Waverly High School Instructional Implementation Toby Boss ESU 6

Agenda Review the MRL instructional model Meet as Departments Design Question 3: Practicing and Deepening Meet as Departments Present a strategy by department Reflect Discuss video self reflection

“What Matters Very Much is Which Classroom?” “If a student is in one of the most effective classrooms, he/she will learn in 6 months what those in an average classroom will take a year to learn. And if a student is in one of the least effective classrooms in that school, the same amount of learning takes 2 years.” Deborah Loewenberg Ball, Dean of Education, University of Michigan

Three Critical Interventions (COMMITMENTS) A system of clear learning goals connected to student feedback and evaluation at the classroom, school, and district levels Ensuring effective teaching in every classroom. Building background knowledge for all students. Overview: BIG PICTURE What we at MRL believe matters… Bullet #1: I choose a LOUD response: Slap your desk/tabless—CHEER! HOORAY! You’ve done this!!!!!!!!!!!!!!!!!!!!!!! Bullet #3: We believe that districts should make a commitment to enhance student academic background knowledge through direct instruction in specific academic terms. (About 30 terms are identified for each grade level, for each subject area.) Bullet #2: An SBS classroom must STILL ensure effective teaching in EVERY classroom for EVERY student. That’s what we’re going to focus on today.

The Art & Science of Teaching 10 “design questions” teachers ask of themselves as they plan a unit of instruction.

What must a district or school do? Develop a common language of teaching. Provide opportunities for focused feedback and practice. Provide opportunities for observing and discussing effective teaching. Require individual teacher growth and development plans on a yearly basis.

Design Question #3 What will I do to help students practice and deepen their understanding of new knowledge?

The Art and Science of Teaching Learning Goals and Feedback Interacting with New Knowledge Practicing and Deepening Generating and Testing Hypotheses Student Engagement Establishing Rules and Procedures Adherence to Rules and Procedures Teacher-Student Relationships High Expectations Page 7, The Art & Science of Teaching OPTIONAL/DON’T DO!!!!!! Whole group: Go through each question: STAND UP if you think this works in your system, ‘crouch’ if you’re not sure, stay seated if you doesn’t think this works for your system. Expect to hear some, “Yeah, buts…” Dialogue: OK, if these all have a place in your system, how might these look DIFFERENT???? Keep that filter ‘on’ as we continue our work today. 8

The Art and Science of Teaching ADDRESSES CONTENT IN SPECIFIC WAYS ENACTED ON THE SPOT Student Engagement High Expectations Teacher/Student Relationships Adherence to Rules and Procedures INVOLVES ROUTINES Learning Goals and Feedback Rules and Procedures ADDRESSES CONTENT IN SPECIFIC WAYS Interacting With New Knowledge Practicing and Deepening Generating/ Testing Hypotheses 9

Craft Knowledge Form Keep track of the strategies using the form:

If the segment involves knowledge practice and deepening activities, what do you expect to see?

Practice Practice doesn’t make perfect – it makes permanent 12 of anything is enough for one episode Two types Mass Practice: many practices right at the point of learning Distributed Practice: sprinkle some practices in on a regular basis

2b. Content--Lessons involve practicing and deepening content previously addressed. Cooperative learning Questioning Practicing skills, strategies, and processes Examining similarities and differences Comparing/contrasting, classifying, creating analogies and metaphors Using homework Guided and independent practice Revising knowledge Reviewing/revising notes so they are useful to students and add clarity to understanding. Focus on the bold parts. Cooperative learning strategies are modeled throughout the training

Teacher questioning behaviors affect which students learn how much---no matter the structure. Page 38 of The Art & Science of Teaching In fact, if you look at table on bottom of page 38 in your book, you’ll find research findings regarding questioning in general. Take a close look at the first one on the list. The study from Redfield and Rousseau in 1981 is particularly important because it contrasted the effects of higher-level questions versus lower-level questions. The results of this mata-analysis indicated a positive overall effect of using higher level questions in the classroom. So, it’s important to consider the type of questions being asked. Listen to the type of questions being asked in this video… (flip slides) Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

Questions Posed in a 30 Minute Time Period Teachers 50.6 In a 30 minute time period, how many questions do you think teachers pose? 50.6 How many questions do you think students pose? 1.8 Students 1.8 Susskind, E. (1979), Encouraging teachers to encourage children’s curiosity: A pivotal competence. Journal of Clinical Child Psychology, 8, 101-106.

Teachers ask many questions Research finding #1 Teachers ask many questions Quickly summarize each research finding and it’s instructional implications. Tell them they have these in notes so they don’t have to keep up with writing. Just think about them.

Implication: Questions promote student learning. Teachers should plan their questions before asking. Ensure that questions match the instructional objectives and promote thinking. This implies that we need to plan ahead of time just like we do our activities. We need to ensure that questions match objectives and promote thinking.

A few carefully prepared or selected questions are preferable to large numbers of questions.

Research Finding #2: Most teacher questions are at the lowest cognitive level—known as fact, recall, or knowledge. Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

Implication: Teachers should purposefully plan and ask questions that require students to engage in higher-level thinking. This one is pretty self-explanatory. We need to ask more higher-level thinking questions.

Research finding #3: Not all students are accountable to respond to all questions. Teachers frequently call on volunteers, and these volunteers constitute a select group of students—especially in traditional settings. Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

Implication: Teachers should establish classroom norms that every student deserves an opportunity to answer questions All students’ answers are important. Implies that we need routines to help us give equal answering opportunities to all students. How many of you use name cards or popsicle sticks? These are routines that help you distribute questions to all students. Another routine is “Beaming the Question”. This means you ask the question, give think time, and then call on a student. Why wouldn’t we want to call on a student and then ask the question?

Research finding #4: Teachers typically wait less than 1 second after asking a question before calling on a student to answer. They wait even less time before speaking after the student has answered There is actually a wait time 1 (after ask a question) and wait time 2 (after the student answers). Instead of ping pong, we want b-ball. Pass it around rather than it just going back and forth between. Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

Implication: Both wait times 1 and 2 promote student thinking and foster more students’ formulating answers to more questions. We need to become more comfortable with wait time. If that’s hard for you, develop some strategy to help you remember wait time. For example, I have a friend that taps her leg 3 times after asking a question to remind herself to wait.

Research finding #5: Teachers often accept incorrect answers without probing; they frequently answer their own questions. Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

Implication: Teachers should seek to understand incorrect or incomplete answers more completely by gently guiding student thinking with appropriate probes. Implies that we should ask more to fully understand what they were thinking so we can build off of their answers.

Research finding #6: Students ask very few content-related questions. Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

Implications: Value student questions Help students learn to formulate good questions, and Make time for student questions. These are just my notes for future. Not for MRL 2 4 parts before you ask the question and 4 parts after the question Pose question first Give wait time Give them a chance to check it out with parnter (validates thinking and refines answer and stops blurters) Call name (say you can take your partner or your partners answer) After pull out name and call on “Toby”, what you do next will effect the rest of the year Check Notes - If they say “I don’t know” then say, I’ll come back to you (look at notes) Phone a friend - If they say “I don’t know again”, tell them to check with someone sitting next to you IF they say “I don’t’ know again”, kneel down next to them and assign him a little homework to figure out the answer to that question. (Remember, the goal is for the student to be publically successful. It’s not a punishment. We’re not picking on him for not paying attention.) Catch him at door the next of the day to review the answer. If he doesn’t know, give it to him. If he blows up, you have him at the door and it’s easy to take him out of the room. If not, then, call on him in front of the class so he can be successful.

From Passive to Active--Types of Questions Convergent questions Right or wrong Divergent questions Multiple answers We need to move them from simply regurgitating information to actively thinking and responding to our questions. We can do this by using divergent questioning strategies Active Questioning, 1995

Quantity Questions… From… To… How many doors/windows in this room? What is square root of 16? To… What are the possible ways to get out of this room? List ways you can think to say “4.” We can also think about rewording questions regarding quantity to invite higher-level thinking. Active Questioning, 1995

Compare/Contrast Questions (move from concrete to abstract) How is ______________ like __________? How is ________________ different from ____________________? the human brain a computer building a building building a relationship Compare/contract questions also require higher-level thinking. If time… “Turn to your shoulder partner and answer questions #1.” Shout out: Pick a number between 5-10. Name ___ ways that the human brain is like a computer. Classroom Instruction that Works, 2001

Feelings, Opinions & Personifications Questions Viewpoint/involvement questions Increase student motivation because they involve emotion Line up activity Would you rather lead or follow? Democrat, Republican, or Independent? Soccer or volleyball? Asking feelings, opinions, and personifications questions increase motivation and engagement because they involve emotion and personal experience. Some examples could include line up activities where you ask them questions such as…. Classroom Instruction that Works, 2001

Personification Questions Different points of view If the color green could talk, what would it say about the color purple? Be a compass. Describe what you do. What would an obtuse triangle ask a parallelogram? Some personification questions could include something like… (reference slide) Shoulder Partner: Be a compass. Describe to your partner what you would do. (Give signal to come back together with hand up and countdown) Classroom Instruction that Works, 2001

Other Types of Active Questions What if…? What if humans did not have a _____? How come…? How come jumbo shrimp are so small? Think of some that pertain to your topic area. Active Questioning, 1995

Process Time Think of 6-8 new kinds of questions for a unit of study you might ask that seek deeper understanding and thinking on the part of students? Ask them to do this independently and then share out 1-2 questions with your table group. Pick 1 higher level question from your table and be prepared to share it out with the whole group. Use random # generator to call on 3 tables to share out questions.

How can I assess my questioning style? Record a complete day of teaching Review in privacy For every right/wrong answer (convergent) type of question give yourself a check For every divergent (multiple options) question, give yourself an X Add the total of checks and X’s How long did you wait for responses? Hunter research 2.5 seconds—try 5 seconds or more. So, if you’re not sure of your questioning style, here’s how you can assess your own practices. Leave you with this challenge… Assess your own questioning style Challenge yourself to ask higher level thinking questions Challenge yourself to build in routines to call on students randomly And practice providing enough wait time both after you ask a question and after a student responds. Questioning Makes the Difference, Johnson, 1990

Identifying Similarities and Differences Learning is dependent on prior learning; therefore it is basic to ask, “How is this different from what I already know?”

Identifying Similarities and Differences Effective tools include Venn diagrams Comparison matrix Classifying activities Concept maps Graphic organizers T charts Pro and con grids Metaphors and analogies

Various Venn Diagrams

Double-Bubble Diagrams

Concept Map Example

Classification Chart

T-Charts

Characteristic 1 Characteristic 2 Characteristic 3 Characteristic 4 Item 1 Item 2 Item 3 Characteristic 1 Similarities and Differences Characteristic 2 Characteristic 3 Characteristic 4 Comparison Matrix

Solving Analogy Problems One or two terms are missing. Please think about statements below. Turn to your elbow partner and provide terms that will complete the following analogies. Bone is to skeleton as word is to ______. Rhythm is to music as _____ is to _____. What is the relationship?_________________ Identify the common relationships between two sets of items or also known as identifying relationships between relationships. Analogical thinking is perhaps the most complex activity involving similarities and differences and requires in-depth analysis of the content. Can be either oral or written. Analogy problems with 2 missing terms provide opportunities for students to think beyond the obvious relationships, gaining new insights. Rhythm is to music as words are to books. Allow time to discuss and share aloud. Work in pairs or small group. Make sure they include a description of the relationship that both sets of terms have in common. Like in the first example, students would explain that a bone is a part of the skeleton; thus the first item in the second part of the sentence (a word) must be part of whatever answer they provide as the second item. To help understand analogies, can use a graphic organizer that has space for relationship to be written. In these analogies “as” is the relating factor. See David Hyerle’s book Visual Tools for Constructing Knowledge.

Department Meetings For the next 45 minutes you will have an opportunity to meet as a department. Each department is tasked to: Discuss effective strategies and determine ONE to present to the whole group. Provide a presentation to showcase the strategy and completes the questions on the craft knowledge form: Name it, describe it, tell why it is good.

Showcase

Summary Reflection Reflect on what you have seen today using the following prompts: Based on what I saw today… How did this experience validate what I do? What questions did this experience generate about what I’m doing in my classroom? What’s one thing I might try in my classroom?

Video Self Reflection

What must a district or school do? Develop a common language of teaching. Provide opportunities for focused feedback and practice. Provide opportunities for observing and discussing effective teaching. Individual teacher growth and development plans on a yearly basis.

Feedback Teacher self-perception Teacher self-observation Observation data from peers, instructional coaches, supervisors

Teacher Self Observation Watch a video tape of your class on your own. Complete the self reflection tool from the link on the wiki. http://whsinstruction.wikispaces.com/2013-14+Implementation

Resources http://marzanoresearch.com/site http://esu6mrl.wikispaces.com http://esu6craftknowledge.wikispaces.com ESU 6 YouTube: http://www.youtube.com/user/esu6pd