Resources to facilitate sharing and learning…

Objectives for a Day of Sharing & Learning

• • • • • I will act to:

Expand

my understanding of what increased rigor looks and sounds-like in a classroom;

Explore

strategies to challenge, in a meaningful way, each child from where they currently are…(celebrate the struggle);

Apply

content-neutral learning structures that are ‘shelf ready’ for implementation the first day of school;

Create

a strategic plan to design my classroom(s) for maximum student achievement; and

Enjoy

actively participating, learning, and sharing with my peers!

pages 2 - 3

I just love these Dan Mulligan workshops!

Create a team of two educators from different schools to collaborate. Find 2 comfortable seats and relax.

Share something great about your school/division!

Reading Comprehension, COMMON CORE Math, and Skills for a Successful Life

Grade 3 Math Grade 8 Math Have comprehension strategies been ‘liberated’ from the reading block / English class?

Premise of the Workshop

As the United States continues to compete in a global economy that demands innovation, the U.S. education system must equip students with the four Cs:

1. critical thinking and problem solving, 2. communication, 3. collaboration, and 4. creativity and innovation.

RIGOR

with S

NURTURING

Designing Every Classroom for Maximum Student Engagement!

Rigor is creating an environment in which each student is expected to learn at high levels, each student is supported so that he or she can learn at high levels, and each student demonstrates learning at high levels ~Bill Phillips,2006

Prepared especially for the Learning Leadership Network of

HICKMAN MILLS PUBLIC SCHOOL DISTRICT

by Dan Mulligan, flexiblecreativity.com

August 2013

Designing Every Classroom for Maximum Student Engagement!

Ingredient 1:

By teaching students the

Habits of Mind,

they will be more disposed to draw upon the

habits

when they are faced with uncertain or challenging situations (e.g., rigorous SOL tests, college, career, etc.). The

habits

will help all of us develop into thoughtful, compassionate, and cooperative human beings who can live productively in an increasingly chaotic, complex, and information-rich world.

“Your attitude, not your aptitude, will determine your altitude”

~Zig Zigler Habits of Mind are the characteristics that successful students do when they are confronted with problems, the resolutions of which are not immediately apparent.

page 5

Effective Instruction #2:

focuses on essential knowledge and essential skills • Three types of curricula exist in any classroom: •

The Intended Curriculum

: content/skill specified by the state, division, or school at a particular grade level.

•

The Implemented Curriculum

by the teacher.

: content/skill actually delivered •

The Attained Curriculum

students.

: content/skill actually learned by the Intended Curriculum

Missouri Common Core Learning Standards

Implemented Curriculum Attained Curriculum

Essential Elements of a Vertically Articulated Curriculum (Attained Curriculum)

Essential Skills & Processes LEARNING TARGET (attained curriculum) Essential Knowledge Essential Vocabulary

Reflect on your own progress with each ‘habit’…

Habits of

M

I

N D

pages 11 – 12

Advanced Organizers

Use Visuals Advanced organizers help students organize the information and retain

5

times more of the information.

red

VENN DIAGRAMS

thick small

VENN DIAGRAMS plants animals

Organizing Theme: Things someone visiting would say …

THE CITY EDITION Roanoke, Virginia 200 POINTS Beijing, China New York City TRAVELING Summer of 2013 Edition

100 POINTS

London, England

100 POINTS

Washington, DC Moscow, Russia

50 POINTS 50 POINTS 50 POINTS

HABITS of MIND WONDERMENT 200 POINTS PRIOR KNOWLEDGE

100 POINTS

QUESTIONING

100 POINTS

PERSISTING

50 POINTS

THINKING FLEXIBLY

50 POINTS

ACCURACY

50 POINTS

Reflect on your own progress with each ‘habit’…

Habits of

M

I

N D

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

Percentile Gain 45 34 29 .77

.75

.73

.61

.61

.59

28 27 27 23 23 22

1 Think of one thing you, your grade-level/department, school, or division has done in the past year that has had a positive impact on student achievement. Be prepared to explain…(& be proud) 3 How does this picture relate to your role as a teacher or administrator? Complete this sentence: “This image is like my teaching/leading in that _____” 2 The Virginia DOE has been clear regarding raising the bar on rigor with the revised SOL. How has assessment/learning be adjusted in your grade-level/department to meet this challenge?

1 Think of one thing you, your grade-level/department, school, or division has done in the past year that has had a positive impact on student achievement. Prepare to explain…(& be proud) 3 How does this picture relate to your role as a teacher or administrator? Complete this sentence: “This image is like my teaching/leading in that _____” 2 Dr. Carpenter has been clear regarding raising the bar on rigor with the revised standards. How might assessment/learning be adjusted in your grade level/department to meet this challenge?

Designing Every Classroom for Maximum Student Engagement!

Ingredient 2: Planning for Rigor: Depth of Knowledge

DOK offers a common language to understand "rigor," or cognitive demand, in assessments, as well as curricular units, lessons, and tasks. Webb developed four DOK levels that grow in cognitive complexity and provide educators a lens on creating more cognitively engaging and challenging tasks.

• • • •

Depth of Knowledge

(Thinking) Level 1

Recall of a fact, information, or procedure

Level 2

Use information or conceptual knowledge, two or more steps, etc.

Level 3

Requires reasoning, developing a plan or sequence of steps, some complexity, more than one possible answer

Level 4

Requires an investigation, time to think and process multiple conditions of the problem

English Common Core & Depth of Knowledge

Level 1: The focus is on basic initial comprehension, not on analysis or interpretation. Items require only a shallow/literal understanding of text presented and often consist of verbatim recall from text, or simple understanding of a word or phrase.

English Common Core & Depth of Knowledge

Level 2: SOL assessment items at this level may include words such as paraphrase, summarize, interpret, infer, classify, organize, collect, display, and determine whether fact or opinion. Literal main ideas are stressed. Items may require students to apply skills and concepts that are covered in Level 1.

English Common Core &

Level 3:

Depth of Knowledge

SOL assessment items require the student to go beyond the text and are asked to explain, generalize, or connect ideas. Student must be able to support their thinking, citing references from the text or other sources. Items may involve abstract theme identification, inferences between or across passages.

English Common Core &

Level 4:

Depth of Knowledge

Requires complex reasoning, planning, developing, and thinking most likely over an extended period of time, such as comparing multiple works by the same author or from the same time period. An SOL assessment would NOT be Level 4.

Depth of Knowledge

Essential Understanding:

Unlike Bloom’s system, the DOK levels are not a taxonomical tool that uses verbs to classify the level of each cognitive demand. The DOK level is determined by the degree of mental processing required by the student to meet the objectives of a particular classroom activity. In the case of assessment, DOK is the cognitive demand required to correctly answer test questions.

Where are we?

pages 7 - 10 1

JIGSAW

Suggestion: Use the “Roles of the Teacher and Student” to Structure your discussion.

4 2 3

Depth of Knowledge

Math:

   Design and conduct experiments.

Combine and synthesize ideas into new concepts.

Collect data over time taking into consideration a number of  variables and analyze the results.

Model a social studies situation with many alternatives and select one approach to solve with a mathematical model.

 Develop a rule for a complex pattern and find a phenomenon that exhibits that behavior

Reading:

  Students will compare and contrast elements, views, ideas, or events presented in one or more passages.

Students will identify the  interrelationships (themes, ideas, concepts) that are developed in more than one literary work.

Students will analyze the ways in which similar themes or ideas are developed in more than one text.

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!

Page 32

M i x i t U p

in the Box

• • • • • • • 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