Waverly High School
Instructional Implementation
Toby Boss
ESU 6
Agenda
• Review the MRL instructional model
– Design Question 3: Practicing and Deepening
•
•
•
•
Meet as Departments
Present a strategy by department
Reflect
Discuss video self reflection
“What Matters Very Much is
Which Classroom?”
“If a student is in one of the most
effective classrooms, he/she will
learn in 6 months what those in
an average classroom will take a
year to learn. And if a student is
in one of the least effective
classrooms in that school, the
same amount of learning takes 2
years.”
Deborah Loewenberg Ball, Dean of Education, University of Michigan
Three Critical Interventions
(COMMITMENTS)
• A system of clear learning goals connected
to student feedback and evaluation at the
classroom, school, and district levels
• Ensuring effective teaching in every
classroom.
• Building background knowledge for all
students.
The Art & Science of Teaching 10
“design questions” teachers ask of
themselves as they plan a unit of
instruction.
What must a district or school do?
• Develop a common language of teaching.
• Provide opportunities for focused feedback and
practice.
• Provide opportunities for observing and
discussing effective teaching.
• Require individual teacher growth and
development plans on a yearly basis.
Design Question #3
• What will I do to help students practice and
deepen their understanding of new
knowledge?
The Art and Science of Teaching
1. Learning Goals and Feedback
2. Interacting with New Knowledge
3. Practicing and Deepening
4. Generating and Testing Hypotheses
5. Student Engagement
6. Establishing Rules and Procedures
7. Adherence to Rules and Procedures
8. Teacher-Student Relationships
9. High Expectations
Page 7, The Art & Science of Teaching
The Art and Science of Teaching
ENACTED ON THE SPOT
INVOLVES ROUTINES
Learning Goals and Feedback
Rules and Procedures
ADDRESSES CONTENT IN
SPECIFIC WAYS
Interacting With
New Knowledge
Practicing
and
Deepening
High Expectations
Generating/
Testing
Hypotheses
Adherence to Rules and Procedures
Teacher/Student Relationships
Student Engagement
Craft Knowledge Form
• Keep track of the strategies using the form:
Instructional Craft Knowledge
Great teachers have a keen understanding of their professional craft. They know the techniques and behaviors that are
most effective, how to replicate them, and why they are good to use in particular contexts. Use this document to note
the effective craft techniques and/or instructional behaviors that you hear, see, or experience.
Craft Technique /
Behavior
Sentence Stems
Essential
Question
Description / Example
Why It’s Good
2, 3, 5
providing the beginning of a
response requiring use of academic
language (e.g. I agree/disagree
with the assertion because…)
reinforces general academic
vocabulary; provides scaffolding for
students needing language support to
express/elaborate on content
The Art and Science of
Teaching
(Marzano, 2007)
What will I do to…
1. establish and communicate
learning goals, track student
progress, and celebrate
success?
2. help students effectively
interact with new
knowledge?
3. help students practice and
deepen their understanding
of new knowledge?
4. help students generate and
test hypotheses about new
knowledge?
5. engage students?
6. establish or maintain
classroom rules and
procedures?
7. recognize and acknowledge
adherence and lack of
adherence to classroom
rules and procedures?
8. establish and maintain
effective relationships with
students?
9. communicate high
expectations for all
students?
10. develop effective lessons
organized into a cohesive
unit?
If the segment involves
knowledge practice and
deepening activities, what do
you expect to see?
Practice
• Practice doesn’t make perfect – it makes
permanent
• 12 of anything is enough for one episode
• Two types
– Mass Practice: many practices right at the point of
learning
– Distributed Practice: sprinkle some practices in on
a regular basis
2b. Content--Lessons involve practicing and
deepening content previously addressed.
•
•
•
•
Cooperative learning
Questioning
Practicing skills, strategies, and processes
Examining similarities and differences
– Comparing/contrasting, classifying, creating analogies
and metaphors
• Using homework
– Guided and independent practice
• Revising knowledge
– Reviewing/revising notes so they are useful to students and
add clarity to understanding.
Teacher questioning behaviors
affect which students learn how
much---no matter the structure.
Page 38 of The Art & Science of Teaching
Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.
Questions Posed in a 30
Minute Time Period
Teachers
50.6
Students
1.8
Susskind, E. (1979), Encouraging teachers to encourage children’s curiosity: A
pivotal competence. Journal of Clinical Child Psychology, 8, 101-106.
Research finding #1
Teachers ask many
questions
Implication:
• Questions promote student learning.
• Teachers should plan their questions
before asking.
• Ensure that questions match the
instructional objectives and promote
thinking.
A few carefully prepared or
selected questions are preferable
to large numbers of questions.
Research Finding #2:
Most teacher questions are at the
lowest cognitive level—known as
fact, recall, or knowledge.
Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to
engage every learner.
Implication:
• Teachers should purposefully plan
and ask questions that require
students to engage in higher-level
thinking.
Research finding #3:
• Not all students are accountable to
respond to all questions.
• Teachers frequently call on
volunteers, and these volunteers
constitute a select group of
students—especially in traditional
settings.
Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to
engage every learner.
Implication:
• Teachers should establish classroom
norms that every student deserves an
opportunity to answer questions
• All students’ answers are important.
Research finding #4:
• Teachers typically wait less than 1
second after asking a question
before calling on a student to
answer.
• They wait even less time before
speaking after the student has
answered
Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to engage every learner.
Implication:
• Both wait times 1 and 2 promote
student thinking and foster more
students’ formulating answers to
more questions.
Research finding #5:
Teachers often accept incorrect
answers without probing; they
frequently answer their own
questions.
Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to
engage every learner.
Implication:
• Teachers should seek to
understand incorrect or incomplete
answers more completely by gently
guiding student thinking with
appropriate probes.
Research finding #6:
Students ask very few contentrelated questions.
Sattes,B. & Walsh, J., (2005). Quality questioning research-based practice to
engage every learner.
Implications:
• Value student questions
• Help students learn to formulate
good questions, and
• Make time for student questions.
From Passive to Active--Types of
Questions
• Convergent questions
–Right or wrong
• Divergent questions
–Multiple answers
Active Questioning, 1995
Quantity Questions…
• To…
• From…
– How many
doors/windows
in this room?
– What is square
root of 16?
Active Questioning, 1995
– What are the
possible ways to
get out of this
room?
– List ways you can
think to say “4.”
Compare/Contrast Questions
(move from concrete to abstract)
a computer
the human brain like __________?
How is ______________
building a building
How is ________________
different from
building a relationship
____________________?
Classroom Instruction that Works, 2001
Feelings, Opinions
& Personifications Questions
• Viewpoint/involvement questions
• Increase student motivation because they
involve emotion
–Line up activity
• Would you rather lead or follow?
• Democrat, Republican, or
Independent?
• Soccer or volleyball?
Classroom Instruction that Works, 2001
Personification Questions
Different points of view
• If the color green could talk, what
would it say about the color purple?
• Be a compass. Describe what you do.
• What would an obtuse triangle ask a
parallelogram?
Classroom Instruction that Works, 2001
Other Types of Active Questions
• What if…?
–What if humans did not have a _____?
• How come…?
–How come jumbo shrimp are so small?
• Think of some that pertain to your topic
area.
Active Questioning, 1995
Process Time
Think of 6-8 new kinds of
questions for a unit of study
you might ask that seek
deeper understanding and
thinking on the part of
students?
How can I assess my questioning style?
• Record a complete day of teaching
• Review in privacy
• For every right/wrong answer (convergent)
type of question give yourself a check
• For every divergent (multiple options)
question, give yourself an X
• Add the total of checks and X’s
• How long did you wait for responses?
– Hunter research 2.5 seconds—try 5
seconds or more.
Questioning Makes the Difference, Johnson, 1990
Identifying Similarities
and Differences
Learning is dependent on prior
learning; therefore it is basic to ask,
“How is this different from what I
already know?”
Identifying Similarities
and Differences
Effective tools include
–
–
–
–
–
–
–
–
Venn diagrams
Comparison matrix
Classifying activities
Concept maps
Graphic organizers
T charts
Pro and con grids
Metaphors and analogies
Various Venn Diagrams
Double-Bubble Diagrams
Concept Map Example
Classification Chart
T-Charts
Item 1
Item 2
Item 3
Characteristic
1
Similarities and
Differences
Characteristic
2
Similarities and
Differences
Characteristic
3
Similarities and
Differences
Characteristic
4
Similarities and
Differences
Solving Analogy Problems
One or two terms are missing. Please think about
statements below. Turn to your elbow partner and
provide terms that will complete the following
analogies.
Bone is to skeleton as word is to ______.
Rhythm is to music as _____ is to _____.
What is the relationship?_________________
Department Meetings
• For the next 45 minutes you will have an
opportunity to meet as a department. Each
department is tasked to:
– Discuss effective strategies and determine ONE to
present to the whole group.
– Provide a presentation to showcase the strategy
and completes the questions on the craft
knowledge form:
• Name it, describe it, tell why it is good.
Showcase
Summary Reflection
• Reflect on what you have seen today using the
following prompts:
• Based on what I saw today…
– How did this experience validate what I do?
– What questions did this experience generate
about what I’m doing in my classroom?
– What’s one thing I might try in my classroom?
Video Self Reflection
What must a district or school do?
• Develop a common language of teaching.
• Provide opportunities for focused
feedback and practice.
• Provide opportunities for observing and
discussing effective teaching.
• Individual teacher growth and development
plans on a yearly basis.
Feedback
• Teacher self-perception
• Teacher self-observation
• Observation data from peers, instructional
coaches, supervisors
Teacher Self Observation
• Watch a video tape of your class on your own.
• Complete the self reflection tool from the link
on the wiki.
• http://whsinstruction.wikispaces.com/201314+Implementation
Resources
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http://marzanoresearch.com/site
http://esu6mrl.wikispaces.com
http://esu6craftknowledge.wikispaces.com
ESU 6 YouTube:
http://www.youtube.com/user/esu6pd