Waverly High School Instructional Implementation

Toby BossESU 6

Agenda

• Review the MRL instructional model– Design Question 3: Practicing and Deepening

• Meet as Departments• Present a strategy by department• Reflect• Discuss video self reflection

“What Matters Very Much is Which Classroom?” “If a student is in one of the

most effective classrooms, he/she will learn in 6 months what those in an average classroom will take a year to learn. And if a student is in one of the least effective classrooms in that school, the same amount of learning takes 2 years.”

Deborah Loewenberg Ball, Dean of Education, University of Michigan

Three Critical Interventions (COMMITMENTS)

• A system of clear learning goals connected to student feedback and evaluation at the classroom, school, and district levels

• Ensuring effective teaching in every classroom.

• Building background knowledge for all students.

The Art & Science of Teaching 10 “design questions” teachers ask of themselves as they plan a unit of instruction.

What must a district or school do?

• Develop a common language of teaching.

• Provide opportunities for focused feedback and practice.

• Provide opportunities for observing and discussing effective teaching.

• Require individual teacher growth and development plans on a yearly basis.

Design Question #3

• What will I do to help students practice and deepen their understanding of new knowledge?

1. Learning Goals and Feedback2. Interacting with New Knowledge3. Practicing and Deepening4. Generating and Testing Hypotheses5. Student Engagement6. Establishing Rules and Procedures7. Adherence to Rules and Procedures8. Teacher-Student Relationships9. High Expectations

Page 7, The Art & Science of Teaching

The Art and Science of Teaching

Learning Goals and FeedbackRules and Procedures

INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High Expectations

Te

ache

r/St

uden

t Rel

ation

ship

s Adherence to Rules and Procedures

Generating/ Testing

Hypotheses

Practicing and

Deepening

Interacting With New Knowledge

The Art and Science of Teaching

ADDRESSES CONTENT IN SPECIFIC WAYS

Craft Knowledge Form

• Keep track of the strategies using the form:

If the segment involves knowledge practice and

deepening activities, what do you expect to see?

Practice

• Practice doesn’t make perfect – it makes permanent

• 12 of anything is enough for one episode• Two types

– Mass Practice: many practices right at the point of learning

– Distributed Practice: sprinkle some practices in on a regular basis

2b. Content--Lessons involve practicing and deepening content previously

addressed.• Cooperative learning• Questioning • Practicing skills, strategies, and processes• Examining similarities and differences

– Comparing/contrasting, classifying, creating analogies and metaphors

• Using homework – Guided and independent practice

• Revising knowledge– Reviewing/revising notes so they are useful to

students and add clarity to understanding.

Teacher questioning behaviors affect which students learn how much---no matter the structure.

Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

Page 38 of The Art & Science of Teaching

Questions Posed in a 30 Minute Time Period

Susskind, E. (1979), Encouraging teachers to encourage children’s curiosity: A pivotal competence. Journal of Clinical Child Psychology,

8, 101-106.

Teachers

Students

50.6

1.8

Research finding #1

Teachers ask many questions

Implication:

• Questions promote student learning.

• Teachers should plan their questions before asking.

• Ensure that questions match the instructional objectives and promote thinking.

A few carefully prepared or selected questions are

preferable to large numbers of questions.

Research Finding #2:

Most teacher questions are at the lowest cognitive level—known as fact, recall, or knowledge.

Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

Implication:

• Teachers should purposefully plan and ask questions that require students to engage in higher-level thinking.

Research finding #3:

• Not all students are accountable to respond to all questions.

• Teachers frequently call on volunteers, and these volunteers constitute a select group of students—especially in traditional settings.Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to

engage every learner.

Implication:

• Teachers should establish classroom norms that every student deserves an opportunity to answer questions

• All students’ answers are important.

Research finding #4:

• Teachers typically wait less than 1 second after asking a question before calling on a student to answer.

• They wait even less time before speaking after the student has answered

Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

Implication:

• Both wait times 1 and 2 promote student thinking and foster more students’ formulating answers to more questions.

Research finding #5:

Teachers often accept incorrect answers without probing; they frequently answer their own questions.

Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

Implication:

• Teachers should seek to understand incorrect or incomplete answers more completely by gently guiding student thinking with appropriate probes.

Research finding #6:

Students ask very few content-related questions.

Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.

Implications:

• Value student questions• Help students learn to

formulate good questions, and

• Make time for student questions.

Active Questioning, 1995

From Passive to Active--Types of Questions

• Convergent questions–Right or wrong

• Divergent questions–Multiple answers

Active Questioning, 1995

Quantity Questions…

• From…– How many

doors/windows in this room?

– What is square root of 16?

• To…– What are the

possible ways to get out of this room?

– List ways you can think to say “4.”

Classroom Instruction that Works, 2001

Compare/Contrast Questions(move from concrete to abstract)

How is ______________ like __________?

How is ________________ different from ____________________?

the human brain a computer

building a buildingbuilding a relationship

Classroom Instruction that Works, 2001

Feelings, Opinions& Personifications Questions

• Viewpoint/involvement questions• Increase student motivation because they

involve emotion–Line up activity

• Would you rather lead or follow?• Democrat, Republican, or

Independent?• Soccer or volleyball?

Classroom Instruction that Works, 2001

Personification QuestionsDifferent points of view

• If the color green could talk, what would it say about the color purple?

• Be a compass. Describe what you do.• What would an obtuse triangle ask a

parallelogram?

Active Questioning, 1995

Other Types of Active Questions

• What if…? –What if humans did not have a _____?

• How come…?–How come jumbo shrimp are so small?

• Think of some that pertain to your topic area.

Process TimeThink of 6-8 new kinds of

questions for a unit of study you might ask that

seek deeper understanding and thinking on the part of

students?

Questioning Makes the Difference, Johnson, 1990

How can I assess my questioning style?

• Record a complete day of teaching• Review in privacy• For every right/wrong answer (convergent)

type of question give yourself a check• For every divergent (multiple options)

question, give yourself an X• Add the total of checks and X’s• How long did you wait for responses?

– Hunter research 2.5 seconds—try 5 seconds or more.

Learning is dependent on prior learning; therefore it is basic to ask, “How is this different from what I

already know?”

Identifying Similarities and Differences

Effective tools include – Venn diagrams– Comparison matrix– Classifying activities– Concept maps– Graphic organizers– T charts– Pro and con grids– Metaphors and analogies

Identifying Similarities and Differences

Various Venn Diagrams

Double-Bubble Diagrams

Concept Map Example

Classification Chart

T-Charts

Item 1 Item 2 Item 3

Characteristic 1

Similarities and Differences

Characteristic 2

Similarities and Differences

Characteristic 3

Similarities and Differences

Characteristic 4

Similarities and Differences

Solving Analogy ProblemsOne or two terms are missing. Please think about statements below. Turn to your elbow partner and provide terms that will complete the following analogies.

Bone is to skeleton as word is to ______.

Rhythm is to music as _____ is to _____.

What is the relationship?_________________

Department Meetings

• For the next 45 minutes you will have an opportunity to meet as a department. Each department is tasked to:– Discuss effective strategies and determine ONE to

present to the whole group.– Provide a presentation to showcase the strategy

and completes the questions on the craft knowledge form:

• Name it, describe it, tell why it is good.

Showcase

Summary Reflection

• Reflect on what you have seen today using the following prompts:

• Based on what I saw today…– How did this experience validate what I do?– What questions did this experience generate

about what I’m doing in my classroom?– What’s one thing I might try in my classroom?

Video Self Reflection

What must a district or school do?

• Develop a common language of teaching.

• Provide opportunities for focused feedback and practice.

• Provide opportunities for observing and discussing effective teaching.

• Individual teacher growth and development plans on a yearly basis.

Feedback

• Teacher self-perception • Teacher self-observation• Observation data from peers, instructional

coaches, supervisors

Teacher Self Observation

• Watch a video tape of your class on your own.• Complete the self reflection tool from the link

on the wiki.• http://whsinstruction.wikispaces.com/2013-

14+Implementation

Resources

• http://marzanoresearch.com/site• http://esu6mrl.wikispaces.com• http://esu6craftknowledge.wikispaces.com• ESU 6 YouTube:

http://www.youtube.com/user/esu6pd