celebrate the struggle strategies to target student … · 2016-03-15 · §assigning homework and...

CELEBRATE THE STRUGGLE STRATEGIES TO TARGET STUDENT ACHIEVEMENT

PREPARED FOR THE COLLABORATIVE LEARNING TEAM OF RIVER OAKS ELEMENTARY SCHOOL BY DAN MULLIGAN, FLEXIBLECREATIVITY.COM

MARCH 2016

Focus on Learning

Building a Collaborative

Culture

Focus on Results

Meeting & Surpassing

AMO Goals

“SOMETIMES THE QUESTIONS ARE COMPLEX AND THE ANSWERS ARE SIMPLE.” ~DR. SEUSS

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TABLE OF CONTENTS STUDENT-FOCUSED LEARNING PROGRAM 3 STUDENT ENGAGEMENT FOLDER 4 WHERE ARE WE? 6 THE BIG PICTURE 8 STANDARDS-BASED LESSON PLAN BLUEPRINT 9 ESSENTIAL KNOWLEDGE, SKILLS, PROCESSES, VOCABULARY 11 VALID AND RELIABLE ASSESSMENT 20 CREATING VALID AND RELIABLE ASSESSMENT 22 A FRAMEWORK FOR INSTRUCTIONAL PLANNING 25 PURPOSEFUL USE OF RESEARCH-BASED STRATEGIES 26 CREATING AN ENVIRONMENT FOR LEARNING 28 HELPING STUDENTS DEVELOP UNDERSTANDING 29 HELPING STUDENTS EXTEND AND APPLY KNOWLEDGE 30 COLLABORATIVE LEARNING TEAM 31 DIFFERENTIATED PACING AND FLEX-GROUPING 32 WAITING FOR THE TRAIN 33 HUNT FOR SOLUTIONS 34 CLARIFYING THE TARGET 35

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StudentENGAGEMENTFolder:Foreachstudent,laminateamanilaenvelopeandthenslitthelaminatedsealedopeningwithasharptool.Foldthengluetheenvelopeineachstudent’sinteractivenotebook.

SuggesteditemsfortheSEF:ü Alaminatedpieceoflight-coloredconstructionpaper–thisservesasasimplewhiteboardforstudents.

ü Aflannelsquareorsock–thisservesasadryeraserfortheconstructionpaperwhiteboard.

ü Adry-erasepen–theseareavailableinthinstylestocauselessbulkintheenvelope.ü True/NotTrue/TruewithModifications/UnabletoDetermine(basedoninformationlearned)Hold-UpCards–Thesecanbeusedthroughouttheyearasaquickcheck.

ü Multiple-ChoiceHold-UpCards(ABCD/FGHJ)–Thesecanbeusedthroughouttheyearasaquickcheck.

ü Deckofpaper-clippednumbercards–Thesecardscanbeusedforhold-upsortoexpress‘comfort’withatopic.

ü Acompletedappointmentagenda–Thischartisusefulforquickly‘shaking-up’aclass.Studentsarepre-assignedtoaseriesofgroups(eachclusterhavingadesignationname.

ü TheProcessingCard(ReadytoShare/StillThinking)–Thiscardisanothertoolthatstudentscanusetoexpresstheirlevelofunderstanding.

ü Alaminatedhundredschart–Forelementaryschoolandmiddleschoolchildren,thischartallowsyoutoplanactivitiesthatbuildnumbersense.Forexample,studentsuseadry-erasepenandthecharttocirclecommonmultiples,commonfactors,primenumbers,skipcount,andotheractivitiesthatdemonstratenumberrelationships.

ü AlaminatedA–ZChart–Forearlychildhoodclassrooms,thischartallowsallstudentstopointtoinitial,middle,andendingsounds,andtofindlettersandsoundsasdirectedbytheteacher.Forupper-elementaryandsecondaryclassrooms,thischartisabrainstormingstrategythatallowsstudentstogenerateasmanywordsthatrelatetothetopicastheycanthatbeginwitheachletterofthealphabet.

ü Laminatedcontent-relatedcharts–Examplesincludeaperiodictableofelements,formulapagesinsecondarymath,atimeline,amap,orothergrade-levelorcontenttoolthatcanbeusedrepeatedly.

ü Asmallerenvelopewithpiecesofscrappaperorindexcards–TheseareusedforQuick-Writes,Quick-Draws,on-thespotHold-Ups,collectingideasfrompeers.Theycanbegluedintointeractivenotebooks.

ü BounceCards–Theseareusefultoelevatethinkinginstudent–studentdialogue,ü ThinkPadsheet–Tocaptureeachstudent’sthinking…Howdoyouknow?

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GOAL: To create a snapshot of where we currently are compared to where we want to be. Only then can we determine specific ‘opportunities’ that will get us there. Likert Scale versus Likert Item

A “Likert scale” is the sum of responses to several Likert items. These items are usually displayed with a visual aid, such as a series of radio buttons or a horizontal bar representing a simple scale.

A “Likert item” is a statement that the respondent is asked to evaluate in a survey. In the example below, the statement, “The checkout process was easy” is a Likert item. The table as a whole is the Likert scale.

Here’s an easy way to remember the distinction: the “scale” in “Likert scale” refers to the total sum of all Likert items in the question, not the 1-5 range you see associated with each item. In our example survey, the scale would be 3 to 15.

In a “good” Likert scale, the scale is balanced on both sides of a neutral option, creating a less biased measurement. The actual scale labels, as well as the numeric scale itself, may vary.

This is a very useful question type when you want to get an overall measurement of sentiment around a particular topic, opinion, or experience and to also collect specific data on factors that contribute to that sentiment.

You should not use this form of question (or at least not call it a Likert scale) when the items in the question are unrelated to each other, or when the options are not presented in the form of a scale.

The following two pages are designed to provide us with a Division/School/Grade or Course snapshot of opportunities to increase student achievement in 2015 – 2016 and can be edited to provide a better SCHOOL snapshot.

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WHERE ARE WE? Teachers in my school: 1. Identify what students must know, understand and be able to do during planning;

Strongly Agree Agree Neutral Disagree Strongly Disagree 1 2 3 4 5

2. Determine acceptable evidence that will verify students have achieved the desired results;


3. Analyze results of collected evidence to determine what to do next for each student;


4. Collaboratively plan learning experiences tied to outcomes;


5. Explicitly identify essential new and background vocabulary;


6. Use the 5-step process for teaching essential new and background vocabulary;


7. Use an Essential Question to set a purpose for learning and then guide instruction;


8. Check for and build background knowledge prior to teaching new content;


9. Understand ‘research-based instructional strategies;


10. Apply research-based strategies purposefully;


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11. Actively engage students in learning;


12. Share a common approach to increasing the literacy of each student in our school.


13. Ask second questions to facilitate deeper student thinking;


14. Differentiate support rather than expectations;


15. Facilitate student use of technology to deeply involve students in discovery and research;


16. Are provided specific feedback in their implementation of school identified strategies;


17. Have a commitment to continuous improvement;


18. Gather evidence to assist each other in refining their craft;


19. Focus on results aligned with goals for student learning; and


20. Strive to build positive relationships with all their students.


Based on my responses to these questions, I preliminarily think an opportunity for my school to focus improvement efforts this year is to:

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PROFESSIONAL LEARNING COMMUNITY:

ü Identifying and understanding nonnegotiable essential knowledge, skills, processes, and vocabulary of lesson/unit

2013 Released Test

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doe.virginia.gov

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Searching for Purposeful Opportunities:

ACTION MY SCHOOL ACTION MY SCHOOL

Identify & understand essential knowledge and skills (p. 10 – 12)

Identify and engage students in essential vocabulary (p. 13)

Identify and engage students in essential processes (p. 14 -15)

Teacher and student use of second questions 4 thinking

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ü Determining what type of assessment will provide valid and reliable evidence of student mastery

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Background Knowledge

ü Creating engaging learning experiences that include:

o Creating an environment for learning

(HINT: frontload the rigor) § Setting Objectives and Providing Feedback

§ Reinforcing Effort and Providing Recognition

§ Cooperative Learning

o Helping students develop understanding

§ Cure, Questions, and Advance Organizers

§ Nonlinguistic Representations

§ Summarizing and Note Taking

§ Assigning Homework and Providing Practice

o Helping students extend and apply knowledge

§ Identifying Similarities and Differences

§ Generating and Testing Hypotheses

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Creating an Environment for Learning: These documents are grounded in research-based strategies and depend on the intended engagement of the learner to be valid and reliable.

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Helping Students Develop Understanding:

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Helping Students Extend and Apply Knowledge:

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Collaborative Learning Team:

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Differentiated Pacing and Flex-grouping

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Hunt for Solutions Recording Sheet

Question Page Number Reasoning

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My Notes

celebrate the struggle strategies to target student … · 2016-03-15 · §assigning homework and...

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