Transcript Bumping Up Your Walkthroughs
Bumping Up Your Walkthroughs: Recognizing and Coaching for Instructional Rigor
Presented by Alisa Braddy and Denise White Inspire and Engage Consulting Services LLC
www.inspireandengage.com
The Brain’s Three Questions 1. Where am I?
2. Who are all these people?
3. What are we going to do today?
Dr. Robert Sylwester
About Us
Alisa Braddy Denise White • • •
Classroom Teachers Instructional Coaches Worked with teachers and principals throughout the US and Canada
Bumping Up Your Walkthroughs
Discuss how walkthroughs can become an opportunity for instructional coaching.
Identify strategic ways to address the lack of rigor you observe during classroom walkthroughs.
Understand the research supporting the effectiveness of these strategies.
Learn specific strategies to provide your teachers with in order to bring rigor to life in their classrooms.
Use Classroom Walkthroughs as a Coaching Opportunity: It’s What the Teachers Want
• “Leaders can vastly increase their leverage by becoming coaches because coaching is a communication process that connects people to performance.” • “The higher the level of response and follow up by the supervisor, the higher the staff rated their supervisor’s effectiveness.”
The Heart of Coaching
, Crane 2002
Coaching through Walkthroughs
• “The best walkthroughs give teachers relevant real-time data on their instruction…which should be specific and descriptive to the level of performance observed.” (Skretta, 2007) • Be prepared to give teachers strategies that specifically address the observed behaviors and performance.
What You Have Observed and What You Can Suggest
What You Have Observed
• Too much teacher-talk • Disengaged or merely ”compliant” students • Ineffective guided practice
#1 Implement Collaborative Structures
“
Isolation is the enemy of improvement.
” -Tony Wagner
The Global Achievement Gap
College and Career Ready
In a survey of over 23,000 employees across industries and locations • More than 2/3 reported that their job requires more collaboration than it did three years ago • 60% said their day-to-day work requires regular coordination with ten or more people
FCW
, Cattie, 2012
Research on Collaboration
• Cooperative learning demonstrated improvement of student engagement and retention of classroom material (Johnson and Johnson, 2009). • Cooperative learning methods improve students' time on tasks and motivation to learn, as well as students' interpersonal relationships and expectations for personal success (Johnson and Johnson, 2009).
Research on Collaboration
• Collaborative discussion-based practices improved comprehension of the text and critical-thinking skills for students across ethnic and socioeconomic backgrounds. (
Journal of Educational Psychology
, 2009) • Studies show that when students are engaged in collaborative tasks, dopamine is released which serves as a self-rewarding system and increases retention of information (Willis, 2012).
Collaboration Working together toward a common goal Using a
structure
that provides: •Positive Interdependence •Individual Accountability •Equal Participation •Simultaneous Interaction Group Work Working together toward a common goal
Reciprocal Teaching
• • • Find a partner and identify yourselves as either “A” or “B”.
Partner A teaches Partner B the first problem while Partner B “coaches” as needed.
Switch roles and Partner B teaches the second problem to Partner A as Partner A “coaches” as needed.
1) 2) 27 + 5 = 19 + 6 =
Playing Card Discussion
1. Draw a playing card from the deck.
2. Form a discussion group with the people who are holding the same numbered card.
3. Take turns answering the questions that match your suit.
4. Be sure to ask whether anyone in your group has anything to add about your topic.
5. Discussion continues until all group members have discussed their topics.
Playing Card Discussion Questions
SPADES: Discuss and describe the main characters in the book. CLUBS: Discuss the setting of the book. Why is it important to the story? How would the story be different set in another place or time?
DIAMONDS: Discuss the most important event(s) in the book. Why were they so important to the development of the plot?
HEARTS: Discuss the theme of the book. What message is the author trying to communicate and how does he/she do it?
Common Core State Standard: Speaking and Listening
SL.1.Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Have you ever observed something like this?
What You Have Observed
• Students with their heads down • Students getting out of their seats at inappropriate times • Pencil-tapping, chair-rocking, gum snapping • ERGO
#2
Embed Movement into Instruction
Research on Movement
• A workplace study done by Galen Cranz found that sitting in chairs for more than
10 minutes
led to the following: • Reduced physical and emotional awareness • Decreased productivity • Increased fatigue
Benefits of Movement
• Increased math, reading, writing scores • Positive personal relationships • Decreased depression, anxiety, fatigue • Decreased disruptive behavior (from
Journal of School Health,
Aug. 2011)
Clock Appointments
9 Do you agree with George Bush that Reagan’s economic plan is “Voodoo Economics”? Why or why not?
1. Move around the room; stop with signal.
2. Record name of person.
3. Take turns discussing the topic.
4. Repeat as directed. Keep your clock!
12 Explain how the economic impact of the Great Depression has affected current economic legislation.
3 Discuss why the Hawley Smoot Tariff Act was not successful in ending the Great Depression.
6 Discuss the Laffer Curve and why it is so controversial.
Box It
1. Carry your Box It sheet and your pencil as you mingle to the music.
2. When the music stops, partner with the person closest to you.
3. Select a box to work on with your partner.
4. Your partner will sign your box to indicate you worked together to fully and completely address that question.
5. When you are finished with that box, hold up your paper and find a new partner.
BOX-IT
Directions: Choose a question to investigate with your partner. Discuss and record your answers. Be sure to cite evidence from the text. When you are finished, sign each other’s boxes beneath that question.
1. Explain the causes and effects of the Hawley-Smoot Tariff Act. (pgs. 192-195) 2. Compare and contrast the contemporary Laffer Curve to the Hawley Smoot Tariff Act. (pgs. 199-202; 192-195) 3. Explain why George Bush called Reagan’s economic policy “Voodoo Economics” (pgs. 203-205).
Box It
1. Carry your Box It sheet and your pencil as you mingle to the music.
2. When the music stops, partner with the person closest to you.
3. Select a box to teach your partner.
4. Your partner will sign your box to indicate you taught and he listened to you teach.
5. Trade roles.
6. When you are finished with that box, hold up your paper and find a new partner .
BOX-IT
Directions: Choose a problem to teach your partner. When you are finished, your partner will sign the box beneath that problem. Trade roles.
1. 27 X 8 = 2. 35 X 5 = 3. 93 X 7 + 4. 33 X 2 = 5. 67 X 4 = 6. 42 X 4 =
Stand Up, Hand Up, Pair Up
1. On an index card, write two things you have learned.
2. At the signal, stand up, put your hand up, find a partner NOT sitting at your table, and give him/her a high five.
3. Listen actively to one another as you share your first idea. 4. When you finish, put your hand up and find a second partner with his or her hand up and give a high five.
5. Share your second idea.
6. Return to your seat when finished.
Common Core State Standard: Speaking and Listening
SL.1.Prepare for and participate effectively in a range of conversations and collaborations with diverse partners, building on others’ ideas and expressing their own clearly and persuasively.
Have you ever observed something like this?
Uncle Joe drove Caleb to the football game and dropped him off. “I will be back to pick you up when the game is over,” said Uncle Joe. A few hours later, Uncle Joe pulled into the parking lot and watched the students streaming out of the stadium cheering and high-fiving each other. As Caleb climbed into the car, Uncle Joe remarked, “Well, it looks like your team won the game!”
Where did Uncle Joe take Caleb?
Who drove Caleb to the football game?
#3
Increase the Rigor of Questioning
What Makes a Question Rigorous?
• Rigorous questions ask students to infer, analyze, and/or synthesize.
CCSS Anchor Standard for Reading
1. Read closely to determine what the text says explicitly and to make logical inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn from the text.
Creating Text-based Questions
To ensure that questions require textual evidence AND are rigorous, start by drawing a conclusion from the text.
Conclusion Question Answer
Question Stems for Text-based Questions
• How does the author let you know that _____?
• What in the text helps you understand _____?
• Based on the information in the text, how do you know that _____________________?
• What words or phrases in the text help explain what ______________ means?
• What did the character do or say that lets you know that _________________________?
Uncle Joe drove Caleb to the football game and dropped him off. “I will be back to pick you up when the game is over,” said Uncle Joe. A few hours later, Uncle Joe pulled into the parking lot and watched the students streaming out of the stadium cheering and high-fiving each other. As Caleb climbed into the car, Uncle Joe remarked, “Well, it looks like your team won the game!”
What in the text helps you understand how Uncle Joe knew that Caleb’s team won the game?
“Empowerment is the natural complement to accountability.”
Sergiovanni, 2002
Empower Your Teachers Every Time You Do a Walkthrough!
See You in July!
Please come to our session on Thursday, July, 10th: Next Gen Assessments: Ready or Not, Here They Come!
Contact us:
Alisa Braddy and Denise White
Education Consultants Inspire and Engage Consulting Services
www.inspireandengage.com
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