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The Five Steps for Effective

LearningNovember 20, 2009

Year One TAP Schools

National Institute for Excellence in Teaching

1250 Fourth StreetSanta Monica, CA 90401

Sheila Talamo, State Director

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Welcome! Opening Comments

Insights from The Last Lecture

By Randy Pausch

All rights reserved. Do not duplicate without permission. 3

The Lost Art of Thank-You

Notes

Showing gratitude is one of the simplest yet most powerful things humans can do for each other.

Today’s Agenda

Warm-Up/Review

5 Steps for Effective Learning and the Cluster Protocol

Cluster and Classroom Connections

Harvest Time: From the Field (cluster video)

Lunch!

Development Time: Your Turn!

Strategy Sharing and Book Talks

Exit Tickets

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Training Objectives

Participants will:

Deepen understanding of the TAP cluster protocol which mirrors the Five Steps for Effective Learning; both are aligned, interconnected and interdependent.

Deepen understanding of development time within the cluster protocol.

Deepen understanding of how to prepare and plan effectively for cluster.

Questions for my EMT

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Handout

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Placemat Consensus

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2. The group consensus of the discussed answer is placed in the middle circle.

1. Participants individually write their answer to the posed question in one of the four spaces.

Generate questions in reference to modeling and or development in cluster.

One Stray (debrief)

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Effective teaching, whether in the classroom or in a cluster meeting, requires the same basic steps . . .

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Remember - Remember -

STEPS for Effective Learning

Identifyproblem or

need

Obtain new teacher

learning aligned to student need and formatted for classroom

application

Developnew teacher

learning with support in the

classroom

Applynew teacher

learning to the classroom

Evaluate the impact on student

performanceEvidence of need (using pre-test) is clear, specific,high quality and measurable instudent outcomes

Evidence includesstudent assessment (post-test)aligned with data analysis and the new teaching strategies

Using credible sources

Development through demonstration,modeling, practice,team teaching, andpeer coaching with subsequent analysis of student work

Evidenced throughobservation.peer coaching, andself reflectionapplied to student work as a formative assessment

Step 1 Step 2 Step 4 Step 5

and addressesstudent contentlearning with links to teacher Strategies & rubric

Proven application showing student growth

Step 3

We Do You DoI Do

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Gradual Release Model

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Teacher Responsibility

Student Responsibility

Model Instruction “I do it” (you watch)

Shared Instruction “We do it” (together)

Guided Practice Collaborative “We do it” (I guide/peer collaboration)

Independent “You do it” (alone/I assess)

Practice Independent

Essential Questions

How are the Five Steps for Effective Learning interconnected and interdependent?

How do cluster leaders prepare teachers for effective classroom application?

How do cluster leaders plan for effective use of development time?

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Step 1Identify the Need

Must be: Measurable in terms of student performance Data driven Highly significant Focused on improving student performance Clear and specific Supports school and cluster goals

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Cluster Protocol: Step One

The cluster leader references the Long Range Plan and reviews meeting agenda.

Cluster members identify trends in student work as aligned to criteria set at the last meeting. The master/mentor teacher asks probing and clarifying questions to assist teachers in reflecting on their teaching practice and its impact on students.

The cluster leader then assists teachers in identifying the specific needs of their students and how that need relates to the new learning for the day’s cluster meeting.

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What does it look and sound like in cluster?

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Special Thanks to Laura Roussel, Master Teacher at Lowery Intermediate School!

Viewing

Guide

What did you notice? How did the cluster leader assist

cluster members in identifying the characteristics in the student work?

How would the cluster leader prepare for facilitating this discussion?

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Step 2Obtain New Learning

New learning: Proven application showing student

growth Focused on identified need from data Aligned with assessment Segmented and sequenced for

accurate classroom application Learned with depth for skillful transfer

to classroom

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In Step 2,

To obtain “new learning”, the teacher must provide a “model” for the students.

Connect back to the classroom…

What does modeling look and sound like in classroom?

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• The teacher begins instruction by identifying a strategy and explaining what it is and why it is important to the skills that are being learned.

• The teacher models and thinks aloud about how and when to use the strategy.

• After this modeling, the teacher works with students to guide them in determining how and when to use the strategy on their own.

How are student strategies effectively taught in the classroom?

As students practice, the teacher provides feedback and engages them in discussion.

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In subsequent lessons, the teacher asks students to apply the strategy on their own. (Palincsar & Brown, 1984).

What does this research mean for instruction in the classroom?

How do we make the unconscious-conscious?

How do we teach our students the questions we unconsciously ask ourselves?

We have to Model-Model- Model.

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We need to explicitly model what we do, guide and nurture them to do the same things, and then create situations that will encourage and help them to purposefully use the same strategies.

Hmmm…How?

The best way to help them is to take off the tops of our heads, to become aware of and share what we are doing as learners.

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What does this mean for instruction in cluster?

Teachers also need an explicit model in cluster.

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This can be challenging for cluster leaders because….

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You are expert teachers and you do many things when you teach that are automatic.

How do you purposefully plan for modeling in cluster?

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Cluster Leaders must use a Two Tiered Model of the new

learning.

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Tier One: Students’ Perspective TEACHING the new learning

Tier Two: Teachers’ PerspectiveThe focus is on preparing teachers to teach the new learning/strategy by explaining and questioning teachers about the critical attributes of the strategy and embedding the rubric.

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Cluster Protocol: Step 2

Cluster leader illustrates the effectiveness of the strategy by referencing student achievement gains as a result of field testing.

Student work samples from field testing should be presented.

Cluster leader models for teachers the manner in which the strategy was taught to students.

During this time, the leader labels, models and explains the why for the critical attributes of the strategy as they relate to student learning.

What does it look and sound like in cluster?

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Special Thanks to Laura Roussel, Master Teacher at Lowery Intermediate School!

Handouts

Essential questions to ponder as you watch the video:

Which component of the gradual release model was demonstrated during this segment of the video?

What was the new learning piece identified in this cluster?

How did the cluster leader identify critical attributes for her cluster members?

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Handout

ROUNDROBIN: Which component of the gradual release

model was demonstrated during this segment of the video?

What was the new learning piece identified in this cluster?

How did the cluster leader identify critical attributes for her cluster members?

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Handout

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Cluster members experience the application of the new learning from a student’s point of view while the cluster leader models the new learning. The leader frequently stops and explains what she/he is doing and how it relates to the student need, prior teacher/student learning and the TAP Instructional Rubric.

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Step 3Develop the New Learning

Developed with: Clearly identified improved teacher practice related

to identified need Specific and direct application Direct connection between strategies and student

performance Assess understanding of cluster members to

determine follow –up support - demonstration, model or team teaching

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Cluster Protocol: Step 3?

Cluster members develop the new learning for application in their classroom based on the critical attributes and the needs of their students.

Cluster members ask clarifying questions. Cluster members may practice the application

with other members of the group taking the student role.

Master/mentor teachers utilize questioning and observations of teachers to informally assess teacher needs and to plan for follow-up support in classrooms.

The purpose of…Classroom Independent

Practice Assess students’ learning Use academic feedback to

monitor and adjust instruction

Students take ownership of learning and develop confidence

Create opportunities for differentiation

Cluster Development Time

Assess adult learners for transfer (MT)

Decide type or level of follow up support (model, team teach, observation)

Teachers take ownership and prepare for classroom application

Create modifications to effectively implement the strategy for their own students and content area 36

How do teachers prepare students for independent practice?

How do cluster leaders prepare teachers for classroom application?

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Talking Chips

Give purposeful academic feedback

Use formative assessments to track student progress & adjust instruction

Ask scaffolded questions

Demonstrate with clear specific models

Model metacognitive processes

Prompt, question, facilitate, or lead students through guided practice

Give purposeful academic feedback

Use formative assessments to track progress & adjust instruction

Ask scaffolded questions

Demonstrate with clear specific models

Model metacognitive processes

Prompt, question, facilitate, or lead teachers through guided practice & development

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What happens to student learning when an element of the structure is omitted from a classroom lesson?

What happens to adult learning when an element of the structure is omitted in cluster?

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The purpose of development time in cluster meetings…

Prevents cluster from being just an information dump

Provides time for teachers to “do” something with information rather than just “get” information

Teachers take responsibility for planning implementation of new learning - beginning of accountability to implement what has been taught

Cluster leaders have an opportunity to assess teachers’ ability to implement new learning

It’s not a make and take session!

Leadership Handbook p. 91

Development time is a struggle for cluster leaders because…

Telling instead of showing during modeling creates lack of clarity when developing and applying

Ineffective field-testing without identifying CAMS (critical attributes, assessments, modifications, sequencing & segmenting)

New learning is not “chunked” appropriately Teachers are not actively engaged during development time because a

strong purpose for new learning has not been established In middle schools & high schools, the MT can not have a deep content

knowledge of all courses therefore frustration can occur when implementing the new strategy

Deep understanding of teacher/student needs not taken into consideration when planning for development (lack of planning)

Lack of clear criteria & assessment of student work leads to development of unclear teacher models

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Examples of Questions for Cluster Leaders to Ask

What needs to be implemented in classrooms this week? Which critical attribute(s) of the strategy do members need to

develop during the cluster meeting? Which critical attribute(s) may provide the greatest challenge

for cluster members in their own implementation? Which critical attribute(s) will members need support in

developing? Which members may require more assistance during

development? How will I and other members of the leadership team in the cluster group provide this assistance?

What questions may I need to ask cluster members in order to deepen their knowledge of the new learning and to assess this knowledge?

Handout

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How do cluster leaders ensure members’ success during development time?

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Teachers CAN NOT develop what they have not seen modeled. Effective development time begins with effective modeling during STEP 2 - Obtain New Learning.

How are the Five Steps for Effective Learning (Cluster Protocol) interconnected and interdependent?

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Laura Roussel: Lowery Intermediate

Let’s Think Back to the Cluster Meeting viewed earlier in the training…

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Think… Based on the cluster leader’s model,

what would be an appropriate development activity?

What materials will cluster members need to bring to cluster in order to be successful during development time?

Think, Write, RoundRobin

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Step 4Apply the New Learning Applied to specific student need in the

classroom Direct connection between teacher practice

and student need Includes observation, self reflection, peer

coaching and student work Application is in alignment with Step 5

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Cluster Protocol: Step 4? Cluster members debrief the process, summarize the

learning and make plans for application in their classrooms

Teachers are assigned to bring back specific examples of student work with clear criteria aligned to the pre/post assessments and state standards. This student work must be able to be used to frame the next cluster’s learning.

Master and mentor teachers make specific appointments and define the focus of the assistance in order to assist all cluster members with their application of the strategy in their classrooms.

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Step 5Evaluate the Impact Evaluate the impact of the implementation of

the STEPS in a timely manner Improved teacher practice is clearly

demonstrated Specific relationships can be drawn

between teacher practice and student performance

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Cluster Protocol: Step 5 Compare pre-test results to post-test results ensuring a

direct link between new teacher learning and corresponding changes in student performance.

Strive to create measurable results using assessments aligned to standards.

Identify a relationship between student achievement and classroom instruction.

Develop a plan of action for teachers to implement with students not yet performing at desired levels.

View the video

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Essential Questions

How are the Five Steps for Effective Learning interconnected and interdependent?

How do cluster leaders prepare teachers for effective classroom application?

How do cluster leaders plan for effective use of development time?

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Talking Chips

Numbered Heads Together

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Let’s practice! You will be given a brief description of a model that was presented in cluster. Based on the information given, what might the development piece of cluster be?

Development Time

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Using your current Cluster Cycle Long Range Plan or a Cluster Meeting Record that you are planning for an upcoming cluster, plan what your development piece of cluster will be. Use the guiding questions for planning effective development to assist you.

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Examples of Questions for Cluster Leaders to Ask

What needs to be implemented in classrooms this week? Which critical attribute(s) of the strategy do members need to

develop during the cluster meeting? Which critical attribute(s) may provide the greatest challenge for

cluster members in their own implementation? Which critical attribute(s) will members need support in

developing? Which members may require more assistance during

development? How will I and other members of the leadership team in the cluster group provide this assistance?

What questions may I need to ask cluster members in order to deepen their knowledge of the new learning and to assess this knowledge?

Handout

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Strategy Sharingand Book Talks

Laura Roussel and Lydia Mabile

Lowery Intermediate School

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Book Talks

Reading with Meaning

Checking for Understanding: Formative Assessment

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Exit Ticket

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