Title: iTEAM Coaches Training
1iTEAM Coaches Training
2Review Summary Document
- CORY
- Summary
- Professional Development
- Goals/Objectives
3Review July Training
- CORY
- Teacher Feedback
- Teacher Survey
4Engaged 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)
5Definition 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)
7Definition 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.
8Authentic 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.
9Authentic Tasks continued
- Some examples include developing a business plan,
making decisions about land use, and designing
and producing a program for the school play.
10Def 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.
11Cooperative 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.
12Cooperative Learning cont.
- In addition, students working in cooperative
groups - tend to be more intrinsically motivated,
- intellectually curious, caring of others, and
psychologically healthy.
13Meaningful 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.
14Indicators of Engaged Learning
- Vision
- Tasks
- Assessment
- Instructional Models/Strategies
- Learning Context
- Grouping
- Teacher roles
- Student roles
15Vision 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.
16Vision 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.
17Vision 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.
18Tasks 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.
19Tasks 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.
20Tasks 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.
21Assessment 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.
22Assessment 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.
23Assessment 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.
24Instructional 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.
25Learning 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.
26Learning 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.
27Grouping for Engaged Learning
- Heterogeneous
- Flexible
- Equitable
28Teacher Roles
- Facilitator
- Guide
- Co-Learner and Co-Investigator
29Student Roles
- Explorer
- Cognitive Apprentice
- Producers of Knowledge
30Understanding By Design
- A curriculum design model which affects
- Teacher planning
- Teacher delivery
- Student learning
- Student assessment
- RESULTS
31Backward Design Process
- Stage 1 Identify Desired Results
- Stage 2 Determine Acceptable Evidence
- Stage 3 Plan Learning Activities
32Stage 1 Identify Desired Results
- Enduring Understanding
- Essential Questions
- Knowledge and Skills
33Understanding
- the capacity to apply facts, concepts and
skills in new situations in appropriate
ways" Howard Gardner
34Understanding
- 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
35Establishing Curricular Priorities
Worth beingfamiliar with
Important toknow and do
"Enduring"understanding
36Examples
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?
37Key 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?
38Enduring 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
39Stage 2 Determine Acceptable Evidence
- Performance tasks
- Quizzes, tests, prompts
- Unprompted evidence
- Self-assessment
40Diagnostic 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
41Student-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
42Student-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.
43Student-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.
44Student-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.
45Student-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.
46Student-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.
47Corrective 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.
48Corrective 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.
49Corrective 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.
50Student-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.
51Student-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
52Multiple Sources
- Think "photo album" versus "snapshot
- Sound assessment requires multiple sources of
evidence, collected over time.
53Multiple 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
54Stage 3 Plan Learning Activities
- Sequence of learning experiences and instruction
- Student engagement
55Learning 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.
56Where 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.
57Hook and Hold
- Organize work around questions, problems, stories
- Puzzles
- Solve real-world problems
- Case studies
- Role-play
- Far-out theories
- Paradoxes
- Incongruities
- Weird facts
58Equip, 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.
59Equip, 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.
60Reflect 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.
61Exhibit and Evaluate
- Does the student know
- What you expect?
- How good is good enough?
- What is excellent work?
- What evidence of understanding looks like?
62Teaching 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.
63Instruction 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
64Differentiation
- How can teachers be certain that all students
reach the learning goal or attain the enduring
understanding?
65Differentiation
- 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
66Student 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
67Engaged Learning Unit Template
- Utah Core Curriculum
- Standard/Objective
- Applications of Learning
- Solving Problems
- Communicating
- Using Technology
- Working on Teams
- Making Connections
68Engaged Learning Unit Template
- Technology Utilization
- Word processors
- Spreadsheets
- Database
- Multimedia presentations
- Web searches
- Imaging
- Presentation
- Other
69Engaged 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
70Engaged Learning Unit Template
- Pre-identified Web Sites
- Resources (Museums, experts, print materials)
- Teacher
- Student
- Materials Supplies Needed
71Technology-Enhanced Learning
- Digital Natives Article
- Transformational Technologies
- Geometers Sketchpad
- Graphing Calculators
- Interactive Web Tools
- Productivity Tools
72Didactic 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.
73Implementation 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.
74Implementation Pitfalls
- Teachers need adequate time to experiment with
technology and to design and implement good
technology-based activities within their
curricula.
75Implementation 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.
76Implementation 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.
77Learning 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.
78Learning vs. Technology
79Technology 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
80New Math Core
- Adopted in August 2007
- Spring CRTs will, however, be on the OLD core.
81State Assessment Info