january grrec instructional support leadership network

JANUARY GRREC JANUARY GRREC

Instructional Instructional Support Support

Leadership Leadership NETWORKNETWORK

Content Network Content Network UpdatesUpdates

Math Network UpdateMath Network UpdateBegin with the End in Mind –

Embedding 5 KEYS to Formative Assessment into EVERY lesson

FOCUS ON: Anticipating Misconceptions, Classroom Discussion, Questioning, Feedback,

Productive Struggle&

Numbers and Algebraic Thinking

Using BIG IDEAS, collaborate to begin lesson with 5 KEYS embedded.

ELA Network Mid-Year ELA Network Mid-Year UpdatesUpdates

• Teacher Leaders have:o written LDC Argument Tasks and

Instructional Ladders.o Studied the progression of Writing

Standard 1 from opinion to argument.o investigated the elements of text-

complexity.o learned strategies reading non-print text. o read and discussed professional texts to

improve their practice.o shared Characteristics of Highly Effective

Teaching and Learning and Formative Assessment in their schools and districts.

ELA Network Mid-ELA Network Mid-Year UpdatesYear Updates

• Teacher Leaders will:o score student work using the LDC rubric.o write LDC Informational tasks and instructional

ladders.o investigate the role effective questioning plays

in increasing classroom rigor.o study and practice strategies for effective

feedback.o continue to read and discuss professional

texts.o continue to share Characteristics of Highly

Effective Teaching and Learning and Formative Assessment in their schools and districts.

All Teacher Leaders All Teacher Leaders will receive:will receive:

Teacher Leaders will be asked to read,

Chapter 3: Where Am I Now? Effective Feedback, in preparation for February’s

in-depth study of Effective Feedback.

Focus for todayFocus for today

Questioning

Warm-up:Warm-up:The Best Question The Best Question

EverEver•As a table group, take a good look at the postcard you have been provided.•If you could ask this person/people only one question, what would it be?•The goal is to learn as much as you possibly can about who this person really is. Your question should not be too broad, nor too limiting.

Habits Are Hard to BreakHabits Are Hard to BreakA teacher with 20 years of experience will have asked something like a half a million questions in her career. And when you’ve done something the same way, half a million times, it’s quite difficult to start doing it another way.

Wiliam (2003)

QuestioningQuestioning

Classroom DiscoursePlanning for and Asking Strategic Questions

Critical Thinking and InquiryEngaging Students in Asking Effective Questions

ConversationsConversations

• PLC Discussions for Questions• Read each Discussion

Statemento What comments might you hear?o What are your thoughts?

• Discuss• Talking Points

QuestioningQuestioning• On Average, a teacher asks 400 questions a

day (one third of their time)• Most of the questions are answered in less

than one second (Hastings, 2003)• 60% recall facts and 20% are procedural

(Hattie, 2012)• IRE structure is dominate (Initiate – respond

–evaluate)• Most answers are right or wrong

Strategic Teacher Strategic Teacher QuestioningQuestioning

Questions that promote formative discourse

1.The Questions are Planned for2.The Questions help Students Harness the

Workings of their Own Minds3.Strategic Teacher Questions use

Appropriate Wait TimeAdvancing Formative Assessment in Every Classroom (Moss and Brookhart, 2009)

Students asking Students asking QuestionsQuestions

• Teachers take up to two-thirds of the classroom talk time. Students are “talk-deprived” (Alvermann et al., 1996)

• Medina Brain RulesRule #12 We are Powerful and Natural

Explorers

• Student discussion increase retention as much as 50%. (Sousa, 2001)

Engaging Students Engaging Students in Effective in Effective QuestionsQuestions

Learning to use effective questions requires students to develop:1. Knowledge2. Skill3. Will

Advancing Formative Assessment in Every Classroom (Moss and Brookhart, 2009)

Engaging Students Engaging Students in Effective in Effective QuestionsQuestions

Teachers cannot teach (and students cannot learn) everything there is to know.

(Brookhart, 2009)

“Quality questions create a quality life. Successful people ask better

questions, and as a result, they get better answers.”

Anthony Robbins

Closed Questions Open Questions• Imply that teacher

has a predetermined correct response in mind

• Recall of facts • Simple

comprehension where answer has been previously provided

• Allow for range of responses

• Encourage students to think beyond literal answers

• Help teacher to assess student’s understanding of content

Strategies for Strategies for Redeeming Closed Redeeming Closed

QuestionsQuestions

• A Range of Answers• A Statement• Right and Wrong• Starting From the Answer/End• Opposing Standpoint

Video DisclaimerVideo Disclaimer

The videos viewed show actual classroom settings.

“Snippets” of lessons were used to guide discussions.

QuestioningQuestioningHow will establishing the

characteristics of Questioning reinforce the implementation of the

lessons from the Formative Assessment Lessons?

5 Keys to Formative 5 Keys to Formative

AssessmentAssessment

Clarifying, sharing, understanding goals for learning and criteria for success with learners.

Engineering effective classroom discussions, questions, activities, and tasks that elicit evidence of students’ learning. Providing feedback that moves learning forward.

 Activating students as learners for their own learning. 

Activating students as learning resources for one another.

Questioning in the Questioning in the FALFAL

KEY 2Engineering effective classroom discussions, questions, activities, and tasks that elicit evidence of students’ learning.

CHETLTeacher orchestrates effective classroom discussions, questioning, and learning tasks that promote higher-order thinking skills.

questions

questioning

Questioning in the Questioning in the FALFAL

Feedback Questioning

Productive

Struggle

Student Discussi

on

Discuss how the following

components can keep us from ‘GPSing’ students through

lessons.

SEPTEMBER

I can anticipate student responses to a selected task and plan questions

around those anticipated responses.

OCTOBER

NOVEMBERParticipants can

provide effective ORAL and written

feedback to students, in order

to move their learning forward.

Questioning in a Math Questioning in a Math ClassroomClassroom

http://www.nctm.org/resources/content.aspx?menu_id=598&id=12134

Reflections, NCTM's video-based, professional development Web site

QuestioningQuestioningHow will establishing the

characteristics of Questioning reinforce the implementation of the

lessons from the Literacy Design Collaborative?

Questioning connections Questioning connections

to the LDC Argument Taskto the LDC Argument Task

• Redefining essential questions• Task question is text

dependent (requires textual evidence)

• Variety of student responses• Deep questioning required to

reach the intended learning

Questioning andQuestioning andEnglish/Language ArtsEnglish/Language Arts

• 80-90% of the Reading Standards require Text-Dependent analysis.

• Text Dependent questions can only be answered by close reading of the text.

• Text Dependent questions are not recall questions. They require inference.

Text Dependent Text Dependent QuestionsQuestions

Text Dependent Non-Text Dependent

How did Frederick Douglass’ ability to read contribute to

his emotional struggle for

freedom? Cite examples from the

text to support your answers.

In what ways does America represent

the hope for freedom that lived

in the heart of Frederick Douglas?

Text Dependent Text Dependent QuestionsQuestions• Sequenced questions guide

students’ focus through the text.• Sequence= focus on words and

details, logic of author’s argument, central ideas and themes of the text.

• Questions guide students to look for patterns within and among text(s).

Use Video Reflection Use Video Reflection document as you view document as you view

this clip from Great this clip from Great Britain.Britain.

• Questioning_Using_Bloom.wmv - YouTube

http://www.youtube.com/watch?v=SWqsUxGRbn8&feature=youtu.be

QuestioningQuestioning

How can teachers be supported by building a culture of professional

safety?

Building a Culture for Building a Culture for Professional SafetyProfessional Safety

Trust facilitates cooperation and improves group cohesiveness, effective school leadership, and student achievement. (Tschannen-Moran&Hoy, 2000)

Building a Culture for Building a Culture for Professional SafetyProfessional Safety

• “However, my experience, coupled with the research that I’ve conducted while pursing my doctorate degree, leads me to believe that trust is likely the most important element in the development of learning community” Principal Devin Vodicka

Personal ExperiencePersonal ExperienceRecall one of your best experiences of working or playing on a team in which trust was high. A time when you felt most engaged and supported by the trust of others.• Who was involved?• What goals were you working on?• What challenges did you face?• What contributed to the high level of

trust?

Trust isTrust isa willingness to be vulnerable based on the confidence that the other person is:

• Benevolent• Honest• Open• Reliable• Competent

Common Common CharacteristicsCharacteristics

• In groups of two to three, share your storyo Listen for common characteristics in the

stories sharedo Compare the characteristics with the

description for trust giveno How does the description of trust fit with

your experience?

Professional Learning Professional Learning CommunitiesCommunities

In a study of 304 schools, teachers with high levels of trust for the principal were increasingly likely to trust fellow staff members, parents, and students. (Hoy, Tschannen-Moran, Bryk, Schneider, 2002)

Visible Learning for Visible Learning for Teachers Teachers Hattie (2012)Hattie (2012)

#13. The staffroom has a high level of relational trust (respect for each person’s role in learning, respect for expertise, personal regard for others, and high levels of integrity) when making policy and teaching decisions.

The stronger the feeling of trust in a school community, the more successful that school will be.

The key element throughout Visible Learning is feeling comfortable about making errors, and learning from what we know and do not know.One of the hardest parts of relational trust is between peers. (teacher to teacher, student to student)Teachers are the key and Principals are the key to creating the feeling of trust and safety.

Visible Learning for Visible Learning for Teachers Teachers Hattie (2012)Hattie (2012)

QuestioningQuestioningHow can teachers be supported by building a PLC structure that

allows for reflections on questioning practices?

PLC ToolkitPLC Toolkit

Professional Growth Professional Growth Effectiveness System Effectiveness System

(PGES)(PGES)UpdatesUpdates

Key ConsiderationsKey Considerations

Volunteer districts are the state’s “Goodwill Ambassadors”.

Evidence is not being gathered on individuals during the field test, but on the process.

The process and products remain “fluid”. Training will be based on Framework versions 3.3 currently still in review by the Steering Committees and Commissioner.

MULTIPLE MEASURES FOR TEACHER EFFECTIVENESS TO BE

FIELD TESTED

The field testing process will provide

data on which measures of

teacher effectiveness can

best be documented with

validity and reliability through

artifacts and evidence.

Matrix of Standards for Teacher Effectiveness as Addressed by Multiple Measures

MULTIPLE MEASURES FOR PRINCIPAL EFFECTIVENESS TO

BE FIELD TESTED

The field testing process will provide

data on which measures of

principal effectiveness can

best be documented with

validity and reliability through

artifacts and evidence.

ValEd 360

Supervisor Reflection

CONSTRUCTION UNDERWAY

Three Year Process of

System Redesign Framework Framework

Design 2010 Design 2010 –– 20112011

( 25 Districts)( 25 Districts)

Field Testing

2011-2012

(50+ Districts)

State-wide Pilot

2012 - 2013

Full State Implementation

2013 - 2014

Framework Framework Refinement Refinement

2011 - 20122011 - 2012

)

Next ISLN dateNext ISLN date

February 24, 2012

GRREC’s Snow Policy:If Warren County is closed for

snow, all GRREC meetings will be cancelled.