ExaminingInstruction,

Part I

Nov. 7, 2006

Plan for Today4:10-4:15 Welcome and Overview

4:15-5:00 Tuning Protocol on Data Overviews

5:00-5:50 Observing Instruction Protocol on TIMSS

5:50-6:00 Break

6:00-6:40 Affinity Protocol on Problem of Practice

6:40-7:00 School Team Work

The Data Wise Improvement Process

Data Overviews Debriefing presentation is part of

assignment we will give on Dec. 12 class.

Soon after presentation, make notes to yourself about: what worked what didn’t what you would do differently next time.

Tuning Protocol

Provides a structure for giving and receiving constructive criticism.

Useful for collaboratively looking at student work, reviewing lesson plans, etc.

Pages 63-66 of The Power of Protocols describe this protocol in detail.

Tuning Protocol Steps

1. Appoint a timekeeper who will keep your group on track.

2. First presenter showcases data overview (or a salient portion). Other group members listen silently.

5 min.

3. Group members provide warm feedback while presenter listens.

2 min.

4. Group members provide cool feedback while presenter listens.

2 min.

5. Presenter responds and/or asks questions. 3 min.

6. For each presenter, repeat steps 2-5. Free discussion can follow after all 3 rounds are finished.

Stating a Learner-Centered Problem A problem of understanding or skill that underlies

students’ performance on assessments.

Means that the problem is about learning (not that learners are the problem!)

Pick one problem (although there will be many) that: is common to many students if solved, will help meet larger student learning goals

Examples of Learner-Centered Problems

“ Students have trouble working independently to solve

multi-step math problems.”

“Students have trouble drawing text-based inferences

when reading.”

Observing Instruction Protocol Overall Question: What do you see?

Goal During Observation: collect evidence

Goal During Discussion: limit discussion to evidence of what we see.

TIMSS Background Trends in International Math & Science Study

Our video: Grade 8 Math class in U.S.

Represents “modal” instruction in the U.S.

Further information about TIMSS can be found at http://nces.ed.gov/timss/.

Learner-Centered Problem for the School Featured in the TIMSS Video

“Students lack a solid understanding

of pre-algebra concepts.”

Watch TIMSS Video

The “Problem of Practice” Reframes the learner-centered problem by

giving the student learning problem and the teaching related to that problem

It determined through integration of both assessment and instructional data

The Problem of Practice Should: Include learning and teaching

Be specific and fine-grained

Be within your school’s control

Be a problem that, if solved, will mean progress toward a larger goal

Learner Centered Learner Centered ProblemProblem

Assume thatYou observed a number of classrooms

at the school in the video, and found many classroomswith similar math instruction.

Affinity Protocol Steps

1. Each person brainstorms (on sticky notes) why students may lack a solid grasp of pre-algebra concepts. Use what you saw in the video to help you.

4 min.

3. Group members put sticky notes on poster paper in no particular order

2 min.

2. Group members sort sticky notes into categories and write a name for each category using marker

8 min.

Homework assignment State a learner-centered problem based on

your data

Observe 60 minutes of instruction related to this problem, taking notes on Observation Protocol handout. Ideally: 3-4 different teachers Whole team observing together

Each individual writes 1-page memo

One Page Memo describes: What you observed

How your observations inform your understanding of the problem of practice

NOTE

We appreciate the logistical challenge of planning

observations…

…so you do not need to meet as a team at your school next week.