iTEAM Coaches Training

1
iTEAM Coaches Training

• August 15, 2007

2
Review Summary Document

• CORY
• Summary
• Professional Development
• Goals/Objectives

3
Review July Training

• CORY
• Teacher Feedback
• Teacher Survey

4
Engaged Learning Model

• To learn something well, it helps to hear it,
  see it, ask questions about it, and discuss it
  with others. Above all, students need to do it-
  figure things out by themselves, come up with
  examples, try out skills, and do assignments that
  depend on the knowledge they already have or must
  acquire. Silberman (1996)

5
Definition Engaged Learning

• A model of classroom and school-wide practices
  related to
• Student engaged in authentic and
  multidisciplinary tasks
• Assessments based on students performance on
  real tasks.
• Students work collaboratively
• Students are grouped heterogeneously

6
(No Transcript)
7
Definition Authentic Tasks

• School assignments that have a real-world
  application.
• Bear a strong resemblance to tasks performed in
  non-school settings
• Require students to apply a broad range of
  knowledge and skills.

8
Authentic Tasks continued

• Involve multiple disciplines and are challenging
  in their complexity.
• Higher order thinking skills--such as
  comprehension, design, analysis, and problem
  solving--typically are important components of
  these tasks.

9
Authentic Tasks continued

• Some examples include developing a business plan,
  making decisions about land use, and designing
  and producing a program for the school play.

10
Def Cooperative Learning

• Cooperation is "working together to accomplish
  shared goals" (Johnson Johnson, 1989, p. 2).
• Whereas collaboration happens in both small and
  large groups, cooperation refers primarily to
  small groups of students working together.

11
Cooperative Learning cont.

• Research shows that cooperation leads to
• higher group and individual achievement,
• higher-quality reasoning strategies,
• more frequent transfer of these from the group to
  individual members,
• more metacognition, and
• more new ideas and solutions to problems.

12
Cooperative Learning cont.

• In addition, students working in cooperative
  groups
• tend to be more intrinsically motivated,
• intellectually curious, caring of others, and
  psychologically healthy.

13
Meaningful Engaged Learning

• Students take an active role in meaningful tasks
  and activities.
• They assume increasing responsibility for their
  own learning and demonstrate their understanding.
  
• They explore a variety of resources and strive
  for deep understanding through experiences that
  directly apply to their lives, promote curiosity
  and inquiry, and stimulate new interests.

14
Indicators of Engaged Learning

• Vision
• Tasks
• Assessment
• Instructional Models/Strategies
• Learning Context
• Grouping
• Teacher roles
• Student roles

15
Vision of Engaged Learning

• Responsible for Learning
• Students take charge of their own learning
• Energized by Learning
• Engaged learners find excitement and pleasure in
  learning.
• Learning is intrinsically motivating.

16
Vision of Engaged Learning

• Strategic
• Engaged learners continually develop and refine
  learning and problem-solving strategies.
• Engaged learners can apply and transfer knowledge
  in order to solve problems creatively and can
  make connections at different levels.

17
Vision of Engaged Learning

• Collaborative
• Engaged learners understand that learning is
  social.
• They can articulate their ideas to others, have
  empathy for others, and are fair-minded in
  dealing with contradictory or conflicting views.
• They have the ability to identify the strengths
  and intelligences of themselves and others.

18
Tasks for Engaged Learning

• Challenging
• Unlike tasks usually offered in schools,
  challenging tasks are typically complex and
  required sustained amounts of time. Such tasks
  also require students to stretch their thinking
  and social skills in order to be successful.

19
Tasks for Engaged Learning

• Authentic
• Authentic tasks correspond to tasks in the home
  and workplace.
• They are closely related to real-world problems
  and projects, build on life experiences, require
  in-depth work, and benefit from frequent
  collaboration.
• Such collaboration can take place with peers and
  mentors within school or with diverse people
  outside of school.

20
Tasks for Engaged Learning

• Integrative/interdisciplinary
• Challenging and authentic tasks often require
  integrated instruction, which blends disciplines
  into thematic or problem-based pursuits, and
  instruction that incorporates problem-based
  learning and curriculum by project.

21
Assessment of Engaged Learning

• Performance-Based
• Generative
• Assessment should closely match the goals of the
  curriculum represent significant knowledge and
  enduring skills, content, and themes and provide
  authentic contexts for performance.
• Performance criteria should be clear, well
  articulated, and part of the students' learning
  experience prior to assessment.

22
Assessment of Engaged Learning

• Interwoven with Curriculum Instruction
• Include all meaningful aspects of performance.
• Encompass the evaluation of individual as well as
  group efforts
• self-, peer, and teacher assessments attitudes
  and thinking processes drafts or artifacts of
  developing products as well as final products
  open-ended as well as structured tasks and tasks
  that emphasize connections, communication, and
  real-world applications.
• Multiple measures (e.g., surveys, inventories,
  journals, illustrations, oral presentations,
  demonstrations, models, portfolios, and other
  artifacts of learning) are needed to assess "big
  ideas" and complex learning outcomes over time.

23
Assessment of Engaged Learning

• Equitable Standards
• Parents and students should be familiar with the
  standards that apply to all students and be able
  to evaluate the performance of an individual or
  group using those standards.

24
Instructional Models/Strategies

• Interactive
• Instruction actively engages the learner.
• Generative
• Encourages learners to construct and produce
  knowledge in meaningful ways.
• Encourages learners to solve problems actively,
  conduct meaningful inquiry, engage in reflection,
  and build a repertoire of effective strategies
  for learning in diverse social contexts.

25
Learning Context

• Knowledge-Building Learning Community
• Resists fragmentation and competition and enables
  students to learn more collaboratively.
• Empathetic
• Search for strategies to build on the strengths
  of all members - especially important for
  learning situations in which members have very
  different prior knowledge.

26
Learning Context

• Collaborative
• Intelligence is assumed to be distributed among
  all members.
• All students ask hard questions define problems
  take charge of the conversation when appropriate
  participate in assessments and in setting goals,
  standards, and benchmarks have work-related
  conversations with various adults in and outside
  school and engage in entrepreneurial activities.

27
Grouping for Engaged Learning

• Heterogeneous
• Flexible
• Equitable

28
Teacher Roles

• Facilitator
• Guide
• Co-Learner and Co-Investigator

29
Student Roles

• Explorer
• Cognitive Apprentice
• Producers of Knowledge

30
Understanding By Design

• A curriculum design model which affects
• Teacher planning
• Teacher delivery
• Student learning
• Student assessment
• RESULTS

31
Backward Design Process

• Stage 1 Identify Desired Results
• Stage 2 Determine Acceptable Evidence
• Stage 3 Plan Learning Activities

32
Stage 1 Identify Desired Results

• Enduring Understanding
• Essential Questions
• Knowledge and Skills

33
Understanding

• the capacity to apply facts, concepts and
  skills in new situations in appropriate
  ways" Howard Gardner

34
Understanding

• Without pressing the point too much, we urge
  teachers to think of students as juries think of
  the accused innocent (of understanding) until
  proven guilty by a preponderance of evidence that
  is more than circumstantial.
• Grant Wiggins

35
Establishing Curricular Priorities
Worth beingfamiliar with
Important toknow and do
"Enduring"understanding
36
Examples
What were the exact day and year of the signing
of the Magna Carta?
How do specific political documents shape and
define our beliefs about the relationship between
a government and its citizens?
Worth beingfamiliar with
Important toknow and do
How do genetically-inherited biological processes
contribute to the preservation of living species?
"Enduring"understanding
What is the historical significance of the Magna
Carta?
What is the biological function of hibernation?
What is estivation?
37
Key Questions

• What is worth understanding?
• What is understanding?
• How will we know that students really understand?
• How might we better anticipate and address
  predictable student misunderstandings?

38
Enduring Understanding Filters

• Fulfills state standards
• Represents a "big idea" having enduring value
  beyond the classroom
• Resides at the heart of the discipline
• Requires student uncoverage
• Engages students

39
Stage 2 Determine Acceptable Evidence

• Performance tasks
• Quizzes, tests, prompts
• Unprompted evidence
• Self-assessment

40
Diagnostic Assessments

• Student-centered classroom assessment
  administered by the classroom teacher
• Determine individual students strengths and
  weaknesses on specific learning objectives
• They generate a very specific diagnoses and
  prescription
• The best source of student achievement information

41
Student-centered Assessment

• Think Like an Assessor Not an Activity Designer
• Design assessments before you design lessons and
  activities
• Be clear about what evidence of learning you seek

42
Student-centered Assessment

• Assessments best suited to guide improvements in
  student learning are diagnostic assessments that
  teachers administer on a regular basis in their
  classrooms.
• Teacher must see this type of assessments as an
  integral part of the instruction process and as
  crucial for helping students learn.
• Such assessments are like medical tests that help
  diagnose and treat patients and help to ensure
  their health.

43
Student-centered Assessment

• Classroom assessments that serve as meaningful
  sources of information dont surprise students.
• They reflect the concepts and skills that the
  teacher emphasized in class, along with the
  teachers clear criteria for judging students
  performance.
• These concepts, skills, and criteria align with
  the teachers instructional activities and state
  standards.

44
Student-centered Assessment

• If desired learning goals are the foundation of
  students instructional experiences, then
  assessments of student learning are simply
  extensions of those same goals.
• Instead of teaching to the test, teachers are
  more accurately testing what they teach for
  understanding.

45
Student-centered Assessment

• Teachers must make certain the item is not
  ambiguously worded or the criterion unclear.
• Then they must be willing to set aside the notion
  that I taught them. They just didnt learn it!
• Effectiveness of teaching is not defined on the
  basis of what teachers do but rather on what
  their students are able to do.

46
Student-centered Assessment

• If assessments provide information for both
  students and teachers, then they cannot mark the
  end of learning.
• Instead, assessments must be followed by
  high-quality, corrective instruction designed to
  remedy whatever learning errors the assessments
  identified.
• Please do not charge ahead knowing that students
  have not learned certain concepts or skills well.

47
Corrective Instruction

• High-quality, corrective instruction is not the
  same as re-teaching, which often consists simply
  of restating the original explanations louder and
  more slowly.
• Instead, the teacher must use approaches that
  accommodate differences in learning styles.
• In addition, those students who have few or no
  learning errors should receive enrichment
  activities to help broaden and expand their
  learning.

48
Corrective Instruction

• Students absolutely share the responsibility for
  learning. Effort and motivation cannot be ignored
  in this complex equation.
• However, if several students are not guilty of
  understanding the teachers method of
  instruction needs to change.

49
Corrective Instruction

• PLEASE sacrifice curriculum coverage in order
  to take the time to offer corrective instruction.
  
• As students become accustomed to this corrective
  process and realize the personal benefits it
  offers, the teacher can drastically reduce the
  amount of class time allocated to such work and
  accomplish much of it through homework
  assignments or in special study sessions before
  or after school.
• This approach better prepares students for
  subsequent learning tasks and allows a more rapid
  pace in later learning units.

50
Student-centered Assessment

• Students need a second chance to demonstrate
  their new level of understanding and competence.
• This second chance helps determine the
  effectiveness of the corrective instruction and
  offers students another opportunity to experience
  success in learning.
• Writing teachers have long recognized the many
  benefits of a second chance.

51
Student-centered Assessment

• Teachers who develop useful assessments, provide
  corrective instruction, and give students second
  chances to demonstrate success can improve their
  instruction and help students learn. Thomas R.
  Guskey

52
Multiple Sources

• Think "photo album" versus "snapshot
• Sound assessment requires multiple sources of
  evidence, collected over time.

53
Multiple Sources
Worth beingfamiliar with

• Traditional quizzes and tests Paper/pencil
  Selected response Constructed response

Important toknow and do
Performance tasks and projects Open-ended
Complex Authentic
"Enduring"understanding
54
Stage 3 Plan Learning Activities

• Sequence of learning experiences and instruction
• Student engagement

55
Learning Activities

• WHERE
• W Help students know where the unit is going.
• H Hook the students and hold their interest.
• E Equip students, explore the issues, and
  experience the ideas.
• R Provide opportunities to rethink and revise.
• E Allow students to exhibit their understanding
  and evaluate their work.

56
Where the Unit is Going

• As soon as possible in the unit or course of
  study, student should know not only the
  overarching questions but also the specifics of
  final performance (e.g., tasks, tests,
  assignments, evaluative criteria, and the related
  performance standards) that must be met by the
  end.

57
Hook and Hold

• Organize work around questions, problems, stories
• Puzzles
• Solve real-world problems
• Case studies

• Role-play
• Far-out theories
• Paradoxes
• Incongruities
• Weird facts

58
Equip, Explore, Experience

• Present and clarify key problems needing
  solution.
• Call for students to dig deeper and go broader to
  make sense of things.
• Investigate differing points of view that have
  emerged.
• Pursue essential questions in depth.

59
Equip, Explore, Experience

• Learn needed facts, examine relevant theories,
  find and explore resources, and develop needed
  skills.
• Aim for final performance, study models, and
  practice or rehearse.
• Provide as much direct experience as possible to
  give meaning to key ideas.

60
Reflect and Rethink

• Rethinking as a design element causes students,
  after developing their initial idea, explanation,
  concept, or theory, to encounter and make sense
  of
• Related but dissimilar experiences.
• Shifts in perspective (different peoples views,
  books, theories, and events).
• Weird facts, anomalies, or surprises.

61
Exhibit and Evaluate

• Does the student know
• What you expect?
• How good is good enough?
• What is excellent work?
• What evidence of understanding looks like?

62
Teaching the Core Curriculum
It is rocket science!

• The core must be purposefully taught.
• The focus of all instruction must be to ensure
  that students have enduring understanding of the
  core.

63
Instruction for All

• Schools are NOT factories
• We are NOT manufacturing widgets
• One size CANNOT fit all
• Parents/guardians are NOT keeping their best kids
  home and sending us their leftovers
• Doctors do NOT provide the
• same care for every patient

64
Differentiation

• How can teachers be certain that all students
  reach the learning goal or attain the enduring
  understanding?

65
Differentiation

• Weve been shooting with water guns a small
  stream of water down the middle of the class.
  Weve got to figure out how to be oscillating
  sprinklersand where to put the soak hoses from
  time to time.
• Administrator, Midland Middle School

66
Student Achievement and Test Performance May be
Improved by

• Teaching for understanding of core objectives
• Teaching for attainment of basic and higher order
  skills
• Using instructional methods appropriate to
  curriculum goal
• Monitoring individual performance
• Providing meaningful and timely feedback
• Maintaining good class management
• Maximizing academic learning time
• Setting high expectations for ALL

67
Engaged Learning Unit Template

• Utah Core Curriculum
• Standard/Objective
• Applications of Learning
• Solving Problems
• Communicating
• Using Technology
• Working on Teams
• Making Connections

68
Engaged Learning Unit Template

• Technology Utilization
• Word processors
• Spreadsheets
• Database
• Multimedia presentations
• Web searches
• Imaging
• Presentation
• Other

69
Engaged Learning Unit Template

• Engaged Learning
• Indicators
• Lesson Activities
• Guiding Questions
• Timeline
• Method of Student Assessment
• Student Artifacts
• Brochures, notebooks/journals, models, posters,
  debates, PowerPoints, classroom presentations,
  web pages, other

70
Engaged Learning Unit Template

• Pre-identified Web Sites
• Resources (Museums, experts, print materials)
• Teacher
• Student
• Materials Supplies Needed

71
Technology-Enhanced Learning

• Digital Natives Article
• Transformational Technologies
• Geometers Sketchpad
• Graphing Calculators
• Interactive Web Tools
• Productivity Tools

72
Didactic Technology Applications

• Educational technologies that are designed to
  teach specific facts or skills, typically in a
  lecture-like or workbook-like format in which the
  system controls what material will be presented
  to the student.
• Focus on drill and practice allows little room
  for the presentation of complex tasks, multi-step
  problems, or collaborative learning.

73
Implementation Pitfalls

• Failure to provide teachers with adequate
  professional development in technology.
• Teachers need training to use the technology and
  to apply it instructionally.
• Too often, technology training is discontinued
  after the teachers acquire rudimentary training
  on a specific piece of software.
• Must have a repertoire of instructionally useful
  activities for students to learn mathematical
  concepts through constructing spreadsheets and
  graphing the data.

74
Implementation Pitfalls

• Teachers need adequate time to experiment with
  technology and to design and implement good
  technology-based activities within their
  curricula.

75
Implementation Pitfalls

• At the classroom level, a major challenge facing
  teachers is maintaining the focus on strong
  instructional content.
• Teachers and students may become mesmerized by
  the glamorous features of the new technology and
  may fail to grapple with serious curricular
  content.
• Teachers must discipline themselves to design or
  select technology-based activities that have
  important learning goals rather than to spend
  large portions of class time pursuing activities
  that might be fun or interesting.

76
Implementation Pitfalls

• When technology is used in the classroom,
  teachers need to be particularly vigilant that
  those students with access to technology at home
  do not take over the tasks of the entire group.
• They must ensure that all students have an
  opportunity to participate in the technology
  activity and to gain the essential skills and
  knowledge that the activity is designed to teach.

77
Learning vs. Technology

• Learning from passive to active, is compared
  against Technology, from low performance to high
  performance
• Schools are strongly encouraged to focus their
  vision for using technology primarily in
  Categories A B.

78
Learning vs. Technology
79
Technology Needs

• How will you determine teacher-specific
  technology training needs.
• Computer-oriented
• Software-oriented
• Web-based
• Graphing calculator
• Etc.
• Just-in-time vs. Just-in-case

80
New Math Core

• Adopted in August 2007
• Spring CRTs will, however, be on the OLD core.

81
State Assessment Info

• CRTs
• UBSCT