1. Waverly High School Instructional Implementation
Toby Boss
ESU 6

2. 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

3. “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

4. 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.

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

6. 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.

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

8. 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

9. 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

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

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

13. 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

14. 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

15. 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.

16. 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?
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,

17. 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.

18. 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.

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

20. 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.

21. 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.

22. 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.

23. 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?

24. 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.

25. 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.

26. 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.

27. 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.

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

29. 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.

30. 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

31. 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

32. 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 Name ___ ways that the human brain is like a computer.
Classroom Instruction that Works, 2001

33. 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

34. 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

35. 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

36. 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.

37. 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

38. 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?”

39. 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

40. Various Venn Diagrams

41. Double-Bubble Diagrams

43. Concept Map Example

44. Classification Chart

45. T-Charts

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

47. 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.

49. 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.

50. Showcase

51. 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?

52. Video Self Reflection

53. 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.

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

55. Teacher Self Observation
Watch a video tape of your class on your own.
Complete the self reflection tool from the link on the wiki.

56. Resources http://marzanoresearch.com/site
ESU 6 YouTube: