A Laser-Like Focus on Deeper Learning:

Supporting Staff with Constructive Feedback

Target Areas: PRACTICES

“We can, whenever and wherever we choose, successfully teach all children whose schooling is of interest to us. We already know more than we need to do that. Whether or not we do it must finally depend on how we feel about the fact that we haven’t so far.”

~Ron Edmonds

Prepared for the

Instructional Leaders’ Collaborative Learning Network of

NEWTON COUNTY SCHOOLS

by Dan Mulligan, flexiblecreativity.com

July 2015

Table of Contents

Avoiding Roadblocks - Managing Complex Change 3

Components of a Student Focused Learning Program 4

Evidence Based Practices 5

Framework for Instructional Planning 6

Creating an Environment for Learning 7

Helping Students Develop Understanding 11

Helping Students Extend and Apply Knowledge 18

Indicators of Deeper Learning 30

Effective Mathematical Practices 35

Rigor = Depth of Knowledge + Type of Knowledge 41

Reflection Sheet 44

2

Practices: interventions and strategies that are evidence based.

Know

1. Unit design that begins with the end in mind and differentiates the plan for getting there will ensure the success of at least 90% of all students.

My notes:

Understand

1. Essential knowledge, understandings, and skills are the same for all learners; we use multiple means of representation, engagement, and expression to differentiate learning plans.

Do

1. Map effective design practices onto current structures and processes and identify wishes for professional learning and/or coaching.

~Virginia Department of Education, 2015

“There’s no such thing as PERFECT or COMPLETE…only continuous improvement.”

~Genise M. Patterson

~Classroom Instruction that Works, 2nd Edition, 2012

Creating an Environment for Learning (Unpacking the Standard)

Helping Students Develop Understanding

Instructional Explicitness

A meta-analysis of 58 studies (Kroesbergen & Van Luit, 2003) revealed that students with learning deficits benefit more from explicit instruction than from discovery-oriented methods. Therefore, effective intervention in Tier 2 requires an explicit, didactic form of instruction in which the teacher directly shares the information the child needs to learn.

Action Step:

Students create individualized (data-driven) interactive portfolios/journals/notebook containing explicit notes reflecting essential knowledge, skills, processes, and vocabulary.

Student notebooks contain student-selected work samples that chart their progress in understanding essential previously difficult content. Teacher and home feedback throughout the development of the portfolio is a powerful motivator.

9

Clues

Written at conclusion of intervention

Anticipated assessment samples

Main ideas

Vocabulary words* *individualized

*included in glossary

Used for review & study

Name, Date, Topic, Page #

Taken During Class

· Main points

· Bullet points

· Diagrams/Charts/Graphs

· Abbreviate

· Paraphrase

· Outlines

· Leave space between topics

· Can be teacher provided and

student annotated using a

highlighter

Cornell / Interactive

Organized Note-Taking

Student Summary

Written at the conclusion of each intervention.

Summarizes the main points in the notes/examples on this page

Used to find/spiral back to information later.

Table of Contents

Date

Topic

Page #

Word

Page #

My Description

My example or picture

Acute angle

Addend

Associative Property

Binomial

Expression

Equation

Dilation

Equilateral Triangle

Helping Students Extend and Apply Knowledge

Indicators of Deeper learning

OUR VISION The Newton County School System envisions students who, through a rigorous and relevant education, will be able to think critically in order to produce, perform, create, and communicate their knowledge competitively to a hyper-connected, global audience.

OUR MISSION is to provide educational excellence for all students!

OUR NON-NEGOTIABLE GOALS are increased student achievement and more effective teaching.

OUR STRATEGY is two-fold:

At the school system level --

1. To build the capacity of personnel to deliver high quality instruction through:

· Using Research-Based Instructional Strategies in classrooms (RBIS)

· Building the Background Knowledge of students during the school

· day (BBK)

· Integrating the use of technology in classroom lessons (TI)

2. At the school building level --

· To ensure high-functioning Professional Learning Communities (PLCs) in each school with a definite time and place to meet and an agenda of work centered on instruction and its outcomes for students through ongoing question-asking and action steps

My Reflections