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Title: 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
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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
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