out the Door, answer the EQ, form a question about the lesson Activators In the Hot Seat, acronyms, making connections or predictions, Using groups and pairs (purposefully grouped) Have students compare or contrast today’s skill with one that they have already learned. They could do this with a neighbor or on paper. Ask open ended questions during class that drive discussion Provide cues or hints for students who need them; don’t answer the question for them
How can you provide effective feedback? Verbally Commentary on student work Commentary on a rubric Conference with a group or pair of students
Final Thoughts The rubric that will be used for the walk through is already in your CLASS Keys notebook. To see the exact rubric, artifacts, and examples of mastery, please refer to the “Standards-Based Instruction” tab in your notebook. Please contact me with any questions!! I look forward to seeing all of your activities!