A Symphony of Visible LearningTier I Instruction Designed for Optimal Effect

On Your Whiteboard

You have an ”equipment sack” by your chair to share with two other persons. Please take out the Whiteboard and Marker.

Please write down why you are here and what you hope to gain from this session?

Person #1

Person #2

Person #3

The Research

According to Fisher, Frey, and Hattie, (Visible Learning for Literacy, 2017, p. 143) “The evidence for response to intervention (RTI) is significant; it’s one of the top influences studied thus far with an effect size of 1.07.

In other words, it works. There are several components of an effective RTI effort, which combine to produce the impact seen on the studies. These include universal screening, quality core instruction, progress monitoring, and supplemental and intensive interventions.”

Quality Core Instruction

We would like to share our journey of the RTI model and pay particular attention to “quality core instruction,” which is often times forgotten and/or devalued as an integral part of RTI.

Intensive interventions (Tier III) are markedly less effective without a strong Tier I foundation of learning for all students.

Tier 1 Instruction or Universal Instruction

In this session, we will describe and model how to create a Tier I learning environment using research based strategies woven together for optimum success for both teacher and student.

Tier 1 InstructionUniversal Instruction

DOK Questioning

Explicit Teaching

Engagement Strategies

Formative Assessment

A Symphony of Learning

Though a violin solo can be beautiful, the addition of cello, bass, obo, and harp deepens our experience.

So to with instructional strategies—explicit instruction on its own is effective, but coupled with engagement, formative assessment, and depth of knowledge questioning, deeper learning and success is realized.

Learning Effect Sizes - Hattie

John Hattie’s research makes visible the teaching and learning strategies most effective for optimal learning. A few of these critical core practices will be explored, modeled, and melded together to create a Symphony of Visible Learning!

Explicit Teaching

Engagement DOK Questioning

FormativeAssessment

.60 (Direct Instruction)

.82 (Classroom Discussion)

.53 (Metacognitive Strategies)

.68 (Formative evaluation)

.75 (TeacherClarity)

.62 (Time on Task)

.64 (Self Questioning)

.73 (Feedback)

Path to RTI

Our reform effort and path to a strong Response to Intervention plan began with the incorporation of an integrated teaching strategy for Tier I instruction (quality core instruction) that utilizes student engagement, explicit teaching, DOK questioning, and formative assessment.

Tier 1 Instruct

ionUnivers

al Instruct

ion

DOK Question

ing

Explicit Teaching

Engagement

Strategies

Formative

Assessment

Tier I

As teachers mastered the melding of these instructional strategies, student learning increased and it became evident, through formative assessment, which students were in need of additional interventions.

Tier II

Tier II interventions are designed to target student deficits and strengths across grade level.

Students receive differentiated instruction based on weekly formative assessments in math and reading.

Tier III

Our next step was a targeted Tier III intervention which is targeted to student specific need.

These interventions are delivered school-wide 30 minutes per day, four times per week.

Fisher, Frey, and Hattie

According to Fisher, Frey, and Hattie, "RTI efforts are based on the expectation that students receive quality core instruction as part of their ongoing participation in school.

It is unreasonable to expect that all students receive supplemental and intensive interventions--there isn't time or money for that.

Quality Core Instruction

Quality core instruction includes at least the following: Teacher clarity on, and communication about, the learning

intentions and success criteria, modeling and direct instruction of content, collaborative learning opportunities, and small group learning based on need rather than perceived

ability" (2016, p. 146).

Purpose of Today’s Workshop

Our purpose today is to become intimately acquainted with the Symphony of Learning Rubric.

We will observe the Rubric being used to guide delivery of a lesson

We will use the Rubric to write a lesson

We will reflect on strategies for using the Rubric outside of this workshop (self and others)

Symphony of Learning Rubric

This Rubric is designed to integrate learning strategies that research shows creates the greatest effect in student learning.

Used in combination, lessons become rigorous, and learning is cemented.

Model LessonRubber Band Trick

Why are we learning this?

There are times in all of our lives where we need to have an ice breaker—we need to impress another person, or the conversation has quieted and we need to engage those around us.

We will be learning a rubber band trick for just these moments.

Success Criteria/Learning Objective

At the completion of today’s lesson, you will be able to explain, as well as demonstrate, how to deliver a “Rubber Band Trick” by moving one rubber band in front of another rubber band.

Sticky Note

Please take out a sticky note from your Equipment Sack

Draw a t-chart

On the left side, please answer the following three Metacognitive Questions

Write your answers on a sticky note and place on the back of the chair in front of you

Before,” What I need to know.”

After, “Now I know this!”

1.

2.

3.

Metacognitive questions

What do I know from my previous knowledge about Rubber Band Tricks?

What do I need to know in order to move the elastic from behind the other elastic?

What parameters do I need to work within?

Rubber Band Explicit Model

We will view an explicit lesson on how to move a rubber band from behind another rubber band.

Remember, when we are finished with today’s lesson, you will be able to explain and demonstrate this trick on your own.

Rubber Band

Teacher modeled – Student observed

We just finished the “I Do” part of an explicit lesson –The teacher modeled—in this case, the expert Rubber Band person –and you the student observed.

We Do

We are now ready to move to the “We Do” part of an explicit lesson. This is where we will begin to weave the various parts of our Rubric

Rubric Unveiling!

Symphony of Learning Rubric

The Rubric consists of four integrated parts:

Explicit Teaching

Engagement

DOK Questioning

Formative Assessment

Explore and Collaborate

We will take a few minutes with each section of the rubric for you to read, discuss, and/or comment with the person sitting next to you.

Please take out a copy from your supply sack.

Explicit Teaching

Engagement

DOK and Metacognitive Questioning

Formative Assessment

Lesson Narration

As we present the “We Do” part of the lesson, we will narrate where various components of the Rubric are included.

Guided Practice – Explicit Teaching

I do - Modeling

We do – Guided Practice

You Do – Independent Practice

Explicit instruction.org - Anita Archer

How Did You Do? - Sticky Note

Grab your sticky from off the back of the chair in front of you.

Fill in the T-Chart now that you’ve had a Symphony of Learning.

On the right side, please answer the following three Metacognitive Questions

Before,” What I need to know.”

After, “Now I know this!”1.

2.

3.

Metacognitive Questions

What next steps will you take in order to be prepared to demonstrate this trick to another person? How comfortable are you

with this process right now?

What section of the trick do you need clarification?

Writing a Lesson Using Lesson Template

You are now going to have an opportunity to write a lesson using the Symphony of Learning Lesson Template

Write in the Know

We are going to write our lesson based on something we already know how to do—our focus is on learning the rubric—not on content

You Choose

Please choose from one of the four topics listed

Peeling an orange Buying a drink at Maverick

Planting a garden Making a peanut butter and jelly sandwich

Lesson Planning

In your supply sack, you will find a copy of a lesson template.

If we were really awesome presenters, we would model this piece for you as well, but . . . For the sake of time we are going to praise your brilliance, and give strong words of encouragement that you can figure this out . . .”You’ve got this!

Use Symphony of Learning Rubric and plan away!

Four Corners

Go to the four corners of the room based on what topic you chose for your lesson.

Partner up—find another person to compare lesson plans.

Commonalities and differences. What can you learn and add to yours?

Did this help to refine your thinking, your clarity of the lesson, the process of building the lesson?

Write down at least two new things you learned from another person

Reflection

Success Criteria – How did we do?

Our purpose today is to become intimately acquainted with the Symphony of Learning Rubric.

We will observe the Rubric being used to guide delivery of a lesson

We will use the Rubric to write a lesson

We will reflect on strategies for using the Rubric outside of this workshop (self and others)

On your Whiteboard

Reflect on your understanding of this process

On a scale of 1-4 how comfortable would you be using this tomorrow?

On Your Whiteboard

As a team, write a question that would help clarify your understanding of the Symphony of Learning Process.

Remember!

Learning isn’t compartmentalized.

Learning is integrating a variety of tools and strategies to create a Symphony of Learning.

Our desire is for each of us to do what’s best for students through an integration of strategies that we know, through longitudinal research, works!

Explicit Teaching

Engagement DOK Questioning

FormativeAssessment

.60 (Direct Instruction)

.82 (Classroom Discussion)

.53 (Metacognitive Strategies)

.68 (Formative evaluation)

.75 (TeacherClarity)

.62 (Time on Task)

.64 (Self Questioning)

.73 (Feedback)

And Remember, It’s Gonna Be Okay!!

Piano Guys, It’s Gonna be Okay

Please put your equipment sack in the green crate by the exit door as you leave.

Please leave your evaluation form by the exit door as well.

Thank you for sharing this past 60 minutes with us!

Guided Practice – DOK QuestioningDOK 1 DOK 2 DOK 3 DOK 4 Metacognitive

1 How many elastics are needed for this trick?2 Which fingers do you use for this trick?3 In what social setting would you use this trick?4 What did you notice about your hands while doing this trick?5 Can you elaborate on the importance of bringing the third finger down close to the pointer finger?6 What would happen if you used the fourth finger instead of the third finger in this trick?7 What next steps will you take in order to be prepared to demonstrate this trick to another person?8 How comfortable are you with this process right now?9 What section of the trick do you need clarification?10 What steps do you need to take to teach this trick to another person?11 Write a step by step guide to teaching this trick for inclusion in our school newsletter.

Guided Practice - Engagement

Single Choral All Accountable

Positive Correctives Students on Task

Innovations Ed.org

Single Choral All AccountableSelect raised hand Prompt with “Class?” or

“Everybody?”Write it on your

WhiteboardPopsicle Sticks w/Students’ names

My turn, your turn Think-Pair-Share A tell partner B ____

Thomas, could you please repeat what Jill said?

Class, please repeat what Brian said.

Kahoot.com, Doodle Buddy, Educreations,

Clickers

Guided Practice – Formative Assess

Move Learning Forward

Incremental – How is mastery coming at each step Initial Elastics in place Third finger in right position Finger switch smooth and

uninterrupted Illusion of still being behind

stationary elastic in tact Finale flawless and wow

inspiring

Feedback Loop to Close the Gap

Feedback – Teacher Evidence to inform

instruction Instructional action Provide hints, suggestion or

cues for students to act on.

Feedback – Student Internal feedback to adjust

learning strategies Peer feedback to classmates Reflection on own progress

New Horizons For Learning, Margaret Heritage, Spring, 2011, John Hopkins School of Education

References

Image Symphony

Image student learning

Image Rubber Band Trick

Data Visible Learning

Violin image

Violin cello image

Question image

Symphony image

Unveiling Image

Fist to four image

Your Turn image

Symphony image with violin

Cartoon formative assessment

Differentiated Instruction Image

Tier III Intervention Image

Hattie Image

Fisher and Frey

Rigor image

Icebreaker image

Four Corners image