ascd antonetti 2015...

ASCD Webinar ‐‐ From Teaching to Learning: Insights from 17,000 Classroom Visits

4/9/2015

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From Teaching to Learning: Insights from 17,000 Classroom Visits

John Antonetti

& James Garver

How we lookedWhat we learnedWhere we go next

Disclaimers

Life is a continuum

Something er er er er est

Student BehaviorsMarch Madness


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The Classroom Continuum

Adult Behaviors

Student Behaviors

John Medina

www.brainrules.net

VisionPattern Emotion


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vision

pattern

emotion

vision

pattern

emotion

-I see how this works. -This is what I saw that is unique or different.-I see the way my mind makes sense of it.

-Here’s a truth that repeats.

-It’s about me.-Here’s what I have already experienced.


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Summarizing and NotetakingNotes N. Motivated

Summarizing and NotetakingNotes Melissa Sue

Digestion-when food enters the mouth the digestive process begins. The canines, incisors and all the teeth work together to break the food into smaller particles.

Saliva a liquid produced in salivary glands softens the food and prepares it for swallowing.

Shift: Summarizing and Notetaking

*Patterns: Form / Function

Digestion Simile/Metaphor


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Personal Response Task

The New ZooThe New Zoo has just opened. There are 41 heads in the new zoo. There are 128 legs in the new zoo. There are two snakes in the new zoo. No animals are injured. What animals might be in the New Zoo? Propose a list of animals by type and number.


4/9/2015

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Personal Response Task

The New ZooThe New Zoo has just opened. There are 41 heads in the new zoo. There are 128 legs in the new zoo. There are two snakes in the new zoo. No animals are injured. What animals might be in the New Zoo? Propose a list of animals by type and number.


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Level 2 Cognitive demand:procedures without

connections

Only one right answer

41 heads – 2 snakes = 39 other heads

128 legs for those 39 animals


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A VennSarah Jacob

Shift: Venn with Lines


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What we saw…

79-82% 6%

For more information

John Antonetti

Colleagues on Call

1-877-411-6622

www.ColleaguesOnCall

[email protected]

Sy

nth

esis

Ev

aluatio

n

An

alysis

Ap

plicatio

n

Personal Response

Clear/Modeled Expectations

Emotional/Intellectual Safety

Learning with Others

Sense of Audience

Choice

Novelty and Variety

Authenticity

Based upon the work of

Marzano, R., Pickering, D. & Pollock, J. (2001). Classroom Instruction That Works:

Research-Based Strategies for Increasing Student Achievement. Alexandria, VA:

Association for Supervision and Curriculum Development.

Bloom, B., Englehart, M. Furst, E., Hill, W., & Krathwohl, D. (1956). Taxonomy of educational objectives: The classification of

educational goals. Handbook I: Cognitive domain. New York, Toronto: Longmans, Green.

Schlechty, P. (2002) Working on the Work. San Francisco, CA: Jossey-Bass.

The Engagement Cube can be found in the book Writing as a Measure and Model of Thinking (Flying Monkeys

Press, 2008). Available at www.colleaguesoncall.com

©John Antonetti 2002

Powerful Task Rubric for Designing Studen

t Work

* The strategies listed

are those directly influencing rigor or cognitive dem

and. ©Colleagues on Call, 2013

** The engaging quality of “Choice” is not listed; it is effectively provided through

choice between rigorous tasks.

The “Rigor Divide”

Po

wer

Com

pone

nt

1 2

3 4

Cognitive Demand

Bloo

m –

Rev

ised

Tax

onom

y

Exa

mpl

es

Anto

netti

/Gar

ver –

Pat

tern

s

Web

b –

DO

K (A

sses

smen

t) St

ein/

Smith

– M

athe

mat

ics

Rec

all

Nam

e th

e st

eps

Rep

eat p

atte

rns

Rec

all

Mem

oriz

atio

n

Und

erst

and

Follo

w th

e st

eps

Res

tate

or r

epro

duce

pa

ttern

s Sk

ill/C

once

pt

Proc

edur

es w

ithou

t co

nnec

tions

Appl

y/An

alyz

e In

fer w

ith te

xt s

uppo

rt

Find

pat

tern

s Fi

nd u

se fo

r pat

tern

s St

rate

gic

thin

king

Pr

oced

ures

with

con

nect

ions

Eval

uate

/Cre

ate

Argu

e, d

efen

d, o

r jus

tify

Com

pare

pat

tern

s Ad

d/co

mbi

ne/ig

nore

pat

tern

s Ex

tend

ed th

inki

ng

Doi

ng M

athe

mat

ics

Academic Strategies*

Sim

ilarit

ies

and

Diff

eren

ces

Sum

mar

izin

g/N

otet

akin

g N

onlin

guis

tic R

epre

sent

atio

n G

ener

atin

g/Te

stin

g H

ypot

hese

s

List

fact

s ab

out A

and

B

Cop

y C

opy

othe

r giv

en fo

rms

Cop

y

Para

llel f

acts

abo

ut A

and

B

Res

tate

Pl

ace

into

oth

er fo

rms

Res

tate

“kno

wn”

pat

tern

Com

pare

or c

ontra

st b

y tra

it Pe

rson

aliz

e or

mak

e un

ique

dec

isio

ns a

bout

con

tent

C

reat

e a

new

repr

esen

tatio

n Id

entif

y an

d ex

tend

pat

tern

s

Engaging Qualities**

Pers

onal

Res

pons

e

(Cle

ar/M

odel

ed E

xpec

tatio

ns)

Inte

llect

ual/E

mot

iona

l Saf

ety

Lear

ning

with

Oth

ers

Sens

e of

Aud

ienc

e N

ovel

ty a

nd V

arie

ty

Auth

entic

ity

Not

nec

essa

ry

Not

requ

ired

Take

turn

s ta

lkin

g A

partn

er

Rec

all i

s fu

n or

diff

eren

t Te

ache

r con

nect

s to

wor

ld

Fill

in th

e bl

ank

with

“m

y” a

nsw

er

Not

requ

ired

List

en a

nd re

peat

Th

e cl

ass

Prod

uct w

ithou

t co

ncep

ts

Rep

eat r

eal e

xam

ples

Expl

ain

and

supp

ort

my

idea

s (o

pen)

Ex

pres

sion

of c

once

pts

or

reco

gniz

ed p

atte

rns

Inte

rdep

ende

nce

in ro

les

or

min

i tas

ks

An a

udie

nce

I wan

t to

appr

ecia

te m

e or

my

idea

s Pr

oduc

t with

con

cept

s R

ecog

nize

real

exa

mpl

es

Expl

ain

and

defe

nd o

r jus

tify

my

idea

s Ex

pres

sion

of s

uppo

rted

opin

ions

or n

ew id

eas

Inte

rdep

ende

nce

of id

eas

An a

udie

nce

I wan

t to

influ

ence

Pe

rspe

ctiv

e C

reat

e re

al e

xam

ples

Q

uest

ions

Clo

sed

with

sin

gle

right

or

wro

ng a

nsw

ers

Clo

sed

but w

ith a

“cho

ice”

of

answ

ers

Ope

n w

ith a

rang

e of

ans

wer

s, s

uppo

rt, s

trate

gies

, co

nnec

tions

©Jo

hn A

nton

etti

200

4 ©

Col

leag

ues

on C

all 2

005

Ven

n D

iagr

am W

ith

Lin

es

W

hat a

m I

look

ing

at o

r re

adin

g ab

out?

(to

pics

)

Att

ribu

tes:

W

hat a

m I

com

pari

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ascd antonetti 2015...

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