1. 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

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

3. 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. 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

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

6. page 6

7. 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

8. Setting the Objective
and
Providing Feedback

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

10. 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

11. 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

12. 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

14. Glossary at the end of each unit in notebook

15. Vocabulary
page 9

16. page 7

17. 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?

18. SAFE LEARNING ZONE ALERT!
page
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!

19. Unpacking Arizona’s Standards
pages 14 – 15

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

21. 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.

22. 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

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

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

25. 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.

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

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

28. 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

29. 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.

30. Framework for Instructional Planning
page 5
Framework for Instructional Planning

31. page 6

32. 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

33. 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.

34. 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

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

36. 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

37. 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

39. 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.

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

41. 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

42. 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.

43. 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

44. Kinds of Evidence – Continuum of Evidence Informal Check for Understanding

45. 1 4 Team Turn 2 3 Name a noun. Form a sentence. Name a verb.
Name an adjective. 1 4
Team
Turn 2 3

48. 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

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

50. 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

52. DOK Question Stems

53. page 10

54. page 6

55. 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.

56. 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

57. Extend and Apply Knowledge
Helping Students
Extend and Apply Knowledge

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

60. Where do I belong? (variations on)

61. CLOSE

63. page 11

64. 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?

65. Talk to Me…

67. 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.

68. 8++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++++

69. 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?

70. 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.

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

72. Virginia Math Process Standards Problem Solving

73. page 25
Work Template
POSTER

74. page 25

75. 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