1. Learning Walks at WMS: What We Observed on 1/25/11 Presented to WMS Faculty 2/7/11

2. Creating a Layered Book Foldable for Taking Notes 1.Place the Non-linguistic Representations sheet on the bottom of the stack of papers. Write your name on the Name line. 2.Place the Scaffolding sheet on top of the Non-linguistic Representations sheet about 1” above the bottom so you can read Non-linguistic Representations. 3.Place the What is the data saying? sheet on top of the Scaffolding sheet about 1” above the bottom so you can read Scaffolding. 4.Holding all three sheets in that order, fold the top backwards in half so that the bottoms line up.

3. WMS Learning Walks on 1/25/11 3 teams with 3 educators on two teams and 2 educators on one team All members of the School-wide Data Team 40 classrooms visited Each visit was approximately 15 minutes long Each team had a copy of: ▫updated GLEs for the content areas and grade levels that they were visiting ▫Bloom’s Revised Taxonomy ▫Effective Teaching Strategies at a Glance

4. WMS Learning Walks on 1/25/11 – Who Was Visited Content Areas ▫Reading/LA - 11 classrooms ▫Math - 8 classrooms ▫Science – 9 classrooms ▫Social Studies – 4 classrooms ▫Tier II Reading - 1 classroom ▫Advanced Math – 3 classrooms ▫Computers – 1 classroom ▫Library Skills – 1 classroom ▫Life Skills – 1 classroom ▫Spanish – 1 classroom

5. WMS Learning Walks on 1/25/11 – Who Was Visited Grade Levels ▫Grade 5 – 9 classrooms ▫Grade 6 – 10 classrooms ▫Grade 7 – 11 classrooms ▫Grade 8 – 9 classrooms ▫Grade 7/8 – 1 classroom

6. The Good News – What we observed High teacher & student enthusiasm Students engaged in learning Classroom environments comfortable & safe Effective classroom management Increase in the number of staff separating the content and language objectives Increase in higher levels of Bloom (Apply, Evaluate, Create)

7. Content Objectives What We Observed Clearly Written – 28 classrooms = 70% In Student Friendly Language – 30 classrooms = 75%

8. Language Objectives What We Observed Clearly Written – 23 classrooms = 58% In Student Friendly Language – 24 classrooms = 60%

9. Separate Content and Language Objectives Observed in 28 classrooms = 70% Research shows that “In model sheltered instruction courses, language and content objectives are systematically woven into the curriculum… Teachers must develop the students' academic language proficiency consistently and regularly.” (http://www.siopinstitute.net/index.html)http://www.siopinstitute.net/index.html This means that it is critical to separate the Content and Language Objectives, especially to support the language development of English Language Learners.

10. To increase the likelihood of learning: Set separate content and language objectives Set only 1 or at most 2 of each kind of objective Word them as student outcomes rather than student activities Use Bloom’s Taxonomy for active, higher order thinking verbs Post them together in large enough print so they can be seen from anywhere in the classroom Tell students what the objectives are Reinforce what the objectives are by referring to them throughout the lesson

11. Students Are Able to State What They Are Learning 182 students were asked what they were learning today, 153 were able to state what they were learning = 84% Research shows that “When students know what they are learning, their performance, on average, has been shown to be significantly higher than students who do not know what they are learning.” (http://www.marzanoresearch.com)http://www.marzanoresearch.com

12. Bloom’s Revised Taxonomy Total N of classrooms visited = 40 Remember – Observed in 35 classrooms = 88% Understand – Observed in 35 classrooms = 88% Apply – Observed in 30 classrooms = 75% Analyze – Observed in 15 classrooms = 38% Evaluate – Observed in 7 classrooms = 18% Create – Observed in 4 classrooms = 10%

13. What Does That Look Like in Wordle? Let’s raise the level of thinking and reverse the weight of these words.

14. What Kind of Engagement Did We See? Total N of classrooms visited = 40 High Engagement – 27 classrooms = 67.5% Medium Engagement - 4 classrooms = 10% Low Engagement - 9 classrooms = 22.5%

15. Embedded Instruction: What We Observed Vocabulary Development Embedded – 29 classrooms = 73% Non-Fiction Writing – 16 classrooms = 40% Differentiated Instruction – 5 classrooms = 13%

16. Effective Teaching Strategies from Marzano, et al District-wide Strategies Setting Objectives/Providing Feedback - 25 classrooms = 63% Similarities/Differences – 8 classrooms = 20% Reinforcing Effort/Providing Recognition – 19 classrooms = 48%

17. Effective Teaching Strategies from Marzano, et al Cooperative Learning - 10 classrooms = 25% Cues, Questions and Advanced Organizers - 21 classrooms = 53% Generating and Testing Hypotheses - 8 classrooms = 20% Homework and Practice - 21 classrooms = 53% Non-linguistic Representations - 10 classrooms = 25% Summarizing and Notetaking - 14 classrooms = 35%

18. Effective Instructional Strategies Scaffolding (e.g., Prompting, Questioning, Paraphrasing, Think-alouds, etc.) - 28 classrooms = 70% Effective classroom management - 35 classrooms = 88%

19. Technology Usage Technology usage was defined as using 21 st Century technology, e.g., laptops, data projectors or TVs hooked to computers, SMART Boards, MY Access, Web 2.0 tools, etc. Students Using Tech - 6 classrooms = 15% Teachers Using Tech - 13 classrooms = 33% Neither Students Nor Teachers Using Tech - 23 classrooms = 58% NOTE: Some teachers were observed using overhead projectors effectively; however, those are 20 th Century tools and are not included in this data.

20. Student Work Displayed Current – 16 classrooms = 40% Meaningful & Linked to Standards – 17 classrooms = 43% Matched to Linguistic Proficiency - 8 classrooms = 20% Data Walls - 15 classrooms = 38%

21. Data Analysis Comparison The comparison of the first and second Learning Walks reveal a decrease in the following strategies: ▫High level of student engagement ▫Vocabulary development ▫Differentiated instruction ▫Non-linguistic representations ▫Scaffolding ▫Current and meaningful student work being displayed

22. Data Analysis – Areas of Focus Scaffolding Non-linguistic representations

23. Scaffolding Based on Vygotsky’s Zone of Proximal Development (ZPD) ▫The ZPD is the difference between what a child can accomplish alone and what he or she can accomplish with the assistance of a more experienced individual (Echevarría, Vogt, and Short, 2008). Providing substantial amounts of support and assistance in the earliest stages of teaching a new concept or strategy, and then gradually decreasing the amount of support as the learners acquire experience through multiple practice opportunities

24. Verbal Scaffolding Techniques Includes using prompting, questioning, and elaboration to facilitate students’ movement to higher levels of language proficiency, comprehension, and thinking. Includes paraphrasing, think alouds, slowing speech, speaking in phrases, repeating student responses to correct pronunciation and inflection, and reinforcing contextual definitions.

25. Procedural Scaffolding Techniques Includes explicitly teaching content, modeling, opportunities for practice, and allowing for independent application. For example: ▫One on one teaching, coaching and modeling. ▫Small group instruction and/or partnering students so as to allow them to practice newly learned strategies with more experienced students.

26. Instructional Scaffolding Techniques Methods and materials that can be utilized in lessons to facilitate understanding of the content and language objectives. For example, graphic organizers can be used in a lesson as a pre-reading tool to prepare students for the content of a textbook chapter. It could also be used to illustrate a chapter’s text structure. analyzing categorizing comparing/contrasting evaluating investigating listing recalling

27. Nonlinguistic Representation is an aspect of information processing that uses the imagery mode, expressed as mental pictures or even physical sensations, such as smell, taste, touch, kinesthetic association, and sound (Richardson, 1983) What is Nonlinguistic Representation? Classroom Instruction That Works, Marzano, et al, 2001, p. 73

28. Research on Learners 32% are visual learners 18% are auditory learners 25% are tactile learners 25% are kinesthetic learners This means that 50% of people are nonlinguistic learners

29. When using Nonlinguistic Representation, the research showed that the range of percentile gain was 19 to 40 percentile points. What Does the Research Say?

30. A variety of activities produce nonlinguistic representations. ▫Creating graphic representations ▫Making physical models ▫Generating mental pictures ▫Drawing pictures and pictographs ▫Engaging in kinesthetic activity Nonlinguistic representations should elaborate on knowledge. Using Nonlinguistic Representations Classroom Instruction That Works, Marzano, et al, 2001, p. 73-74

31. Effect C1 C2 C3 C4 C5 Cause/Effect Diagram Classroom Practice in Nonlinguistic Representation - Graphic Organizers CONCEPT Principle Example Characteristic Example Characteristic CONCEPT Web Concept Map Time/Sequence Diagram Generalization/Principle Patterns Diagram

32. Make Physical Models Concrete representation of the knowledge that is being learned Souvenirs/tokens 3D models – dioramas Foldables

33. Draw Pictures and Pictographs Symbolic pictures that represent the knowledge that has been learned Flip books Illustrate vocabulary

34. Engage in Kinesthetic Activity Physical movement associated with knowledge generates a mental image of the knowledge in the mind Using manipulatives Role playing/charades Elkonin boxes (an instructional method used to build phonological awareness by segmenting words into syllables) Hand/body movements