September 26, 2013 Ingham ISD Leadership Academy PLC April 24,

Today’s Learning Targets Participants will…  reflect on the impact of the Leadership Academy content and the impact of our work on student outcomes  receive a copy of one of Hattie’s books including suggestions for how to expand the learning with staff in your buildings/district  have an opportunity to contribute ideas and needs as we plan for next year’s academy

Sessions I & II Presenters: Mike Moreno  Waverly MS Nate Stevenson  Ingham ISD Roberta Perconti Ingham ISD Session III Presenters: Amber Knapp and Amy Hodgson Dansville Schools Session IV: Presenter: Dr. Kevin Feldman The participants will… clearly defined, observable, measurable learning objectives. state at least three (3) reasons for using clear learning targets. know how Clear Learning Targets connect to formative, summative and statewide assessments know specific strategies for remediating CLT’s as part of core instruction The participants will… learn how to link CLTs to assessments how to evaluate student performance on a summative assessment using rubrics what a balanced assessment system looks like overall what new grading practices have been implemented in Dansville Public Practice Formats: Creating a Culture of Respectful Giving & Receiving of Actionable Feedback 1) Peer to Peer Coaching – PLC Debriefing 2) Learning Walk or Team Coaching 3) Expert Coaching 4) Classroom Video Clips – 5) Mini-lesson demonstrations – 3-10 min. 6) Principal Walk Trough's – REVIEW

Using Assessments Thoughtfully Art and Science of Teaching / Using Polling Technologies to Close Feedback Gaps Feedback Gap:  The more time that elapses between a student response and teacher feedback, the less metacognitive reflection that takes place. The Benefits of Polling Technologies  The recent emergence of polling technologies—such as clickers, student response systems, and free online resources like Poll Everywhere or Socrative—can potentially diminish or even eradicate the feedback gap. Sonny Magaña and Robert J. Marzano March 2014 | Volume 71 | Number 6 4

Reflecting on our Professional Learning Using Technology to Close the Feedback Gap  Step One: Open browser type in m.socrative.com  Step Two: Type in Room Number ‹#› 5

SUPER BOOK GIVE AWAY PBIS at it’s BEST!! Ones with perfect attendance pick first And then the rest! But first…. 6

Educational Practices that Impact Student Achievement: Review Visible Learning, John Hattie, 2009

Visible Learning ‹#› 8 This unique and ground- breaking book is the result of 15 years research and synthesizes over 800 meta-analyses on the influences on achievement in school-aged students. It builds a story about the power of teachers, feedback, and a model of learning and understanding. The research involves many millions of students and represents the largest ever evidence based research in recent history.

Visible Learning For Teachers ‹#› 9 The main ideas of the book are: ~ The big idea is – know thy impact ! Expert teachers are not wedded to specific teaching strategies – rather, they regularly focus on evaluating the effects they have on students, and adjust teaching methods accordingly. ~ When teaching and learning are “ visible ” – that is, when it is clear what teachers are teaching and what students are learning, student achievement increases. CHAPTER 9: MOST IMPORTANT!!

Visible Learning and the Science of How We Learn ‹#› 10 The book is structured in three parts –  Learning within classrooms  Learning foundations, which explains the cognitive building blocks of knowledge acquisition  ‘Know thyself’ which explores, confidence and self-knowledge It also features extensive interactive appendices containing study guide questions to encourage critical thinking, annotated bibliographic entries with recommendations for further reading, links to relevant websites and YouTube clips, and the meta- analyses from the original Visible Learning project by rank order.

Carousel Brainstorm Protocol Purpose: of the carousel brainstorm process is to allow participants to share their ideas and build a common vision or vocabulary ; the facilitator can use this process to assess group knowledge or readiness around a variety of issues.

Procedure  Before activity identify several questions or issues related to your topic.  Post your questions or issues on poster paper  Divide your group into smaller teams.  Give a different color of marker to each team, and have each team start at a particular question.  At each question, participants should brainstorm responses or points they want to make about the posted question.  After a couple of minutes with each question, signal the teams to move to the next question.  You can conclude the activity having each team highlight and report key points at their initial question or by having participants star the most important points and discussing those. 12

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