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© 2014 Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978-263-9449 • www.RBTeach.com
Making Each School a Reliable Engine for Constant Improvement of
High-Expertise Teaching and Learning
Learning Forward Annual ConferenceDecember 6, 2014
Nashville, TN
RBT
Jon SaphierFounder and President
Research for Better Teaching
© 2014 Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978-263-9449 • www. RBTeach.com
Copyright © 2014 by Research for Better Teaching, Inc.
All rights reserved. No part of this handout packet may be reproduced or transmitted in any manner whatsoever, electronic or mechanical, including photocopy or any other storage or retrieval system, without prior permission from the authors of Research for Better Teaching, Inc.
To request permission to reprint, please contact Research for Better Teaching, Inc., in Acton, Massachusetts at 978-263-9449 or via email at [email protected]
Research for Better Teaching, Inc.One Acton PlaceActon, Massachusetts 01720
President: Jon SaphierExecutive Director: Sandra Spooner
© 2014 Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978-263-9449 • www.RBTeach.com
Making Each School a Reliable Engine for Constant Improvement of
High-Expertise Teaching and Learning
Table of Contents
PageMap of Pedagogical Knowledge ....................................................................................................1Modeling Thinking Aloud ..............................................................................................................3Some of the Models of Teaching ...................................................................................................5A Comprehensive Approach to Discipline .....................................................................................6Creating a Climate for High Achievement .....................................................................................7Identifying Objectives ....................................................................................................................8Identifying Objectives: Examples ..................................................................................................9Areas of Performance, Repertoire, and Matching .......................................................................10How to Conduct a Planning Conference that Focuses on Content ..............................................11Regarding the Respiratory System ...............................................................................................13Influencing the Quality of Teaching and Learning ......................................................................15
© 2014 Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978-263-9449 • www. RBTeach.com
© 2014 Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978-263-9449 • www.RBTeach.com 1
MAP OF PEDAGOGICAL KNOWLEDGE
Source: Jon Saphier, Mary Ann Haley-Speca and Robert Gower. 2008. The Skillful Teacher: Building Your Teaching Skills, 6th ed. Acton, MA: Research for Better Teaching, p. 5.
© 2014 Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978-263-9449 • www.RBTeach.com 2
© 2014 Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978-263-9449 • www.RBTeach.com 3 Research for Better Teaching, Inc. � One Acton Place, Acton, MA 01720 � 978-263-9449 � www.RBTeach.com
Modeling Thinking Aloud is a strategy for teaching students thinking processes that we want them to learn or get better at.
GUIDELINES FOR PLANNING THE LESSON
Figure out the steps. Identify the skill you want to teach.1.
Select a task or example that requires the successful application of the skill.2.
Figure out the exact steps needed to complete the task you want students to apply later on3.their own.
Plan a think-aloud script as if you are a struggling student, making sure you anticipate4.pitfalls, traps, and difficulties and how to overcome them.
GUIDELINES DURING THE LESSON
Explain why. The students have to know why the teacher is doing the modeling. Tell them5.what you want them to learn from it.
Model. Model the skill using the following guidelines:6.Put yourself in the role of the learnera.Have an audienceb.Do not let the audience interact with youc.Think aloud through the task, operation or problem making sure to include...d.• asking yourself questions• weighing alternatives and encountering difficulties• false starts and self corrections• persistence
Debrief. After completing the think aloud, ask the students what strategies or procedures7.they saw you utilize as you performed the task.
Record and Display. Record the steps of the task and post the visual where students will8.be able to refer to it for future use.
Practice the steps. Have students practice the steps out loud so that they can get feedback9.on whether they covered all the steps. Think Aloud Paired Problem Solving is a powerfulway for students to practice the think aloud steps in groups.
Extend. Encourage student to think about using the Think Aloud process for other10.applications.
MODELING THINKING ALOUD
(cont. next page)
© 2014 Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978-263-9449 • www.RBTeach.com 4 Research for Better Teaching, Inc. � One Acton Place, Acton, MA 01720 � 978-263-9449 � www.RBTeach.com
EXAMPLES OF USES OF MODELING THINKING ALOUD AS AN EXPLANATORY DEVICE
Modeling Thinking Aloud can be used for teaching students in all subject areas, for example, how to...
organize notes for a report determine the cause(s) and effect(s) of an event serve the ball in tennis read a large number mix colors organize and put away blocks use strategies to determine the important ideas in a text figure out an analogy use strategies to figure out an important idea in a text
© 2014 Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978-263-9449 • www.RBTeach.com 5©Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • (978) 263-9449 • www.RBTeach.com
10
InformaTIon processIng famILy
BehavIoraL famILy
• Concept AttainmentJerome Bruner
• Inductive ThinkingHilda Taba
• Inquiry TrainingRichard Suchman
• Advance OrganizersDavid Ausubel
• Non-DirectiveTeachingCarol Rogers
• AwarenessTrainingSchutz & Brown
• SynecticsWilliam Gordon
• ProgrammedLearningB.F. Skinner
• Training ModelRobert Gagne
• CooperativeLearningJohnson Brothers/Aronson/Slavin
• JurisprudentialTeachingOliver & Shaver
• Role PlayFannie & GeorgeShaftels
socIaL famILy
personaL famILy
some of The modeLs of TeachIng
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74Th
e Sk
illfu
l Tea
cher
show
s the
rela
tions
hip
of c
lass
room
ord
er a
nd p
sy-
chol
ogic
al sa
fety
in th
e fo
llowi
ng q
uote
:
“Chi
ldre
n do
not
alw
ays
know
wha
t is
safe
for
them
or f
or o
ther
s,”
said
Dor
othy
. “D
iscip
line
and
limits
are
a w
ay w
e cr
eate
a c
ircle
of s
afet
y
for t
hose
not
yet
read
y to
do
this
for t
hem
-
selv
es. P
ictu
re th
ese
limits
as
a bi
g hu
g—ou
r
stro
ng a
rms
enci
rclin
g th
e ch
ild w
ith c
omfo
rt
and
safe
ty.”
Onc
e w
e se
e di
scip
line
as a
n ac
t of l
ove
and
cont
ainm
ent,
we
can
be c
reat
ive
and
resp
on-
sive
to th
e st
yle
and
degr
ee o
f disc
iplin
e ne
ed-
ed w
ith a
par
ticul
ar c
hild
or g
roup
. . .
. Whe
n
we
dist
ingu
ish re
spec
t fro
m fe
ar a
nd p
rovi
de
limits
to p
reve
nt c
hild
ren
from
har
min
g ea
ch
othe
r, w
e ar
e no
t def
endi
ng o
ur p
ower
as
teac
hers
; we
are
help
ing
grou
p m
embe
rs c
reat
e
the
safe
ty to
be
vuln
erab
le a
nd a
uthe
ntic
with
one
anot
her [
p. 1
21].
A C
om
pre
hen
sive
Ap
pro
ach
to
Dis
cip
line
ELIM
INA
TIN
G D
ISR
UPT
ION
S
• A
m I
clea
r?•
Do
I h
ave
con
vict
ion
?•
Do
stu
den
ts k
no
w?
• B
od
y La
ng
uag
e
of
Mea
nin
g
Bu
sin
ess
• Lo
gic
al•
Var
ied
• Es
cala
tin
g
ESTA
BLI
SHIN
G F
OU
ND
ATI
ON
SD
EALI
NG
WIT
H V
ERY
RES
ISTA
NT
STU
DEN
TS
Man
agem
ent
Rel
atio
nsh
ips
Inst
ruct
ion
Mo
del
s o
fD
isci
plin
e
• A
tten
tio
n•
Mo
men
tum
• Sp
ace
• Ti
me
• R
ou
tin
es
• Pe
rso
nal
R
elat
ion
ship
B
uild
ing
• C
lari
ty•
Ob
ject
ives
• Le
arn
ing
Ex
per
ien
ces
• Te
ach
er E
ffec
tive
nes
s Tr
ain
ing
• R
ealit
y Th
erap
y•
Log
ical
Co
nse
qu
ence
s•
Pers
on
al In
flu
ence
• Se
lf-a
war
enes
s•
Beh
avio
r M
od
ific
atio
n
BU
ILD
ING
A C
LIM
ATE
OF
HIG
HA
CH
IEV
EMEN
T
Co
mm
un
icat
ing
Exp
ecta
tio
ns
Co
mm
un
ity
Ris
k-Ta
kin
gIn
flu
ence
an
dC
on
tro
l
Lim
it S
etti
ng
Bac
k-U
pC
on
seq
uen
ces
Fig
ure
8.1
.D
isci
plin
e Ta
sks
and
To
olb
oxe
s
Res
earc
h fo
r B
ette
r Te
achi
ng, I
nc.
• O
ne A
cton
Pla
ce, A
cton
, MA
017
20 •
(97
8)26
3-94
49 •
www
.RBT
each
.com
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, MA
017
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9449
• w
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76
CR
EA
TIN
G A
CL
IMA
TE
OF
HIG
H A
CH
IEV
EM
EN
T F
OR
AL
L S
TU
DE
NT
S
CO
MM
UN
ITY
&
UT
UA
L S
UP
PO
RT
CO
NF
IDE
NC
E &
RIS
K T
AK
ING
INF
LU
EN
CE
&
CO
NT
RO
L
Know
ing o
thers
Gre
eting, acknow
ledgin
g,
liste
nin
g, re
spondin
g,
and a
ffirm
ing
Gro
up identity
,
responsib
ility
,
& inte
rdependence
Coopera
tive learn
ing,
socia
l skill
s, cla
ss m
eetings,
gro
up d
ynam
ics
Pro
ble
m s
olv
ing &
conflic
t re
solu
tion
Em
pow
ering s
tudents
to
influence the p
ace o
f th
e c
lass
Negotiating the r
ule
s o
f
the “
cla
ssro
om
gam
e”
Teachin
g s
tudents
to u
se
the p
rincip
les o
f le
arn
ing
& o
ther
learn
ing s
trate
gie
s
Stu
dents
usin
g k
now
ledge
of le
arn
ing s
tyle
&
makin
g c
hoic
es
Stu
dents
& their c
om
munitie
s
as s
ourc
es o
f know
ledge
Be
lievin
g T
ha
t…
vs
vs
vs
vs
vs
Mis
takes h
elp
Care
, pers
evera
nce &
cra
ftsm
anship
count
Good s
tudents
solic
it
help
& lots
of fe
edback
Effort
and e
ffective
str
ate
gie
s…
main
dete
rmin
ants
of success
Every
one is c
apable
of
hig
h a
chie
vem
ent
Mis
takes =
sig
n o
f w
eakness
Speed c
ounts
Faste
r =
sm
art
er
Good s
tudents
do
it b
y them
selv
es
Inborn
inte
lligence =
main
dete
rmin
ant of
success
Only
the few
bright can
achie
ve a
t a h
igh level
Sour
ce: J
on S
aphi
er, M
ary
Ann
Hal
ey-S
peca
, and
Rob
ert G
ower
. 200
8. Th
e Sk
illfu
l Tea
cher
: Bui
ldin
g Yo
ur T
each
ing
Skill
s, 6t
h ed
. A
cton
, MA
: Res
earc
h fo
r Bet
ter T
each
ing,
p. 3
31.
© 2014 Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978-263-9449 • www.RBTeach.com 8
For each of three classes you visit, write down in the boxes below what the stated objective was, the real objective based on what the student lived experience was, and what a worthy objective is or would have been. (Ideally all three will be the same.)
Stated Objective (What’s posted on the board or written in lesson plan. It might even be what the teacher tells the student the objective is.)
Lived Objective (Objectives that are actually being addressed through the activities the students are participating in.)
Worthy Objective (Learning targets that would benefit the students the most.)
Class 1
Class 2
Class 3
IDENTIFYING OBJECTIVES
© 2014 Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978-263-9449 • www.RBTeach.com 9
Stated Objective (What’s posted on the board or written in lesson plan. It might even be what the teacher tells the student the objective is.)
Lived Objective (Objectives that are actually being addressed through the activities the students are participating in.)
Worthy Objective (Learning targets that would benefit the students the most.)
Students will understand the impact of Napoleon’s reign on Europe.
Students will listen to a presentation on Napoleon’s three big mistakes and copy the teacher’s board notes into their notebooks.
Students will be able to explain how Napoleon’s arrogance led to suffering and death for millions and also led to his downfall.
Students will be able to explain what nationalism is and how it shows up in the modern world.
Students will be able to explain how Napoleon’s foreign actions stimulated nationalism in every country he touched.
Students will be able to organize main ideas and subordinate ideas they extract from text into Cornell note style.
Students will be able to use three conventions in textbooks (sections titles, color cues, and sidebars) to guide their reading.
IDENTIFYING OBJECTIVES: EXAMPLES
© 2014 Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978-263-9449 • www.RBTeach.com 10
AREAS OF PERFORMANCE, REPERTOIRE AND MATCHING
THE “Areas of Performance, Repertoire, and Matching” view of professional knowledge is a catalyst for strong school culture. It has an important and
positive effect on how adults relate to one another.
Areas of Performance,
Repertoire, and Matching
VS
Invites a Professional Culture characterized by
� Openness � Non-defensive examination of
practice � Data driven decisions in the
classroom � Healthy debate and dialog about
teaching decisions � True collaboration and joint
responsibility for student learning
Wrong Disrespectful Constricting
Why does A.R.M. invite these positive elements of adult culture to thrive?
� Since there is no one-right way to accomplish something instructional, there is a repertoire of ways we can differ about and debate about. But, if there is an “effective” way, then we can’t both be right and may avoid debate, seeing it as “conflict” rather than professional problem solving.
� The knowledge base is huge and complex. No one “knows it all”. � Creates pride and respect for the complexity of our work. � There is always more to learn. � We need each other to do the work—which is on-going problem solving of
student learning issues.
The Effectiveness
Paradigm
© 2014 Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978-263-9449 • www.RBTeach.com 11
1
1
Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • (978) 263-9449 • www.RBTeach.com
A Planning Conference analyzes the content to be taught for the relationship of the ideas, their hierarchy, sequence, the prior knowledge required to do the tasks assigned, and the most important and worthwhile “take-- aways” for the students.
STEPS QUOTES
1. Dive right into the content. “What content will you be focusing on?”
2. Directly examine the actual materials that will beused to teach the content.
“Is there a chapter in the book that goes with this content?” “What materials will you be handing to the students?”
3. Focus on the key concepts that the teacher wantsthe students to take away from the lesson.
“What are the most important things that you want them to understand?”
4. Delve deeply into the meaning of the content,with particular focus on the key concepts. (It is OK to admit you do not understand the material here as your struggle more than likely reflects student struggle and allows the teacher to get clearer about the content.)
“Can you explain that a little further?” “What exactly do you mean when you say process?” “I’m not sure I understand…”
5. Break the concepts down hierarchically. Firstidentify what prior knowledge students must have to be successful in the new task. Then break the current task down into steps-‐-‐what must be understood first in order to understand the complete concept?
“So, what would students need to know from prior experience in order to be ready to move forward?” “How would you break this concept down into parts?” “Which part of this concept do you think students need to understand first?”
6. Have the teacher state the objective (Big Idea?) inkid-‐friendly language exactly as he/she plans to say it to the class, and have the teacher explain how he/she plans to display the objectives.
“How will you present the objectives to the class?” “Say it out loud now just as if you were talking to the class.” “How will you present the information? On the board? Overhead?”
HOW TO CONDUCT A PLANNING CONFERENCE THAT FOCUSES ON CONTENT
(cont. next page)
© 2014 Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978-263-9449 • www.RBTeach.com 12
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Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • (978) 263-9449 • www.RBTeach.com
7. Ask the teacher how he/she plans to track studentprogress and understanding.
“How will you know if students are understanding or not?” “Will you have an assessment?”
8. Summarize.a) Have the teacher summarize exactly what he/shewants the students to learn. b) Summarize the accomplishments of theconference thus far.
“So, if you were to go around and interview the students at the end of the day, what would you want them to tell you to show they really understood?” “So far I think we have really gotten clear on the content and defined the objectives, which are….”
9. Now you are ready to jump into the activities.Make sure the activities relate directly to the objectives and that they do not require students to deal with too many variables.
“OK, so now what are you going to have the students do?”
THINGS TO NOTE • Don’t start with “What are you going to do?” or “What are the student activities?” In fact,
resist all questions about the lesson, grouping, timing, and student activities until thediscussion of content and objectives is complete.
• Make sure the objectives identified are worthy objectives. Do not allow objectives to focuson anything but content and make sure that the selected objective is really worthwhile.
• Make sure to focus on specific definitions and to avoid generalities and such language as“stuff” and “things.”
• Focus on understanding vs. the mechanics of completing a task or operation.
LIST OF THINGS TO HAVE THE TEACHER BRING TO THE MEETING Basic Level:
• Ask the teacher to bring all the materials that he/she plans to use, including books,worksheets, homework, and assessments.
• Ask the teacher to prepare the objective in kid-‐friendly language.
More Advanced: • Ask the teacher to break the concepts up in a hierarchical order.• Ask the teacher to bring any examples of prior student work that might be relevant.
© 2014 Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978-263-9449 • www.RBTeach.com 13
REGARDING THE RESPIRATORY SYSTEM
Students will be able to:
Describe the mechanism by which oxygen enters the body and the pathway it follows.
Explain the magic moment when oxygen crosses cell membranes (the alveoli) into capillaries and thus enters the transportation system of the blood stream/circulatory system.
Explain the process by which oxygen does its work in the body.
Explain what and how the respiratory system expels items the body needs to get rid of (carbon dioxide and water.)
BIG IDEAS:
Every cell in the body needs oxygen, not just muscles. That includes bone marrow, hair, everything!
When oxygen arrives at a cell, the chemical reaction within the cell of the oxygen with glucose releases energy. So oxygen is absolutely necessary for all cells to grow, muscles to move, etc.
The blood stream is the highway that carries the oxygen to the cells.
We also have to get rid of the carbon dioxide that is the product of this release of energy. If we didn’t we’d die. The respiratory system is taking care of this “get rid of the stuff” function as well as the delivery of oxygen to do its work. Wow, what a system!
“Respiration” is a process; and it’s a lot more than what we call “breathing.”
“Respiration” is a process for getting oxygen into the body so the oxygen can do its work”
(cont. next page)
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THE
RESP
IRAT
ORY
SYST
EMTH
E M
ECHA
NISM
FOR
BRI
NGIN
G OX
YGEN
IN T
O TH
E BO
DY A
ND R
ELEA
SING
CAR
BON
DIOX
IDE
Oxyg
en e
nter
s th
e bo
dy
thro
ugh
a pa
thw
ay.
2.PA
THW
AY:
Nose
-pha
rynx
-tr
ache
a-lu
ngs.
..
1.Th
ere
is a
mec
hani
sm fo
rbr
ingi
ng th
e ox
ygen
into
the
bod y
.
MEC
HANI
SM: D
iaph
ragm
(m
uscl
es),
nega
tive
pres
sure
...
3.Th
ere
is a
pro
cess
for
gett
ing
the
oxyg
en fr
om th
e lu
ngs
into
the
bloo
d st
ream
.
The
alve
oli t
rans
fer o
xyge
n th
roug
h th
e ce
ll w
alls
and
re
ceiv
e ca
rbon
dio
xide
.
4.Th
ere
is a
hig
hway
of
arte
ries
and
bloo
d ve
ssel
s fo
r del
iver
ing
the
oxyg
en.
Beca
use
ALL
cells
nee
d ox
ygen
, th
e bl
oods
trea
m d
eliv
ers
it th
roug
h th
e ve
ins
and
arte
ries.
5.On
ce in
the
cell,
the
“wor
k”
of th
e ox
ygen
is to
rele
ase
ener
gy.
Oxyg
en a
nd g
luco
se c
ombi
ne in
a
chem
ical
reac
tion
that
rele
ases
en
ergy
.
6.Th
e pr
oces
s cr
eate
s w
aste
pr
oduc
ts.
The
chem
ical
reac
tion
prod
uces
w
aste
pro
duct
s of
car
bon
diox
ide
and
wat
er, w
hich
the
bloo
d st
ream
ta
kes
back
to th
e lu
ngs
for
disp
osal
.
© 2014 Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978-263-9449 • www.RBTeach.com 15
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Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • (978)263-9449 • www.RBTeach.com
1. What is my vision of what each of the above looks like in operation when it has a positive impacton teaching and learning?
2. Which ones are most important…have highest leverage?
3. How do I show up in each of these places with my beliefs, set the intentions, and act repeatedlyand skillfully for what I believe?
INFLUENCING THE QUALITY OF TEACHING AND LEARNING: OR
WHERE TO SHOW UP AND WHAT TO DO
How Leaders Improve
Teaching and Learning
Ensuring high-functioning meetings of teams that share content (PLCs)
(common planning time)
Planning and leading faculty meetings
Clear chartering of leadership team meetings and operating agreements
Facilitating the work of coaches/instructional
specialists
Supporting studygroups
Student by student accountability talks
Conducting planning conferences
Doing formal observations, and write-ups
Doing walkthroughs and learning walks
Arranging public teaching and peer observation
Planning and implementing building-
based professional development
Doing frequent short visits and having
conversations about CEIQ
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