1. Waverly High School Instructional Implementation Toby Boss ESU 6

2. Purpose Review the MRL instructional model Plan the 2013-14 implementation Reflect through blogging

3. Kidblog Use this for reflection and to create a common space to talk about instruction. Closed to anyone outside our group Go to: – whsinstruction.wikispaces.com – Link to the kidblog site – Find your name – login will be whs13

4. “The illiterate of the 21 st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.” Alvin Toffler 2001 An American writer and futurist

5. Great Educators…. Are first and foremost learners who have a teachable spirit. Are constantly looking to improve their skills in the craft of teaching and learning.

6. Effective teachers are made, not born. Do you agree or disagree? What’s the role of talent? What’s the role of deliberate practice?

7. Even small increments in teacher effectiveness can have a positive effect on student achievement. an 8% average improvement in student achievement a 2% improvement in teaching skillful- ness per year 10 years = x

8. The reality of our business… There is rarely, if ever, a perfect day of teaching…

9. A Look At Some Research

10. “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

11. 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.

12. 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.

13. Where should a school or district begin?  Develop a common language of teaching

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

15. The Art and Science of Teaching

16. Art and Science by the numbers 41 9 3

17. Art and Science by the numbers 41 instructional elements within… 9 lesson design questions embedded in… 3 segments for every lesson.

18. Learning Goals and Feedback Rules and Procedures INVOLVES ROUTINES ENACTED ON THE SPOT Student Engagement High Expectations Teacher/Student Relationships Teacher/Student Relationships Adherence to Rules and Procedures Generating/ Testing Hypotheses Practicing and Deepening Interacting With New Knowledge ADDRESSES CONTENT IN SPECIFIC WAYS

19. 1.Learning Goals and Feedback 2.Interacting with New Knowledge 3.Practicing and Deepening 4.Generating and Testing Hypotheses 5.Student Engagement 6.Establishing Rules and Procedures 7.Adherence to Rules and Procedures 8.Teacher-Student Relationships 9.High Expectations Page 7, The Art & Science of Teaching The Art and Science of Teaching

20. Heflebower, Marzano Research Laboratory cutting-edge research concrete strategies sustainable success Learning Goals and Feedback Rules and Procedures INVOLVES ROUTINES ENACTED ON THE SPOT Student Engagement High Expectations Teacher/Student Relationships Teacher/Student Relationships 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 20

21. Lesson Segments “Thin slices” of instruction – Those involving routines – Those involving content – Those enacted on the spot

22. Reflection On your blog: – What made sense? – What questions might you have?

23. Learning Goals and Feedback Rules and Procedures INVOLVES ROUTINES The Art and Science of Teaching Routine Segments

24. Communicate learning goals Track student progress Celebrate success Establish classroom rules and procedures Organize the physical layout of the room

25. Do Some Solo Thinking Please What are some key routines and procedures teachers need to establish in a classroom? Make a list of some you think are critical for a successful learning environment.

26. Did you list any of these? –Attention and Refocus Signal –Transition Signal –Strategies to group and re-group learners

27. Cognitive Routines Critical for getting students to interact with content we want them to learn… Cognitive routines are critical routines for learning at all ages…

28. Attention and Refocus Signal I will move to the front and center of the room. –Common Location and Visual Clue Announce 30 seconds remaining in the activity. –Verbal Clue Count down from 5 to 0 –Verbal Wrap-Up At 0 everybody is seated and ready to continue –Clear Expectation If anyone isn’t ready, We Will Wait –The Power of Silence and Peers

29. Examples Close Partners Across the Room Partners Table Family - Department Grouping and Regrouping Learners

30. Close Partners When I say go….(Transition Signal) Form groups of 2 or 3 with other colleagues who are sitting near you in the room but not at your table. Share your lists of rules and procedures. What as common and what was different?

31. Table Family Discussion Please discuss the next slide I display… What do each of you think?

32. According To Recent Studies  What is the balance of teacher talk to student talk during a typical class period?  Studies show that teachers talk in a regular classroom between 80% and 90% of the time.  What effect does this have?

33. What is the effect? Assuming a 50 minute class period Teacher talk = 40 minutes Student interaction with content/language = 10 minutes total for the class. 30 students in class = 20 seconds (or less) per student

34. Lecture Reading Audio-visual Demonstration Discussion Groups Practice by doing Teach others/immediate use of learning Average Retention Rate after 24 hours 5% 10% 20% 30% 50% 75% 90% Adapted from David Sousa’s figure 3.8 in his text, How the Brain Learns Boosting Retention

35. Across the Room Partners… When I say go: –Form groups of 2 or 3 with colleagues not sitting near you in the room. –Introduce yourselves and prepare to discuss the next slide I display.

36. Discussion Topic What cognitive routines do you use or see being used in classrooms at your school?

37. Please Return To Your Tables

38. Generating/ Testing Hypotheses Practicing and Deepening Interacting with New Knowledge The Art and Science of Teaching Content Segments ADDRESSES CONTENT IN SPECIFIC WAYS 38

39. Content Segments Interact with new knowledge Practice and deepen content Generate and test hypothesis

40. Heflebower, Marzano Research Laboratory cutting-edge research concrete strategies sustainable success ENACTED ON THE SPOT Student Engagement High Expectations Teacher/Student Relationships Teacher/Student Relationships Adherence to Rules and Procedures On the Spot Segments 40

41. On the Spot Segments Student engagement Adherence to rules and procedures Teacher –student relationships High expectations

42. Blog Reflection Reflect on what we have discussed: – the importance of the classroom teacher – the importance of teaching cognitive routines – what routines might you begin the school year teaching

43. 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.

44. 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.

45. Feedback Teacher self-perception Teacher self-observation Observation data from peers, instructional coaches, supervisors

46. Teacher Self Observation Watch a video tape of their class – on their own. Discuss in your department teams how this might work.

47. 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.

48. Opportunities to Observe and Discuss Effective Teaching Instructional rounds Expert coaches Expert videos Teacher-led PD Virtual communities

49. Watching Experts Instructional Rounds: – Teams of teachers watch other experts – The purpose is to apply the observation to YOUR practice specifically: How did this experience validate what I do? What questions did this experience generate about what I’m doing in my own classroom? What’s one this I might try in my classroom? In your department teams discuss how this might work.

50. 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.

51. Discuss In your department groups: – The goals you set – How you plan to implement new strategies – What professional development you might need – Timeline

52. Blog What is your goal? What will you try? What are your needs?

53. Next Steps By September 23 – Try a new strategy based on your department goal – Reflect using Kidblog – Be ready to discuss with your department By the end of first quarter: – video 15 minutes of your class and complete a self reflection

54. Resources http://marzanoresearch.com/site http://esu6mrl.wikispaces.com http://esu6craftknowledge.wikispaces.com ESU 6 YouTube: http://www.youtube.com/user/esu6pd http://www.youtube.com/user/esu6pd