LITERACY AND JUSTICE FOR ALL

YEAR – 2 Alabama Reading Initiative

2011-2012Session 2

Parameters:

1. All participants - no observers.2. Use time wisely.3. Stay focused. Please keep sidebar conversations to a minimum.4. Respect others’ opinions. 5. Set cell phones and other electronic devices on vibrate or silent and put them away.

2

NAEP RESULTS 2011

Grade 4 and 8

ALABAMAand the Nation

NAEP Results, Grade 4 Achievement-Level Percentages and Average Score Results

NAEP Results, Grade 8Achievement-Level Percentages and Average Score Results

2003 2005 2007 2009 20110%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

48 4738 38 33

30 30

33 3436

18 1822 22 25

5 4 7 6 7

Alabama NAEP ScoresGrade 4

2003 - 2011

AdvancedProficientBasicBelow Basic

2003 2005 2007 2009 20110%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

35 37 38 34 31

42 41 4142

43

21 20 20 22 24

2 2 1 1 2

Alabama NAEP ScoresGrade 8

2003-2011

AdvancedProficientBasicBelow Basic

OVERARCHING OUTCOME

Equip ARI teams to use instructional strategies including formative assessment to help students develop critical thinking skills and help administrators and teachers use Response to Instruction (RtI) to increase student learning.

LET’S REVIEW“Analyses show that students benefit

from classroom talk especially when teachers ask authentic questions and incorporate student responses into the questions they pose. Student writing is also enhanced by instructional coherence among reading, questioning, writing, and classroom talk.”

Adapted from the National Research Center on English Learning and Achievement, February 2001

SESSION TWO OUTCOMES1. I can share my learning and

implementation from Session #1 .

2. I can identify research/principles of questioning that will be used to improve my questioning expertise.

3. I can formulate varying levels of questions in order to increase students’ content knowledge and critical thinking.

SESSION TWO OUTCOMES(cont.)4. I can state compelling reasons why

peer coaching will be beneficial in my school, and I can plan and implement peer coaching with my ARI school team.

5. I can explain why questioning and peer coaching are essential in developing the critical thinking skills of my students and myself as an educator.

ALABAMA CONTINUUM FOR TEACHER DEVELOPMENT1.2 - Content KnowledgeEmergingDesigns a variety of assessments, including pretests and

informal measures to determine pre-instructional levels of students’ knowledge and skills – and uses results to differentiate instruction

ApplyingPlans and delivers relevant learning activities that build upon

student knowledge, as accessed through purposeful questioning

IntegratingEngages colleagues and students in formulating questions and

designing new learning activities that draw upon and respond to learners’ varied experiences, knowledge and interests

ALABAMA CONTINUUM FOR TEACHER DEVELOPMENT2.7 - Teaching and LearningEmergingFormulates and uses questions to engage students in thinking

at all cognitive levels and in mastering the contentApplyingEncourages and teaches learners to formulate questions to

guide their learning. Uses effective questioning strategies to facilitate learner interactions and discussions

IntegratingLeads colleagues in the formulation of essential questions that

cross the disciplines and that enable learners to integrate knowledge from different sources and make meaningful connections across content areas

InnovatingModels effective questioning skills when leading colleagues in

professional learning activities related to improved instruction

ALABAMA CONTINUUM FOR TEACHER DEVELOPMENT2.10 – Teaching and LearningInnovatingCoaches and supports colleagues in improving practices to

collect, record and share learning performance data

SESSION # 1 ASSIGNMENTRevisit the contentAs a team, plan a practice lesson using these

strategies. Decide who will teach the lesson and who will

observe. Reflectstudent work samples notes from the lesson

Revise the instruction

BRING BACK YOUR LESSON OBSERVATIONS

MAKING CONNECTIONS GRAPHIC ORGANIZERTOPIC: Connections for Your Learning on Global Sets and Formative

Assessment Practice Lesson

Session One Assignment (At Your School)

Baseline Video Lesson for Session One

(First Week of School)

Video Lesson for Session

II (One Month after Coaching Support)

Teacher to Student Interactions

Interactions seemed forced or rigid/students did not seem to trust the teacher

Room Arrangement Desks were in rows/focus seemed to be toward the front/teacher centered

Student to Student Interaction

Interactions were not natural; students were reluctant to discuss at first

In planning the practice lesson, we learned . . .

Social studies standards are very broad and must be narrowed to daily outcome(s).

By studying the student work samples, we

9 students met outcome/12 students partially met the outcome/9 students did not meet the outcome

From the learning, we revised

Teacher learned that structures would need to be in place for student discussions

SUBTOPICS CONCLUSION

CONCLUSION

VIDEOThis is the same group of students we observed

in their first week of school—one month later AFTER the teacher and coach have worked together. They are grouped heterogeneously based on what we learned from the first lesson.

As you view:Think about our overarching outcome that

includes instructional strategy sets such as discussion, writing, questioning, and formative assessment.

Take notes as you view/listen.

MAKING CONNECTIONS GRAPHIC ORGANIZERTOPIC: Connections for Your Learning on Global Sets and Formative

Assessment Practice Lesson

Session One Assignment (At Your School)

Baseline Video Lesson for Session One

(First Week of School)

Video Lesson for Session

II (One Month after Coaching Support)

Teacher to Student Interactions

Interactions seemed forced or rigid/students did not seem to trust the teacher

Room Arrangement Desks were in rows/focus seemed to be toward the front/teacher centered

Student to Student Interaction

Interactions were not natural; students were reluctant to discuss at first

In planning the practice lesson, we learned . . .

Social studies standards are very broad and must be narrowed to daily outcome(s).

By studying the student work samples, we

9 students met outcome/12 students partially met the outcome/9 students did not meet the outcome

From the learning, we revised

Teacher learned that structures would need to be in place for student discussions

SUBTOPICS CONCLUSION

CONCLUSION

READ, STOP, AND TALK

Handout 7

READ, STOP, TALKDirections:Find one other person at your table to work

with as a partner during the reading of the excerpt.

Read silently until you have both reached the stop and talk prompt in the text.

At this point, talk together about the guiding questions for 2-3 minutes.

Proceed reading until you come to the next prompt. One individual needs to serve as time-keeper during each of the discussions.

HAVE YOU BEEN ASKING YOURSELVES…

How do we ….Teach our kids to read,Expand their reading power,Ensure they’re college and career ready,

“Do” RtI,

With more kids and no $AND

Keep Our Sanity?

“QUESTIONING TECHNIQUES” LESSON

AGENDA – QUESTIONING TECHNIQUES

STUDYOutcome: I can identify

research/principles of questioning that will be used to improve my questioning expertise.

Before: Questioning Behavior RatingDuring: Reflect-Read-QuestionAfter: Acrostic

How Does Your Questioning

Behavior Rate? Handout 1

Before:

DURING:

REFLECT-READ-QUESTION

What does the RESEARCH tell us about QUESTIONING STYLES

and QUESTIONING FORMATS?

“Experts Say” - Handout 2

Chunk 1: FrontChunk 2: Back

ACROSTIC MODELS – USED AS A SUMMARY – INCREASES RIGOR: An acrostic poem is similar to an acronym.

But rather than shortening information into one word, an acrostic poem is used to give additional information about a chosen topic. Here are two models using the letters in the word “teach”:T – Touching the lives ofE – every student andA – accepting their differencesC – can createH – hope for their future successes.

T – Touch hearts

E – Enrich lives

A – Assess progress

C – CareH – Helpful

AFTER: ACROSTIC SUMMARIZATIONSUMMARIZE YOUR LEARNING USING EACH LETTER OF THE WORD

“QUESTION”.

Q –U –E –S –T –I –O –N –

BACKSTEPPING THE LESSON– QUESTIONING TECHNIQUES

STUDYOutcome: I can identify research/principles of questioning

that will be used to improve my questioning expertise.

Before: Questioning Behavior RatingPurposes: Activate prior knowledge; make connections

During: Reflect-Read-Question “Experts Say”Purposes: engage with text; make connections; generate questions; integrate new information with prior knowledge

After: AcrosticPurpose: summarize; reflect on content

“CRITICAL THINKING THROUGH QUESTIONING”

LESSON

AGENDA– CRITICAL THINKING THROUGH QUESTIONING

STUDYOutcome: I can formulate varying levels of

questions from text in order to increase students’ content knowledge and critical thinking.

Before: Fairy Tale Questioning with Bloom’sDuring: Creating Questions with TextAfter: Response Cards

BLOOM’S TAXONOMIES

Handouts 3 & 4

USING THE STORY, THE THREE LITTLE PIGS:

1. What were the types of homes built by the pigs? Remembering/Knowledge

“Remembering questions”: Remembering questions ask students to recognize or recall information and evoke the lowest level of cognitive processing; however, remembering is critical for meaningful learning and problem solving. Students must be able to retrieve information if they are to use it in more cognitively complex operations.

USING THE STORY, THE THREE LITTLE PIGS:2. Why did the third pig’s house remain standing when the other houses did not?

Understanding/Comprehension“Understanding questions”: The first step

in helping transfer the memorized information to new situations is to facilitate connections between new knowledge and prior knowledge. Understand questions must include information that students did not encounter during initial instruction. It must require students to reach beyond memory alone to answer.

USING THE STORY, THE THREE LITTLE PIGS:

3. If bricks were not available, what material would you choose to build your house and why?

Applying/Application“Applying questions”: There are two types

of application: execution and implementation. Execution involves applying a procedure to a familiar task. Implementation involves applying a procedure to an unfamiliar task and requires some degree of understanding of the problem as well as the solution procedure.

The Three Little Pigs:4. What is the relationship between the materials

used to build each house and what happened to it when the wolf blew on it?

Analyzing/Analysis“Analyzing questions”: Analysis involves

breaking down a whole (problem or idea) into its component parts and determining how the parts are related one to another.

The Three Little Pigs:5. How would you judge the wolf’s behavior and

why?Evaluating/ Synthesis

“Evaluating questions”: Evaluation involves making a judgment based upon the application of a set of standards or criteria. The two cognitive processes associated with evaluate are checking (making judgments about internal consistency), and critiquing (for which judgments are made based upon external criteria).

The Three Little Pigs:6. How could the ending be rewritten where the wolf

comes out ahead?Creating/Evaluation

“Creating questions”. The final cognitive process engages students in putting together disparate parts to form a new whole. The authors of the revised taxonomy place create at a higher level than evaluate because it is the process for which the student must draw upon elements from many sources and put them together in a novel structure or pattern relative to his or her own prior knowledge. It results in a new product.

YOUR TURN USING THE STORY, LITTLE RED RIDING HOOD

1. How does this story relate to your own life?

2. What crimes was the wolf guilty of committing?

3. What would happen if the story of Little Red Riding Hood took place in a modern-day city?

YOUR TURN 4. What do you think Red Riding Hood

will do the next time she meets a stranger?

5. What happened to the grandmother in the story?

6. Compare this story to reality. What events could not really happen?

Red Riding Hood:

DURING: CREATING QUESTIONS WITH TEXT

1. Read the section labeled “Feedback” from the “Classroom Questions – Types of Questions, Feedback, Effective Questioning Practices” article (Handout 5).

2. Work with your team to create a question for each level of Bloom’s Revised Taxonomy. Refer to stems on Handout 4.

LUNCH

AFTER: RESPONSE CARDS Each group will choose one question

to share whole group.

Other groups will decide which level they believe the question is from. When asked, one team member will raise the number card that correlates with the level.

BACKSTEPPING THE LESSON: CRITICAL THINKING THROUGH QUESTIONINGSTUDYOutcome: I can formulate varying levels of

questions from text in order to increase students’ content knowledge and critical thinking.

Before: Fairy Tale Questioning with Bloom’sPurposes: build background knowledge; activate

prior knowledge; integrate new information with prior knowledge

During: Creating Questions with TextPurposes: generate questions; apply new

informationAfter: Response CardsPurposes: justify, deliberate, and evaluate conclusions

of self and others

SELECT & PLAN

Framing quality questions can be a time-consuming and rigorous task. Think about the potential benefits to students and teachers as you plan.

TEAM TO TEACHUse data to

identify student needs

Examine studies and research

Engage in rigorous

reflection

Use research and

professional wisdom to make good

choices

Collaboratively experiment with

new teaching practices

Monitor and assess

implementation

Communicate information to

other stakeholders

Continually• Revisit• Reflect• Revise

Study

Select

Plan

SELECT & PLAN

1. As a team, review the questioning information provided in your school study packet (Handouts A & B).

2. Plan your next steps for implementing questioning in your school.

• Consider the various taxonomies• Determine additional research

needed

PEER COACHING

AGENDA – PEER COACHING: Outcomes: I can state compelling

reasons why peer coaching will be beneficial in my school, and I can plan and implement peer coaching with my ARI school team.

Before: Think-Write-Pair-ShareDuring: Mini-lecture; Table TalkAfter: I Used to Think…; Now I Think….

Statement

PEER COACHING IS… “A professional development model that

has been shown to increase collegiality and improve teaching…a process through which teachers share their expertise and provide … assistance for the purpose of refining present skills, learning new skills, and/or solving classroom related problems. It also refers to in-class training by a supportive peer who helps the teacher apply skills learned in a workshop.” (Dalton and Moir, 1991)

Handout 6

COACHING COMMONALITIESFocus on professional practiceJob-embeddedIntensive and ongoingGrounded in partnershipDialogicalNonevaluativeConfidentialFacilitated through respectful communication

Knight, “Coaching: The Key to Translating Research in Practice”, NSDC Journal, 2009

ALABAMA CONTINUUM FOR TEACHER DEVELOPMENT1.2 - Content KnowledgeEmergingDesigns a variety of assessments, including pretests and

informal measures to determine pre-instructional levels of students’ knowledge and skills – and uses results to differentiate instruction

ApplyingPlans and delivers relevant learning activities that build

upon student knowledge, as accessed through purposeful questioning

IntegratingEngages colleagues and students in formulating

questions and designing new learning activities that draw upon and respond to learners’ varied experiences, knowledge and interests

ALABAMA CONTINUUM FOR TEACHER DEVELOPMENT2.7 - Teaching and LearningEmergingFormulates and uses questions to engage students in thinking

at all cognitive levels and in mastering the contentApplyingEncourages and teaches learners to formulate questions to

guide their learning. Uses effective questioning strategies to facilitate learner interactions and discussions

IntegratingLeads colleagues in the formulation of essential questions

that cross the disciplines and that enable learners to integrate knowledge from different sources and make meaningful connections across content areas

InnovatingModels effective questioning skills when leading colleagues in

professional learning activities related to improved instruction

ALABAMA CONTINUUM FOR TEACHER DEVELOPMENT2.10 – Teaching and LearningInnovatingCoaches and supports colleagues in improving

practices to collect, record and share learning performance data

CONDITIONS FOR SUCCESSFocus and continuityA learning-friendly culturePrincipal supportClear rolesProtect the coaching relationshipTimeContinuous learning

Knight, “Coaching: The Key to Translating Research in Practice”, NSDC Journal, 2009

VIDEO CLIP – PEER COACHING IN THE REFLECTING & PLANNING PHASE

As you view the video clip, take notes about who is doing the talking during this conversation and about what they are talking about—basically, what stands out to you during this conversation?

SELECT AND PLAN FOR PEER COACHING

Peer Coaching Study Teams, Questions to Guide Our Thinking

Before You Jump In (How to Plan and Implement a Peer Coaching Program, Chapter 3)

Professional Teaching and Learning Cycle (SEDL)

AFTER: LET’S REVIEW: “I USED TO THINK… NOW I THINK” STATEMENT

“Analyses show that students benefit from classroom talk especially when teachers ask authentic questions and incorporate student responses into the questions they pose. Student writing is also enhanced by instructional coherence among reading, questioning, writing, and classroom talk.”

Adapted from the National Research Center on English Learning and Achievement, February 2001

BACKSTEPPING THE LESSON – PEER COACHING:

Outcomes: I can state compelling reasons why peer coaching will be beneficial in my school, and I can plan and implement peer coaching with my ARI school team.

Before: Think-Write-Pair-SharePurpose: establish purpose for lessonDuring: Mini-lecture; Table TalkPurposes: make connections; integrate new

information with prior knowledgeAfter: “I Used to Think… Now I Think….” StatementPurposes: reflect on content of the lesson; make

connections

DEVELOPING CRITICAL THINKING THROUGH QUESTIONING

AGENDA - DEVELOPING CRITICAL THINKING THROUGH QUESTIONINGOutcome: I can explain why

questioning and peer coaching are essential in developing the critical thinking skills of my students and myself as an educator.

Before: IQ PairsDuring: Ink ThinkAfter: Pick One

BEFORE: IQ PAIRSDirections:1. As you read the quote on

the following slide, find one thought that makes an impression on you and one question you have.

2. Be prepared to share with your partner.

“…in almost every school there are people who have reservations about the importance or utility of asking questions in the classroom. One objection to questioning is that, because classroom time is limited, it is an inefficient means by which to communicate information to students. These objectors would probably be correct if critical thinking skills could be developed in the absence of questioning. But questioning is important because it is particularly effective at getting students to develop their critical thinking skills.”

Hannel & Hannel . Highly Effective Questioning (2004)

DURING: MODIFIED INK THINKPurpose: Stimulates thinking, helps develop new

patterns of thought, encourages deeper thinking about a particular subject

Ink think is a group’s non-verbal creation of a mind map1. Reflect on your assigned quote2. Record your thoughts on the chart3. Remain silent during this activity, “listen” to what

others are writing4. Rotate to the next chart and repeat until you have

read and responded to all quotes5. As a group, summarize ideas from your original quote

(you can talk now!)6. Be prepared to share idea(s) with whole group

AFTER: PICK ONE Back in your home teams, pick one thought about “your” quote to share with the whole group.

QUOTE #1“Questions promote student

learning. Teachers should plan questions before asking to ensure that questions match the instructional objective thinking. A few carefully prepared or selected questions are preferable to large numbers of questions.”

QUOTE #2“[Peer coaching] increases the implementation

of new strategies into the classroom. You need both professional learning and student learning. Professional learning and student learning go hand-in-hand. For professional learning to occur, ti must be done in a supportive context. For increased student learning to occur, it must be the focus of our data collection, dialogue, on-going assessment, and teaching and learning practices.”

--J. W. Murphy, 1998

QUOTE #3“When students engage in thinking about and

forming their own answers to questions, their academic self-efficacy increases…When teachers spend time and effort crafting quality questions, then students will engage in thinking about and answering our questions, and then they will begin to believe that they can answer questions and master content, and then their performance and academic achievement will increase.”

Walsh and Sattes, Thinking Through Quality Questioning, 2011

QUOTE # 4

“If questions are vehicles for thought, then the questioning process determines who will go along for the ride. Teacher questioning behaviors affect which students learn how much.”

Walsh & Sattes, Quality Questioning, 2005.

QUOTE # 5“Once the teachers have selected instructional

strategies and an assessment approach and have planned their lesson(s), they return to their classrooms to implement the lesson(s). This step provides an ideal opportunity for leaders to observe instruction. This communicates a message that leaders support the [peer coaching] initiative and that the work is a priority. Peer observations can also be scheduled at this time, providing more intensive professional development, esp. for new or inexperienced teachers.”

--SEDL: Professional Learning Communities, p. 5

BACKSTEPPING THE LESSON - DEVELOPING CRITICAL THINKING THROUGH QUESTIONINGOutcome: I can explain why questioning and peer

coaching are essential in developing the critical thinking skills of my students and myself as an educator.

Before: IQ PairsPurposes: establish a purpose for the lesson; generate

questionsDuring: Ink ThinkPurposes: interact with content; integrate new

information with prior knowledgeAfter: Pick OnePurposes: reflect on content of the lesson; deliberate and

evaluate conclusions of self & others

SESSION # 2 PLANNING:BRING IT BACK!

With a Peer(s)Revisit the contentPlan and implement lessons incorporating questioning,

discussion, and writing.Decide how student learning will be formatively assessed

throughout the lessons. ReflectAnalyze student work samples for evidence of student learning. Examine notes from the lessons.Revise Refine and improve the instruction.

BRING BACK YOUR LESSON OBSERVATIONS

REGION 11 – TROY UNIVERSITY Carol Belcher, team leader:

cbelcher@alsde.edu

Rhonda Ayers, regional staff: rayers@alsde.edu

Sandy Cauley, regional staff: scauley@alsde.edu

Daphne Cook, regional staff: dcook@alsde.edu

Cindy Klages, regional staff: cklages@alsde.edu

Erin Scott, regional staff: escott@alsde.edu