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 VETERANS MEMORIAL MIDDLE SCHOOL by Dan Mulligan, flexiblecreativity.com November 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…

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

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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?

SAFE LEARNING ZONE ALERT! page 16 - 17 Discuss with your partner the process you and your team use to determine: What students need to know? What students need to do? How will you know when they know it? How will you make sure they know and can do it? SAFE LEARNING ZONE ALERT!

Unpacking Arizona’s Standards pages 14 – 15

Unpacking Georgia’s Standards of Excellence pages 14 – 15 Unpacking Georgia’s Standards of Excellence

How will we know when they know it? Suggested Action As we unpack standards, create quick formative assessments (aligned to the Arizona standards) to clarify when they know it. Now that the target is clear…determine what will we do to make sure they know it.

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

Page 4 Assessment There are two reasons why we assess: ~to inform instructional decisions ~to encourage students to try

Assessment There are two reasons why we assess: ~to inform instructional decisions ~to encourage students to try

AzMERIT ELA Item Type FAST FIVE Scavenger Hunt Work with your partner to identify each AzMerit ELA Item type. Justify each decision by explaining when each assessment type is appropriate. Discuss if any item type represents an opportunity to add to your assessment protocol.

AzMERIT ELA Item Type Scavenger Hunt Open Response Multi-Select Multiple Choice Hot Text Grid Item

AzMERIT ELA Item Type Scavenger Hunt Hot Text Multi- Select Grid Item Multiple Choice Open Response

AzMERIT Item Types ELA Item Types Math Item Types Hot Text Multi-Select Grid Item Multiple Choice Open Response   AzMERIT Item Types Math Item Types Multi-step Response Equation Response Multiple Choice Response Graphic Response – Drag and Drop, Drawing, Hot Spot Table Response Natural Language Response  

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

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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)

WHY ACADEMIC VOCABULARY? Helping Students Develop Understanding Briefly share what you know about strategies to: check for understanding Tell a chain story about the process of checking for student understanding …without using words that begin with: P, S, or T

Passion and Commitment for Educational Excellence page 10 “The difference between who you are and what you want to be is what you do.” ~Bill Phillips,2006

Form a team of six people at your table. B. Helping Students Develop Understanding Integrating prior knowledge with new knowledge Modeling, guided practice, independent practice Checking for Understanding along the way SPREAD the LOVE Form a team of six people at your table.

Advanced Organizers Use Visuals Advanced organizers help students organize the information and retain 5 times more of the information.

Teaching for Long-term memory Acquisition Graphic Organizer Teaching for Long-term memory Acquisition Attributes of Plants Attributes of Fictional Text Attributes of Animals Attributes of Nonfiction

An Inconvenient Truth Even if you believe it should be students’ job to be engaged… …you accept that it’s your job to engage them.

Logical/Mathematical Musical/Rhythmic Sing it Create a beat Rap it Make a cheer Create a jingle Hum it Identify sounds React to sounds Listen to sounds Connect to music Write a poem Verbal/Linguistic Read it Spell it Write it Listen to it Tell it Recall it Use “you” words Apply it Chunk information Say it Use mnemonics Logical/Mathematical Make a pattern Chart it Sequence it Create a mnemonic Analyze it Think abstractly Think critically Use numbers Prove it Interpret the data Use the statistics Visual/Spatial Mind maps Graphic organizers Video Color code Highlight Shape a word Interpret a graphic Read a chart Study illustrations Visualize it Make a chart Create a poster Body/Kinesthetic Role play Walkabout Dance Lip sync Skits/charades/mimes Construction Math manipulatives Sign language Sports Activity centers Body language Intrapersonal Metacognition Use self-talk Work independently Solve in your own way Understand self Journal it Rehearse it Use prior knowledge Connect it Have ownership Interpersonal Think-Pair-Share Jigsaw Cooperative grouping Drama Debates Class meetings Meeting of minds Peer counseling Tutors/buddies Giving feedback Shared Journals Naturalist Label it Categorize it Identify it Form a hypothesis Do an experiment Adapt it Construct it Classify it Investigate it Discern patterns

Kinds of Evidence – Continuum of Evidence Informal Check for Understanding

1 4 Team Turn 2 3 Name a noun. Form a sentence. Name a verb. Name an adjective. 1 4 Team Turn 2 3

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

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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

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Instructional Planning Framework for Instructional Planning What strategies stuck with you regarding ways to Help Students Extend and Apply Knowledge? Why are they important in the learning process?

Talk to Me…

Follow-up Debriefing Each pair should share with your other team members the method you used to graph the figure. Discuss with your team: Which method appeals to you? Is there another method that you would prefer? Prepare for a “pairs choice of method” with a new graph.

8++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

Key Question Did your performance on the second attempt to complete the grid exercise improve after having an opportunity to self-assess your initial strategy?

Formative Assessment Formative assessment is the process used by teachers and students during instruction that provides feedback to adjust teaching and learning for the purpose of improving student learning. Council of Chief State School Officers, October 2006 Notes: Process rather than a particular test…. It is not the nature of the test itself that makes it formative or summative…it is the use to which those results will be put.

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

Virginia Math Process Standards Problem Solving

page 25 Work Template POSTER

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HIGH-Yield Instructional Strategies 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