Growing Educators, Achieving Results with Students October 25, 2017 G. E. A. R. S. Growing Educators, Achieving Results with Students October 25, 2017

Mission In Avondale, every student will grow as a thinker, problem solver and communicator to pursue a future without limits.

Affirming our Beliefs We believe all children are capable of success – No exceptions. We connect all children to caring adults to reveal and grow the possibilities. We prepare students for their future by time traveling to allow children to see their potential in four destinations and to plan for it today. We are a district of Hope.

Growing Educators, Achieving Results with Students GEARS Growing Educators, Achieving Results with Students

Passion and Commitment for Educational Excellence Digging Deeper with Research-Based Strategies What do we want students to know and be able to do? How will we know when they know it? ALL Means ALL CONTENT without PURPOSE is only TRIVIA. What will we do to make sure they know and can do it? Prepared Especially for the Collaborative Learning Network of AVONDALE ELEMENTARY SCHOOL DISTRICT by Dan Mulligan, flexiblecreativity.com October 2017 “The difference between who you are and what you want to be is what you do.” ~Bill Phillips,2006

Table of Contents Resources to Share page 18 page 2 Suggested Strategy Table of Contents Resources to Share

Assessment There are two reasons why we assess: ~to inform instructional decisions ~to encourage students to try In the section ‘What I think’ of your Think Pad: Record one or your most effective strategies Why do you think it is effective? Enjoy thinking…

4 – second partner (Networking) Introduce yourself and share what you ‘do’. Take turns sharing your most effective strategy. Please record your new best friend’s strategy in the section ‘What my partner thinks’ on your Think Pad to bring back to your team. PLEASE STAY with YOUR NEW BEST FRIEND. If you are a number one: Please bring your handout, Think Pad, and a pen and find a new friend in the room. SMILE… Please number-off at your table in groups of two. If you are a number two: Stay seated and raise a hand until a new friend has joined you. SMILE…

5 Driving PLC Questions What do we want all students to know and do? Unwrap Standards (Know-Understand-Do) Use Know-Understand-Do to establish clear goals How will we know if and when they’ve learned it? Use daily, end-of-unit, and other assessments to track and monitor student progress (formative and summative assessments) What will we do to make sure they know and can do it? Based upon learning goals, decide the type of lesson that will best facilitate student mastery of content (e.g., introducing new knowledge, deepening knowledge, or generating and testing hypotheses) Select instructional strategies that will maximize student learning How will we respond when some students don’t learn? Anticipate and plan for needs of students who need intervention How will we respond when some students have already learned? Anticipate and plan for needs of students who need enrichment See step 1

Framework for Instructional Planning page 5 Framework for Instructional Planning

page 6

Setting Objectives and Providing Feedback Today’s Goal: I can apply strategies to increase student engagement and passion for Learning. I can explain how to use each strategy effectively. Today’s Essential Vocabulary: Understanding Check Environment Create Extend Apply Scaffold Equity Archive Rigor

Setting the Objective and Providing Feedback

(and checking along the way) Anchor Charts Canva.com canva.com page 12 Setting the Objective (and checking along the way)

Clues may only be things the person would say! American icons Clues may only be things the person would say! Abraham Lincoln 200 POINTS Rosa Parks Elvis Presley 100 POINTS 100 POINTS Michael Jackson George Washington Mickey Mouse 50 POINTS 50 POINTS 50 POINTS

What will my students do to increase their understanding? (student actions) Cite Evidence 200 POINTS Collaborate Think Critically 100 POINTS 100 POINTS Understand Objective Summarize Self-check for Understanding 50 POINTS 50 POINTS 50 POINTS

What will I do to increase student understanding? (teacher actions) Formatively Assess 200 POINTS Listen Spiral 100 POINTS 100 POINTS Build relationships Differentiate Use second questions 50 POINTS 50 POINTS 50 POINTS

Glossary at the end of each unit in notebook

Vocabulary page 9

page 7

Instructional Planning Framework for Instructional Planning What strategies stuck with you regarding ways to Create an Environment for Learning? Why are they important in the learning process?

4 – second partner (Networking) Find a new best friend at your table. Introduce yourself and share what you ‘do’. Take turns sharing your most effective strategy. Add to your bank of new ideas to bring back to your team. PLEASE STAY with YOUR NEW BEST FRIEND.

Framework for Instructional Planning page 5 Framework for Instructional Planning

page 6

What will we do to make sure they know and can do it? ALL means ALL! Category Ave. Effect Size (ES) Percentile Gain Identify similarities & differences 1.61 45 Summarizing & note taking 1.00 34 Reinforcing effort & providing recognition .80 29 Homework & practice .77 28 Nonlinguistic representations .75 27 Cooperative learning .73 Setting objectives & providing feedback .61 23 Generating & testing hypotheses Questions, cues, & advance organizers .59 22

the Target Knowing page 3 Research connection: Opportunity to Learn One of the greatest factors impacting student achievement is whether anyone has ever taught it to them in the time and way they require.

5 Driving PLC Questions What do we want all students to know and do? Unwrap Standards (Know-Understand-Do) Use Know-Understand-Do to establish clear goals How will we know if and when they’ve learned it? Use daily, end-of-unit, and other assessments to track and monitor student progress (formative and summative assessments) What will we do to make sure they know and can do it? Based upon learning goals, decide the type of lesson that will best facilitate student mastery of content (e.g., introducing new knowledge, deepening knowledge, or generating and testing hypotheses) Select instructional strategies that will maximize student learning How will we respond when some students don’t learn? Anticipate and plan for needs of students who need intervention How will we respond when some students have already learned? Anticipate and plan for needs of students who need enrichment See step 1

Helping Students Develop Understanding (aka…STOP TELLING THEM!!!) (Let THEM figure it out…with scaffolding)

Good Instruction (Keep it Simple…Keep it Real) “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

Highlight the most important Information in text and word problems

Motor Mouth DOK 2 DOK 3 SCHOOL Things students do associated with Apply Sort Predict Infer Modify Classify Solve Things students do associated with DOK 3 Defend Hypothesize Cite evidence Conclude Critique Justify Interpret Groups associated with SCHOOL Parents School Board Students Bus Driver Principal Cafeteria Worker

DOK Question Stems

page 10

page 6

4 – second partner (Networking) Please bring a completed copy of the Think Pad and a writing tool. Find a new friend in the room. Introduce yourself and share what you ‘do’. Find 2 comfortable seats and relax. Share strategies with your partner and record their idea on your Think Pad to bring back to your team. PLEASE STAY with YOUR NEW BEST FRIEND.

Instructional Planning What strategies stuck with you regarding ways to Help Students Develop Understanding? Why are they important in the learning process? Framework for Instructional Planning

Extend and Apply Knowledge Helping Students Extend and Apply Knowledge

SHAPE Circle Rectangle Side Triangle Corner Square Round ATTRIBUTE Square Corner Square Circle Round

Where do I belong? (variations on)

CLOSE

page 11

Thank you for all you do, for all the children! ~Dan