Agile Thinking

AGILE THINKING Defining Key Terms

DIFFERENTIATED INSTRUCTION outcome of a continuous decision-making process where teachers search for academic diversity that will either strengthen or impede effective and efficient learning and then adjust instruction to ensure clarity, access, rigor, and relevance (CARR) for all learners. The four steps in our teacher-decision making framework are Identify OSCAR, Look & Listen, CARR Check, and SHOp Adjustments. These steps enable teachers to adjust instruction to meet the needs of diverse learners on a daily basis.

Structures, Help, Options DIFFERENTIATED ADJUSTMENTS Structures, Help, Options DIFFERENTIATED INDIVIDUALIZED- DIFFERENTIATED Same Objectives Same Materials Same Assessments Same Objectives Different Materials Same Assessments Different Objectives Different Materials Different Assessments

Agile Teacher Thinking Dispositions Skills Actions flexibility being in the moment driven by a goal open-minded having a repertoire noticing details outside the box fast focused analysis predicting based on evidence seeking possibility making connections changing directions reflection

ADJUSTABLE PARTS

Teacher Decision Making Framework 1 Identify OSCAR 2 Look & Listen 3 CARR Check 4 SHOp Adjustment The four steps in our teacher-decision making framework are Identify OSCAR, Look & Listen, CARR Check, and SHOp Adjustments. These steps enable teachers to adjust instruction to meet the needs of diverse learners on a daily basis.

Identify OSCAR: STEP 1 What are the adjustable parts of every lesson? DESIGN IDENTIFY OSCAR 2. Look and Listen 2. LOOK & LISTEN 3. CARR CHECK 3. CARR CHECK 4. Adjustment SHOp 4. SHOp ADJUSTMENT STEP 1 Identify OSCAR: What are the adjustable parts of every lesson?

MEET OSCAR sitting next to me in an old school building woven into a south Bronx community, Oscar explained what learning is like for students who are new to the United States and the English language.

O OBJECTIVE S STARTING POSITION C CRITERIA A ACTION PATTERN R REFLECTIONS

Action Pattern for Mini-Lessons with Adjustable Parts Objective: Students will be able to _________. OBJECTIVE Learning Target: I can _________. Agenda Do Now Mini-lesson Practice Time Discussion Closing Elbow Exchange Mini- Lesson Explicit Instruction Individual Note & ? Action Pattern for Mini-Lessons with Adjustable Parts Must-haves CRITERIA Awesome ACTION PATTERN STARTING POSITION REFLECTIONS PAUSE

O OBJECTIVE S STARTING POSITION C CRITERIA A ACTION PATTERN R REFLECTIONS

OBJECTIVE STARTING POSITION CRITERIA ACTION PATTERN REFLECTIONS Rooted in research on self-regulated learning. The actual activity design move students from passengers on a bus in a passive role to driving supported by teacher direction and total control - the teacher has the brake to stop action when needed.

Objective Starting Position Criteria Action Patterns Reflections How will students know what they are working towards? How will you break down the goal into meaningful parts? Starting Position How will students recognize their prior knowledge? How will you notice varying student positions? Criteria How will students use criteria to guide the quality of their work? What is required of all students and how could students go beyond? Action Patterns What routines ensure student engagement and equitable discussions? What will teachers be looking and listening for during the routines? Reflections When will student return to their starting position to measure progress? How will the teacher use reflections to adjust instruction?

Look & Listen STEP 2 When are adjustments to instruction needed? DESIGN IDENTIFY OSCAR 2. Look and Listen 2. LOOK & LISTEN 3. CARR CHECK 3. CARR CHECK 4. Adjustment SHOp 4. SHOp ADJUSTMENT STEP 2 Look & Listen When are adjustments to instruction needed? Use group and individual learning routines as a shoulder in the road. Enabling the teacher to look and listen for student responses to gather data to monitor (dashboard, gps, ) student learning. Data is gathered into patterns so that instruction may be adjusted to better fit groups of students learning needs.

LOOK & LISTEN The driver depends on the dashboard to monitor many different key data points and processes that impact reaching our destination. Dashboards are designed to give the driver current information at a glance. Occasionally a blinking red light seems to appear on the dashboard of the car. The driver hopes that it will go off on its own or maybe it can wait until the car has reached the destination.

STRENGTHS

KEY VARIABLES BACKGROUND KNOWLEDGE STRENGTHS QUESTIONS INTERESTS

REFLECT Look and listen , not getting out of the car , quick pause , caution, blinkers on he driver is so focused on arriving at the destination that there is no energy left to look for a shoulder along the road to pull off and examine the potential problem. Even though, catching the problem early with the first blinking lights may prevent larger problems, the driver pushes on planning to address the problems at a more convenient time. A shoulder on the road appears, the driver pulls off to look under the hood to see how the parts are operating and pulling off the road enables the driver to get under the surface and examine what is underneath the problem being reported on the dashboard.

REFLECT Look and listen , not getting out of the car , quick pause , caution, blinkers on he driver is so focused on arriving at the destination that there is no energy left to look for a shoulder along the road to pull off and examine the potential problem. Even though, catching the problem early with the first blinking lights may prevent larger problems, the driver pushes on planning to address the problems at a more convenient time. A shoulder on the road appears, the driver pulls off to look under the hood to see how the parts are operating and pulling off the road enables the driver to get under the surface and examine what is underneath the problem being reported on the dashboard.

What Makes a Good Shoulder? Needs to free teacher to listen, look, and think Keeps students learning autonomously 100% of learners engaged (NO teacher management) Everyone is capable regardless of skill level (even though they are not always correct) A shoulder is a learning routine that students are accustomed to and “good at”

Short Classroom Routines Longer Classroom Routines

OBJECTIVE STARTING POSITION CRITERIA ACTION PATTERN REFLECTIONS Rooted in research on self-regulated learning. The actual activity design move students from passengers on a bus in a passive role to driving supported by teacher direction and total control - the teacher has the brake to stop action when needed.

Objective: I can explain in writing ____________. Individual Learning Group Learning Today's Date Objective: I can explain in writing ____________. Starting Position: Do Now Domino Share Mini-Lesson Note and Reflect* Group Problem Think Talk Open Exchange Reflect: Learning Journals Elbow Exchange Summary Reflect: Exit Card Know & Question Table Talk Explicit Instruction Action *Criteria Must Haves Define key vocabulary Check - old ideas Circle new ideas Amazing Forms new question

Objective: I can explain in writing ____________. Individual Learning Group Learning Today's Date Objective: I can explain in writing ____________. Starting Position: Do Now Domino Share Mini-Lesson Note and Reflect* Group Problem Think Talk Open Exchange Reflect: Learning Journals Elbow Exchange Summary Reflect: Exit Card Know & Question Table Talk Explicit Instruction Action *Criteria Must Haves Define key vocabulary Check - old ideas Circle new ideas Amazing Forms new question

Objective: I can explain in writing ____________. Individual Learning Group Learning Today's Date Objective: I can explain in writing ____________. Starting Position: Do Now Domino Share Mini-Lesson Note and Reflect* Group Problem Think Talk Open Exchange Reflect: Learning Journals Elbow Exchange Summary Reflect: Exit Card Know & Question Table Talk Explicit Instruction Action *Criteria Must Haves Define key vocabulary Check - old ideas Circle new ideas Amazing Forms new question

Objective: I can explain in writing ____________. Individual Learning Group Learning Today's Date Objective: I can explain in writing ____________. Starting Position: Do Now Domino Share Mini-Lesson Note and Reflect* Group Problem Think Talk Open Exchange Reflect: Learning Journals Elbow Exchange Summary Reflect: Exit Card Know & Question Table Talk Explicit Instruction Action *Criteria Must Haves Define key vocabulary Check - old ideas Circle new ideas Amazing Forms new question

Objective: I can explain in writing ____________. Individual Learning Group Learning Today's Date Objective: I can explain in writing ____________. Starting Position: Do Now Domino Share Mini-Lesson Note and Reflect* Group Problem Think Talk Open Exchange Reflect: Learning Journals Elbow Exchange Summary Reflect: Exit Card Know & Question Table Talk Explicit Instruction Action *Criteria Must Haves Define key vocabulary Check - old ideas Circle new ideas Amazing Forms new question

Objective: I can explain in writing ____________. Individual Learning Group Learning Today's Date Objective: I can explain in writing ____________. Starting Position: Do Now Domino Share Mini-Lesson Note and Reflect* Group Problem Think Talk Open Exchange Reflect: Learning Journals Elbow Exchange Summary Reflect: Exit Card Know & Question Table Talk Explicit Instruction Action *Criteria Must Haves Define key vocabulary Check - old ideas Circle new ideas Amazing Forms new question

Objective: I can explain in writing ____________. Individual Learning Group Learning Today's Date Objective: I can explain in writing ____________. Starting Position: Do Now Domino Share Mini-Lesson Note and Reflect* Group Problem Think Talk Open Exchange Reflect: Learning Journals Elbow Exchange Summary Reflect: Exit Card Know & Question Table Talk Explicit Instruction Action *Criteria Must Haves Define key vocabulary Check - old ideas Circle new ideas Amazing Forms new question

Action Pattern for Mini-Lessons with Adjustable Parts Agenda Do Now Mini-lesson Practice Time Discussion Closing Elbow Exchange Mini- Lesson Explicit Instruction Individual Note & ? Action Pattern for Mini-Lessons with Adjustable Parts

Action Pattern for Mini-Lessons with Adjustable Parts Agenda Do Now Mini-lesson Practice Time Discussion Closing Elbow Exchange Mini- Lesson Explicit Instruction Individual Note & ? Action Pattern for Mini-Lessons with Adjustable Parts

Action Pattern for Mini-Lessons with Adjustable Parts Agenda Do Now Mini-lesson Practice Time Discussion Closing Elbow Exchange Mini- Lesson Explicit Instruction Individual Note & ? Action Pattern for Mini-Lessons with Adjustable Parts

Action Pattern for Mini-Lessons with Adjustable Parts Agenda Do Now Mini-lesson Practice Time Discussion Closing Elbow Exchange Mini- Lesson Explicit Instruction Individual Note & ? Action Pattern for Mini-Lessons with Adjustable Parts

Action Pattern for Mini-Lessons with Adjustable Parts Agenda Do Now Mini-lesson Practice Time Discussion Closing Elbow Exchange Mini- Lesson Explicit Instruction Individual Note & ? Action Pattern for Mini-Lessons with Adjustable Parts

STRUCTURES FOR CLASSROOM ROUTINES Increased Teacher Thinking Time STUDENT ENGAGEMENT Low High STUDENT AUTONOMY Group Learning Individual Learning Alternative tasks structures Behavioral engagement - Cognitive and affective may or may not follow this trajectory

Individual Learning Routine Group Learning Routine S STRUCTURES Explicit Instruction Table Talk Individual Learning Routine Group Learning Routine Alternative tasks structures

STRUCTURES FOR CLASSROOM ROUTINES Increased Teacher Thinking Time STUDENT ENGAGEMENT Low High STUDENT AUTONOMY Group Learning Individual Learning Explicit Instruction Table Talk Alternative tasks structures Behavioral engagement - Cognitive and affective may or may not follow this trajectory

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