Crete InstructionRoutines

December 4, 2013

Toby BossESU 6

Purpose

• Review the MRL instructional model– Focus on Routines

• Practice Observations with Videos• Plan activities for the next session

Resources

• http://creteinstruction.wikispaces.com/home

• http://esu6craftknowledge.wikispaces.com

“The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn.”

Alvin Toffler 2001An American writer and futurist

Great Educators….

• Are first and foremost learners who have a teachable spirit.

• Are constantly looking to improve their skills in the craft of teaching and learning.

Effective teachers are made, not born.

Do you agree or disagree?

What’s the role of talent?

What’s the role of deliberate practice?

Even small increments in teacher effectiveness can have a positive effect on

student achievement.

an 8% average

improvement in student

achievement

a 2% improvement in teaching skillful-

ness per year

10

years =x

The reality of our business…

• There is rarely, if ever, a perfect day of teaching…

The Complexity of Teaching

• “After 30 years of doing such work, I have concluded that classroom teaching … is perhaps the most complex, most challenging, and most demanding, subtle, nuanced, and frightening activity that our species has ever invented. ..The only time a physician could possibly encounter a situation of comparable complexity would be in the emergency room of a hospital during or after a natural disaster”

• Lee Shulman, The Wisdom of Practice

“What Matters Very Much is Which Classroom?” “If a student is in one of the

most effective classrooms, he/she will learn in 6 months what those in an average classroom will take a year to learn. And if a student is in one of the least effective classrooms in that school, the same amount of learning takes 2 years.”

Deborah Loewenberg Ball, Dean of Education, University of Michigan

Three Critical Interventions (COMMITMENTS)

• A system of clear learning goals connected to student feedback and evaluation at the classroom, school, and district levels

• Ensuring effective teaching in every classroom.

• Building background knowledge for all students.

Or…

• Math Class

What must a district or school do?

• Develop a common language of teaching.

• Provide opportunities for focused feedback and practice.

• Provide opportunities for observing and discussing effective teaching.

• Require individual teacher growth and development plans on a yearly basis.

Dweck, Mindset: The New Psychology of Success, 2007

Fixed mindset:Talents are carved in stone

Growth mindset:Qualities are things to be

cultivated through effort and can change through application

and experience

Dweck, Mindset: The New Psychology of Success,2007

The Highly Engaged Classroom, 2011 pages 17-18

Where should a school or district begin?

Develop a common language of teaching

The Art & Science of Teaching 10 “design questions” teachers ask of themselves as they plan a unit of instruction.

The Art and Science of Teaching

Art and Science by the numbers

• 41• 9• 3

Art and Science by the numbers

• 41 instructional elements within…• 9 lesson design questions embedded

in…• 3 segments for every lesson.

Learning Goals and FeedbackRules and Procedures

INVOLVES ROUTINES

ENACTED ON THE SPOT

Student Engagement

High Expectations

Te

ache

r/St

uden

t Rel

ation

ship

s Adherence to Rules and Procedures

Generating/ Testing

Hypotheses

Practicing and

Deepening

Interacting With New Knowledge

ADDRESSES CONTENT IN SPECIFIC WAYS

1. Learning Goals and Feedback2. Interacting with New Knowledge3. Practicing and Deepening4. Generating and Testing Hypotheses5. Student Engagement6. Establishing Rules and Procedures7. Adherence to Rules and Procedures8. Teacher-Student Relationships9. High Expectations

Page 7, The Art & Science of Teaching

The Art and Science of Teaching

Lesson Segments

“We use the term lesson segment, because it defines a unit of analysis that is particularly useful when providing feedback to teachers.”

Lesson Segments• “Thin slices” of instruction

– Those involving routines– Those involving content– Those enacted on the spot

Reflection

• What made sense?• What questions might you have?

Learning Goals and Feedback

Rules and Procedures

INVOLVES ROUTINES

The Art and Science of Teaching

Routine Segments

Segments that are routine components of every lesson

• Rules and procedures (Q 6)• Communicating learning goals (Q1)• Tracking student progress (Q1)• Celebrating success (Q1)

PE Example

Do Some Solo Thinking Please

What are some key routines and procedures teachers need to establish in a classroom?

Make a list of some you think are critical for a successful learning environment.

Did you list any of these?

–Attention and Refocus Signal–Transition Signal–Strategies to group and re-group

learners

Cognitive Routines

• Critical for getting students to interact with content we want them to learn…

• Cognitive routines are critical routines for learning at all ages…

Four Part Attention Signal

Age = Attention Span

• Change of state needed…• Tops out at 18-20 minutes…• Adult learners need change also…

Attention and Refocus Signal • I will move to the front and center of the room.

– Common Location and Visual Clue• Announce 30 seconds remaining in the activity.

– Verbal Clue• Count down from 5 to 0

– Verbal Wrap-Up• At 0 everybody is seated and ready to continue

– Clear Expectation• If anyone isn’t ready, We Will Wait

– The Power of Silence and Peers

ExamplesClose Partners

Across the Room PartnersTable Family - Department

Grouping and RegroupingLearners

Close Partners

• When I say go….(Transition Signal) • Form groups of 2 or 3 with other colleagues who are

sitting near you in the room but not at your table.

• Share your lists of rules and procedures. • What as common and what was different?

What Routines do you see?

• Instructions• Grouping• Attention Signal

• Sixth Grade Math

According To Recent Studies What is the balance of teacher talk to student

talk during a typical class period? Studies show that teachers talk in a regular

classroom between 80% and 90% of the time. What effect does this have?

What is the effect?Assuming a 50 minute class periodTeacher talk = 40 minutes Student interaction with content/language = 10 minutes total for the class.30 students in class= 20 seconds (or less) per student

Lecture

Reading Audio-visualDemonstration

Discussion Groups

Practice by doingTeach others/immediate use of learning

Average Retention Rate after 24 hours

5%10%

20%

30%

50%

75%90%

Adapted from David Sousa’s figure 3.8in his text, How the Brain Learns

Boosting Retention

Discussion Topic

• What cognitive routines do you use or see being used in classrooms at your school?

Observations

• Use the form to conduct a video walkthrough.• What routines did you see?• Walkthrough Form (also on the wiki)

Next Step

• Look for routines your teachers use in their classes.

• Be ready to report next time.

Resources

• http://marzanoresearch.com/site• http://esu6mrl.wikispaces.com• http://esu6craftknowledge.wikispaces.com• ESU 6 YouTube:

http://www.youtube.com/user/esu6pd