Q UALITATIVE D ATA -D RIVEN TO F OCUS THE O PPORTUNITIES 2014 – 2015 A CADEMIC Y EAR R 4

T HE VISION OF A TLANTA P UBLIC S CHOOLS IS TO BE A STUDENT CENTERED , HIGH PERFORMING URBAN SCHOOL DISTRICT , WHERE ALL STUDENTS BECOME SUCCESSFUL , LIFE LONG LEARNERS AND LEADERS .

P REPARED ESPECIALLY FOR THE I NSTRUCTIONAL C OACHES PLN OF

ATLANTA PUBLIC SCHOOLS

by Dan Mulligan, flexiblecreativity.com

April 2014

page 3

Create cooperative pairs at your table.

If there are an odd number of people, form one team of three.

E

SSENTIAL

Q

UESTION

THINK:  On your THINK PAD, think…then…record your response to this question: Based on your experience as a coach..

What are the primary areas to improve student achievement in your school next year?

PAIR/SHARE:  Using your notes on the THINK PAD: Share your insight with your team to the question:

What are the primary areas to improve student achievement in your school next year?

• • • • • • •

O PPORTUNITIES BASED ON Q UALITATIVE D ATA

Revisit the efficacy of staff to

unpack standard

the standard in rather than just planning for the standard;

execution of the

Reinforce staff capacity to tie Depth of Knowledge to

student

engagement; Establish and expect a

school-wide approach to reading

(annotating/referencing the text to support conclusions); Determine the current state of

note-taking strategies

compared to the expectations of college and career readiness and

act

accordingly; Strengthen staff craft to provide each student with

effective feedback

(is it compliance or authentic); Bolster staff mastery of

cooperative learning

versus group work; and Recommit staff to consistently using

research-based learning strategies

.

Form a team of four to six coaches…

Bolster staff mastery of

cooperative learning

versus group work

pages 27 – 28

Throwback THURSDAY

The Challenge

Essential Question: Can the team work collaboratively to develop and execute a strategy to stack the cups into a pyramid without anyone touching the cups using only the string and rubber band?

1. Scatter the cups on the table or floor.

2. Remember your goal is to build a tower with the 10 cups. Four cups should be used to form the base, with the remaining cups stacked to form a pyramid shape. In the end, the top of the tower should have one cup.

3. Here are the rules: a. each member of the team needs to control at least one string b. everyone must be involved in moving each and every cup c. you can only use the rubber band & string to get the job done d. you may not tie the string to the rubber band e. if anything or anyone touches the cups with hands or body the team must start from the beginning 4. Everyone must understand the rules 5. You will have 15 minutes to complete the task . Good luck….

page 26 With a partner:



Determine the status of your staff in each element of



the comparison chart.

What are some resources that can be used to assist your staff?

Revisit the efficacy of staff to

unpack

standard in

execution of the standard

the rather than just planning for the standard

pages 4 - 5

T

HE

It’s All About:

S

ECOND

Q

UESTION

I just love these Dan Mulligan workshops!

Find a new friend in the room. Introduce yourself and share one great thing about your school. Find 2 comfortable seats and relax.

Reinforce staff capacity to tie Depth of Knowledge to

student

engagement There are two different tools to describe cognitive rigor. Each addresses something different.

RBT (Revised Bloom

’

s Taxonomy) – What type of thinking (verbs) is needed to complete a task?

DOK (Webb

’

s Depth of Knowledge) – How deeply do you have to understand the content to successfully interact with it? How complex or abstract is the content?

Bloom’s Taxonomy (1956) & Bloom’s Cognitive Process Dimensions (2005) Knowledge

– Define, duplicate, label, list, name, order, recognize, relate, recall

Comprehension

—Classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, review, select, translate

Application

write – Analyze, choose, demonstrate, dramatize, employ, illustrate, interpret, practice,

Analysis

– Analyze, appraise, explain, calculate, categorize, compare, criticize, discriminate, examine

Synthesis

– Rearrange, assemble, collect, compose, create, design, develop, formulate, manage, write

Evaluation

– Appraise, argue, assess, choose, compare, defend, estimate, explain, judge, predict, rate, core, select, support, value

Remembe

r – Retrieve knowledge from long-term memory, recognize, recall, locate, identify

Understand

– Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, predict

Apply

– Carry out or use a procedure in a given situation; carry out or use/apply to an unfamiliar task

Analyze

how parts relate

Evaluate

check, detect inconsistencies/fallacies, critique

Create

– Break into constituent parts, determine – Make judgments based on criteria, – Put elements together to form a coherent whole, reorganize elements into new patterns/structures.

page 6

H OW THE E XPERTS D EFINE C OGNITIVE R IGOR …

Rigor is … • Quality of thinking, not quantity, and can occur in any grade at any subject (Bogess, 2007) • Deep immersion in a subject and should include real-world settings (Washor & Majkowki, 2006) • Thoughtful analysis with sufficient attention to accuracy and detail (Beane, 2001) • Helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging (Strong, Silver, & Perrini, 2001)

What is DOK?

Let ’ s watch a video

W EBB

’

S D EPTH OF -K NOWLEDGE L EVELS



DOK-1 – Recall & Reproduction

– Recall of a fact, term, principle, concept; perform a routine procedure; locate details 

DOK-2 – Basic Application of Skills/Concepts

– Use of information; conceptual knowledge; select appropriate procedures for a given task; two or more steps with decision points along the way; routine problems; organize/ display data; interpret/use simple graphs; summarize; identify main idea; explain relationships; make predictions 

DOK-3 – Strategic Thinking

– Requires reasoning, or developing a plan or sequence of steps to approach problem; requires decision making or justification; abstract, complex or non-routine; often more than one possible answer; support solutions or judgments with text evidence 

DOK-4 – Extended Thinking

– An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations; synthesize information across disciplines/content areas/multiple sources .

DOK is about depth & complexity – Not difficulty!

page 23

 The intended student learning outcome determines the DOK level. What mental process must occur?

 While verbs may appear to point to a DOK level, it is what comes after the verb that is the best indicator of the rigor/DOK level.



Describe

the process of photosynthesis 

Describe

how the two political parties are alike and different 

Describe

the most significant effect of WWII on the nations of Europe

Hess’s Cognitive Rigor Matrix:

pages 38 - 40

Applies Webb ’ s DOK to RBT Cognitive Process Dimensions

S TORY : L ITTLE R ED R IDING H OOD Where do these questions fit into the matrix?

pages 38 - 40

S p i n t h e modified W o r d

• Remove the cards from the bag.

• Place the deck of cards face down in the center of the table.

• Determine the order of playing by each person rolling the die.

• Each card contains: • Math vocabulary word, and • Method of giving clues • Remember: • Each person has a turn, • Each person has a lifeline!

• Enjoy!

Directions:

1.

Form communities of three 2.

table teams.

Send a representative from each table in a community to obtain a different zip lock bag

(this person will be the 3.

4.

5.

guardian of the zip lock).

Number off in your table team.

Work with your current team until requested to switch table teams within your community.

Have fun while sharing…

Click on the arrow to start and stop spinner.

Self Reliance

There are three types of baseball players —those who make it happen, those who watch it happen, and those who wonder what happened.

Tommy Lasorda

Create and Use Rubrics

A rubric is a coherent set of criteria for students’ work that includes descriptions of levels of performance quality on the criteria.

They are descriptive rather than evaluative. Of course, rubrics can be used to evaluate, but the operating principle is to match the performance to the description rather than to “judge” it.

Multiply My Thinking

• • • • • • • Listen for the topic and the amount of time; Silently mix around the room; When directed, pair up with person closest to you; In pairs, Partner A shares and Partner B listens; Partner B responds to what he/she heard by paraphrasing:

“LET ME TELL YOU WHAT I UNDERSTOOD YOU TO SAY” ;

Record summary of partners response; then Switch Roles

1 What is one initiative (action) conducted this year with staff that you are most proud as an instructional coach? Why was it effective?

2 What is one of your goals for your staff next year? Why is it important? 3 What is one way this training (over the past two years) has assisted you in refining your craft as an instructional coach? Why is this significant?

What is one initiative (action) conducted this year with staff that you are most proud as an instructional coach? Why was it effective?

What is one way this training (over the past two years) has assisted you in refining your craft as an instructional coach? Why is this significant?

What is one of your goals for your staff next year? Why is it important?

Establish and expect a

school-wide approach to reading

(annotating/referencing the text to support conclusions); Determine the current state of

note-taking strategies

compared to the expectations of college and career readiness and

act

accordingly

Establish and expect a

school-wide approach to reading

(annotating/referencing the text to support conclusions); Determine the current state of

note-taking strategies

compared to the expectations of college and career readiness and

act

accordingly

Establish and expect a

school-wide approach to reading

(annotating/referencing the text to support conclusions); Determine the current state of

note-taking strategies

compared to the expectations of college and career readiness and

act

accordingly

Recommit staff to consistently using

research-based learning strategies

pages 30 - 31

Organizing Theme: Things someone would say…

Mohammad Ali 200 POINTS Aretha Franklin Bill Clinton Famous Americans of the 20 th Century

100 POINTS

Elvis

100 POINTS

Mickey Mouse Madonna

50 POINTS 50 POINTS 50 POINTS

Organizing Theme: Teaching/Learning Strategies Relationships 200 POINTS Formative Assessment Relevance

100 POINTS

Rigor

100 POINTS

Critical Thinking Collaboration

50 POINTS 50 POINTS 50 POINTS

Strengthen staff craft to provide each student with

effective feedback

(is it compliance or authentic)

page 25

KEY QUESTION: Why are common assessments so important?

WHY do we ASSESS:

1.

INFORM INSTRUCTIONAL DECISIONS 2.

ENCOURAGE STUDENTS TO TRY “You can enhance or destroy students’ desire to succeed in school more quickly and permanently through your use of assessment than with any other tools you have at your disposal.” Rick Stiggins, Assessment Trainers Institute

• Form a team of two (2) people… • Determine the person with the most sisters and send them to pick-up a grid sheet for each person.

• Distribute a grid sheet to each team member.

• One team-member will face the screen and give directions. The other team member will have their back to the screen and follow the verbal clues provided by their partner (clarifying questions are encouraged).

• NOTE: Team members should NOT be able to see what each other is drawing.

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.

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?

I just love these Dan Mulligan workshops!

Find a new friend in the room. Introduce yourself and share what you ‘do’. Find 2 comfortable seats and relax.

Advanced Organizers

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

VENN DIAGRAMS

Your school in 2013 - 2014 Your school in 2014 - 2015

Category Identify similarities & differences Summarizing & note taking Reinforcing effort & providing recognition Homework & practice Nonlinguistic representations Cooperative learning *Setting objectives & providing feedback* Generating & testing hypotheses Questions, cues, & advance organizers Ave. Effect Size (ES) 1.61

1.00

.80

.77

.75

.73

.61

Percentile Gain 45 34 29 28 27 27 23 .61

.59

23 22

Hey… This looks familiar… Which of the high yield instructional strategies do you see in this structure?

PAGE 7

Name a noun.

Form a sentence.

Name a verb.

Name an adjective.

Kinds of Evidence – Continuum of Evidence

Informal Check for Understanding

Learning By Doing

When you realize that people learn naturally from the life they experience every day, it won’t surprise you that

the brain is set up to learn better with active, hands-on endeavors

. Many students request less bookwork and more hands-on activities. Students are more willing to do bookwork if there is a project or activity as part of the lesson. Building models and displays, fieldtrips and fieldwork, hands-on experiments, and craft activities are all strategies that help students learn.

MOVING from

ETCH-a SKETCH

Learning

Don’t let the ‘what’ overshadow the ‘how’!

to Each STUDENT

UNDERSTANDING

Introduce your partner to the other team members at the table .

Fan and Pick

flexiblecreativity.com

Grade 4 Math

Things that are parallel 200 POINTS area perimeter

100 POINTS 100 POINTS

Types of graphs Ways to make .25

50 POINTS 50 POINTS

Types of angles

50 POINTS

Page 31