partners - instructional coaching group · 2. what is the impact cycle for coaching and how would...
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Partners
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Champagne
Riesling
Pinot Noir
Malbec
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1. Why is engagement important?
2. What is engagement?
3. What is the Impact Cycle?
4. Why is video important?
5. How do we measure engagement?
6. Which teaching strategies increase student engagement?
workbook p. 1
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Meet Cat
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1. Why is engagement important?
2. What is engagement?
3. What is the Impact Cycle?
4. Why is video important?
5. How do we measure engagement?
6. Which teaching strategies increase student engagement?
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Why?• Happiness • Relationships • Productivity • Learning
workbook p. 2
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Don’t focus on achievement; focus on getting your kids excited about learning.
—Pedro Noguera
workbook p. 5
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To what extent is engagement a part of your coaching?
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1. Why is engagement important?
2. What is engagement?
3. What is the Impact Cycle?
4. Why is video important?
5. How do we measure engagement?
6. Which teaching strategies increase student engagement?
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EngagementFlow
workbook p. 4
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Elements of Flow• Goals and feedback • Challenge and skills • Focused attention • Paradoxical control
workbook p. 5
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Elements of Flow• Effortlessness • Altered perception of time • Action and consciousness
blend • Concern for self
disappears
workbook p. 6
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It is by being fully involved with every detail of our lives, whether good or bad, that we find happiness, not by trying to look for it directly.
—Mihaly Csikszentmihalyi
workbook p. 7
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• When have you have experienced flow?
• What could be done so that students could experience flow more often?
workbook p. 7
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EngagementFlow
Social-emotional Engagement
workbook p. 8
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Emotional Engagementgallupstudentpoll.com
• I have a best friend at school. • I feel safe in this school. • My teachers make me feel my
schoolwork is important. • I have the opportunity to do what I
do best every day. • In the last seven days, I have
received recognition or praise for doing good schoolwork.
workbook p. 8
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EngagementSocial-emotional Engagement Authentic Engagement Strategically Compliant Not Engaged Time on Task
Phil Schlechty
workbook pp. 8-9
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Sandy Silbernagel
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• What percentage of students in your school are
—authentically engaged? —strategically compliant? —not engaged?
• What would happen if the percentage of engaged students increased?
workbook p. 9
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workbook p. 10
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Student engagement in grades 5-12 is less than 55%.
—Shane Lopez
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• Do you think it is possible to create schools where engagement goes up instead of down buy each grade?
• Why? Why not?
workbook p. 10
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1. Why is engagement important?
2. What is engagement?
3. Why is the impact cycle?
4. How do we measure engagement?
5. Which teaching strategies increase student engagement?
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The Impact Cycle
workbook p. 12
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CURRENTREALITY
STRATEGIES
GOAL
workbook p. 13
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CURRENT REALITY
GOAL
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Seeing Reality• Video • Interviewing students • Reviewing student work • Observation data
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CURRENTREALITY
GOAL
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PEERS GoalsPowerful Easy Emotionally compelling Reachable (measurable, strategy is identified)
Student-focusedworkbook p. 14
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CURRENTREALITY
STRATEGIES
GOAL
workbook p. 13
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The Identify Questions1. On a scale of 1-10, with 1 being the worst
lesson you’ve taught and 10 being the best, how close was the lesson to your ideal?
2. What pleased you about the lesson? 3. What would have to change to move the
lesson closer to a 10?4. What would you see your students doing
differently if your class was a 10?5. Tell me more about what that would look like.
workbook p. 14
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The Identify Questions6. How could we measure that change?7. Do you want that to be your goal?8. If you could hit that goal, would it really matter
to you?9. What teaching strategy can you use to achieve
your goals?10. What are your next steps?
workbook p. 14
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Cat and The Identify Questions
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The Impact Cycle
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• What would be a typical classroom look like where you think engagement might be an issue.
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Time on Task
workbook p. 31
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Resource Assessing Time on Task
When you are gathering time-on-task data, you are taking a snapshot of student behavior at the moment you look at the student. Your observation is a sample of that moment, and it should reflect exactly what you see only at the moment of observation.
More than anything else, “time on task” means that students are engaged in the learning activity proposed for them by the teacher. Thus, if the teacher is asking students to write a paragraph, students who are on task (doing the task given them) are writing the paragraph. If the teacher is leading classroom discussion, the student should be listening or asking questions or responding to questions. As a general rule, a teacher’s goal should be 90% time on task or higher.
What It Looks Like
Time on task may include some of the following student behaviors:
• Doing the assigned task, which could include (but is by no means limited to)
Conducting an experimentReadingWorking on a cooperative learning projectWriting in their notebook, engaging in classroom debateCompleting a learning sheet
• Making eye contact with the teacher or other students engaged in the assigned learning
• Responding verbally and nonverbally to teacher prompts, which could include (but is by no means limited to)
SmilingDoing assigned tasksAsking questionsEngaging in hands-on activitiesTaking out materials needed to work on a task
What It Doesn’t Looks Like
Time on task usually does not include some of the following student behaviors:
• Doing something other than the assigned task, such as
SleepingNot taking out materialsTextingEngaging in side conversationsReading unassigned reading materialTouching or bothering other students
Retrieved from the companion website for High-Impact Instruction: A Framework for Great Teaching by Jim Knight. Thousand Oaks, CA: Corwin, www.corwin.com. Copyright © 2013 by Corwin. All rights reserved. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.workbook p. 31
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START:
DISCUSSION:
REVIEW:
WRITING:
8:06 Guided Reading 15/15 = 100% 8:16 Answering Questions 9/15 = 60%
8:26 Point Sentence 13/15 = 86%
8:36 Writing Paragraphs 13/15 = 86%workbook p. 33
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Authentic Engagement
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Figure 4.8 Engagement Chart
Retrieved from the companion website for Focus on Teaching: Using Video for High-Impact Instruction by Jim Knight. Thousand Oaks, CA: Corwin, www.corwin.com. Copyright © 2014 by Corwin. All rights reserved. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.
Engagement Chart
What could make this lesson more engaging?
authentically engaged?
strategically compliant
not engaged?
Are you
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Figure 12.3 Engagement Form
Retrieved from the companion website for High-Impact Instruction: A Framework for Great Teaching by Jim Knight. Thousand Oaks, CA: Corwin, www.corwin.com. Copyright © 2013 by Corwin. All rights reserved. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.
DATE:
INSTRUCTIONS:
Each time you hear the bell, please rate how engaging the learning activity is in which you are involved. You are only to rate whether or not the learning activity is engaging for you.
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
1 2 3 4 5 6 7
noncompliant compliant engaged
workbook p. 34
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Instructional Time
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Figure 4.6 Instructional vs. Noninstructional Time
Retrieved from the companion website for Focus on Teaching: Using Video for High-Impact Instruction by Jim Knight. Thousand Oaks, CA: Corwin, www.corwin.com. Copyright © 2014 by Corwin. All rights reserved. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.
Instructional Noninstructional
Total Time _________________ Total Time _________________
workbook p. 35
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How do you plan to go about measuring engagement as a part of your instructional coaching?
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Reviewing Progress on Authentic Engagement
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1. How can we set up video for success?
2. What is the impact cycle for coaching and how would it be used to increase engagement?
3. Why is engagement important?
4. How do we measure engagement?
5. Which teaching strategies increase student engagement?
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Thinking Prompts• Video clips • Cases or short stories • Cartoons • Songs or poems • Quotations • Newspaper articles
workbook p. 43
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Thinking Prompts• Provocative • Complex • Personally relevant • Positive • Concise
workbook p. 44
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Thinking Prompts• Provocative • Complex • Personally relevant • Positive • Concise • Humanizing • Varied
workbook p. 43
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workbook p. 44
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Type of Learning
Open or
Closedworkbook p. 44
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Types of Questions
Open or
Closedworkbook p. 45
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Kinds of Question
Right/wrong or
Opinionworkbook p. 45
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Level of Questions
Knowledge Skill
Big idea
Knowledge Skill
Big idea workbook p. 45
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70
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Question Type Kind Level
Type: Right or Wrong, Opinion
Kind: Closed-ended, Open-ended
Level: Know, Understand, Do
Retrieved from the companion website for High-Impact Instruction: A Framework for Great Teaching by Jim Knight. Thousand Oaks, CA: Corwin, www.corwin.com. Copyright © 2013 by Corwin. All rights reserved. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.
Figure 6.9 Question Chart
workbook p. 46
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Questioning Effectively• 3-to-1 ratio • Question all students • Repeat, rephrase, reduce • Ask the same number of questions of
all students • Ask students to explain their answers • Avoid giving away the answers
workbook p. 46
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To what extent is questioning a part of your instructional coaching? Do you intend to change anything about how you coach around questioning?
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workbook p. 47
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Story’s Purpose • Anchoring new knowledge • Building prior knowledge • Prompting thinking and dialogue • Generating interest • Inspiring hope • Offering new perspectives • Describing epiphanies
workbook p. 47
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Story’s Grammar • Building and upsetting expectations • Escalation • Hero conflict resolution • Self-revelation • Epiphany
workbook p. 48
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Effective Stories • Not Lame • Concise • Vivid • Emotional • Surprising • Humble
workbook p. 48
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Jacqueline Novogratz
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• Is this an effective story? • Why? Why not?
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Developing a Library of Stories
• List people • List events • List stories • Choose a story for
your lesson
workbook p. 49
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Ryan Berger
workbook p. 50
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workbook pp. 50-51
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workbook p. 52
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Sandy Silbernagel
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Figure 8.1 Success Factors Checklist
Success Factors 9
The teacher clearly understands the learning structure.
The teacher has created a psychologically safe environment.
The teacher has written expectations for how students should act, talk, and move while they perform the cooperative learning activity.
Students have learned the expectations for how to act, talk, and move during the cooperative learning activity.
Students have learned and use appropriate social skills to interact positively and effectively during the activity.
The teacher has carefully considered the optimal makeup of each group of students.
The teacher has given students sufficient time for each activity, without providing so much time that the learning loses intensity.
Students have additional activities they can do if they finish their tasks before others in the class.
The teacher has planned additional activities to use during the class if activities take less time than planned.
The teacher has planned how to adjust the lesson plan if activities take more time than planned.
The teacher uses an effective attention signal.
Retrieved from the companion website for High-Impact Instruction: A Framework for Great Teaching by Jim Knight. Thousand Oaks, CA: Corwin, www.corwin.com. Copyright © 2013 by Corwin. All rights reserved. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.
workbook p. 52
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The teacher clearly understands the learning structure.
Cooperative Learning
workbook p. 52
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The teacher has created a psychologically safe environment.
Cooperative Learning
workbook p. 52
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The teacher has written expectations for how students should act, talk, and move (ATMs) while they perform the cooperative learning activity.
Cooperative Learning
workbook p. 52
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Students have learned expectations for how to act, talk, and move during cooperative learning activities.
Cooperative Learning
workbook p. 52
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Students have learned and used appropriate social skills to interact positively and effectively during the activity.
Cooperative Learning
workbook p. 52
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The teacher has carefully considered the optimal makeup of each group of students.
Cooperative Learning
workbook p. 52
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The teacher has given students sufficient time for each activity, without providing so much time that the learning loses intensity.
Cooperative Learning
workbook p. 52
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Students have additional activities they can do if they finish their tasks before others in the class.
Cooperative Learning
workbook p. 52
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The teacher has planned additional activities they can do if activities take less time than planned.
Cooperative Learning
workbook p. 52
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The teacher has planned how to adjust the lesson plan if activities take more time than planned.
Cooperative Learning
workbook p. 52
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The teacher uses an effective attention signal.
Cooperative Learning
workbook p. 52
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Cooperative Learning
• Turn to Your Neighbor • Think, Pair, Share • Jigsaw • Value Line • Round Table
workbook pp. 53-56
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Students know . . . 9
Who their learning partner will be before they start.
What tasks, if any, they need to do before they turn to their neighbor.
What tasks they need to do with their partner (for example, confirm their understanding, compare answers, share an opinion).
The outcome they need to produce for the class (a written product, a comment to share with the class, thumbs up, and so forth) at the end of the conversation.
How they should communicate with each other (in particular, how they should listen and talk).
Figure 8.3 Turn-to-Your-Neighbor Checklist
Retrieved from the companion website for High-Impact Instruction: A Framework for Great Teaching by Jim Knight. Thousand Oaks, CA: Corwin, www.corwin.com. Copyright © 2013 by Corwin. All rights reserved. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.
workbook p. 53
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Students know . . . 9
Who their learning partner will be before they start.
Exactly what the thinking prompt is to which they are responding.
How much time they will have to write their response.
That they are to use all the time they are given to think and write about their response.
The outcome they need to produce for the class (a written product, a comment to share with the class, thumbs up, and so forth) at the end of the conversation.
How they should communicate with each other (in particular, how they should listen and talk).
Figure 8.4 Think, Pair, Share Checklist
Retrieved from the companion website for High-Impact Instruction: A Framework for Great Teaching by Jim Knight. Thousand Oaks, CA: Corwin, www.corwin.com. Copyright © 2013 by Corwin. All rights reserved. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.
workbook p. 54
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Students know . . . 9
What group they will be in for the first activity (perhaps by writing down the number for their group).
What group they will be in for the second activity (again, perhaps by writing down the number for their group).
How they are to work together to learn and summarize what they are learning.
The product they need to create to share with the second group.
Before moving to the second group, that what they have created has received their teacher’s stamp of approval.
How they should communicate with each other in both groups (in particular, how they should listen and talk).
How they will record (usually take notes or fill out a learning sheet) what they learn from their fellow students in their second group.
Figure 8.5 Jigsaw Checklist
Retrieved from the companion website for High-Impact Instruction: A Framework for Great Teaching by Jim Knight. Thousand Oaks, CA: Corwin, www.corwin.com. Copyright © 2013 by Corwin. All rights reserved. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.
workbook p. 54
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Students know . . . 9
What the question is that they are considering.
How much time they have to consider the question.
Where the numbers for the value line are located in the room.
Why they are being asked to line up in a value line.
When to move and how quickly.
What to talk about and how loud to talk.
What to do when they get to their spot on the number line.
Figure 8.6 Value Line Checklist
Retrieved from the companion website for High-Impact Instruction: A Framework for Great Teaching by Jim Knight. Thousand Oaks, CA: Corwin, www.corwin.com. Copyright © 2013 by Corwin. All rights reserved. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.
workbook p. 55
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Students know . . . 9
Each question they are responding to.
How much time they have to consider the question.
Where they are to pass the paper.
How they will sum up what they have learned or discovered.
How they will share with the rest of the class what they have learned.
Figure 8.7 Round Table Checklist
Retrieved from the companion website for High-Impact Instruction: A Framework for Great Teaching by Jim Knight. Thousand Oaks, CA: Corwin, www.corwin.com. Copyright © 2013 by Corwin. All rights reserved. Reproduction authorized only for the local school site or nonprofit organization that has purchased this book.
workbook p. 56
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workbook p. 52
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Chris Korinek
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Brain Break
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Cat and The Impact Cycle
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• Thinking Prompts • Effective Questions • Cooperative Learning • Stories • Authentic Learning
Instruction
workbook p. 60
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Has a clear purpose
Designing Authentic Learning
workbook p. 57
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Gives meaningful work
Designing Authentic Learning
workbook p. 57
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Is personally relevant
Designing Authentic Learning
workbook p. 57
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Creates motivation in students
Designing Authentic Learning
workbook p. 57
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Engages students through work that matters
Designing Authentic Learning
workbook p. 57
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Helps students learn procedural knowledge
Designing Authentic Learning
workbook p. 57
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Empowers students throughout the unit/project
Designing Authentic Learning
workbook p. 57
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• Purpose • Mediate • Tasks • Success • Audience • Teach
Authentic Learning
workbook p. 59
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1. Why is engagement important?
2. What is engagement?
3. What is the Impact Cycle
4. Why is video important?
5. How do we measure engagement?
6. Which teaching strategies increase student engagement?
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• Thinking Prompts • Effective Questions • Cooperative Learning • Stories • Authentic Learning
Instruction
workbook p. 60
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https://www.surveymonkey.com/r/ZZMGWBC
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END
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Brain Break
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Brain Break
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Brain Break
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Brain Break
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Brain Break
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Extra Timers
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Sharon Thomas
www.instructionalcoaching.com
https://resources.corwin.com/impactcycle
For more information…Template for Contact Slide
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Extra background slide for additions
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Extra background slide for additions
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Partners
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Autumn
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Michael Covarrubias