Growing Great Classrooms

Learning Targets ~ I can review the MCS characteristics of a great classroom: a positive emotional climate with clear procedures and routines; an organized lesson built around clear, measurable learning targets; rigorous learning that is differentiated to meet the academic needs of all students; actively engaged and motivated students; meaningful and relevant learning for all students; performance feedback is abundant, immediate, and specific. ~ I can discuss ways I have applied the information taught about positive emotional climate with clear procedures and routines and organized lesson built around clear, measurable learning targets. ~ I can infuse rigor into all lessons in order to meet the needs of all students. ~ I can describe the difference between difficulty and complexity. Handout page 2

emotional a positive emotional climate with clear procedures and routines; organized an organized lesson built around clear, measurable learning targets; engaged actively engaged and motivated students; meaningful meaningful and relevant learning for all students; rigorous rigorous learning that is differentiated to meet the academic needs of all students; feedback performance feedback is abundant, immediate, and specific 6 Characteristics of Great Classrooms Handout page 2

emotional a positive emotional climate with clear procedures and routines; organized an organized lesson built around clear, measurable learning targets; rigorous rigorous learning that is differentiated to meet the academic needs of all students; engaged actively engaged and motivated students; meaningful meaningful and relevant learning for all students; feedback performance feedback is abundant, immediate, and specific. 6 Characteristics of Great Classrooms Jan. Focus…… Let’s Review Handout page 2

Growing Great Classrooms Organized Lesson Gradual Release of Responsibility Activator/Inquiry Review of Previous Content Sharing of Learning Target Teacher Modeling – chunk #1 Shared Practice – chunk #1Shared Practice – chunk #3Shared Practice – chunk #2 Teacher Modeling – chunk #2Teacher Modeling – chunk #3 Guided Practice – chunks 1-3 PIAT (Pull it all together) Closure Teacher and students assess learning target mastery Independent Practice Ongoing Formative Assessment

Growing Great Classrooms Clear, Measurable Learning Targets BehaviorContent How will students demonstrate mastery of the lesson? What should students be able to do with the content you are going to teach? Use Revised Bloom’s Taxonomy, Marzano’s Thinking Levels, or Webb’s Depth of Knowledge to determine complexity of behavior. Must focus on the specific content, skills, concepts, or generalizations for the lesson. Must consider the potential learning trajectory in which the lesson is situated. Use the NCSCoS and MCS Task Analysis/Pacing Guide to determine content. 2 Parts of a Learning Target Handout Pages 8-9

Individual Reflection How did you apply the information shared related to the characteristic “Organized Lesson Built Around Clear, Measurable Learning Targets” in our school or classroom? Record your response on page 3 of your handout. Be ready to share in 3 minutes. Growing Great Classrooms Handout page 3

emotional a positive emotional climate with clear procedures and routines; organized an organized lesson built around clear, measurable learning targets; rigorous rigorous learning that is differentiated to meet the academic needs of all students; engaged actively engaged and motivated students; meaningful meaningful and relevant learning for all students; feedback performance feedback is abundant, immediate, and specific. 6 Characteristics of Great Classrooms February Focus…… Handout page 2

Rigorous Learning that is Differentiated to Meet the Needs of All Students Read the information on page 4 individually Circle two ideas in each column that are most compelling to you With a partner, brainstorm and record additional ideas (at least 2) in each column Growing Great Classrooms Handout page 4

Academically Responsive Classroom: A classroom where differentiation is a common practice because the teacher understands that students differ and does whatever it takes to hook the whole range of students on learning while ensuring the learning is rigorous for all. Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students

What is differentiation? Think Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students

What is differentiation? Think Individual Write pg. 5 Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students

What is differentiation? Think Individual Write Stand Up, Hand Up, Pair Up 10 steps Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students

What is differentiation? Think Individual Write Stand Up, Hand Up, Pair Up Pairs Share “A” – Most Years of Experience Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students

How was the activity we just completed differentiated? Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students

DEFINITION Sharing Consensus Be ready to present your pair information to the whole group. Differentiation RELATED WORDS (SYNONYMS, ANALOGIES, CATEGORIES, ETC.) ILLUSTRATION SENTENCE Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students

Multiple Paths of Differentiation Students have multiple paths available to achieve success: Content Differentiation Process Differentiation Product Differentiation Environmental Differentiation

How was the activity we just completed differentiated? RIGOR Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students

Process differentiated Process differentiated because there are multiple ways to learn the meaning of the word – definition, illustration, in context, related words. Environmental differentiation Environmental differentiation because you worked in pairs and had choices on the vocabulary word-web. RIGOR Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students

Examples of Differentiation by….. Content…….page 7 Process…….page 7 Product……..page 8 Environment………page 9 Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students

individualized lesson how grade level Differentiated instruction is not synonymous with individualized instruction. Differentiated instruction does not mean you must provide a different lesson or allow for different products for every single learner or every single lesson. The standards tells us what to teach but differentiation guides us in how to teach to ensure each learner achieves the grade level desired outcomes. Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students Handout page 9

Students in an academically responsive classroom are assessed from the same rubric or expectations aligned with the grade level content standards. “How” students demonstrate mastery is differentiated. Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students Handout page 9

The Silent Epidemic: A National and Local Perspective Focus group responses and interviews of approximately 500 dropouts revealed 88% were not failing and 70% believed they could have graduated. What went wrong? Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students Handout page 10

National Perspectives of High School Dropouts ( A. 47% of dropouts said classes weren’t interesting. B. 43% missed too many days of school and couldn’t catch up. C. 69% were not motivated to work hard. D. 66% would have worked harder if more had been demanded of them. Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students Handout page 10

The Case for Rigor: National Recommendations from Dropouts percent of students recommend making school more interesting percent of students said there should be help for students who have trouble learning percent called for more “real world” learning opportunities percent of students wanted smaller classes with more individual instruction. Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students Handout page 10

Table Top Discussion: Why should the national research on drop out perspectives align with our focus today on rigor? Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students

Rigor Defined…… Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so he or she can learn at high levels, and each student demonstrates critical thinking skills and assumes responsibility for learning at high levels. Circle 5 Important Words Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students Handout page 10

What is rigor? Challenging, complex thinking that is student facilitated Depth of content which encourages critical thinking Drawing conclusions and problem solving High teacher support which fosters greater sustained effort from students Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students Handout page 11

What Rigor is NOT! R I G WORKSHEET DRIVEN R I S N O T Dueling Charts Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students

What Rigor is NOT! R I G WORKSHEET DRIVEN R I S N O T Why is Dueling Charts an example of Rigor? Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students

Raise the level of content Increase complexity Give appropriate support and guidance Open your focus (questions, assignments, choices) Raise Expectations Ways To Increase Rigor….. Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students Handout page 11

Raise the Level of Content

R…Raise the Level of Content: Value Depth Reviewing, Not Repeating Create Connections Evaluate Content Expectations Increase Complexity Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students Handout page 12

Complexity Versus Difficulty Review levels of Marzano’s Thinking Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students

“ Teachers are more likely to increase difficulty, rather than complexity, when attempting to raise student thinking.” Increase Complexity: David Sousa How the Brain Learns Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students Handout page 13

Complexity establishes thought the level of thought. Difficulty determines the effort amount of effort the learner must expend within each level of complexity. Complexity versus Difficulty Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students Handout page 13

complexity Increasing the complexity of a task causes students to change the way they mentally process the task. Compare and contrast and defending choices are examples of complexity. Complexity versus Difficulty Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students Handout page 13

difficulty Increasing the difficulty of a task adds to the students’ efforts without increasing the level of their thinking process. Repetition and drill tend to increase difficulty. Complexity versus Difficulty Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students Handout page 13

Evaluating Integrating Generating Analyzing Applying Organizing Knowing Marzano’s Taxonomy Complexity Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students Handout page 14

divergent All students benefit when teachers include activities that engage them at the upper levels of analyzing, generating, integrating, and evaluating. These levels of thinking are associated with divergent or creative thinking. David Sousa How the Brain Learns Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students Handout page 14

What is the capital of Rhode Island? What is meant by a state capital? complex Which question is more complex? Why? David Sousa How the Brain Learns PAIRS Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students Handout page 14

Evaluating Integrating Generating Analyzing Applying Organizing Knowing Marzano’s Taxonomy Difficulty Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students Handout page 15

difficult It is possible for a learning activity to become increasingly difficult without becoming more complex. David Sousa How the Brain Learns Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students Handout page 15

Name the states of the Union. Name the states of the Union and their capitals. Which question is more difficult? Why? David Sousa How the Brain Learns Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students Handout page 15

Name the states of the Union. Name the states of the Union and their capitals. Name the states and their capitals in order of their admission to the Union. Which question is more difficult? Why? Growing Great Classrooms Rigorous Learning that is Differentiated to Meet the Needs of All Students

Complexity or Difficulty Increased? “A”“B” Increased Complexity or Difficulty? Why? Use a dictionary to write the meaning of your 20 vocabulary words for this week. Write an essay about a current event using 10 of your vocabulary words in context. ? Choose one character in the story you would like to be and explain your choice. Choose two characters in the story you would like to be and explain your choice. ? Label the parts of a plant cell and tell the function of each part. Describe in your own words how the different parts of a plant cell benefit plants. ? Handout page 16

Complexity or Difficulty Increased? “A”“B” Increased Complexity or Difficulty? Why? Use a dictionary to write the meaning of your 20 vocabulary words for this week. Write an essay about a current event using 10 of your vocabulary words in context. Complexity Choose one character in the story you would like to be and explain your choice. Choose two characters in the story you would like to be and explain your choice. ? Label the parts of a plant cell and tell the function of each part. Describe in your own words how the different parts of a plant cell benefit plants. ?

Complexity or Difficulty Increased? “A”“B” Increased Complexity or Difficulty? Why? Use a dictionary to write the meaning of your 20 vocabulary words for this week. Write an essay about a current event using 10 of your vocabulary words in context. Complexity Choose one character in the story you would like to be and explain your choice. Choose two characters in the story you would like to be and explain your choice. Difficulty Label the parts of a plant cell and tell the function of each part. Describe in your own words how the different parts of a plant cell benefit plants. ?

Complexity or Difficulty Increased? “A”“B” Increased Complexity or Difficulty? Why? Use a dictionary to write the meaning of your 20 vocabulary words for this week. Write an essay about a current event using 10 of your vocabulary words in context. Complexity Choose one character in the story you would like to be and explain your choice. Choose two characters in the story you would like to be and explain your choice. Difficulty Label the parts of a plant cell and tell the function of each part. Describe in your own words how the different parts of a plant cell benefit plants. Complexity

How can you Raise the Level of Content in your classroom?