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

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

3. 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.

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

5. 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

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

7. 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…

8. 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…

9. 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

10. Framework for Instructional Planning
page 5
Framework for Instructional Planning

11. page 6

12. 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

13. Setting the Objective
and
Providing Feedback

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

15. 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

16. 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

17. 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

19. Glossary at the end of each unit in notebook

20. Vocabulary
page 9

21. page 7

22. 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?

23. 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.

24. Framework for Instructional Planning
page 5
Framework for Instructional Planning

25. page 6

26. 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

27. 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.

28. 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

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

31. 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

32. Highlight the most important Information in text and
word problems

33. 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

35. DOK Question Stems

36. page 10

37. page 6

38. 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.

39. 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

40. Extend and Apply Knowledge
Helping Students
Extend and Apply Knowledge

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

43. Where do I belong? (variations on)

44. CLOSE

46. page 11

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