effective effort @ eths. objectives to define effective effort to share what we have been doing...
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EFFECTIVE EFFORT @ ETHS
Objectives
To define Effective Effort To share what we have been doing with EE To share resources--research, articles, etc To “map” current work To dream and “map” future work To connect to curriculum, PD, other change
efforts
Overview of Meeting Time Topic Information Processing Desired Outcome
12:00-12:10 Lunch Nourishment. 12: 10-12:20
Overview of the Meeting
Setting norms Review of the agenda Adjusting timelines with input
Clear purpose and agreed upon outcomes for the meeting
Use norms to organize our work and keep our meetings productive
Plan for the best use of time
12:20-12:45 Introductions Share who we are and why we’re interested in EE
Identify connections among us Identify elements of common purpose Identify valuable resources
12:45-1:00
Current Initiatives Where and what are we teaching EE right now?
Celebration of what we have accomplished Map of current initiatives in terms of who is
served, where, when
1:00 -3:00 Defining Effective Effort
Identifying essential components of Effective Effort: enduring understandings, knowledge, skills, habits of mind, other
Complete graphic organizer defining Effective Effort for each current initiative
Identifying similarities and differences
3:00-3:45 Developing Next Steps What have we accomplished? What do we need to do? Prep for April meeting
Mapping possibilities for long term Designing foci for April meeting
3:45-4:00 Closing and Feedback Written feedback Polling of group members
Celebration Reflection
Norms for Our Work together
Actively listen to each other Push for clarity Allow for vulnerability
Introductions
Find someone you don’t work closely with Take ten minutes to share:
An experience when EE was part of your life An experience when EE was important in helping a
student Introduce partner’s EE story to the group
Processing: What patterns do we hear?
What patterns do we hear?
Making concrete pictures/examples of EE Dedication to hard work (value) Changing belief system about smart Success building confidence; pointing out successes Self-examination Relationships—t/s—that allow self-examination Feeling comfortable enough to be vulnerable As adults, our stories started with internal motivation We’re pushing students to operate at a higher level than previously Kids have different amounts of extrinsic motivation and other
supports that impact their performances Someone else cares and notices
“Map” of current Effective Effort work
Where are we teaching EE?
Whom are we teaching?
When—course, unit, other?
Studying Skillful Teaching
Teachers in the course
Strand in the course
AYD in summer (4 hrs. over 14 days)
55-60 kids/summer ½ math, ½ Effective Effort
Boys Group (SW) Male students of color
Focus on EE: in a group with SW: who’s smart; fear of succeeding b/c so much workOngoing group meets weekly
Issue: Need to focus on teaching students what “hard work” is
We need to focus on 9th graders
Current Applications
Individual teachers Advice on doing homework, explaining “hard work”
1 Humanities Enriched
1 Humanities (Eng./History)
9th grades EE unit: malleable intelligence; needs to be taught in a more concrete way; needed to start with content success firstEE Unit: individual teachers did different things; many used the Stephen Covey book/activities10% of the grade is EE, e.g., test correction, annotation of reading, doing homework v
Current Applications
Access ETHS 250 Incoming frosh (some going to AVID)
Summer: 2/week, about ¼ of curriculum
AVID Grade 9 (08-09 focus during 4th quarter)
Routines in AVID grades 9-12
The focus of the entire program is EE; focus on meta-cognitive practices Need to address the contrast what they say and what they really think/how they act (Used The Incredibles and other films.) Used SST materials.Unpack the idea of “effective”
Current Applications
Resource Curriculum 9-12 New Curriculum has EE and strategies from AVID
Academic Intervention Team
Individual kids who are referred
Creating student-centered goals that are achievable and supporting success
“Map” of possible applications
Component of every 9th grade core course Affect our hiring decisions Part of a stated school set of beliefs/values Create a school culture that counters beliefs in
our culture that negatively impact kids (racism and beliefs about intelligence)
What exactly is Effective Effort?
Using Understanding by Design, we will identify core elements:
What are the enduring understandings we want students to carry with them?
What is the essential question? What is the knowledge (concepts, ideas, facts)? What are the skills (processes, strategies)? What are the habits of mind?
Planning to teach Effective Effort
Enduring Understandings
• I can impact my outcomes—achievement, success in other aspects of life.• Intelligence is malleable.•Effective effort requires hard word AND effective use of the right strategies.
Essential Question (s)
Do people get smarter? What is smart?
What knowledge?
• Incremental [vs. Entity] Theory of Intelligence (I can get smart.) •Beliefs about intelligence matter •Meta-cognition •Learning is a social activity: I need to be a member of a learning community •Learning Styles •Characteristics of a successful learner •Attribution Theory
What skills/strategies?
•Time management•Organizational skills •Self-advocacy and self-monitoring•How to get help when you need it •Self-reflection •How to identify and use resources •How to set and monitor goals •Study skills: note-taking•Reading comprehension skills: What do you do when you don’t know? (vary by discipline) •How to be meta-cognitive •How to build an effective learning community/study group (breaking down the task/problem into component parts)
What Habits of Mind?
• Persistence in the face of failure, “setback” • Hard Work •Resiliency •Appreciation for learning—value learning personally
Routines/Methods for Teachers can use to reinforce Effective Effort No grade on failing paper—reteach and identify what
the students needs to do Error analysis and retake tests Take on the role of coaching and preparing students to
be strong independent learners (move the locus of control to the students/tenacity continuum);learn how to learn
Answer every question with a question (redirecting student’s question to others)
Being clear about assignments and have strong rubrics so that students can self-assess
What have we accomplished?
Identified what we are already doing Found some commonalities across our work Dreamed of new approaches school-wide Raised some good issues about how to teach,
how to do this work Started defining “effective effort” at ETHS
How do we want to use April 29 ?
Possible Tasks How to work with kids who have a competitive nature but are
not focusing on achievement—how might we create an academic learning group to use this competitiveness?
Continue to use coaches, PE teachers –share the common language
How do we make this school-wide? How do we involve staff as well as students? How do we connect this to being more successful in ensuring
students learn content? Clarify: what is the core curriculum (knowledge and skills)
and what are the structures and policies that teachers can put into place?
NOTES from April 29 meeting with Jon Saphier
What’s the purpose of the group?
JS: This is a think tank: how to move the school culture so that EE shows up in 3 domains:
1. Teacher beliefs and practices: what does it look like and sound like in classrooms? (I have believe that they have the capacity and I have to get them to believe in their capacity.)
2. Direct teaching of EE: what it is and how to do it?
3. Formal Structures: Programs, procedures, and policies of the school embed and support EE.
Next Steps: Summer, fall Anthony: advertise and celebrate EE (t-shirt and a campaign) David: figure out how to fold this work into what we’re already doing Vernon: fold into RtI Ali: Select some common strategies and start to develop a common vocabulary (e.g., test
corrections) Nicole: share informally across departments Tenesha: elicit EE strategies from other teachers and organize Nicole: teach what it is and how to do it in Summer Bridge to AP US History Jack: develop a straight forward message about what it is, e.g., 1 Humanities team Aracely: Work with Lucy Pulido and use in Latino Quest; workshops for teachers on specific
practices David W: Build a critical mass of teachers to lead the group; we need to become a choir; we
need to rehearse our song David C: teachers are open to new strategies; let’s figure out how to share specific strategies Regina connect to work on literacy; start using the vocabulary when teaching literacy
strategies
EE Group: Next Year?
Meet next year Experiment with specific strategies PLCs Invite Jon Consider opening the membership to group Continue work on defining EE ½ day
Why would a kid exert EE? Knows how to do it Accurate self-assessment of what s/he knows or doesn’t know It’s relevant learning; it would be worth it (This is not about being
entertaining.) Lessons start or connect with kids’ questions—active engagement.
Inherently interesting Because my teacher or another significant person asked me to Wants to be recognized for EE (student of month) Knows that it’s OK not to know something—in fact, that is what
successful learners do and ask for help. Strong social norms that reinforce that “this is what we do here.” Transfers from another arena in life (e.g., athletics) Letting kids in on the full and transparent plan—why and what are we
doing? HOPE: kids believe that they can succeed at the HS
Sharing ResourcesNames Resource Where
Aracely, Anthony, Tenesha
Academic Youth Development Program
For 1 Algebra Allies
www.evanston.agilemind.com
Web-based software
Tenesha Lessons: Graph your motivation; extra credit for getting help/AM Support; Student of the Month for student who has made progress; Wall of Fame
Test and Quiz corrections
David Wartowski
Marcus Campbell
Weekly self-assessments; goal setting
Test corrections
AVID Curriculum Unit on Attribution Theory
Wartowskid
Ali Hart Access ETHS lessons on EE
Learning Logs
Admin 01 Access ETHS Shared folder; see specific lessons
Admin 01 Shared Folders (Ali and Teresa Granito coteaching materials)
Nicole Parker Test Review materials; Definition of question words
Test corrections
What’s our purpose?
Develop a plan to do this systematically: be consistent, have follow-through, ongoing support, not just for the volunteers