Summer Leadership Institute Project CRISS Awareness Cele Oldham and Laura Sachs August 9-10, 2012

Common Board Configuration Date: August 9 & 10, 2012 Vocabulary: strategic self-direction Project CRISS active persistence text complexity metacognition student reflection Bell Ringer: Pause & Reflect on EQ Learning Goal: Learners will understand frameworks for teaching and learning which promote students’ deep understanding of content . Agenda: I Do…Introduction to Project CRISS Frameworks for Teaching and Learning We Do…Engage in active persistence through applied learning strategies You Do…Apply new learning to current practice Benchmark: District goal #4: Highly Developed and High Performing Staff Summarizing Activity: CBC review, Learner Reflection Card, EQ revisited Objective: Learners will have an awareness of the Project CRISS framework for teaching and learning Essential Question: How do teachers prepare students to engage in a variety of strategies in order to become independent learners? Homework: visit Project CRISS website at www.projectcriss.com

Lake County Schools Vision Statement A dynamic, progressive and collaborative learning community embracing change and diversity where every student will graduate with the skills needed to succeed in postsecondary education and the workplace.   Mission Statement The mission of the Lake County Schools is to provide every student with individual opportunities to excel. Lake County Schools is committed to excellence in all curricular opportunities and instructional best practices. This focus area addresses closing the achievement gap, increased graduation rate, decreased dropout rate, increase in Level 3 and above scores on the FCAT, achieving an increase in the number of students enrolled in advanced placement and dual enrollment opportunities and implementing the best practices in instructional methodology. Summer Leadership Institute

21st Century Skills Tony Wagner, The Global Achievement Gap Critical Thinking and Problem Solving Collaboration and Leadership Agility and Adaptability Initiative and Entrepreneurialism Effective Oral and Written Communication Accessing and Analyzing Information Curiosity and Imagination Critical Thinking and Problem Solving: To compete in the new global economy, companies need their workers to think about how to continuously improve their products, processes, or services. “The challenge is this: How do you do things that haven't been done before, where you have to rethink or think anew? It's not incremental improvement any more. The markets are changing too fast.” Collaboration and Leadership: Teamwork is no longer just about working with others in your building. “Technology has allowed for virtual teams. We have teams working on major infrastructure projects that are all over the U.S. On other projects, you're working with people all around the world on solving a software problem. Every week they're on a variety of conference calls; they're doing Web casts; they're doing net meetings.” Agility and Adaptability: Ability to think, be flexible, change, and use a variety of tools to solve new problems. “We change what we do all the time. I can guarantee the job I hire someone to do will change or may not exist in the future, so this is why adaptability and learning skills are more important than technical skills.” Initiative and Entrepreneurialism: Taking chances and being a risk-taker. “I say to my employees, if you try five things and get all five of them right, you may be failing. If you try 10 things, and get eight of them right, you're a hero.” Effective Oral and Written Communication: The ability to be clear, concise, focused, energetic and passionate around the points they want to make. “We are routinely surprised at the difficulty some young people have in communicating: verbal skills, written skills, presentation skills. They have difficulty being clear and concise; it's hard for them to create focus, energy, and passion around the points they want to make. If you're talking to an exec, the first thing you'll get asked if you haven't made it perfectly clear in the first 60 seconds of your presentation is, ‘What do you want me to take away from this meeting?’ They don't know how to answer that question.” Accessing and Analyzing Information: The ability to know how to access and analyze large quantities of information. “There is so much information available that it is almost too much, and if people aren't prepared to process the information effectively it almost freezes them in their steps.” Curiosity and Imagination: The development of young people's capacities for imagination, creativity, and empathy will be increasingly important for maintaining the United States' competitive advantage in the future. “People who've learned to ask great questions and have learned to be inquisitive are the ones who move the fastest in our environment because they solve the biggest problems in ways that have the most impact on innovation.” Summer Leadership Institute

High Effect Size Indicators “The Department’s identified set of indicators on high effect size instructional and leadership strategies with a causal relationship to student learning growth constitute priority issues for deliberate practice and faculty development.” -Florida Department of Education, 2012 Student learning needs and faculty and leadership development needs will vary from school to school and from district to district. However, contemporary research reveals a core of instructional and leadership strategies that have a higher probability than most of positively impacting student learning in significant ways. The indicators below link formative feedback and evaluation to contemporary research on practices that have a positive impact on student learning growth. • Research on the cause and effect relationships between instructional and leadership strategies and student outcomes address the effect size of a strategy: What degree of impact does it have? • In the context of district instructional and leadership evaluation systems, effect size is a statistical estimation of the influence a strategy or practice has on student learning. Effect size calculations result from statistical analyses in research focused on student learning where the correct and appropriate use of a strategy yields better student learning growth than when the strategy is not used or is used incorrectly or inappropriately. • In research terms, those strategies often identified as “high effect size” are those with higher probabilities of improving student learning. Classroom teachers need a repertoire of strategies with a positive effect size so that what they are able to do instructionally, after adapting to classroom conditions, has a reasonable chance of getting positive results. As school leaders and mentor teachers begin to focus on feedback to colleagues to improve proficiency on practices that improve student learning growth, emphasis should be on those strategies that have a high effect size. Where every Florida classroom teacher and school leader has Summer Leadership Institute

Classroom Teacher High Effect Indicators School Leadership High Effect Indicators Learning Goal with Scales Tracking Student Progress Established Content Standards Multi-tiered System of Supports Clear Goals Text Complexity ESOL Students Feedback Practices Facilitating Professional Learning Clear Goals and Expectations Instructional Resources High Effect Size Strategies Instructional Initiatives Monitoring Text Complexity Interventions Instructional Adaptations ESOL Strategies Summer Leadership Institute

Helping Teachers Teach and Learners Learn CReating Independence through Student-owned Strategies © Project CRISS 2010 A-1

HISTORY OF PROJECT CRISS® Originally designed for High School Students 1985, CRISS was recognized as an exemplary High School program Broadened to all content areas, grades 4-12 2002, CRISS was incorporated Continue to expand and collect data www.projectcriss.com Originally designed for high school students when it was evident that they could not learn from reading assignments. Teachers assigned reading Students didn’t learn Teachers spent time reviewing in class Students became more passive learners Teachers lectured more A group of teachers got together, did the research, tried the strategies, noted the ones that worked and passed them on to other teachers to try. In 1985, CRISS was recognized as an exemplary high school program and in 2002, it was incorporated. In the mean time it had changed and broadened, including all content areas and grade levels 4-12 Over the years, CRISS has continued to expand and collect data using experimental and control comparisons. For the latest data collection, please visit the website. © Project CRISS 2010 A-2

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“Today, class… …we will be learning about…” Apple activity- Show participants the real apple. Individually, have participants brainstorm on paper for 90 seconds, all of the words that come to mind. Circulate around the room having participants share items from their lists. Have a participant chart the responses. Allow for some discussion. Introduce the lesson again with the picture of the apple. Go through items and cross off any that no longer apply. Introduce lesson again with the word as we most often do in the classroom. Continue to cross off items that no longer apply. Make the point… we often offer only the word. The background information that is brought to the lesson by the student is greatly increased by making the lesson REAL for the student. With more background knowledge activated, the comprehension is greatly enhanced. © Project CRISS 2010

Instructional Frameworks (Liang and Dole, 2006) Are: Sets of principles or ideas that organize instruction based on principles of teaching. Tools to simplify complex ideas. Are Not: Scripted Found in teachers’ manuals Simple procedures such as a concept map or a K-W-L 11

Project CRISS Frameworks FRAMEWORK FOR TEACHING FRAMEWORK FOR LEARNING Pg 7-18 Project CRISS Frameworks FRAMEWORK FOR TEACHING Guides planning Informs instruction using the… FRAMEWORK FOR LEARNING Allows learners to deeply understand what they read, view, hear, and do by… preparing them for learning, facilitating engagement and long-term retention, developing lifelong, reflective learners. 12

FRAMEWORK FOR LEARNING Being a Metacognitive Learner PREPARE for Learning: Be Metacognitive! Background Knowledge Purpose Setting Author’s Craft ENGAGE & TRANSFORM: Be Actively Persistent! Writing Discussion Visualizing Organizing Metacognition is the foundation. Students need to know when they understand concepts. And they need to use a variety of strategies when they don’t. Read the “Kite” passage aloud. Question for understanding. Share the visual (kite). Read again. Point…Activating Background Knowledge increases comprehension! Background Knowledge Powerful determinant of learning Richer the background, richer the comprehension Specific Purpose Research shows positive influence on learning when the purpose is known Students must set goals before learning Students should monitor their own learning Discussion Learning is about constructing knowledge Social and interpersonal process Meaning is created – By transforming information Building your connections Writing Integral to all learning A way of knowing Forces organization – clusters ideas and creates a hierarchy of knowledge Helps with metacognition Organize Information for Learning Learning and memory depend on transformation of information More organized, better remembered Author’s Craft Text structure aids comprehension Knowledge of expository and narrative text structure – essential to comprehension Modeling & Explanation Teachers must teach not only the content, but how to learn it Teacher demonstration and guided practice have pronounced effects on comprehension Teaching for Understanding More than knowing Students must be able to do a variety of “thinking” activities Explaining Giving examples Producing evidence Generalizing Representing topic in a new way REFLECT on Learning Process: How I learned (My metacognition) Content: What I learned 13

FRAMEWORK FOR TEACHING PLAN for Instruction Enduring Understandings (Content & Process) Assessments (Formative & Summative) Evaluate Student Needs Content Materials PREPARE for Learning: Be Metacognitive! Background Knowledge Purpose Setting Author’s Craft ENGAGE & TRANSFORM: Be Actively Persistent! Writing Discussion Visualizing Organizing REFLECT on Learning Process: How I learned (My metacognition) Content: What I learned 14

Power Thinking Power 1: Main idea, thesis . . . Pg 38 Power Thinking Power 1: Main idea, thesis . . . Power 2: Support or detail of a Power 1 Power 3: Support or detail of a Power 2 A structure to help students identify and label main idea and supporting details is Power Thinking PT-1 Project CRISS® 2006

Power Thinking Example 1. Clothes 2. Hot weather 3. Shorts 3. Tank Tops 2. Cold weather 3. Sweater 4. Wool Begin with words as opposed to full sentences. Try to keep the structure parallel. If we were to add another power three after cold weather, it may be slacks. Another four might be cotton. PT-2 Project CRISS® 2006

Power Writing Rules 1. The Power 1 sentence tells the number of Power 2s. Examples: Fractions can be used in the “real” world in three ways. The Nez Perce Indians and the U. S. Government interpreted the “ownership” of land in two totally different ways. [Optional] Use only active verbs in sentences. Active verbs are those other than the “to be” verbs. PT-3 Project CRISS® 2006

Sample Power 1 Sentences For Different Content Areas MATHEMATICS I learned three things about fractions yesterday. I can use percent calculations in two ways while shopping. LANGUAGE ARTS (author) wrote three short stories which illustrate man’s struggle against nature. Before reading a text, I need to prepare myself by doing three things. PT-4a Project CRISS® 2006

More Power 1 Sentences SCIENCE In the wild, plants and animals coexist in two ways. Air pollution exists for three reasons. SOCIAL STUDIES John F. Kennedy experienced three major conflicts during his term. Of all the rights protected in The Bill of Rights, I think two relate to my life in important ways. PHYSICAL EDUCATION I need to improve my overall fitness for four reasons. Knowing the rules of a sport can help me in three ways. PT-4b Project CRISS® 2006

Pattern Puzzles help students . . . Understand patterns and structures. Sequence events or process steps. Categorize or group information. Recognize main ideas and details (when combined with Powers). The skills that are reinforced are sequencing, categorizing, and main idea/detail recognition. Have participants work in groups of three to complete the Geometry Pattern Puzzles. The purpose is to bring out your background knowledge and reinforce your understanding of powers. How can they be used in the classroom? Pre-assessment Formative Assessment Other thoughts? Your turn! Let’s give it a try! PT-5 Project CRISS® 2006

Project CRISS Framework for Teaching and Learning guides teachers in developing lessons and units of study structures strategies for your students, standards, and content area promotes student responsibility for learning Provide participants with “Reflecting on your practice” handout for the purpose of monitoring their application of the Project CRISS Frameworks for Teaching and Learning. © Project CRISS 2010

Training Schedule for 2012-13 October 18 & November 1, 2012 February 7 & 21, 2013 18 MIP points Includes textbook and materials Substitutes paid through the Professional Development and Leadership Department © Project CRISS 2010

More information on PROJECT CRISS® Visit website www.projectcriss.com Email for more information Cele Oldham at oldhamc@lake.k12.fl.us Laura Sachs at sachsl@lake.k12.fl.us © Project CRISS 2010 A-5

Poll: Post Presentation: My level of interest ... Don’t forget: You can copy-paste this slide into other presentations, and move or resize the poll. Poll: Post Presentation: My level of interest ... In an emergency during your presentation, if the poll isn't showing, navigate to this link in your web browser: http://www.polleverywhere.com/multiple_choice_polls/MjQyNDI2NjI If you like, you can use this slide as a template for your own voting slides. You might use a slide like this if you feel your audience would benefit from the picture showing a text message on a phone. Poll: Post Presentation: My level of interest ... 24

Transform Information Through Writing Complete an exit card that you will take with you today. Note one “aha” from the session. one question that you still have. and one idea that you can incorporate into a lesson next week. © Project CRISS 2010

Participant Scale and Reflection Take a moment to reflect on your learning. Please mark an “X” to show your level of proficiency with the session materials and content. Provide additional comments below. 0-Not Using No understanding or implementation steps taken away 1-Beginning Little understanding and inconsistent implementation steps taken away 2-Developing Moderate understanding and implementation steps taken away 3-Applying Consistent understanding and implementation steps taken away along with monitoring components for effective execution 4-Innovating In addition to criteria of Applying, enhanced understanding, implementation, monitoring, and execution take aways Your thoughtful comments are welcomed and appreciated. Summer Leadership Institute