Strategies for Success Day 2 March 2 nd, With Pat Walsh BT BOCES PD&RC WELCOME BACK!

Transcription

1 Strategies for Success Day 2 March 2 nd, 2015 With Pat Walsh BT BOCES PD&RC WELCOME BACK!

2 MIP S AND QUESTIONS

3 Teaching as decision making.. Focus on decision making that gets results for us and all of our learners WHAT to do that you don t already do or what you should stop doing Why to do it, so you get a new reason to bring energy and commitment How to do it in the case that you have been doing something ineffectively

4 Outcomes For Our Work Together (March) Explain how the Growth Mindset supports success for all learners Identify Critical attributes of Teaching to an Outcome Write clear outcomes Identify critical attributes of cognitive student engagement Define Strategies for building cognitive capacity/working memory/executive function skills and defend why they work for disrupted learners

5 The Growth Mindset in your learning environment How are you building it? Hope and learning - affirming students choices, interests, abilities, effort and potential One Thousand steps My Favorite No

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7 Teaching Points for Building Working Memory 1. Buy in and backgrounding MEANING 2. Break down the learning or chunk it 3. Create temporary places for students to hold their thinking 4. Allow frequent opportunities for students to process (verbally and in writing) 5. Practice Recall

8 Teaching to an Outcome Our breakdown of the learning must start with a clear outcome.

9 Definition (Critical Attributes) Teaching to an objective (outcome) means that 1. ALL teacher behaviors are relevant to the objective. 2. Time is used efficiently to reach the outcomes(s)

10 Effects on Learning Increases instructional time to teach what matters most Provides clear focus for all on essential learning Fosters deeper learning of the intended objective It is essential to the brain s memory systems

11 In my classroom Students will create Egyptian death masks that represent who they are as a person. Day 1: video clip, student summary of the significance of Egyptian death masks Days 2-14: making masks What s wrong with this picture???

12 Shift Thinking From activity What do I want the students to do today? To cognitive objective What do I want the students to learn today? Students will be able to explain the significance of Egyptian Death Masks by describing two religious beliefs held by Ancient Egyptians that led to that custom.

13 How are you doing? Think about a recent lesson you taught. What was written down as your objective for that lesson? Is it an activity or a cognitive objective?

14 Let s Practice Together! Activities or Cognitive Objectives? Make a relief map of New York State using the molding clay Describe the differences between an omnivore, an herbivore and a carnivore Explain the process of converting a decimal to a fraction Look up this week s vocabulary words and write their definitions in your notebook

15 Focused Reading What student learning was intended by the teacher? If you were a student in this class, what did you learn? What decisions could the teacher have made to preserve the relevant learning? Think beyond don t break the pots

16 It is about the Decision Making Content Student Behavior Teacher Behavior

17 Teacher Behaviors are Information Activities Questions Responses Relevant to the Objective!

18 Information How will the content be conveyed? Books Videos/DVD s Websites Stories Lecture Interviews Other students

19 Activities What will students do to learn? Discuss Draw Write Create

20 Questions What thinking do you want students to engage in? Designed to get students processing What do you want going on in their heads? Hit on the essential learning of the objective Examples: How are the accounts of the sinking of the Titanic similar? How are the different? Why would accounts of the same event vary? How does technique impact effectiveness of your serve?

21 Responses How will you respond to their efforts? Feedback, response to their efforts Clarify: So, what you are saying is Coach: How else could you approach that? Accept: That is a strong answer because you provided a lot of textual evidence. Correct: Why don t you try multiplying instead of adding?

22 What Makes an Effective Lesson?

23 CLEAR OUTCOMES Answers the question, What do we want all students to learn? The students will

24 Topic: Fractions 1. Given a worksheet to complete, the students will demonstrate their understanding of fractions with 85% accuracy. 2. Students will appreciate fractions in the real-world 3. Students will compare the value of fractions with different denominators and justify their conclusion 4. Students will use manipulatives to show various fractions

25 CLEAR OUTCOMES HOW DO WE GET CLARITY? What do you want your students to learn? The secret is VERBS! The verb describes the level of thinking.

26 Sort the verbs With a partner: Review the verbs in the bank Put them into 3 categories Jello Vague; could be made more clear Along the Way Activities Clear Clearly describes the thinking Be ready to explain your thinking to another pair

27 PERFORMANCE VERBS Draw (a fence using perspective) Sing (the first measure of the song) Act (the scene) Serve (the volleyball) What performance verbs are in your content area? Is it enough that they perform?

28 Examples Performance: Serve the ball within the boundaries of the volleyball court Thinking about the performance: Describe the critical elements of an effective overhand serve Explain how technique impacts the effectiveness of the serve

29 So what? Why do the verbs matter?

30 Your earlier outcome revisited... Is your outcome clear? How might you modify it if it is not? By the end of the lesson, the students will

31 Task Analysis The process of taking apart a learning task to determine the sub skills or component skills needed to accomplish a task.

32 Task Analysis Steps 1. What is your outcome/objective? 2. What are the sub skills? 3. Are all the sub skills relevant? 4. Does the learning require a particular sequence?

33 Why is it necessary? Time Now or Time Later!

34 Let s take a look at a teacher s work! Identify where you see the steps of a task analysis.

35 Your Turn! What are the steps to a task analysis? Review with the person next to you! Take one of your outcomes and complete a task analysis - The more complex the outcome the more complex the task analysis) - a Task Analysis is NOT a lesson plan it is a Dependent SEQUENCE of intended learning

36 How has this changed or added to your thinking about planning for a lesson?

37 ACTIVE STUDENT PARTICIPATION ENGAGEMENT

38 What does it mean when we say student engagement?

39 Student Engagement is the consistent and simultaneous engagement of the minds of all the learners relevant to the objective(s) of the lesson.

40 CRITICAL CRITICAL ATTRIBUTES ATTRIBUTES C onsistently throughout the lesson A ll learners involved R elevant to the objective

41 Students are not learning/learning fast enough STUDENT ENGAGEMENT Increased degree of learning and rate of learning

42 Continuum of Engagement OCCASIONAL STUDENT ENGAGEMENT TEACHER ONLY Consistent STUDENT ENGAGEMENT OPTIONAL STUDENT PARTICIPATION

43 In my classroom Reflections.. For you How actively involved are the students in your classroom? Jot down your initial thoughts in your packets.

44 The one who works in a classroom is the one who learns. SO HOW WOULD YOU CHANGE THE NUMBERS?

45 No Hitchhiking! AIM FOR : EACH EVERY ALL

46 FORMS/TYPES FORMS AND TYPES Overt - all learners involved in observable ways Covert - all learners involved in unobservable ways Combination - some learners engaged covertly while others are engaged overtly

47 Your Turn! 1. Write down in your own words the steps to the problem. 2. Think about what it would have been like to live during the Civil War. 3. Think about all of the different shapes that are in this classroom. 4. Underline the key words in the definition. 5. While David translates the English sentence into Spanish, I want the rest of you to be prepared to coach him if he needs assistance. 6. Go through the steps in your head to solve the problem. 7. As Susan gives her report on amphibians, listen for all of the different characteristics of amphibians that she mentions.

48 Ideas for Student Engagement Write a summary sentence in your own words Draw a picture of your understanding Whiteboards Choral response Underline the key words in the definition Match pictures with concepts Timed Pair Share Get a picture in your head Technology - student responses, brainstorming, presentation, creation Pretend/Imagine/Suppose/Visualize Write a paragraph Create a headline to attract attention to this topic Complete an analogy.

49 Student Engagement Pink Sheets Complete the teacher directions exercise Check in with your ice sculpture colleague when you have finished and swap your work

50 Teaching Points for Building Working Memory 1. Buy in and backgrounding 2. Break down the learning or chunk it 3. Create temporary places for students to hold their thinking 4. Allow frequent opportunities for students to process (verbally and in writing) 5. Practice Recall

51 How do you help students hold their thinking? Mind Maps, Story chains, Graphic organizers, Word Splash How do you help students process? Opportunities to summarize, verbalize, share thinking: Cooperative Structures

52 Teaching Points for Building Working Memory 1. Buy in and backgrounding 2. Break down the learning or chunk it 3. Create temporary places for students to hold their thinking 4. Allow frequent opportunities for students to process (verbally and in writing) 5. Practice Recall

53 Practice Recall Learning lists or logs Word Scan

54 Building Content for Auditory Working Memory Secondary File folder (same as word basket) Repeat directions Spell 4-10 letter words (over weeks, first forward, then go slowly backwards) Add ons grow sentences (start with 4 to 5 words and grow)

55 Grab a partner both stand one has back to the screen other says the words on the screen

56 How about the Visual/Spatial Recall?

57 Research-Based Online Games Build Attention and Working Memory Secondary: ocuseducation.com

58 What are key points for today s learning? Paraphrase Passport 1. Teacher gives discussion topic (above) 2. One student begins the conversation 3. Chips or cards are spread out on the table in the middle of the team group 4. Any student can go next to do so- they pick up a chip and use a paraphrase starter If I hear you right, I heard you say, Let me see if I got this right 5. They paraphrase previous speaker 6. If they captured the essence accurately paraphrased they will here passport from the previous speaker 7. They can then add their own thoughts to the discussion 8. Another teammate picks up a chip, paraphrases, is acknowledged as accurate when they here passport..

59 Actionable Steps For Your Classroom Hold yourself to it! - Today s MIP S & What You Need Next

60 Until we learn together again! THANK YOU!