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City PREP: Day 3. Theory to Practice The Overview Module The Three Essential Instructional Systems.

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Presentation on theme: "City PREP: Day 3. Theory to Practice The Overview Module The Three Essential Instructional Systems."— Presentation transcript:

1 City PREP: Day 3

2 Theory to Practice The Overview Module The Three Essential Instructional Systems

3 Agenda Welcome and Introductions Theory to Practice Systems Alignment What are the 3 Essential Instructional Systems? Exploring the Third System Questions


5 With the high accountability standards today, how do leaders ensure all students achieve at high levels--- especially in struggling urban or low socio- economic areas?

6 Many feel they are working so hard and data reports are still red.

7 There are thousands of great books on instruction, data, leadership and school improvement. How many books are on your self?

8 But… Which book? Which theory?

9 Many leaders are left feeling…

10 You often hear… The books are great – but- “I have no time, too many meetings, not enough resources, so many fires to put out, discipline issues, reports that are due, and parental problems that I don’t know where to start.”

11 Or… “When is there time to read all the books people recommend and process the information?”

12 Leaders can become overwhelmed with information, programs, and ideas.

13 What are the symptoms of an overwhelmed leader?

14 Symptoms can include… Implementing too many initiatives or buying too many programs Band-Aids applied to the symptoms with no thought to the root cause Moving people around Scattered focus with no clear direction- Lack of vision Activity with no results Poor campus culture More dictating and policing Excuses and blame Poor relationships Grasping at straws

15 This is especially true in urban schools in need of reform.

16 What issues may face a struggling urban school?

17 With so many things to address to improve the school in terms of student performance, where do you start?

18 Remember- never confuse motion with action!

19 Improving student learning through systems- alignment.

20 What happens when the work in schools have this pattern?

21 Goals are reached when systems are aligned and working together.

22 What is a system?

23 sys·tem noun \ˈsis-təm\ : a group of related parts that move or work together a regularly interacting or interdependent group of items forming a unified whole a group of devices or artificial objects or an organization forming a network especially for distributing something or serving a common purpose an organized or established procedure

24 What is an example of an educational system in our schools?

25 What are the 3 Essential Instructional Systems?

26 The 3 Essential Instructional Systems 1). Vertical Alignment 3). Reflective Practice Model (PLC Plus) 2). Instructional Planning School Culture

27 1). Vertical Alignment 2). Instructional Planning  A Weekly 4 Step Process  Includes:  Deconstructing the Standards  Creating Assessments  Writing Essential Questions  Determining Learning Activities or Strategies  Drives the Other 2 Systems  A 4 Step Process  Provides the “Why?”, the Vision, the “Where are we?” & the Campus Strategies  Done in Vertical Families or Groups 3). RPM  The Implementation System  Includes 4 Components  Continuous Improvement Cycle using Data (Monthly Mtg.)  Instructional Sweeps  Collaborative Observation  Mini Teaches VerticalHorizontal

28 Reflect on what you have heard so far. What information is new or presented in a new way? How might formalized instructional systems improve student performance? How are these activities currently aligned in your school? What are your thoughts or questions?

29 System 3: R eflective P ractice M odel

30 Let’s live in the solution not the problem!

31 RPM: PLC PLUS  Instructional Sweep  Continuous Improvement Cycle  Mini-Teach  Tool Development for Data Collection: Peer Observations

32 Structures, Conditions, & Teacher Behaviors Worth Replicating More writing, thinking, analysis, and reading in every content area. Collaborative scoring of student work More frequent feedback Collaboration structures for analysis of data Creation and use of Data Teams Discussion of, review of, and focus on actual student work Learning logs to collaboratively monitor student progress Teacher responsibility for selecting effective strategies and developing assessments Relentless focus on student achievement Protection of time Deep professional development

33 Categories of Effective Teaching Strategies Identifying similarities and differences Summarizing and note taking Reinforcing effort and providing recognition Using homework and practice Using nonlinguistic representations Using cooperative learning Explicit monitoring of implementation fidelity Setting objectives & providing feedback Generating and testing hypotheses Using questions, cues, and advance organizers Differentiating Instruction Feedback about correct responses Evaluating results from graphs Spaced practice opportunities rather than immediate mass practice

34 Data Types There is nominal data- scores by sub- population or groups …but there is also data types by purpose.

35 % of common assessments designed, implemented, and evaluated collaboratively % of lessons with required writing Frequency of corrective feedback disaggregated by students or content Instructional strategies applied to produce specific results Data of Teaching % of time devoted to reading or writing % of time working in groups % of time in level 3-4 science labs Self-assessment of performance Examples of thinking and reasoning Student Work Samples Data of Learning

36 Continuous Improvement Steps 1.Collect and Display Data 2.Analyze the Data & Prioritize Needs (Includes Student Work) 3.Set SMART Goals 4.Determine Instructional Strategies 5.Determine Results Indicators

37 Continuous Improvement Model PlanDoStudyAct Measurable Goal from Vertical Strategies Decide on the approach, action steps to be taken, and determine how data will be collected. Review the data. Decide what worked and what needs to be changed. If the data shows improvement, then the “Do” becomes the best practice for this goal. If the data does not show improvement, then decide what will be done differently to meet the goal. CIM PlanDoStudyAct

38 Reflect on what you have heard so far. What information is new or presented in a new way? How is data being collected and used to improve instructional practices currently? What are your thoughts or questions?

39 Collecting the Data of Teaching and Learning

40 StepsPurposeMinutes 1. Introduction of ProtocolIntroduce the Process Assign Roles- Time Keeper; Facilitator 5 2. Teacher PreparationPrepare for Presentations by Examining Work from Their Students 5 3. Teacher PresentationsPresent Student Work- Uninterrupted Presentations Should Include Strengths and Concerns of Products as well as Goal Attainment Group Scripts Clarifying Questions 3-5 Each 4. Clarifying QuestionsGroup Can Ask Presenters Clarifying Questions3-5 5. Group DiscussionGroup Discusses as Whole or with Partner the Presentations Analyzes Quality & Goal Attainment Formulates Follow-up Questions About the Product and Suggestions 10 - 15 6. Group PresentationsGroup Presents Comments & Questions10- 15 7. Teacher Comments and Answers Presenters Can Answer the Questions or Ask Additional Questions 10 - 15 Examining Student Work: Protocol Steps

41 Instructional Sweeps

42 What is curriculum alignment?

43 What does “Academic Rigor” mean?

44 “Regrettably, teachers are more likely to increase difficulty rather than complexity, when attempting to raise student thinking.” David Sousa

45 Complexity vs. Difficulty Complexity The thought processes that the brain uses to deal with information. Each level of Bloom’s Taxonomy represents a different level of complexity. Difficulty The amount of effort expended within a level of complexity. A learner might expend a great deal of energy on difficulty while working at a low level of complexity.

46 An assignment requiring students to name the states and their capitals in order of their admission to the Union. This example takes place on the lowest level of Bloom’s Taxonomy, the Knowledge Level, but requires some effort on the part of the student. For Example… However, it is complexity of thought - not difficulty that helps the mind to grow.

47 Remember- it is complexity of thought that helps the mind grow! As with any sport, art, hobby or musical endeavor, it takes practice.

48 The Rigor of the TEKS

49 The Student Expectation What does this math SE look like in practice? (4.11) (A) estimate and use measurement tools to determine length (including perimeter), area, capacity and weight/mass using standard units SI (metric) and customary;

50 How does the SE in context change the rigor? (4.11) (A) estimate and use measurement tools to determine length (including perimeter), area, capacity and weight/mass using standard units SI (metric) and customary; (4.11) The student is expected to estimate and measure to solve problems involving length (including perimeter) and area.



53 Tool Development for Data Collection

54 Reflect on what you have heard so far. What information is new or presented in a new way? What are the benefits of these activities? What are the benefits of building capacity in this way on a campus? What are your thoughts or questions?

55 Copyright Nancy Robinson

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