Prepared Especially for the Elementary Professional Learning Community

ofMIDDLESEX COUNTY PUBLIC SCHOOLS

by Dan Mulligan, Ed. D.January 2010

MOVING from ETCH-a SKETCH Learning

To Each STUDENT UNDERSTANDING

Opportunity to Learn

• Three types of curricula were identified by SIMS & TIMS:• The Intended Curriculum: content/skill specified by the state,

division, or school at a particular grade level.• The Implemented Curriculum: content/skill actually delivered

by the teacher.• The Attained Curriculum: content/skill actually learned by the

students.

Intended Curriculum

Implemented Curriculum Attained

Curriculum

Has the strongest relationship with student achievement of all school-level factors.

What Works in Schools, ASCD

Content-Related Evidence of ValidityContent-Related Evidence of Validity(Intended Curriculum)(Intended Curriculum)

Essential

Skills

Essential

Knowledge

Essential

Vocabulary

LearningTARGET(content validity)

Essential Knowledge

What do the roots do for a plant?

Essential Vocabulary

What is the blossom of a plant?

Essential Skills

Create a model of a plant.

Main Myth about Learning

Some part of the learner’s anatomy must be in contact with the chair in order for learning to take place!

“If you don’t know where you are and you don’t know where you are going, anything you do will get you there”

“If you don’t know where you are and you don’t know where you are going, anything you do will get you there”

Steps:1. Find a person currently not seated next to you. Make friends

2. This person is now your FOUR-SECOND PARTNER!

Record your responses on the last page…Record your responses on the last page…

1. The percent of FEMALE students scoring Advanced on the Grade K-5 Writing SOL test in 2009.

2. The percent of MALE students scoring Advanced on the Grade K-5 Writing SOL test in 2009.

3. According to the Silent Epidemic, the percent of U.S. dropouts who would have stayed in school if learning was more interesting and real-world.

4. According to the Silent Epidemic, the percent of U.S. dropouts who felt they were ‘too far behind’ by the end of elementary school.

5. The percent of BLACK students scoring Advanced on the Grade 3 Reading SOL test in 2009.

6. The percent of WHITE students scoring Advanced on the Grade 3 Reading SOL test in 2009.

7. The percent of FEMALE students Graduating On-Time in the Class of 2009.

8. The percent of MALE students Graduating On-Time in the Class of 2009.

3232

13 13

8080

5151

1616

4242

9191

At MIDDLESEX COUNTY Public Schools:At MIDDLESEX COUNTY Public Schools:

SOLUTIONS: 13, 16, 32, 42, 51, 78, 80, 91SOLUTIONS: 13, 16, 32, 42, 51, 78, 80, 91

7878

Middlesex County – On-time Graduation Rate - Class of 2009

Subgroup # in Cohort

Adv. Dip.

Stand. Dip.

Mod. St. Dip.

Spec. Dip.

On-Time Rate

GED Cohort Completion Rate

Dropout Rate

All133 40 64 < <

85.0 < 88.7 9.0

Female74 28 35 < <

90.5 < 93.2 5.4

Male59 12 29 < <

78.0 < 83.1 13.6

Black32 < 16 < <

87.5 0 87.5 12.5

White100 32 47 < <

84.0 < 89.0 8.0

Disabled24 < 10 < <

83.3 0 87.5 12.5

Poverty56 < 31 < <

80.4 < 83.9 12.5

SOL Reading Results – Middlesex County

White

Black

All

SWD

Does the system perform?

SOL Math Results – Middlesex County

White

Black

All

SWD

Does the system perform?

SOL Science Results – Middlesex County

White

Black

All

SWD

Does the system perform?

SOL History Results – Middlesex County

White

Black

All

SWD

Does the system perform?

SOL Writing Results – Middlesex County

White

BlackAll

SWD

Does the system perform?

Strategic Goals:

1. Improve academic achievement for ALL students while closing achievement gaps.

2. Establish and maintain school climates and facilities that are safe, orderly and supportive of effective teaching and learning.

3. Reduce the over-representation of minority and other at-risk students in Special Education.

4. Develop programs to promote the recruitment and retention of a quality staff.

5. Promote and encourage positive home, school, business and community relations that encourage student achievement.

1. Guaranteed and Viable Curriculum

2. Challenging Goals and Effective Feedback

3. Parent and Community Involvement

4. Safe and Orderly Environment

5. Collegiality and Professionalism

Factors Influencing Achievement

School

Factors Influencing Achievement

9. Home Environment

10. Learned Intelligence/ Background Knowledge

11. Motivation

Student

Factors Influencing Achievement

6. Instructional Strategies

7. Classroom Management

8. Classroom Curriculum Design

Teacher

Identifying similarities and differences

Summarizing and note taking

Reinforcing effort and providing recognition

Homework and practice

Nonlinguistic representations

Cooperative learning

Setting objectives and providing feedback

Give One … Get One …

On the back of your handout, write one way being a teacher in Virginia is like an astronaut on a walk in space. Think and be creative.

When signaled, circulate the room to meet a colleague. Give him/her your answer and get their answer.

You need a total of 2 answers. You may not get more than one idea from an individual. When you have completed your task, return to your seat.

Enjoy!

High-Yield Instructional Strategies

24

Identifying Similarities and Differences

a. The number of cavities the sixth graders have?b. The number of people in the sixth graders’ families? c. The ages of the sixth graders’ mothers?d. The heights of the sixth graders in inches?

What processes can students engage in to identify What processes can students engage in to identify similarities and differences?similarities and differences?

Comparing

The process of identifying and articulating similarities and differences among items.

Classifying

The process of grouping things into definable categories on the basis of their attributes.

Creating Metapho

rs

The process of identifying and articulating the underlying theme or general pattern in information.

Creating Analogie

s

The process of identifying relationships between pairs of concepts (e.g., relationships between relationships).

Hey…This looks familiar…

Which of the high yield instructional strategies

do you see in this structure?

“Learning from Explaining: Does It Matter if Mom is Listening”

• Learning improves dramatically among young children who take the time to explain academic concepts to their mothers or who explain their logic aloud to themselves.

– On a test of reasoning to 4 and 5 year olds:

• Children who explained concepts to their mothers before taking a test scored correctly on 75% of questions;

• Children who explained concepts aloud to themselves before taking a test scored correctly on 72% of questions;

• Children who did not explain concepts at all prior to a test scored correctly on only 42% of questions;

– The study examined youngsters’ ability to place toy insects in a certain pattern based on color and type.

Breaden Research study completed in 2007

When students know what they are

learning, their performance, on

average, has been shown to be

27 percentile points higher

than students who do not know what they are learning.

First-grade children from higher SES groups know about twice as many words as lower SES children

High school seniors near the top of their class knew about four times as many words as their lower performing classmates

High-knowledge third graders have vocabularies about equal to lowest-performing 12th graders

Individual differences in vocabulary have a powerful impact on reading comprehension beginning about third grade

Types of pictures:

• Draw the actual thing.

Marine biologist

Types of pictures:

• Draw the actual thing.

Abraham Lincoln

Mutualism

When one thing helps another.

Types of pictures:

• Draw the concept.

Change

Types of pictures:

• Draw the concept.

Explorer

Types of pictures:

• Draw an example.

revolve

Types of pictures:

• Draw the concept.

Research on Imagery as Elaboration

637 percentile pts. higher

than… …students who kept repeating definitions.

421 percentile pts. higher

than… …students who were using the terms in a sentence.

Students who used imagery to learn vocabulary, on average, performed

# of studies

http://visual.merriam-webster.com/

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Principal

Organizing Theme:

Things someone would say…

Student

TeacherSuperintendent

Parent

Cafeteria Worker

EDUCATIONALSTAKEHOLDER

EDITION

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Words with the long i vowel

soundWords with the long a vowel

sound

Words with the long e vowel sound

Words that start with Tt

Words that start with Mm

Parts of a book

Grade 1 English

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Science

Experiment

Hypothesis

Energy

Electron

DissolveAtmosphere

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

Ways to make .25

Grade 4 Math Things

that are parallel

perimeter

Types of graphs

area

Types of angles

50 POINTS 50 POINTS 50 POINTS

100 POINTS 100 POINTS

200 POINTS

High-Yield Instructional Strategies

Self-Assessment Tool

Research-based Strategy: Cooperative learningPercentile Gain 27

The GARDEN PlotThe GARDEN Plot

Opportunity to Learn

• Three types of curricula were identified by SIMS & TIMS:• The Intended Curriculum: content/skill specified by the state,

division, or school at a particular grade level.• The Implemented Curriculum: content/skill actually delivered

by the teacher.• The Attained Curriculum: content/skill actually learned by the

students.

Intended Curriculum

Implemented Curriculum Attained

Curriculum

Has the strongest relationship with student achievement of all school-level factors.

What Works in Schools, ASCD

Content-Related Evidence of ValidityContent-Related Evidence of Validity(Intended Curriculum)(Intended Curriculum)

Essential

Skills

Essential

Knowledge

Essential

Vocabulary

LearningTARGET(content validity)

Required pass rates for each subgroup:

2005 tests – reading (65%) math (63%)

2006 tests – reading (69%) math (67%)

2007 tests – reading (73%) math (71%)

2008 tests – reading (77%) math (75%)

2009 tests – reading (81%) math (79%)

2010 tests – reading (85%) math (83%)

2008-09 RLR3 RLR4 RLR5 MTH3 MTH4 MTH5 SCI3 SCI5 HST3HST3 VA.St Writ.

All Advanced 38 39 18 63 33 23 52 26 70 36 20

Proficient 39 39 62 28 50 50 37 60 24 48 58

Fail 24 22 20 9 17 27 11 14 6 16 22

Female Advanced 53 47 18 68 38 24 55 18 80 33 32

Proficient 34 34 61 25 51 55 38 63 15 50 55

Fail 13 18 21 8 11 21 8 18 5 17 13

Male Advanced

26 31 17 59 28 22 49 32 62 38 11

Proficient 42 44 64 31 49 46 37 57 32 46 60

Fail 32 26 19 10 23 33 14 11 6 15 30

Black Advanced 16 24 8 42 12 24 26 19 50 25 16

Proficient 37 44 65 47 48 48 47 58 40 42 60

Fail 47 32 27 11 40 28 26 23 10 33 24

White Advanced

42 46 22 70 41 21 60 29 76 39 20

Proficient 41 36 60 21 53 52 33 60 19 53 58

Fail 17 18 17 9 6 28 7 10 4 8 22

Disabled Advanced

12 - 7 31 - 20 25 7 41 - 8

Proficient 24 - 60 38 - 33 31 67 29 - 15

Fail 65 - 33 31 - 47 44 27 29 - 77

Poverty Advanced 24 26 9 55 21 18 45 15 62 33 12

Proficient 47 49 70 36 59 55 39 73 32 41 58

Fail 29 26 21 9 21 27 15 12 6 26 30

High-Yield Instructional Strategies

BLOOM’S REVISED TAXONOMY

CreatingGenerating new ideas, products, or ways of viewing things

Designing, constructing, planning, producing, inventing.

CreatingGenerating new ideas, products, or ways of viewing things

Designing, constructing, planning, producing, inventing.

EvaluatingJustifying a decision or course of action

Checking, hypothesizing, critiquing, experimenting, judging

EvaluatingJustifying a decision or course of action

Checking, hypothesizing, critiquing, experimenting, judging

AnalyzingBreaking information into parts to explore understandings and relationships

Comparing, organizing, deconstructing, interrogating, finding

AnalyzingBreaking information into parts to explore understandings and relationships

Comparing, organizing, deconstructing, interrogating, finding

ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing

ApplyingUsing information in another familiar situationImplementing, carrying out, using, executing

UnderstandingExplaining ideas or concepts

Interpreting, summarizing, paraphrasing, classifying, explaining

UnderstandingExplaining ideas or concepts

Interpreting, summarizing, paraphrasing, classifying, explaining

RememberingRecalling information

Recognizing, listing, describing, retrieving, naming, finding

RememberingRecalling information

Recognizing, listing, describing, retrieving, naming, finding

page 8 & 9page 8 & 9

1.Remember it. (Describe its colors, shapes, and sizes. What does it look like?)

2.Understand it. (What does it make you think of?)

3.Apply it. (What can you do with it? How is it used?)

4.Analyze it. (How is it made or what is it composed of?)

5.Evaluate it. (Take a stand and list reasons for supporting it.)

6.Create it. (Generate a new version of it. How is it an improvement from the original?)

CUBING 2009

Instructional Strategies that Facilitate Successful InclusionSuccessful Inclusion Must …

• Supply students with STRUCTURE and ORGANIZATION

• Encourage student COMMUNICATION and COLLABORATION

• Provide students with VISUAL and HANDS-ON learning experiences

Summarizing and Note TakingSummarizing and Note Taking

• Generalizations form the research:

– Verbatim note-taking is, perhaps, the least effective technique.

– Notes should be considered a work in progress.

– Notes should be used as a study guide for tests.

– The more notes that are taken, the better.

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