effective instructional practices day 2 elementary an center institute summer 2014

Effective Instructional PracticesDay 2

Elementary AN Center InstituteSummer 2014

A Pep Talk from Kid President

•Some thoughts to start today with…

From Kid President to you

Don’t stop believing! What will be your Space Jam? Create something that can make the world awesome!

http://www.youtube.com/watch?v=l-gQLqv9f4o

SuccessOur essential goal is that by the end of our three days together, you will have additional knowledge and tools that will help you to implement effective instruction, to meet the learning needs of your students and enable them to make academic growth.

Review From Day 1Yesterday we discussed the following:•AN Student Data•Culturally and Linguistically Responsive

Classrooms•Standards & PARCC

Today we will discuss the following:•Long term planning•Content Language Objectives•Effective Instructional Practices

Understanding Strengths vs. Deficits

• Recognizes the beauty, potential, resilience, intelligence, and cultural richness of Children of Color/Difference.

• Recognizes differentiated learning needs vs. disabilities.

• Dissects deviance vs. difference.

• Educationally assists with attending behaviors, time on task, classroom dialogue, and concept mastery

Understanding Strengths vs. Deficits, cont.

• You must know you and your challenges in regard to difference/color.

• You must research your role and examine your pedagogical style.

• You must seek out assistance and cultural knowledge.

• You must dissect, challenge, and understand the reasons and political constructs around the disproportionate numbers of Children of Color/Difference receiving SPED, resource, behavior planning, discipline action, referral, or being categorize/labeled

Definitions:• Culturally Responsive: “An approach to teaching that

empowers students intellectually, socially, emotionally, and politically, by using cultural references to import knowledge, skills, and attitudes” (Ladson-Billings, 1994 p.18).

• Cultural Deficit Model: Research and behavior in the 1960’s and 1970’s that assigned pathological attributes specifically to African American family life, behavior, and cognitive abilities (Cummins, 1989).

• Culturally Relevant: A term inspired by the work of numerous scholars, that refers to teaching to the diverse needs of students through the use of cultural artifacts, language, ethnic referents, and cognitive and linguistically contexts familiar to children of color/difference (Gay, 2000; Irvine-Jordan, 1991; Ladson-Billings, 1994).

Current AN Program Performance: Dropout and Graduation Rates

• Dropout and Graduation Rates: We have seen a dramatic increase in the dropout rates for students in AN programs, now much higher than other students in center programs and for the district overall as well. Partially due to the high dropout rates, students in AN programs are significantly less likely to graduate or still be pursuing their degree with DPS

Agenda: Day 2In

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Setting Norms

Schedule for the week

Goals for the Next Three Days

Sett

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th

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tag

eEssential Questions

Data Investigation

Culturally and Linguistically Responsive ClassroomsIn

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Long-Term Planning

Content Learning Objectives

Effective Instructional Strategies

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Planning for Instruction

Teaching for Understanding

•Read the article: Teaching for Understanding: A Meaningful Education for 21st Century Learners

By Jay Mctighe and Elliott Seif

Think-Pair- ShareWhat are the implications for your

students/instruction?

Share out large group

Direct Instruction• Direct Instruction, as cited in Visible Learning for Teachers:

Maximizing Impact on Learning Hattie (2012) p.65, involves the following seven steps.

1. The teacher should have a clear idea of what the learning intentions are. “What specifically should the student be able to do/understand/care about as a result of teaching?”

2. The teacher needs to know what success criteria of performance are to be expected, and when and what the students will be held accountable for as a result of the lesson.

3. There is a need to build commitment and engagement in the learning task- a “hook” to grab the students’ attention such that the student shares the intention and understands what it means to be successful.

4. There needs to be guides to how the teacher should present the lesson- including notions such as input, modelling, and checking for understanding.

Direct Instruction, continued

5. Guided practice involves an opportunity for each student to demonstrate his or her grasp of new learning by working through an activity or exercise- such that the teacher can provide feedback and individual remediation as needed.

6. Closure involves those actions or statement that cue students that they have arrived at an important point in the lesson or at the end of a lesson.

7. Independent practice then follows first mastery of the content, particularly in new contexts.

Getting over the hurdle of how to make it happen…

DPS Inquiry Cycle Framework Indicator: IL1

Long-Term Planning:

Instruction-

Planning and implementation instruction of

Standards, Curriculum, IEP goals and objectives, lesson

design

Backwards Design•From Understanding by Design developed by

Grant Wiggins and Jay McTighe

•Framework for developing instruction

•Can be applied to virtually any instructional design process (e.g. long-term plans, unit plans, lesson plans, professional development, etc.)

•Read article: UbD in a Nutshell

Backwards Design

Stage 1: Desired Results

• What instructional goals will be met?• What should students come away understanding?• What essential questions will students explore and

address?• What knowledge & skills will students learn?

Stage 2: Assessment Evidence

• What assessments will reveal evidence of understanding?• What other evidence will be collected to reflect other

desired results?

Stage 3: Learning Plan

• What activities, experiences, and lessons will lead to achievement of the desired results?

Understanding by Design Template

Template divided into

three stages. Can be applied to long-term

planning, unit plans, even lesson plans

http://jaymctighe.com/resources/downloads/

Stage 1: Desired ResultsFramework Indicator: IL1

• Teaching for deep understanding emphasizes students' capacity for meaningful, independent use of knowledge and skills.

• Focus on what students should know, be able to do, and understand, rather than what would be good go know.

• Clear, specific and measureable outcomes identifying students should know and be able to do to achieve desired understanding and to respond to essential questions


Guiding Question: What

Colorado Academic

Standards will be addressed? (This may be fairly lengthy for long-term

plans)


Guiding Questions:

What concepts do students need to truly understand?

What are the big ideas?

What are likely misunderstandi

ngs or challenges with

transferring the learning?

Determining Understandings aka “Big Ideas”

Nice to Know

Important to Know and Do

Big Ideas and Core Tasks

Big Ideas and Core Tasks:

Identify what students need to know and be able to do

Will be needed

throughout school and into college

and/or career

Serve as key concepts for connecting

facts or skillsWiggins, Grant (2004). Understanding by Design. Retrieved from http://www.grantwiggins.org/documents/mtuniontalk.pdf.

http://www.grantwiggins.org/documents/mtuniontalk.pdf


Example:

Being able to diagram a sentence

Writing a complete sentence with correct

grammar

Writing pieces with clarity that

accurately convey intention and

meaning

Wiggins, Grant (2004). Understanding by Design. Retrieved from http://www.grantwiggins.org/documents/mtuniontalk.pdf.



Example:

Knowing the definition of the distributive property

Being able to group and regroup

Equivalence and being able to solve problems using it

Wiggins, Grant (2004). Understanding by Design. Retrieved from http://www.grantwiggins.org/documents/mtuniontalk.pdf.




Guiding Questions:

What questions must be

answered in order to achieve

the understandings

and learning goals?

What questions will support the

transfer of learning?

What are questions that

will lead to greater inquiry?

Essential versus Non-Essential Questions

Essential Non-Essential

How do the arts shape and reflect a culture?

What common artistic symbols were used by the Mayans and Incas?

What do effective problem solvers do when they get stuck?

What steps did you follow to get your answer?

How strong is the scientific evidence?

What is a variable in scientific investigations?

Who is a true friend? Who is Maggie’s best friend in the story?

When and why should we estimate?

How did estimation help you solve this story problem?

McTighe, J. & Wiggins, G. (2013). Essential Questions: Opening Doors to Student Understanding. Alexandria, VA: ASCD.


Guiding Question:

What skills and

knowledge will students know and be able to do as

a result of the learning?

Stage 2: Assessment EvidenceFramework Indicator: IL1, IL5

•Effective monitoring of a student’s progress and understanding should incorporate many assessment tools and processes


Guiding Questions: How will students be

able to authentically demonstrate

their understanding?

How do assessments incorporate

student learning needs and

accommodations and/or

modifications?


Guiding Questions: How else will I assess

student understanding and progress?

How will I incorporate

progress monitoring toward IEP

goals?

Stage 2: Assessment EvidenceFramework Indicator: IL1

Guiding Questions:

How will I measure and

monitor student progress and

understanding?

What does mastery look like

for each individual student?

Stage 3: Learning PlanFramework Indicators: IL1, IL2, IL3

•Unit plans identify what you will teach in order to achieve the key understandings and learning goals

Stage 3: Learning PlanFramework Indicators: IL1, IL2, IL3

Guiding Questions:

What is the sequence of unit

plans?

How will I utilize Universal Design

for Learning?

How am I including

accommodations and

modifications in my planning?

Connect to Curriculum and Teaching ResourcesFramework Indicators: IL1, IL2, IL3

From the DPS Academic Expectations for 2014-15 School Year

http://standardstoolkit.dpsk12.org/files/Academic_Expectations_2014-2015.pdf

Agenda: Day 2In

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Setting Norms



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Data Investigation


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Long-Term Planning



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Content Learning ObjectivesFramework Indicator: IL1

http://neweducators.dpsk12.org/NewEducators/media/NewEducators/Documents/Final_CLO_Training_PPT-1.pdf


Turn and Talk-• Did your unit contain a CLO? What was it?• How might you have to differentiate this CLO for

your students?

• Write a new CLOs that you can use in our classroom at the beginning of the year.▫CLO planning template- see wiki space ▫Feel free to partner with someone to help each

other develop these CLOs

Classrooms in Action• Videos of effective practice

▫Search for Classrooms in Action▫Watch 4 different I.1 & I.3 (CLO) videos

• Find a partner and discuss:▫What did you notice? ▫What was your take-away from watching these

videos?

http://safari.dpsk12.org/SAFARI/montage/login/login.php

Find A DPS Curriculum Unit• Review a grade-level math, science, social studies or I-unit that you

could use with your students, at the beginning of the year, and determine the following:

▫ Use the Dr. Sampson checklist to determine if the unit is Culturally Responsive

▫ Is the unit aligned to CAS/CCSS? Which standards

▫ Is the unit presented in a UBD design/template?

Standards Toolkit sitehttp://standardstoolkit.dpsk12.org/

DPS Curriculum http://curriculum.dpsk12.org/

I-Unit sitehttp://curriculum.dpsk12.org/lang_literacy_cultural/literacy/elem_lit/curric_instruc_assess/interdisc_units/index.shtml

http://standardstoolkit.dpsk12.org/



http://curriculum.dpsk12.org/



http://curriculum.dpsk12.org/lang_literacy_cultural/literacy/elem_lit/curric_instruc_assess/interdisc_units/index.shtml



Agenda: Day 2In

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Setting Norms



Sett

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Data Investigation


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Long-Term Planning



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Journeys

What is ELD?

Denver Public Schools-Standards Tool Kit http://standardstoolkit.dpsk12.org/5-eld/

Direct Explicit

Instruction

ELD Block and Content

ELD and ALL

teachers

ELD Block and Content

Support

IEP Goals and

Specialized Instruction

http://standardstoolkit.dpsk12.org/5-eld/


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UNDERSTANDING THE DIFFERENCE BETWEEN BICS AND CALP (CUMMINS)

• BICS ( Basic interpersonal communications skills)

• Conversational language• Can develop fluency in

conversational language within two to five years

• CALP (Cognitive Academic Language Proficiency)

• Language necessary to function academically in a second language

• Can develop fluency, later than BICS, approximately five to seven years or more.

Krashen’s Stages of Second Language Acquisition Theory: Activity

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Krashen’s Stages of Second Language

Acquisition Theory: An Overview STAGES DURATION CHARACTERISTICS

Stage 1: The Silent/Receptive or Preproduction Stage

Last for 10 hrs. to six months Silent period mostly receptive language, up to 500 “receptive:” words, can respond non-verbally

Stage 2: The Early Production Stage

Can last an additional 6 mos. After initial stage.

1000 “receptive/active” wordsOne to two word phrasesCan respond w/ short answers to simple “yes”, “no”, “either/or, or “who/where” questions.

Stage 3: The Speech Emergence Stage

Can last up to another year after Early Production

Developed at least 3000 wordsCan use short phrases and simple questions Grammatical errors can interfere w/ communication

Stage 4: The Intermediate Language Proficiency Stage

Can take up to another year after Speech Emergence

Developed at least 6000 wordsBeginning to make complex statements, state opinions, ask for clarification, share their thoughts, and speak in longer sentences

Stage 5: The Advanced Language Proficiency Stage

Can take from five to seven years

Developed specialized content-area vocabulary, can benefit from grade level content w/ support, grammar and vocabulary comparable to same age native English speakers.

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Scientifically Based Instruction Models and Strategies for ELL’s.

• While an in depth discussion on the topics below is too wide of a scope for this presentation, a school specialist should be familiar with:

• Guiding principles for teaching EL students• SIOP Model• ELD

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Guiding Principles for Teaching ELL students based on Second Language Acquisition Theory

• Increase Interaction: Provide opportunities for EL students to use language in communication so that they can “negotiate meaning” from real-life situations, through cooperative learning, study buddies, project-based learning, one to one, teacher student interactions.

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•Use Student’s Native Language to increase comprehensibility: This strategy is research based. This could be a general method or it could be used as part of any other strategy.

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• Increase Thinking/Study Skills: Strategies to develop more advanced, higher order thinking skills as a student’s proficiency increases. Strategies include asking students higher order thinking questions (ex. What would happen if ….?), modeling “thinking language” by thinking aloud, reinforcing study skills and test-taking skills and holding high expectations for all students.

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Comprehensible Input• Speech appropriate for students’ proficiency level (ex. Slower rate,

careful enunciation, and simple sentence structures for beginners).• Clear explanation of academic tasks• Make content concepts clear (ex. Modeling, visuals, hands-on

activities, demonstrations, gestures, body language).

Source: Echevarria, J., Vogt, M.E. & Short, D. (2000) Making contentcomprehensible for English Language Learners: The SIOP model. Using the SIOP Model. 2001. Center for Applied Linguistics.

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Scientifically Based Instruction Models and Strategies for ELL’s: The SIOP Model

•Sheltered Instruction Observation Protocol (SIOP)

•Researched Based Instruction that can be used at all Tiers with EL students

• It is a model that focuses on how to teach ELs as opposed to what to teach. It is a framework that teachers can use to provide instruction to their EL students.

• Incorporates Sheltered English Instruction Strategies.

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English Language Development

•One Study ( Gersten et. Al., 2006 ) Students outperformed comparison groups when interventions included language support activities to develop oral language, on various reading measures.

DPS ELD Standards Toolkit-Activity

•http://standardstoolkit.dpsk12.org/5-eld/•Go to the link.•Each table will be assigned a section

(5a,b,c,d,e)•Go into your section; explore the content and

resources.•Write down 5 finds that you think would be

helpful for your instruction AN Classrooms.•Be prepared to present to the larger group.



Cognitive and Language Demand Adapted from Cummins, J. 1984

Context Embedded

Context Reduced

Cognitively Undemanding Cognitively

Demanding

Oral Lecture

Oral Lecture with manipulatives and demonstration

Reading and answering comprehension questions

Answering Comprehension questions in Mixed proficiency cooperative groups

Engaging in a social conversation with a peer

Engaging in a phone conversation

How about emotions?

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Affective Filters ( Krashen, 1981)

• “ Performers of high or strong filters will acquire less of the language directed at them, as less input is “allowed in” to the language acquisition devise” ( Krashen, 1981).

•The higher the filters the more difficult to learn a second language.

•Filters could be a result of individual, environmental, and socio-political factors.

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STRESS/ANXIETY

•Stress related to adjustment to a new culture/language/ school/people, etc.

•Stress/anxiety related to speaking in front of others and academically performing in a second language

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Fatigue

• Processing, understanding, and learning in a second language can lead to extreme fatigue. Fatigue could affect overall rate of learning, especially in the early stages of Second Language Acquisition

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Attention and Concentration

• A student who is learning a new language and new culture, especially in the early stages, are being overloaded with stimuli. This can cause temporary distractibility and concentration difficulties due to system overload.

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Attention and Concentration

• At times ELL students appear to have attention and concentration difficulties in the classroom because the instruction is presented in a second language with minimal Comprehensible input. The student tunes out as a way to cope with the situation. They also may be fatigued which could also impact attention and concentration.

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Academic Risk Taking

• Students who typically are academic risk takers may tend to have a faster rate of learning a second language since it may lead to increased practice of the second language in the academic setting. They have more opportunity for trial and error learning.

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Home and School Environment VariablesSupport from Home and

School Environment to learn second language.

Messages received from school environment about first language.

Opportunities to practice oral and academic language in L1 and/or L2 in both settings.

Classroom Design

Cultural and Linguistic Lens

Quiet Reflection

•What is my vision for creating a culturally and linguistically compatible classroom so that all children can and will learn?

•What do I know and how do I find out more about my students and their previous learning experiences?

•How much knowledge do I have and how much do I need to learn about various cultures and their implications for learning?

Classroom Design-Environment(2008)Oberg, Kelly, and Shade

Physical Attraction

Color and Artifacts

Food

Music

Arrangement

Welcome Center

Interest Centers

Cooperative Space

Atmosphere

Spirituality

Creativity

Multiple Senses/Multi-

Media

Understanding Strengths vs. Deficits

• Recognizes the beauty, potential, resilience, intelligence, and cultural richness of Children of Color/Difference.

• Recognizes differentiated learning needs vs. disabilities.

• Dissects deviance vs. difference.

• Educationally assists with attending behaviors, time on task, classroom dialogue, and concept mastery

Understanding Strengths vs. Deficits, cont.

• You must know you and your challenges in regard to difference/color.

• You must research your role and examine your pedagogical style.

• You must seek out assistance and cultural knowledge.

• You must dissect, challenge, and understand the reasons and political constructs around the disproportionate numbers of Children of Color/Difference receiving SPED, resource, behavior planning, discipline action, referral, or being categorize/labeled

Definitions:• Culturally Responsive: “An approach to teaching that

empowers students intellectually, socially, emotionally, and politically, by using cultural references to import knowledge, skills, and attitudes” (Ladson-Billings, 1994 p.18).

• Cultural Deficit Model: Research and behavior in the 1960’s and 1970’s that assigned pathological attributes specifically to African American family life, behavior, and cognitive abilities (Cummins, 1989).

• Culturally Relevant: A term inspired by the work of numerous scholars, that refers to teaching to the diverse needs of students through the use of cultural artifacts, language, ethnic referents, and cognitive and linguistically contexts familiar to children of color/difference (Gay, 2000; Irvine-Jordan, 1991; Ladson-Billings, 1994).

Current AN Program Performance: Dropout and Graduation Rates

• Dropout and Graduation Rates: We have seen a dramatic increase in the dropout rates for students in AN programs, now much higher than other students in center programs and for the district overall as well. Partially due to the high dropout rates, students in AN programs are significantly less likely to graduate or still be pursuing their degree with DPS

Parking Lot

Please take time before you leave to add to the parking lot. We will take time in the morning to discuss.

•What questions/comments do you have?