supporting students to produce quality work naf institute for professional development july 2008...
TRANSCRIPT
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SUPPORTING STUDENTSSUPPORTING STUDENTS
TO PRODUCETO PRODUCE
QUALITY QUALITY WORKWORK
NAF Institute for Professional Development
July 2008Orlando, FL
FACILITATED BY
Theron CosgraveSwanson & Cosgrave Consultingwww.swansonandcosgrave.com
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OBJECTIVESOBJECTIVES
Consider what “quality” means and how we know what quality student work looks like
Understand instructional strategies that help motivate students to produce quality work
Learn about strategies, approaches, and tools that teachers can use to help students improve work quality
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WHAT IS WHAT IS “QUALITY”?“QUALITY”?
How do YOU know what quality work is?
How do STUDENTS know what quality work is?
What would it look and feel like in your classroom if students were CONSISTENTLY doing high-quality work?
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STARTING WITH STARTING WITH OURSELVESOURSELVES
Teachers who are
“expecting—and getting—success
with ALL students”
have a deep belief in and
consistently act as if
ALL STUDENTS CAN LEARN
AND IT’S THEIR JOB TO
SEE THAT THEY DO.
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QUALITY TAKES QUALITY TAKES COMMITMENTCOMMITMENT Addressing “the incredible gravitational pull of school as usual.”
Understanding learner perspectives (Why reluctant learners feel the way they do.)
Understanding learner behaviors (Why reluctant learners act the way they do.)
Believe you have the power and responsibility to reach and teach reluctant learners!
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WORKING ON OUR WORKING ON OUR PRACTICEPRACTICE Focus on specific, targeted
student learning outcomes Collaboration (teachers working
together, professional learning communities)
Regular writing across the disciplines (non-fiction)
Frequent formative assessment & feedback (daily/weekly)
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TWO TYPES OF TWO TYPES OF STUDENTSSTUDENTS
vs.Reluctant
(won’t)Struggling
(can’t)
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SUPPORTING THE SUPPORTING THE “RELUCTANTS”“RELUCTANTS”
(“WON’Ts”)(“WON’Ts”)
NOT INTERESTED
LIFE ISSUES
ENGAGINGCURRICULUM,
STUDENT VOICE & OWNERSHIP
SLCs, ADVISORIES, SUPPORT SERVICES,
“CULTURE OF CARING”
RESPONSE REASON INTERVENTION
Reluctant
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WHAT OUR STUDENTS WHAT OUR STUDENTS NEEDNEED
Four Foundational Mindsets: I am Capable - How the learner
perceives her/himself. (Am I capable of doing this? If I feel capable, I act capable.)
Today Connects with Tomorrow/ Future - Empowerment to Find Motivations (How will efforts I am investing today connect with desired outcomes tomorrow/ in my future?)
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WHAT OUR STUDENTS WHAT OUR STUDENTS NEEDNEED I Make a Difference -
Empowerment for being a respected participant (team member/ student) (Do I have a say? Can I impact potential outcomes? Do you respect and believe in me?)
Someone Believe in Me - Pays Attention to My Progress and Growth
(If I struggle or even fail, will it matter to anyone else? Is it safe to try? Will your expectations stay high? Will you continue to believe I can do this?)
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THREE CONSTRUCTS THREE CONSTRUCTS REQUIRED BY LEARNERSREQUIRED BY LEARNERS Social Supports - Emotional support,
guidance, and recognition through caring relationships
Intrinsic Motivation - Internal desire to attain goals, enhanced through voice, that influences the journey along the way -- building persistence & commitment
Self-Efficacy - One’s belief in one’s ability to accomplish things -- a level of confidence -- attributing success &/or failure to EFFORT rather than ABILITY.
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SUPPORTING STUDENTS SUPPORTING STUDENTS TOTOPRODUCE QUALITY WORKPRODUCE QUALITY WORK
How can we motivate students to produce quality work?
Increase student voice & choice
Employ an engaging curriculum where students do the work of learning & thinking
Turn your classroom into a high performance learning community
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ENGAGING ENGAGING INSTRUCTION:INSTRUCTION:THE “THREE R’s”THE “THREE R’s”
RIGOR = challenge students!
RELEVANCE = answer the “so what?” question with authentic assignments
RELATIONSHIPS = take advantage of SLC structure to create caring, high performance environments with high expectations & high support
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NAF’s new curriculum
Six A’s
Daggett’s Rigor & Relevance Framework
Marzano’s Essential 9
ENGAGING ENGAGING INSTRUCTION:INSTRUCTION:USE THE TOOLS!USE THE TOOLS!
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ENGAGING ENGAGING INSTRUCTION:INSTRUCTION:USE THE TOOLS!USE THE TOOLS!
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ENGAGING ENGAGING INSTRUCTIONAL INSTRUCTIONAL PRACTICESPRACTICES
Five observable classroom Five observable classroom strategies…strategies…
1. Facilitation of student conversation
2. Teacher-led instruction
3. Seatwork/centers w/ teacher engaged
4. Seatwork/centers w/ teacher disengaged
5. Total disengagement
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Marzano’s Essential 9Marzano’s Essential 9
1.1. Identifying Similarities and DifferencesIdentifying Similarities and Differences
2.2. Nonlinguistic RepresentationsNonlinguistic Representations
3.3. Summarizing & Note TakingSummarizing & Note Taking
4.4. Advance OrganizersAdvance Organizers
5.5. Cooperative LearningCooperative Learning
6.6. Setting Objectives & Providing Setting Objectives & Providing FeedbackFeedback
7.7. Generating and Testing HypothesesGenerating and Testing Hypotheses
8.8. Homework and PracticeHomework and Practice
9.9. Reinforcing Effort & Providing Reinforcing Effort & Providing RecognitionRecognition
ENGAGING ENGAGING INSTRUCTIONAL INSTRUCTIONAL PRACTICESPRACTICES
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1.1. Identifying Similarities and Identifying Similarities and DifferencesDifferences
Venn diagrams
Metaphors and analogies“How are stocks like lottery tickets?”
T-charts
StockStockss
BondBondss
Marzano’s Marzano’s Essential 9Essential 9
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2. Nonlinguistic 2. Nonlinguistic RepresentationsRepresentations
Marzano’s Marzano’s Essential 9Essential 9
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Authentic work =
Teachers coach students to learn how to learn.
Students know why they are doing the work and what quality looks like.
3. Summarizing & Note Taking3. Summarizing & Note Taking
Marzano’s Marzano’s Essential 9Essential 9
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4. Advance Organizers4. Advance Organizers
Pre-view concepts, texts, etc.
Highlight text structures, categories, etc.
Prime the pump - connect & personalize info
Ex: Fill-in-the-______ note sheets
Marzano’s Marzano’s Essential 9Essential 9
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5. Cooperative Learning5. Cooperative Learning
Pairs, trios, groups (foster student conversation)
Provide structure of roles, task specifics
Allow for individual & collective responsibility
Marzano’s Marzano’s Essential 9Essential 9
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6. Setting Objectives & Providing 6. Setting Objectives & Providing FeedbackFeedback
Objectives
In this unit, I want to learn…
Feedback
Guidance, direction, suggestions for improvement – can be given by peers, teachers, other adults, etc.
Use exemplars and rubrics!
Marzano’s Marzano’s Essential 9Essential 9
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7. Generating and Testing 7. Generating and Testing HypothesesHypotheses
Ask students to…
Predict what would happen if…
Think what would be different if…
Apply what they know to a new and different context
Marzano’s Marzano’s Essential 9Essential 9
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8. Homework and Practice8. Homework and Practice
Explain purpose of HW – prep or practice
Vary HW delivery methods/formats
Provide feedback on all HW
Track speed and accuracy during practice
Marzano’s Marzano’s Essential 9Essential 9
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9. Reinforcing Effort & 9. Reinforcing Effort & Providing RecognitionProviding Recognition
Students can change beliefs about their effort and performance – be explicit about effort and progress
Pause, Prompt, Praise
Marzano’s Marzano’s Essential 9Essential 9
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How can students “own” their learning?
Negotiated curriculum
Project design teams
Topic options w/in boundaries
Product/performance options
Solve classroom problems with students
Student Voice & Student Voice & OwnershipOwnership
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SUPPORTING THE SUPPORTING THE
“RELUCTANTS”“RELUCTANTS” ( “WON’Ts”)( “WON’Ts”)
NOT INTERESTED
LIFE ISSUES
ENGAGINGCURRICULUM,
STUDENT VOICE & OWNERSHIP
SLCs, ADVISORIES, SUPPORT SERVICES,
“CULTURE OF CARING”
RESPONSE REASON INTERVENTION
Reluctant
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SUPPORTING TSUPPORTING THEHE “STRUGGLING” “STRUGGLING”(“CAN(“CAN’T’TSS))
MAY NOT YET HAVE NEEDED SKILLS
MAY NOT KNOWWHAT QUALITY IS
PROVIDESKILL TRAINING,
FEEDBACK, &SCAFFOLDING
USE EXAMPLES,EXPERTS, &
RUBRICS
RESPONSE REASON INTERVENTION
Struggling
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HELPING HELPING STUDENTS TO STUDENTS TO RECOGNIZE RECOGNIZE QUALITYQUALITY1) USE MODELS & EXEMPLARS Deconstruct exemplars w/ inductive lesson
2) BRING IN EXPERTS Show & discuss professional standards
3) USE RUBRICS (including student- designed rubrics)
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HELPING STUDENTS HELPING STUDENTS RECOGNIZE QUALITYRECOGNIZE QUALITY
“We need to involve students by making the targets clear to them and having them help design assessments that reflect those targets. Then we involve them again in the process of keeping track over time of their learning so they can watch themselves improving. That’s where motivation comes from.”
- Rick Stiggins
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USING MUSING MODELS & ODELS & EXEMPLARSEXEMPLARS
“When my class begins a new project ,a new venture, we begin with a taste of excellence. I pull out models of work by former students, videotapes of former students presenting their work, models of work from other schools, and models of work from the professional world. We sit and admire. We critique and discuss what makes them powerful: what makes a piece of creative writing compelling and exciting, what makes a scientific or historical research project significant and stirring, what makes a novel mathematical solution so breath-taking.”
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USING MODELS & USING MODELS & EXEMPEXEMPLARSLARS
“I’ve been criticized at times by educators for using models so much. All of the work will be copies, they say…But I don’t mind at all. In fact, I encourage imitation as a place to begin. As a student, I learned to write by copying the styles of great authors; I learned to paint by copying the styles of great painters….
I encourage this practice so regularly that I explicitly describe and present what I call “tribute work.” Tribute work is the work of a student who built off of, borrowed ideas from, or imitated the work of a particular former or current student.”
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USING MODELS & USING MODELS & EXEMPEXEMPLARSLARS“Deconstructing” Professional Work
What makes the work good?
What features do you notice?
How might work have been created?
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BRING IN EXPERTSBRING IN EXPERTS
Ideas for Connecting with Experts
Guest speakers
Students interview experts outside of class
Phone interviews
E-mail interviews
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MAY NOT YET HAVE NEEDED SKILLS
MAY NOT KNOWWHAT QUALITY IS
PROVIDESKILL TRAINING,
FEEDBACK, &SCAFFOLDING
USE EXAMPLES,EXPERTS, &
RUBRICS
RESPONSE REASON INTERVENTION
Struggling
SUPPORTING THE “STRUGGLING”SUPPORTING THE “STRUGGLING”(“CAN’T(“CAN’TSS”)”)
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SKILL TSKILL TRAININGRAINING
1) IDENTIFY AND TEACH SKILLS Avoid assumptions about student skills
2) PROVIDE FEEDBACK Formative assessment is critical
3) SCAFFOLD FOR SUCCESS Provide multiple types of support
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A CLOSER LOOK AT A CLOSER LOOK AT SKILLSSKILLS
THE TASK:
“Gavin, go brush your teeth.”
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BRUSHING YOUR BRUSHING YOUR TEETHTEETH
Locate and go to bathroom
Locate light switch, turn on light
Locate stool, place in front of sink, stand on stool without falling
Open medicine cabinet (no handles!)
Identify personal brushing equipment (toothbrush, toothpaste)
Remove equipment from cabinet, balance on sink edge
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Remove brush from case; open toothpaste tube
Squeeze right amount of paste onto brush (without spilling)
Replace toothpaste cap
Thoroughly brush all tooth surfaces with proper motion
Keep excess paste in mouth w/out swallowing
Spit excess paste into sink
Turn on faucet (cold water side)
Rinse off toothbrush
BRUSHING YOUR TEETH, BRUSHING YOUR TEETH, CONTINUED…CONTINUED…
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BRUSHING YOUR TEETH,BRUSHING YOUR TEETH, CONTINUEDCONTINUED……
Locate cup
Fill cup half full with water, turn faucet off
Rinse mouth w/out swallowing; spit in sink
Wipe mouth with correct towel
Return brush to medicine cabinet
Turn off light on way out!
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Remove brush from case; open toothpaste tube
Squeeze right amount of paste onto brush (without spilling)
Replace toothpaste cap
Thoroughly brush all tooth surfaces with proper motion
Keep excess paste in mouth w/out swallowing
Spit excess paste into sink
Turn on faucet (cold water side)
Rinse off toothbrush
BRUSHING YOUR TEETH, BRUSHING YOUR TEETH, CONTINUED…CONTINUED…
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PREREQUISITE PREREQUISITE COMPONENT SKILLS COMPONENT SKILLS (PCS’s)(PCS’s)
= Individual Skills Needed to Complete a Complex Task
Skilled teachers naturally identify and teach to PCS’s
Classroom instruction must be aligned to PCS’s to ensure success
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PCS’s: THE BOTTOM PCS’s: THE BOTTOM LINELINE
If students need to do it, you need to teach it.
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PBL ASSIGNMENTPBL ASSIGNMENT
HEALTH PROJECTRequired Elements: Develop family medical histories Write proposal to study health issue of
personal or community interest Keep research log, including citations Produce a newsletter Develop lesson plans and materials
for underserved population Present to real audience
PCS’s???
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NEWSLETTER PCS’sNEWSLETTER PCS’s
Research Topic
Write Articles
Edit Articles
Design Layout
Produce Layout
Type Articles
Take Photos
Digitize Photos
Print & Copy Newsletter
Distribute Newsletter
PCS’s???
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NEWSLETTER LAYOUTNEWSLETTER LAYOUT PCS’sPCS’s
Designing a Newspaper
LayoutColumns
Font Sizes
Font Styles
Formatting
Headlines
Headers/Footers
Icons/Images
White Space
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BALANCED BALANCED FEEDBACKFEEDBACK
COLLECT EVIDENCE AT VARIOUS STAGES OF THE WORK
USE A VARIETY OF METHODS:
Tests Product assessments Performance assessments Self-Reports
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BALANCED FEEDBACK:BALANCED FEEDBACK:ASSESSMENT vs. EVALUATIONASSESSMENT vs. EVALUATION
ASSESSMENT
Latin root “assidere” = to sit beside
Formative
Along the way
Guiding
EVALUATION
Latin/Old French “valere”= to value
Summative
At the end
Judgment
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PROVIDING FEEDBACKPROVIDING FEEDBACK
“(For learning purposes)… a test at the end of a unit….is pointless; it’s too late to work with the results… The feedback on tests, seatwork, and homework should give each pupil guidance on how to improve, and each pupil must be given help and an opportunity to work on the improvement.”
- Black and William
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PROVIDING FEEDBACK:PROVIDING FEEDBACK:ASSESSING ASSESSING FORFOR LEARNING LEARNING
“When they assess FOR learning, teachers use the classroom assessment process and the continuous flow of information about student achievement that it provides in order to advance, not merely check on, student learning. They do this by continuously adjusting instruction based on the results of classroom assessments.”
- Stiggins
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“ “SCAFFOLDING” FOR SCAFFOLDING” FOR SUCCESSSUCCESS
Content Academic foundation for work
Training Explicit skill-building in all required production areas
Expertise Professional-level training and consultation provided by experts
Oversight Structured times for teachers to meet, motivate, and mentor students
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““SCAFFOLDING” FOR SCAFFOLDING” FOR SUCCESSSUCCESS
Documents Descriptors, calendars, rubrics to explain and organize work
Tools Technological resources needed for production
Time In-class opportunities to meet, research, produce, exhibit, and evaluate
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In Review…In Review…
SUPPORTING THE SUPPORTING THE
“RELUCTANTS”“RELUCTANTS”
NOT INTERESTED
LIFE ISSUES
ENGAGINGCURRICULUM,
STUDENT VOICE & OWNERSHIP
SLCs, ADVISORIES, SUPPORT SERVICES,
“CULTURE OF CARING”
RESPONSE REASON INTERVENTION
Reluctant
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In Review…In Review…
SUPPORTING THE “STRUGGLING”SUPPORTING THE “STRUGGLING”
MAY NOT YET HAVE NEEDED SKILLS
MAY NOT KNOWWHAT QUALITY IS
PROVIDESKILL TRAINING,
FEEDBACK, &SCAFFOLDING
USE EXAMPLES,EXPERTS, &
RUBRICS
RESPONSE REASON INTERVENTION
Struggling
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THE RESULT:THE RESULT:
vs. WON’TCAN’TENGAGED STUDENTS
WHO CAN & WILL!