FOCUS:FOCUS:

First Things First Things FIRSTFIRST for the 21for the 21stst Century Century

Mike SchmokerMike Schmokerschmoker@futureone.com480/219-4673480/219-4673

Sometimes the first duty Sometimes the first duty of intelligent men is the of intelligent men is the restatement of the restatement of the obviousobvious. .

George OrwellGeorge Orwell

A Day in the Life… A Day in the Life…

English Language Arts English Language Arts

Social Studies Social Studies

Science Science

Math Math

ALL ALL subjects: subjects: worksheetsworksheets

RESULT..?RESULT..?

25-30%25-30%

20—50%20—50%

7%7%

Solution…?Solution…?

FOCUS on “first FOCUS on “first things” things”

1. LESS is MORE:1. LESS is MORE: first things must be first things must be ceaselessly and repeatedly ceaselessly and repeatedly clarifiedclarified, , practicedpracticed and mastered and mastered first first

2.2. FIRST THINGS: FIRST THINGS: What they are--and What they are--and why they should be our highest why they should be our highest priority. priority.

SIMPLICITY: Less is SIMPLICITY: Less is MORE MORE

””FoxesFoxes pursue many ends at pursue many ends at the same time…the same time…HedgehogsHedgehogs see what is essential, andsee what is essential, and ignore ignore the rest.”the rest.”

Good to GreatGood to Great p. 91 p. 91

Jim CollinsJim Collins

Which most effective?Which most effective?(re: test scores; college/career (re: test scores; college/career sucess)sucess)

Laptops for all/Smartboards in every classroomLaptops for all/Smartboards in every classroom Common, content-rich curriculumCommon, content-rich curriculum All commercial Math/literacy “programs”All commercial Math/literacy “programs” Basal readersBasal readers Differentiated instructionDifferentiated instruction Smaller classesSmaller classes Cold calling (and other “checks for understanding”)Cold calling (and other “checks for understanding”) Various small/school-within-a-school “Academies”Various small/school-within-a-school “Academies” 90-120 minutes of purposeful reading & writing per day90-120 minutes of purposeful reading & writing per day ““Turnaround” strategies (new faculty; school design etc.)Turnaround” strategies (new faculty; school design etc.) Cognitive/concept mapping; graphic representationsCognitive/concept mapping; graphic representations

FIRST THINGS: FIRST THINGS: Less is Less is MOREMORE

but…we keep but…we keep addingadding MORE/NEW MORE/NEW

methods, strategies methods, strategies

workshops, termsworkshops, terms

programs, requirements, technologyprograms, requirements, technology

classroom arrangements…classroom arrangements…

BEFOREBEFORE implementing “first things” implementing “first things”

MM. . Buckingham; J. Collins; Pfeffer & SuttonBuckingham; J. Collins; Pfeffer & Sutton

A FAILURE IN A FAILURE IN LEADERSHIPLEADERSHIP

““Every time the ______ goes to a Every time the ______ goes to a conference, the teachers get conference, the teachers get worried, because they know he’s worried, because they know he’s going to come back with going to come back with something he wants to try.”something he wants to try.”

Tom Guskey Tom Guskey

FOCUS:FOCUS:

Borax—safety FIRSTBorax—safety FIRST

Hospital—life-saving solutionHospital—life-saving solution

Flowing Wells S.D./Orange Grove Flowing Wells S.D./Orange Grove M.S.M.S.

(both in Tucson, Arizona)(both in Tucson, Arizona)

II. ”First Things”: II. ”First Things”: What & What & WhyWhy

REASONABLEREASONABLE IMPLEMENTATION OF: IMPLEMENTATION OF:

1. Guaranteed 1. Guaranteed CurriculumCurriculum

2. Authentic, College-prep 2. Authentic, College-prep LiteracyLiteracy

3. Effective 3. Effective LessonsLessons

ONCE FULLY MASTERED, we may judiciously ONCE FULLY MASTERED, we may judiciously pilotpilot truly truly evidence-basedevidence-based innovations innovations

““GUARANTEED & GUARANTEED & VIABLE CURRICULUM”VIABLE CURRICULUM” NUMBER ONE NUMBER ONE factor (Marzano)factor (Marzano) Coherent, content-rich curriculum-- Coherent, content-rich curriculum-- learned learned

primarily through reading/writingprimarily through reading/writing (Hirsch; (Hirsch; Willingham; Liben) Willingham; Liben)

““viable” curriculum creates more time for reading; viable” curriculum creates more time for reading; writing; talking writing; talking @ content =@ content =gains in test scores, college preparationgains in test scores, college preparation

Topics/texts taught in (approximately) the same Topics/texts taught in (approximately) the same sequence (by week; unit; month and grading period) sequence (by week; unit; month and grading period) around around mostlymostly common texts & writing assignments common texts & writing assignments

US HISTORYUS HISTORY 1st Quarter:American Revolution

WEEK TOPIC TEXT QUESTIONS for close

reading; discussion; writing, i.e.

ASSESSMENT

Unit Question

(optional)

Were the colonists justified in seeking independence from Britain?

ONETaxation without representation

Textbook, Ch. 5: pp. 148--151

What were the best arguments for and against taxation without representation?

…same as above ONE

British attitudes/treat-ment of the colonists

Proclamation of 1763 (which forbade Western settlement)

Was the Proclamation of 1763 fair or unfair to the colonists? Native Americans?

Do America’s schools now Do America’s schools now ensure that a coherent, ensure that a coherent, “guaranteed,” literacy-rich “guaranteed,” literacy-rich

curriculum curriculum actually gets actually gets taught?taught?

GUARANTEED, CONTENT-RICH GUARANTEED, CONTENT-RICH CURRICULUM? BRUTAL FACTS:CURRICULUM? BRUTAL FACTS:

ROSENHOLTZ: teachers provide a ROSENHOLTZ: teachers provide a

““self-selected jumble”self-selected jumble” of standards of standards

BERLINER/WALBERG: BERLINER/WALBERG: wild variationwild variation from from teacher to teacher; no alignment with agreed-teacher to teacher; no alignment with agreed-upon curriculum/standards upon curriculum/standards

GOODLAD; LITTLE; SIZER; ALLINGTON; GOODLAD; LITTLE; SIZER; ALLINGTON; CALKINS: CALKINS: “curricular chaos"“curricular chaos" in Eng./Lang. Arts in Eng./Lang. Arts i.e. little/no authentic literacy i.e. little/no authentic literacy

COMMON CORE COMMON CORE STANDARDS STANDARDS

STILL STILL need to be reduced/clarified need to be reduced/clarified (Ainsworth; Schmoker&Graff)(Ainsworth; Schmoker&Graff)

NEVER PILOTEDNEVER PILOTED (Conley/Ravitch) (Conley/Ravitch)

SO:SO: to prepare for to prepare for Common Common Core assessments…Core assessments…

CURRICULUM/CURRICULUM/LITERACYLITERACY

COHERENT SEQUENCE OF CORE CONTENT COHERENT SEQUENCE OF CORE CONTENT learned via reading, writing & discussion—using learned via reading, writing & discussion—using complex text/vocabulary--in these modes: complex text/vocabulary--in these modes:

draw inferences and conclusionsdraw inferences and conclusions analyze conflicting source documentsanalyze conflicting source documents solve complex problems with no obvious answersolve complex problems with no obvious answer support support ARGUMENTSARGUMENTS with evidence with evidence

3-5 page papers in every course & “3-5 page papers in every course & “far morefar more books, articles & essays” in the curriculum books, articles & essays” in the curriculum College KnowledgeCollege Knowledge by David Conley by David Conley

Common Core Common Core “Instructional Shifts”: “Instructional Shifts”: Literacy Across the Literacy Across the CurriculumCurriculum Building knowledge Building knowledge through through

content-rich nonfiction content-rich nonfiction

Reading, writing and speaking Reading, writing and speaking grounded in grounded in evidence from text, evidence from text, both literary and informationalboth literary and informational

Regular practice with Regular practice with complex text complex text and its and its academic languageacademic language

LANGUAGE ARTS LANGUAGE ARTS CURRICULUMCURRICULUMGENERATE A GENEROUS, COMMON LIST OF:GENERATE A GENEROUS, COMMON LIST OF:

high-quality, complex fic./non-fic. texts: i.e. books, articles, high-quality, complex fic./non-fic. texts: i.e. books, articles, poems, etc. poems, etc. (& teach essential (& teach essential vocabulary vocabulary embedded in the texts embedded in the texts))

For all texts: generate questions/tasks to argue; infer; For all texts: generate questions/tasks to argue; infer; resolve conflicting views; solve open-ended problemsresolve conflicting views; solve open-ended problems

Establish clear parameters for Establish clear parameters for number and length number and length of formal of formal papers (e.g. 8 to 10 per year; each 3-5 pgs. in length)* papers (e.g. 8 to 10 per year; each 3-5 pgs. in length)*

THEN CONTINUOUSLY PROVIDE LTHEN CONTINUOUSLY PROVIDE LESSONS on HOW TOESSONS on HOW TO: : Underline/annotate texts; cite text to support arguments etc. Underline/annotate texts; cite text to support arguments etc. Discuss texts Discuss texts write about texts write about texts ……hundreds of timeshundreds of times per year, 2 per year, 2ndnd-12-12thth grade grade

*PAPERS*PAPERS AS PRIMARY ELA ASSESSMENTS AS PRIMARY ELA ASSESSMENTS

CURRICULUM in Content CURRICULUM in Content Areas Areas 1. Reduce, 1. Reduce, thenthen mapmap essential essential contentcontent

standards/topicsstandards/topics– Divide by grading period (at @ 35 days per period)Divide by grading period (at @ 35 days per period)

2. To begin: 2. To begin: select select common textscommon texts, for each standard, , for each standard, for for only one grading periodonly one grading period (to read/discuss/write about), (to read/discuss/write about), e.g.e.g.

– Textbook: Textbook: specific pagesspecific pages (not chapters) for topics (not chapters) for topics – Books/longer documentsBooks/longer documents– Hist./Sci. documents; news/magazine articles; data Hist./Sci. documents; news/magazine articles; data

sets sets

3. Generate 3. Generate questions/tasks for texts (to argue; infer questions/tasks for texts (to argue; infer etc.)etc.)

4. Continue4. Continue at team meetings to select texts/create at team meetings to select texts/create questionsquestions

5. Define parameters 5. Define parameters for common writings for common writings – Number/length (e.g. 3-4 page paper per unit) Number/length (e.g. 3-4 page paper per unit)

(Identify topics for “Interactive Lecture” (Identify topics for “Interactive Lecture” where students where students frequently note-take; review notes; discuss)frequently note-take; review notes; discuss)

US HISTORYUS HISTORY 1st Quarter:American Revolution

WEEK TOPIC TEXT QUESTIONS for close

reading; discussion; writing, i.e.

ASSESSMENT

Unit Question

(optional)

Were the colonists justified in seeking independence from Britain?

ONETaxation without representation

Textbook, Ch. 5: pp. 148--151

What were the best arguments for and against taxation without representation?

…same as above ONE

British attitudes/treat-ment of the colonists

Proclamation of 1763 (which forbade Western settlement)

Was the Proclamation of 1763 fair or unfair to the colonists? Native Americans?

2. AUTHENTIC 2. AUTHENTIC LITERACY LITERACY Literacy is “the spiLiteracy is “the spine that holds everything

together in all subject areas.” ” Phillips & Wong, Gates Foundation Phillips & Wong, Gates Foundation

““Adolescents entering the world in the 21Adolescents entering the world in the 21stst century will read and write more than at any century will read and write more than at any other time in human history. They will need other time in human history. They will need advanced levels of literacy to perform their advanced levels of literacy to perform their jobs, run their households, act as citizens jobs, run their households, act as citizens and conduct their personal lives.” and conduct their personal lives.”

Richard VaccaRichard Vacca

AUTHENTIC LITERACY? AUTHENTIC LITERACY? “Reading & Writing vs. ‘stuff’ “Reading & Writing vs. ‘stuff’ ratio” ratio” (Allington)(Allington)

““Literature based Arts and CraftsLiterature based Arts and Crafts” (Calkins): ” (Calkins): dioramas; game boards; worksheets; posters; dioramas; game boards; worksheets; posters; coats-of-arms; mobiles; movies; cutting, gluing; coats-of-arms; mobiles; movies; cutting, gluing; coloring; drawing; designing book jackets; skits; coloring; drawing; designing book jackets; skits; collagescollages

Multiple choice curriculumMultiple choice curriculum: short passages : short passages followed by questions about “external (or) internal followed by questions about “external (or) internal conflict?”; “elements of literature”; “identify main conflict?”; “elements of literature”; “identify main idea” etc. idea” etc.

FAUX LITERACYFAUX LITERACY

Compare & contrast structure of texts Compare & contrast structure of texts and analyze how the differing structure of and analyze how the differing structure of each text contributes to its meaning and each text contributes to its meaning and style style

Analyze how the points of view of the Analyze how the points of view of the characters and audience or reader (e.g. characters and audience or reader (e.g. created through the use of dramatic created through the use of dramatic irony) create effects like suspense or irony) create effects like suspense or humorhumor

8th grade Common Core--Reading8th grade Common Core--Reading

ALTERNATIVE?ALTERNATIVE?

““Three shifts” of ELA CC Three shifts” of ELA CC (i.e. unprecedented (i.e. unprecedented amounts of reading, writing & discussion grounded in amounts of reading, writing & discussion grounded in evidence from complex fic/non-fic texts across disciplinesevidence from complex fic/non-fic texts across disciplines

______________________________________________________________________ CORE CONTENT CORE CONTENT learned via reading, writing & discussion learned via reading, writing & discussion

to in these modes: to in these modes:

draw inferences and conclusionsdraw inferences and conclusions analyze conflicting source documentsanalyze conflicting source documents solve complex problems with no obvious answersolve complex problems with no obvious answer support support ARGUMENTSARGUMENTS with evidence with evidence

Multiple 3-5 page papers & “Multiple 3-5 page papers & “far morefar more books, articles & books, articles & essays” in the curriculum essays” in the curriculum College Knowledge College Knowledge (D. Conley)(D. Conley)

WRITING:WRITING: HOW IMPORTANT? HOW IMPORTANT?

““If we could institute only If we could institute only one one changechange to make students more to make students more college readycollege ready, it should be to , it should be to increase the increase the amount and quality amount and quality of writing*of writing* students are expected students are expected to produce.”to produce.”

David Conley David Conley College KnowledgeCollege Knowledge

LITERACY TEMPLATE: ACROSS LITERACY TEMPLATE: ACROSS THE CURRICULUM…THE CURRICULUM…

Teach Vocabulary/Provide background of text (“anticipatory set”) Teach Vocabulary/Provide background of text (“anticipatory set”) Provide question or promptProvide question or prompt ““Model” critical reading/underlining/annotating for a few Model” critical reading/underlining/annotating for a few

sentences/one or two paragraphs; then… sentences/one or two paragraphs; then… Students underline/annotate a paragraph on their own (Students underline/annotate a paragraph on their own (guided guided

practicepractice) during which… ) during which… Teacher circulates to “Teacher circulates to “check for understanding,” check for understanding,” then…then…

--reteaches or models again as needed--reteaches or models again as needed --has students pair/share annotations frequently--has students pair/share annotations frequently Repeat modelling Repeat modelling etc. etc. until all students are ready to until all students are ready to

underline/annotate text independently underline/annotate text independently (“independent (“independent practice”) practice”)

Conduct discussion of text (per the question/prompt): Conduct discussion of text (per the question/prompt): --in pairs/small group --in pairs/small group as a class as a class

Write in response to the question or prompt:Write in response to the question or prompt: short/long; scored or short/long; scored or not – --always with clear not – --always with clear learning objective learning objective for writing for writing assignment assignment

SIMPLE, college-prep SIMPLE, college-prep literacy literacy

Rafe EsquithRafe Esquith

Tempe PrepTempe Prep

View Park H.S.View Park H.S.

Lynn AbelnLynn Abeln

Plessey vs. Ferguson; GerrymanderingPlessey vs. Ferguson; Gerrymandering

3. EFFECTIVE 3. EFFECTIVE LESSONS… ClarifiedLESSONS… Clarified

All teachers and administrators All teachers and administrators in a district or school building in a district or school building should be able to should be able to describe describe effective teaching in a effective teaching in a similar waysimilar way..

Robert MarzanoRobert Marzano

EFFECTIVE LESSONS/LECTURE*EFFECTIVE LESSONS/LECTURE*

100% ENGAGEMENT100% ENGAGEMENT and…and…

Clear learning objective/target (“Revise for word choice”; Clear learning objective/target (“Revise for word choice”; “Demonstrate knowledge of mean, median & mode”)“Demonstrate knowledge of mean, median & mode”)

Anticipatory set/background/purpose/preview of lessonAnticipatory set/background/purpose/preview of lesson

Teach; model/Teach; model/”think aloud””think aloud”

Guided practice--& lots of Guided practice--& lots of think/pair/sharethink/pair/share

Multiple Multiple checks for understanding checks for understanding (“formative assessment”) (“formative assessment”)

Independent practice/assessmentIndependent practice/assessment

**Hunter; Popham; Marzano; Fisher & Frye; Lemov; Hunter; Popham; Marzano; Fisher & Frye; Lemov; Burns; Archer; Wiliam; Hattie; SaphierBurns; Archer; Wiliam; Hattie; Saphier

IMPACT of such IMPACT of such lessons…? lessons…?

““Largest gains ever recorded”Largest gains ever recorded” in the in the history of educational research (Popham)history of educational research (Popham)

3 consecutive years: 3 consecutive years: life-changinglife-changing gains— gains—– 35-50 percentile points 35-50 percentile points

DYLAN WILIAM:DYLAN WILIAM:

– Extra 6-9 months per yr./Extra 6-9 months per yr./400%400% faster faster learning learning

– 20-30 x as effective as the most popular 20-30 x as effective as the most popular current initiatives current initiatives (like…?)(like…?)

Ohio State; Sean ConnorsOhio State; Sean Connors

SIMPLE, EFFECTIVE LEADERSHIP SIMPLE, EFFECTIVE LEADERSHIP in in

the Professional Learning Communitythe Professional Learning Community

““No institution can survive if it No institution can survive if it needs needs geniuses or supermengeniuses or supermen to to manage it. It must be organized manage it. It must be organized to get along under a leadership of to get along under a leadership of average human beings.”average human beings.”

Peter DruckerPeter Drucker

MONITOR MONITOR 1. 1. INSTRUCTION and INSTRUCTION and 2. COMMON, COLLEGE-PREP CURRICULUM 2. COMMON, COLLEGE-PREP CURRICULUM

LEADERSLEADERS (administrators, dept. heads): conduct one or (administrators, dept. heads): conduct one or two focused, data-driven*two focused, data-driven* walk-throughs each month; walk-throughs each month; report report schoolwide percentage exhibiting… schoolwide percentage exhibiting…

– Essential elements of an effective lesson Essential elements of an effective lesson

(e.g. “clear—(e.g. “clear—postedposted--learning objective)--learning objective)

– Clear focus on Clear focus on essential, guaranteed essential, guaranteed curriculum curriculum

– College prep literacy: text-based discussion & writing College prep literacy: text-based discussion & writing

*September: 35% of lessons*September: 35% of lessons October: 80% October: 80%

LEADERSHIP: LEADERSHIP: Team Management Team Management

(D. Reeves; R. Marzano; R. DuFour)(D. Reeves; R. Marzano; R. DuFour)

QUARTERLY CURRICULUM REVIEW:QUARTERLY CURRICULUM REVIEW: Leaders & Teams discuss…Leaders & Teams discuss…

quarterly/unit assessments (success quarterly/unit assessments (success rate; rate; areas of strength/weakness) areas of strength/weakness)

scored papers/projects (weak/strong scored papers/projects (weak/strong areas)areas)

FIRST THINGS FIRST THINGS FIRSTFIRST:: suspend suspend all other initiativesall other initiatives and…and… Inform/persuadeInform/persuade—share impact of “first things”; —share impact of “first things”;

invite questions, input from staffinvite questions, input from staff Offer a Offer a simplesimple refresher course refresher course in effective in effective

instruction in every school, instruction in every school, every yearevery year Create curriculumCreate curriculum: : immediately, immediately, for a few courses for a few courses

(see “CURRICULUM in CONTENT AREAS” slide) (see “CURRICULUM in CONTENT AREAS” slide) Develop/refine Monitoring SystemsDevelop/refine Monitoring Systems: e.g. walk-: e.g. walk-

throughs and quarterly team reviews (see previous throughs and quarterly team reviews (see previous two slides)two slides)

Achieve small, measurable “wins” Achieve small, measurable “wins” immediatelyimmediately (“Win small; win early; win often”)(“Win small; win early; win often”)

If necessary, assistance is available If necessary, assistance is available (schmoker@futureone.com) (schmoker@futureone.com)