Sharing & Networking

Jacob MartensSD37 (Delta)@renomyclassrenomyclass.com

Backward DesignA Framework for Student Success

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DISAPPOINTMENT =EXPECTATIONS____________________________

REALITY

Hopes & FearsHopesWhat is shared and discussed today grows your teachingYou make a meaningful change next weekFearsThat someone will be missed outThat what is said isnt modeled by what is done

Motivated by love or by fear

What do you need for this to be successful?How will I know that we been successful?

My job is NOT to tellMy job is to facilitate your conversation (with various prompts)

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Learning GoalsThat today you leave you can say:I can distinguish between social engagement, academic engagement, and intellectual engagement.I can summarize the four key questions that allow me to check for intellectual engagement.I can summarize the three stages of Backward DesignI can clarify and share learning intentions for my a topic that my students are currently studying

Positive Deviance5

Give & GoOn your card respond to the following stem:One thing that has a big impact on learning is Find a someone at a different table than you.Read your cards to each other.Swap cards.Find someone new and read your new cards to each other.Swap cards again

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What Did You Do In School Today (2009)

32000 students10 districts100 schoolsAcross CanadaGrade 6 -12 Canadian Education Institute

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What Did You Do In School Today

Adolescent learners experience high levels of intellectual engagement when they encounter school work that is challenging, has practical and intellectual value, and engages them in authentic tasks similar to those that mathematicians, artists, or other professionals would pursue. School work of this nature is worthwhile of students time and attention and can bring about deep personal commitment and enthusiasm on the part of both teachers and students to investigate ideas, problems or questions for sustained periods (Friesen, 2009, p. 5).

2012 image

Not sure about data below32000 studentsAcross CanadaGrade 6 -12 Canadian Education Institute

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What Did You Do In School Today (2009)

What Did You Do In School Today (2009)

You know your kids better than meDo they do the work if you dont count it for marks?10

The school, a small junior high school in Dartmouth, Nova Scotia, offers Grades 79 to a relatively low socio-economic group of approximately 270 students. It follows the provincial curriculum and is required to follow a regional school-improvement framework. Beginning in the 200708 school year, the school established learning goals and developed innovations aimed at increasing students experiences of intellectual engagement in learning. The change process at the school was led by the principal, whose desire to improve patterns of engagement and achievement at the school led her to become an enthusiastic early adopter of What did you do in school today? She quickly recognized that teaching for intellectual engagement required practices and ways of thinking that were new to most teachers at the school, and that it would take time to replace old norms with new approaches to teaching for engaged learning.

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teacher/student relationsclassroom disciplinary climate,expectations for success were all correlated with annual gains in intellectual engagement

Canada10 districts100 schools~30,00 students

What about international larger scale studies?

High expectations for successpositive teacher/student relations had strong relationships to gains inlevels of intellectual engagement.

Classroom disciplinary climate had a still-significant but weaker relationship to gains.

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Managing ChangeIf you are going to start doing something new, you need to stop doing something old.Faye Brownlie

Change should be good for students, and manageable for teachers.Damien Cooper

Remember we want to be strategic about our change.Positive Deviance13

Effect Sizea scale used to evaluate the effect of various influences/interventionsmeasures the amount of changeeffect size of 0.3 is barely noticeableeffect size of 0.7 is clearly noticeable

Anaylsis of 800 Meta-analysis of 180,000 individual studies14

Distribution of Effects

0.4

Hinge Point

Short List of Influences 2011 Halbert & Kaser

Formative Evaluation es 0.9 (teacher receiving and acting on feedback)Class size es=0.20

Expectations WITH SUPPORT?With informed evidence based practices?

Appendix D

Visible Learning for Teachers

Synthesis of the results of 15 years of evidence-based research.Involved millions of students.Focused on what works in schools to improve learning AND links them to practical classroom implementation.

Key Questions For Learner Engagement & ConnectionHow well do your students answer these questions?Who are two adults in this school who believe you will be a success in life?Where are you going with your learning?How is it (your learning) going?Where to next?

Handout Judy & Linda Key Questions DocumentUse visibly random grouping to form 10 groups.Read through & discuss

Can you name two adults in this building who believe you will be a success in life?https://youtu.be/aw29ecpDpoM

Rita youtube video?21

Need a framework 2011 by Halbert & Kaser

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Specific Strategies for Implementing Formative Assessment

Clarifying & Sharing Learning Intentions & Success CriteriaEliciting Evidence of LearningProviding Feedback That Moves Learning Forward Peers as Instructional Resources for One AnotherStudents as Owners of Their Own Learning

Going further and more systematically/intentionally23

Backward DesignText

2011 by Wiggins & McTighe

Learning Intentions 2011 by Mark Sample

Clear Learning IntentionsA process I have used:Photocopy Suggested Achievement IndicatorsRe-write/Revise to make student friendlySeparate into Knows & DosArticulate the Big Ideas using KUDMake a flashy newsletter

Science 9 Examples of the Processhttps://goo.gl/GL9db3https://goo.gl/SZpGna

Examples of Know & DoSee https://goo.gl/3g3Zu3

Question Number

More Examples

Sample Enduring Understandings & Essential QuestionsSample UbD UnitsEnglishPE Teachers story

Working TimeDo one of the following:Build a unit overview based on Knows & DosIdentify the Enduring Understandings & Essential Questions for a topic you teachBuild a KUD for a topic you teachOther? http://renomyclass.com/ubd/

Learning GoalsThat today you leave you can say:I can distinguish between social engagement, academic engagement, and intellectual engagement.I can summarize the four key questions that allow me to check for intellectual engagement.I can summarize the three stages of Backward DesignI can clarify and share learning intentions for my a topic that my students are currently studying

Positive Deviance38

Thank You To help me grow, I would appreciate your feedback on this mornings session.Please complete the evaluation form before you go.Thank you