Archive of ‘Improving Student Learning’ category

Routines and Ways of Working – to establish in the first few weeks of school (Year 7 2017)

Ways of working

Questioning to get to deeper levels of thinking

  • posing and answering – orally and in writing
  • exit passes
  • reflections

Thinking – visibly

  • ABCD
  • Thumbs/ fingers
  • mini-whiteboards
  • Plickers

-deeply

  • Piggy backing
  • clarifying question
  • justifying
  • giving examples

Making mistakes as a positive part of learning process

Recording

  • neat, legible, margin – for feedback
  • Cornell Note Taking System – to develop key word note taking, heading and questions, and summarising

SOLO

  • develop self assessment and peer assessment against criteria

Goal Setting

  • ease of reference
  • monitoring
  • evaluating

DRAFT (acronym to develop better sentence structure)

  • delete
  • rearrange
  • add connectors
  • form new verb endings
  • talk it out

Social skills

Above the line/ Below the line behaviours

  • What do you want to see, hear, feel in/ about/ from your peers?
  • What are some things you don’t want to see, hear, feel about your peers?

POOCH

  • Problem, Options, Outcomes, Choice. How did it go?

Routines

Vocabulary development

  • Word Wall – included in oral explanations – written

Everyone participating in discussion as much as possible

  • monitor
  • “__________what do you think?”
  • “Can you give an example_________?”

Peer support, constructive criticism

Geography

  • Distribution of resources and packing up
  • Cornell Note Taking system
  • Developing writing along the Register Continuum
  • Explore writing styles – in texts we read, including graphs, diagrams, captions, etc.

 

Maths

  • Mental Routine
    • whiteboard markers and cloths to erase
  • Number Talks
    • draw representations to match student’s descriptions
  • Structure to meet needs of students
    • Recall, Apply, Analyse, Evaluate/ Create
    • Help Desk
  • Secret Code strategies
    • used to describe processes used
  • Subitising – expanded

Reading

Pose questions

Answer with

  • explanation
  • justification
  • relate to other ideas/ situations
Here Hidden Head Heart
who how why personal judgement
where characters
when situation
author’s style
author’s message

 

 

 

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Differentiating for Learning in STEM Teaching

Differentiation can occur in regard to:

  1. outcome
  2. intervention – role of adults and students
  3. journey – how
  4. process – ways of access

Frameworks  – useful reference points

  1. Blooms Taxonomy
  2. SOLO Taxonomy – Structure of Observed Learning Outcomes

These structures/ quadrants can be used to allow students to choose a suitable pathway forward, depending on their current level of understanding.

  1. Quadrants
    1. Identify 2. Explain
    3. Use… 4. Draw your own…
  2. PACE
    P A C E
    Practice  Apply Correct Extend
    Double my number using cubes

    Solve the word problem on your table.

    Do it using a different method.

    Double muddle! Correct my mistakes.

    Investigate!

    Gold coins are doubling in the pirate chest.

Planning

Using scaffolds – (providing floors not ceilings!) – structure thinking to make meaning

Thinking organisers

  1. True/False cards
  2. Card sorts
  3. Venn diagrams
  4. Double Bubble
  5. SOLO Maps
  6. Hexagons – connect concepts through the use of subject specific vocabulary

Graphic Organisers

Blooms Taxonomy Cognitive Level Type of Activity Thinking Organiser Thumbnail
Remember Define/ Name Mind Map
Understand Explain Concept Map
Apply Sequence/ Sort Flow Chart
Apply Sequence/ Sort T-Chart
Analyse Compare/ Contrast Double Bubble
Analyse Compare/ Contrast Venn Diagram
Evaluate and Create Cause and Effect Fishbone

Through listening to the discussion generated by students working in pairs/ groups on these scaffolds teachers can make judgements about misconceptions/ further challenges needed. Questioning students to build on their ideas, and then allowing time, directing them to resources and peers who can help them, without just explaining answers, can empower students more. Also expecting students to respond orally in fully developed sentences, using appropriate vocabulary, will provide practice for more developed written responses.

 

Help Desk

A space which students can go to to access further resources/ support structures,

E.g.

  • key word lists
  • technoloical support, devices – ipads, tablets, computers
  • text books/ revision guides
  • questions
  • worksheets
  • graphic organisers
  • sentence stems

These can be utilised individual or in pairs.

 

The aim is to enable all learners, including ourselves, to improve.

 

 

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Strategies and Tools for Implementing Danielson, Marzano and other Frameworks. – Thinkcerca

Danielson: Domain 1

Domain 1: Planning and Preparation Outcome-Driven Instructional Leadership Team Practices
1a. Demonstrating Knowledge of content and pedagogy Providing time for teachers to understand research base of lesson design
1b. Demonstrating Knowledge of students Providing regular collaboration opportunities around automated assessment data and student work with colleagues who share cohort of students and with instructional leaders who are accountable for outcomes
1c Setting Instructional Outcomes Providing alignment documents and pacing guides aligned to other instructional resources, developed in collaboration.
1d Demonstrating knowledge of resources Providing time for macro planning to ensure successful launch, meaningful integration, and continuous improvement of teacher knowledge, skill and practice.
1e Designing Coherent Instruction Providing time for macro-planning to ensure successful curriculum development, meaningful integration of resources, and continuous improvement of teacher knowledge, skill and practice.
1f Designing Student Assessments Providing time to collaborate around larger projects and assessments to benchmark progress.

Marzano Design Questions

Domain 1:

  1. What will I do to establish and communicate learning goals, track student progress and celebrate success?
  2. What will I do to help students effectively interact with new knowledge?
  3. What will I do to help students practice and deepen their understanding of new knowledge?
  4. What will I do to help students generate and test hypotheses about new knowledge?
  5. What will I do to engage students?
  6. What will I do to establisher maintain classroom rules and procedures?
  7. What will I do to recognise and acknowledge adherence and lack of adherence to classroom rules and routines?
  8. What will I do to establish and maintain effective relationships with students?
  9. What will I do to communicate high expectations for all students?
  10. What will I do to develop effective lessons organised into a cohesive unit?

Classroom: Differentiation and Coverage

What are we as instructional leaders doing to create the conditions for success for learning?

People As a team, have you determined the underlying skills and concepts and the smaller chunks?
Processes Have you designed the appropriate active learning strategy to match the learning task?
Places Have you created spaces for active learning, self-pacing, additional help?
Products Do you have products that support this work?
Time As a team, are we providing enough time to go deep and differentiate appropriately?

 

Danielson: Domain 2

Domain 2: Classroom Environment
2a. Creating and Environment of Respect and Rapport
2b Establishing a Culture for Learning
2c Managing Classroom Procedures
2d Managing Student Behaviour
2e Organising Physical Space

Empathy Zones – opportunities for students to work in different spaces depending on their emotional state

“I understand”

“I think I understand”

“I don’t understand”

“I feel great and social”

“I feel ok but not great”

“I want to be left alone”

 

Planning: Operationalising Teams for Learning

What are we as instructional leaders doing to create the conditions for success for learning?

People As a team, how are you determining what students should know and be able to do and helping each other to create it?
Processes As a team, have you determined a good way to help students capture data and establish a good routine for using it?
Places As a team, are you celebrating success?
Products As a team, do you have a common resource that can support this work?
Time As a team, are you allocating the necessary time to the looking at student work samples as one of the keys to monitoring progress?

 

Danielson Domain 3

Domain 3: Instruction
3a Communicating with Students
3b Using questioning and discussion techniques
3c Engaging students in Learning
3d Using Assessment in Instruction
3e Demonstrating Flexibility and Responsiveness

Danielson Domain 4

Domain 4: Professional Responsibility
4a Reflecting on Teaching
4b Maintaining Accurate Records
4c Communicating with families
4d Participating in the Professional Community
4e Growing and Developing Professionally
4f Showing Professionalism

 

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Differentiating for Learning in STEM Teaching

Points to explore further:

  • encouraging/ structuring opportunities for students to pose more questions
  • I see, I think, I wonder
  • hinge point questions
  • fingers, thumbs, mini whiteboards – visible thinking
  • Can you – identify, explain, use a diagram, draw/ write your own…
  • Concept cartoons – could I develop these from student reflections and common misconceptions?

Concept cartoons:


Volume5

 

Volume:

Identify how to calculate volume of different rectangular prisms – Here are a variety of rectangular prisms. Calculate the volume of each. Check your answer. How accurate are you?

Explain to someone else how to calculate volume of different rectangular prisms – Write or orally record how you calculate the volume of rectangular prisms.

Use a diagram to explain how to calculate volume of different rectangular prisms – Draw a diagram to your ideal piece of fudge, how many pieces would fit in the package and a diagram to show the dimensions that the package would need to be. Calculate the volume of the single serve and the total package.

Write your own problem involving the calculation of volume of rectangular prisms. Record it for others to challenge themselves with.

 

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Alignment in Backward Design: The Two Question Test

Could students do the proposed assessment(s) well but not really have mastered or understood the content in question?
Could students do poorly on the specific assessment(s) but really have mastery of the content in question?

Could students do all the designer-proposed activities in Stage 3 but not really be ready to explain/ justify/ infer meaning or transfer their learning as demanded by assessments in Stage 2?

Could students do all the proposed activities in Stage 3 but still be ready to handle tasks in Stage 2 that require higher-order inference and other kinds of meaning-making?

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Putting Faces on the Data – Sharratt, Fullan

The 14 Parameters

  1. Shared beliefs and Understandings
    1. Each student can achieve high standards, given the right time and the right support.
    2. Each teacher can teach to high standards, given the right assistance.
    3. High expectations and early and ongoing intervention are essential.
    4. Teachers and administrators need to be able to articulate what they do and why they teach the way they do.
  2. Embedded Literacy/ Instructional Coaches
  3. Daily, Sustained Focus on Literacy Instruction
  4. Principal Leadership
  5. Early and Ongoing Intervention
  6. Case Management Approach: a) Data Walls, b) Case by Case Meetings
  7. Professional Learning at School Staff Meetings
  8. In-school Grade/ Subject Meetings
  9. Centralised Resources
  10. Commitment of District and School Budgets for Literacy Learning and Resources
  11. Action Research/ Collaborative Inquiry
  12. Parental and Community Involvement
  13. Cross-Curricular Connections
  14. Shared Responsibility and Accountablility
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Reflections and Frustrations

Even though I haven’t finished watching this yet, I need to record my frustrations – as my son has told me to stop talking to the iPad! I feel saddened to think that in South Australia someone has spent a lot of time researching the dominant pedagogy used (in high schools), when most of us could have simply described the practices that we were exposed to, knowing that things haven’t changed that much. What makes me angry is that not only does this seem to me to be a complete waste of time, I am now worried that the rest of the video is going to tell me how to change this practice – which I have been arguing against for a long time. (And is the implication really that practices like these are also being used in the Early Years?)

Surely, as a system when you provide teachers with a curriculum – now a National one, and a description of good teaching practice (TfEL) and then expect teachers all over the state to use their professional experience and knowledge- which would range considerably, to create interesting, engaging programs, you are setting up a system for text book providers to reap the benefits. To then simply take the examples in the text book and re-fashion these lessons into more meaningful experiences for students seems to be to be an ineffective way to address the inadequacies of our system.

Perhaps we could do something more constructive and supportive of teaching and learning by looking to other states/ places in the world. In other states research has been focused on identifying student learning, observing common misconceptions and providing teachers with support structures to diagnose and act on these. Surely in South Australia we could support teachers more in order to improve the learning of students in our care, and I mean deep learning – not just superficial content.

Now I will see if I can watch the rest of the video.

Ahh… purpose identified…”achievable for teachers.”

Is this enough? Is this what our students deserve?

I think “transforming tasks” is a very slow way of getting change happening.

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Assessment for Teaching – Patrick Griffin

Professional Learning Team (PLT) meeting and cycle:
1. What is the student ready to learn, and what is the evidence for this in terms of what the student can do, say, make or write?
2. What are the possible evidence-based intervention and the associated scaffolding processes for each?
3. What is the preferred intervention, and how will it be resourced and implemented?
4. What is the expected impact on learning, and how will this be evaluated?
5. What was the outcome, and how can this be interpreted?

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