HO p. 21 Addresses Content in Specific...

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Addresses Content in Specific Ways

•! Critical-Input Experiences (DQ 2) •! Developing Procedural and Declarative

Knowledge (DQ 3) •! Generating and Testing Hypotheses (DQ 4)

HO p. 21

If the segment involves knowledge practice and

deepening activities what do you expect to see?

Students Engaged in: •! Cooperative learning activities •! 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.

Students Engaged in:

Comparing

Identifying and describing similarities and differences among items.

HO Pg 22

Use Comparison Activities •! There are four steps:

1. Identify the items to be compared. 2. Select the characteristics on which the

comparisons will be based. 3. For each characteristic, identify the similarities

and differences. 4. Have the learner demonstrate what was

learned.

With your table family… Comparison Activity…

•! On the basis of job responsibility. •! Compare and Contrast a Pilot and a

Teacher.

A and B are similar because they both

________________

A and B are different because

A is __________, but B is ___________.

With table partners…

•! Work with your team to create the comparisons for the chosen segment.

•! Be ready to share with others.

Fun and Enjoyment are similar because they both

________________.

Fun and Enjoyment are different because

Fun is ___, but Enjoyment is ___________.

Fun is____, but Enjoyment is ___________.

Fun is ____, but Enjoyment is ___________.

Fractions and Decimals are similar because they both ________________.

________________. ________________.

Fractions and Decimals are different because

Fractions __, but Decimals __.

Item 1 Item 2 Item 3

Characteristic 1

Similarities and Differences

Characteristic 2

Characteristic 3

Characteristic 4

Now, let’s take it a step further..

•! The Induction Matrix –! INDUCTION – the

thinking process of drawing conclusions based on evidence.

Who Governs

How Decisions are Made

Earliest Examples

Conclusions

Democracy

Republic

Monarchy

Dictatorship

Conclusions

Induction Matrix HO Pg. 23

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Homework

Yes- No-Why?

•! 60 minutes of homework per night is appropriate for most 5th grade students.

•! I agree/disagree with this assertion because….

Another practice and deepening strategy: Homework

What will be the role of homework?

What about homework?

It is not as simple as it sounds.

With your close partners….

•! Discuss the purpose for homework as you use it in your classroom. –!How is it working for you? –!What concerns do you have? –!Do you grade it?

Ideas for your consideration!

There is no silver bullet: There are better practices.

Homework and Here work

•! Homework: What we assign students to do on “their own.”

•! Here work: What we do at school when there is a teacher to assist and guide.

We wanted to know so we asked the question:

How often have you seen another student at your school…

•! Copy someone else’s homework? –!Every Day = 19.9 % –!Many Times = 25.5 % –!A Few Times = 31.9 % –!Once 10.1 % –!Never 12.6 %

–!RRHS student climate survey 2009-2010

Teachers should not abandon homework. Instead, they should improve its instructional quality.

Robert Marzano Educational Leadership, March 2007, pgs.

The Essential Question is . . . Do your homework strategies improve student achievement?

Assignment Assumptions We assume:

•! that students have a home. •! that students have time to complete the assignment. •! that the students care if they complete the

assignment. •! that the students and/or parents have the language

skills necessary to complete the assignment. •! that the students have proper places to compete the

assignment. •! that we are the ONLY teachers giving homework.

Judy Wood

•! that students have access to technology (computers and internet) to complete work.

•! that students’ parents will help them with the assignment.

•! that the students CAN DO the assignment. •! that the students have parents. •! that the parents are home. •! that the parents even care.

Judy Wood

•! that students can copy the assignment from the board correctly.

•! that students can complete the assignment. •! that the assignment is not too difficult. •! that the assignment is not too long. •! that students understand the assignment

because they did not raise their hand when you asked, “Are there any questions?”

•! that students have materials needed to complete the assignment.

Judy Wood

Homework Paradigms/Questions •! “If its not graded kids won’t do it!” •! If students get a problem that they have to think

about for more than 30 seconds, they give up. •! How can I make homework fun for students? •! How can I make homework effective and less

time consuming? •! How much should homework be worth? •! What should I do if homework is not done? •! How do I motivate students to do homework?

Research on types of feedback

It is critical for homework.

Type of Feedback Number of Studies % Student Achievement Gain or Loss

Right or Wrong 6 -- 3 % Teacher provides correct answers

Students understanding assessment criteria vs. not understanding

16% Teacher explains feedback

Student reassessed until correct

Types of Feedback

Bangert-Drowns, Kulik, Kulik, & Morgan 1991

How much is enough?

•! Focus on quality not quantity. •! Structure to ensure high completion

rates. A few well planned items done by all.

•! Plan to provide critical feedback as

needed.

Quantity? How much to assign?

•! A simple rule of thumb: 8 to 12 repetitions of anything is enough.

•! 8-12 long division problems •! 8-12 sentences with commas corrected •! 8-12 chemical equations

Grading Homework…. •! Consider excluding homework from grades. •! Can be recorded as done or not done. •! Some can be skimmed for a general impression. •! Some can be assessed by peers. •! Can be assessed in groups. •! Can be assessed by the learners themselves.

Have students correct their own! •! Aligns with feedback research

–! Timeliness –! Teacher explains answers/corrections –! Becomes OK to make an error (Learning)

•! Provides formative information to the student

and doesn’t have to be scored.

Homework quiz strategy.

•! Homework becomes practice and instructional feedback….

•! It also becomes the best way to study for the homework quiz….

•! The homework quiz becomes a formative assessment or score….

•! Serves as one piece of evidence of learning….

Assessing and Scoring homework?

•! A quick check !+, !, or !-. •! Completion score 1-4. •! Completed, not completed. •! Grade a random sample of the homework

over a whole unit. –!Practice 5 problems assess it… –!Do 5 different for a grade…

4.0 = 100% 3.5 = 95% 3.0 = 90% 2.5 = 80% 2.0 = 70% 1.5 = 65% 1.0 = 60% Below 1.0 = 50%

Conversion to %

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Welcome Back!

Homework and Re-testing:

•! Students keep a homework binder… •! Each homework assignment is kept in

binder once it has been assessed. •! In order to qualify for a retake, the student

must have all completed homework assignments in the binder.

•! If not, they have the opportunity to complete them to quality for a re-take.

Homework Suggestions •! Do as many of these problems as you can in

15 minutes. Bring those you were able to complete.

•! Find out why students’ work is late or incomplete and assist them. –! Is there something that I should know that I don’t

know? •! Establish consequences (not penalties) for

late work such as . . . –!After hours school for completion if failing –!Documentation.

With your table family…

•! Discuss other uses of homework besides practice.

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Laboratory cutting-edge research concrete strategies sustainable success

Learning Goals and Feedback

Rules and Procedures

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Generating/ Testing

Hypotheses

Practicing and

Deepening

Interacting with New

Knowledge

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ADDRESSES CONTENT IN SPECIFIC WAYS

Addresses Content in Specific Ways

•! Critical-Input Experiences (DQ 2) •! Developing Procedural and Declarative

Knowledge (DQ 3) •! Generating and Testing Hypotheses (DQ 4)

HO p. 24

Summary of Research Outcome # of Studies Average Effect

Size Percentile Gain

Producing Examples

21 .07 3

Applying Knowledge

13 .34 13

Generating & Testing Hypotheses

250+ .38-.79 15-29

Activating prior knowledge

14 .08 3

Cognitive Dissonance

11 .51 19

Question 4:

What will I do to help students generate and test hypotheses

about knowledge?

What about Gemma & Eliana?

Fast Company, April 2010. Used with permission.

Gemma & Eliana

•! Prefer cell phones to other toys.

•! Sing along with Old MacDonald “app”.

•! Use a 21st Century version of finger painting called photo-editing software.

•! Have never known a world without handheld and networked technology.

Fast Company, April 2010

With your across the room partners, please reflect and discuss…

•! Three items and three corresponding experiences students of today have no concept about because of their generation alone.

•! Three items and corresponding experiences

that you and I may have limited understanding about because of our generations.

“GTG,” “BRB,” “BTW,” “ROTFLOL”

•! The World Is Changing –!Workplace – from Industrial/manufacturing to

service sector –!Students grow up in a digital world

•! Personalized •! Interactive

–!Schools aren’t “keeping up” •! Dropout rates •! 21st century students •! Achievement Gaps for low SES students

Jobs in the 21st Century

•! The World is Flat, Thomas Friedman- –! “What will be the jobs of the new middle, and what skills will they be based

on? . . . To get and keep these new middle jobs you need certain skills that are suited to the flat world – skills that make you, at least temporarily, special, specialized, or anchored, and therefore, at least temporarily, an “untouchable”. (page 281)

•! What are these skills? Great Collaborators and Orchestrators Great Synthesizers Great Explainers Great Leveragers Great Adapters Passionate Personalizers Great Localizers

The Death of Hierarchy

Leader

Manager

Support Support

Manager

Support

The New Model

1.! The world is changing and will continue to change dramatically throughout the 21st century.

2.! Mastery of the basic skills of reading, writing, and math is important, but no longer enough.

(Kay, 2010,Gardner, 2010; Darling-Hammond, 2010; Dede, 2010; Johnson & Johnson, 2010; Lemke, 2010; Hargreaves, 2010).

Why Consider 21st Century Skills in CCSS?

•! Almost any job that pays more than minimum wage—both blue and white

collar—now calls for employees who know how to solve a range of

intellectual and technical problems. (p. xxii)

Tony Wagner (2008)

Used with permission. “The Global Achievement Gap Dr Tony Wagner Harvard GSE” (accessed on YouTube at http://www.youtube.com/watch?v=Lp6beINz0nI&feature=related)

With your across the room partners

•! Please discuss the potential impact on your students of the information presented so far….

Gemma & Eliana Will Need Additional Skills…

21st Century Skills Imbedded in CCSS

Different Lessons/Different Expected Behaviors

•! New Knowledge

–! Preview –! Small chunks –! Students process

chunks –! Summarize/take notes –! Students reflect

•! Hypothesis Generating & Testing

–! Brief review –! Students work individually or

in groups, applying content –! Teacher as facilitator/

resource provider

HO p. 24

Solid Conceptual Understanding

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HO p. 25

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What does this mean?

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Moving to Application •! Effective support

–!Valid claims –!qualifiers

•! Problem-solving •! Investigations •! Experimental inquiry •! Decision-making

Grounds for effective support

•! Matters of common knowledge •! Expert opinion •! Experimental evidence •! Factual information

Questioning (a quick reminder)

•! Teachers ask many questions! •! Not all students are accountable for

answering. •! Teachers wait less than 1 second for

calling on students. •! Teachers need to probe more often

without answering their own questions.

What do you consciously do to mitigate these findings?

•! Solo •! Mix-Pair-Discuss (start with your close

partners) –!Music=Move –!Music stops…you stop –!Share –!Repeat

During Questioning…

•! After asking a question, have students substantiate their thinking.

•! Agree or disagree—why? •! Does anyone think differently? Why? •! Might there be other perspectives?

Substantiating Claims

Experimental Inquiry—Not just for science!

•! What is my prediction? •! How will I test my prediction? •! What do I expect to see if my prediction is

accurate? •! What actually happened? •! Did my prediction come true? •! How has my thinking changed about the

situation?

HO p. 25

WHAT IS ART?

At your table, come up with an answer to this question:

In what ways do these topics support or

challenge your hypothesis?

According to Wikipedia…

•! Art is the product or process of deliberately arranging symbolic elements in a way that influences and affects the senses, emotions, and/or intellect. It encompasses a diverse range of human activities, creations, and modes of expression, including music, literature, film, photography, sculpture, and paintings. The meaning of art is explored in a branch of philosophy known as aesthetics and even disciplines such as history and psychoanalysis analyze its relationship with humans and generations.

Observe the beginning of this lesson….

Not just for science! •! Elementary math:

–!Practicing three column addition –!Teacher proposes some changes to process –!Students predict how this will affect the outcome

•! Secondary PE: –!Students have been working with BMI –!Students predict what will happen to BMI with

various diet and/or exercise changes.

EXPERIMENTAL INQUIRY

People who were in high school and college during the 1960’s are now in their forties and fifties. Consider this population. Some would say that it is interesting that there seems to be no lasting effect of the ’60’s on these people. One possible explanation for this is that the effect is there, but it is very subtle. Try to determine what effects the experiences of the ’60’s are having on the lives of these people now. Test your hypothesis and report on…

EXPERIMENTAL INQUIRY---Continued

During the late ’80’s, there was a renewed interest in the Vietnam War (movies, books, documentaries). Hypothesize a possible explanation for this. Set up an experiment or other activity to test your hypothesis. Report on…

a) your hypothesis and how you tested your hypothesis

b) your findings

c) your conclusions

A Tug of Truth

Visible Learning, Project Zero, Harvard University

Possible topics •! Is global warming an issue? •! Should the Australian government provide

financial relief to struggling countries? •! Should bilingual education be required in

public and/or private education? •! Should schools ban books? •! We should delete_________ from the

federal budget.

Review your notes….

•! Think about what you learned or relearned about generating and testing hypotheses.

•! What might you do in the unit you are teaching to bring that concept into play?

Close Partners

•! Please share your ideas for introducing generating and testing hypotheses into your classroom…

Additional Strategies: –! Rotating Review –! Decision-making model –! Inside/Outside Circle –! Self-Reflection with Marzano Research Protocol –! Tug of Truth –! Experimental Inquiry –! Decision-Making Matrix –! Talk a Mile a Minute –! Vocabulary games

Problem Solving

Invention Convention

Problem-Solving Invention Convention •! Students read about famous inventors and how

they got ideas…including how patents were obtained.

•! Considered a problem they would like to solve—used scientific method.

•! Researched if there was a market. •! If a market, began creating a prototype. •! Create the real thing and test it out. •! Showcase the invention.

Think of it, construct it, test it

Ski clasps

The “green” refrigerator

The rotating tree for ease in applying holiday lights

Dog toy thrower

Students earned patents

The Process of Invention

A middle or high school example… •! Senior Project—culminates learning •! Capstone experience •! Provide students the opportunity to explore a

passion area in depth.

ThunderRidge High School, near Denver, CO

Senior Project: Career or Community Service Ideas

ThunderRidge High School, near Denver, CO

Parent Reflections…

"The Senior Project was one of the most memorable experiences of my son's high school education. I truly believe that lessons learned from the Senior Project will remain with him long after most of what he learned in he classroom. In spite of all his whining at the time, I think he would agree with me now.”

Parent Reflection cont.

!! “[My son], never the best student, really had an opportunity to follow a topic of his own choosing and interest. When he teamed up with his mentor and learned what the ‘real-world’ expectations were for tackling a task, he realized he had to step up his level of effort on all fronts - the paper, the presentation, and the portfolio…

Parent Reflections…

•! I firmly believe that ThunderRidge's Senior Project fulfilled its Mission Statement and made a great impact on my student. Honestly, it kept him focused and on track throughout his Senior year. As stated earlier, he was not a great student. The Senior Project is one of the only things he still talks about, and to me that is a measure of its value. I'm not sure he would have graduated without it."

Student Reflections… !! "I loved the senior project it made me think if I really wanted to

do what my project was as a profession!!! :)” !! "I'm in my 4th year in college and I cannot tell you how many

projects I've had to do that require extensive research, reporting, and a formal presentation. So I'm happy to have had the experience in completing such an elaborate project early on. It has definitely made my college career a little easier.”

!! "I shadowed the Arapahoe County coroner's office and I am still

studying biology as a major.” !! “…it wasn't very fun at times, but it was useful and I am still

showing off my portfolio and my hard work today"

Student Reflection cont. !! "The project helped me grow a lot as a person and as a member of

society.” !! “It helped prepare for college interviews, presentations and job

interviews.” !! "I feel that doing the Senior project helped me overcome things and

face the real world no matter how much I denied it." !! "This was a hands on project which is different from learning from the

text.” !! I feel that it pushes the students to do something unexpected of

themselves and in the end it made me proud of what I had done.”

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High Reliability School Levels

5. A Competency- Based System

4. Standards-Referenced Reporting

3. A Guaranteed and Viable Curriculum

2. Effective Instruction In Every Classroom

1. Safe and Collaborative Culture

The Alpha Box

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Jeff Flygare Associate

jeff.flygare@gmail.com @jeffflygare

Jeff Flygare Jeff Flygare

THANK YOU!

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