High Performing Schools …put all kids, not just some, in demanding core curriculum. -Kati Haycock
Systemic Expectations Know our students Ensure our students receive exemplary instruction that prepares them for college and careers Know what interventions and supports are in place to ensure their success Have a process for continuously monitoring their progress Develop a relationship with students and their families
Today’s Outcomes: Enhance relationships between and among DOI colleagues Develop a common language, understanding, and practice in regard to student engagement in HCPSS Deepen knowledge of instructional strategies that engage students Increase understanding and use of the Instructional Strategies Database as a resource Analyze the impact of instructional strategies on student engagement through Purposeful Observation.
For December’s meeting: Be prepared to share the results of next steps you took around student engagement.
Dialogue with Colleagues Choose a partner Identify Speaker and Listener Listener offers warm and cool feedback Switch roles
Warm and Cool Feedback Warm feedback: Given in the form of statements, it includes positive comments about attributes of the work. Cool feedback: Given in the form of questions to encourage presenter to see areas for growth and improvement.
Schlechty - Student Engagement Engagement The student sees the activity as personally meaningful. Strategic Compliance The focus is on what it takes to get the desired personal outcome rather than on the nature of the task itself. Ritual Compliance The work has no meaning to the student and is not connected to what does have meaning. Retreatism The student sees little that is relevant to life in the academic work. Rebellion The student’s rebellion is usually seen in acting out and often in encouraging others to rebel.
Today’s Focus: Student Engagement for Exemplary Instruction Overview of Instructional Strategies Database. Discuss how a 5E lesson plan fosters student engagement. Using Purposeful Observation to identify and assess student engagement.
Looking at Drops of Water Materials: plastic plate, napkin, aluminum bowl, sheet of wax paper, toothpick, eyedropper, water Procedure: Partner with the person sitting to your right. Use the materials listed above to investigate how water drops interact in certain situations. Try to answer as many questions on the following slide as you can. You will have 8 minutes to investigate.
Looking at Drops How large a drop can you make? How small? How large a drop can you make? How small? How are the various drops the same or different? How are the various drops the same or different? How close together can you put two drops? How close together can you put two drops? What happens when you put the water drop on different surfaces? What happens when you put the water drop on different surfaces? What happens when a wet toothpick comes very close to the water drop?
Drawing Conclusions... What can you say about water now? What can you say about water now? How did water act on different surfaces? How did water act on different surfaces? What else do you wonder about? What else do you wonder about? What was engaging about what you just did? What was engaging about what you just did?
Water Concepts Water takes up space Water takes up space Water takes the shape of its container Water takes the shape of its container Cohesion and Adhesion Cohesion and Adhesion Water can change (freeze, melt, evaporate) Water can change (freeze, melt, evaporate) Objects sink, float, or stay suspended in water Objects sink, float, or stay suspended in water Characteristics of water drops - it can be manipulated Characteristics of water drops - it can be manipulated Characteristics of bubbles Characteristics of bubbles
Instructional Strategies Database What is it? Linked on the Intranet homepage: Intranet Home Page Elementary Intranet Home Page Secondary Intranet Home Page Look at organization of database and keywords
Instructional Strategies Database Take a look at some strategies we modeled during the water activity (Visual Discovery, THC) What do you notice about the organization/layout of each strategy? How could your knowledge of this Instructional Strategies Database support you in your role/position? BE PREPARED TO SHARE OUT
Components: When and why used? How does it support student engagement? Teacher and Student behaviors for each portion of lesson are highlighted – Engagement – Exploration – Explanation – Extension – Evaluation
Let’s Move! You have 2 minutes! Find a partner from another table to discuss the following questions: Have you ever observed a 5E lesson? What content areas might be a good fit for this lesson format?
Your Turn! Time to put Instructional Strategies Database and 5E lesson format to use! Each table has enough CDs for each person This CD is an excerpt from the Instructional Strategies Database On your own, or with your table, browse through strategies and find at least 3 that would fit into the 5E component your table has been given.
Purposeful Observations Alignment of expectations for student learning with teacher behaviors and evidence of student learning By effectively analyzing instruction and providing specific feedback, highlighting the cause and effect relationship between the teacher and students, we have a greater impact on teaching and learning.
Purposeful Observation 1.With instructional strategies and 5E components as your expected “ look fors, ” take note of teacher behaviors and corresponding student learning. 2.PD360 video clip - ESPD360 video clip - ES PD360 video clip - HS 3.Using your notes, discuss with your table what teacher and student behaviors you observed.
Purposeful Observation How did this activity, and the use of a Purposeful Observation tool, help you further your understanding of what student engagement looks like?
Student Engagement: Reflection What instructional strategies did you see modeled today? Can you identify how we modeled the 5E’s in our plan today? What was the importance of observing student engagement in your Purposeful Observation?
Time to Reflect… Focusing on Student Engagement, each participant should complete a 3-2-1 reflection. On the back of your THC chart, write: 3 - NEW ideas you learned about student engagement 2 - Ideas you would like to USE or SHARE with staff and/or students 1 - QUESTION you still have and who you might contact to find out the answer
3-2-1 Strategy Example: 3 - NEW: Instructional Strategies Database Visual Discovery Strategy 5E lesson format 2 - USE or SHARE: T-H-C strategy Purposeful Observation Tool 1 - QUESTION/WHO: How can I increase my teachers’ awareness of these strategies?
3-2-1 Strategy Focusing on Student Engagement, each participant should complete a 3-2-1 reflection: 3 - NEW ideas you learned about student engagement 2 - Ideas you would like to USE or SHARE with staff and/or students 1 - QUESTION you still have and who you might contact to find out the answer
Thank you to December’s Lead Team Jennifer Clements, Secondary Science Donyall Dickey, MHMS James LeMon, MRHS Amanda Wadsworth, LWES Karen Learmouth, Elementary Science Amy Reese, Elementary Science Claire Liddle, Special Education Leslie Harmon, Special Education
“ Purposeful communication is what learning is all about … if we can provide more experiences where students are motivated to learn … not because they have to, but because they are interested and want to share their ideas … this will … result in better learning... ” David T. Crowther, John Cannon Associate Professors, Science Education University of Nevada, 2004
Engaging All Students Through Quality Instruction Leadership I December 8, 2009 Ten Oaks Ballroom 8:00-12:00 PM