Engaging All Students Through Quality Instruction

Leadership IDecember 8, 2009Ten Oaks Ballroom

8:00-12:00 PM

Nell GeddesYouth Coordinator,

Maryland Coalition of Families

Patty DaleyCoordinator

Special Education

Linda WiseChief Academic Officer

High Performing SchoolsHigh Performing Schools

…put all kids, not just some, in demanding core curriculum.

-Kati Haycock

Systemic ExpectationsSystemic Expectations

• Know our students• Ensure our students receive exemplary instruction that

prepares them for college and careers• Know what interventions and supports are in place to

ensure their success• Have a process for continuously monitoring their

progress• Develop a relationship with students and their families

Today’s Outcomes:Today’s Outcomes:

• Enhance relationships between and among DOI colleagues

• Develop a common language, understanding, and practice in regard to student engagement in HCPSS

• Deepen knowledge of instructional strategies that engage students

• Increase understanding and use of the Instructional Strategies Database as a resource

• Analyze the impact of instructional strategies on student engagement through Purposeful Observation.

Donyall DickeyPrincipal, MHMS

James LeMonAsst. Principal, MRHS

For December’s meeting:

Be prepared to share the results of next steps you took around student engagement.

Dialogue with Colleagues

• Choose a partner• Identify Speaker and Listener• Listener offers warm and cool

feedback• Switch roles

Warm and Cool Feedback

Warm feedback: Given in the form of statements, it includes positive comments about attributes of the work.

Cool feedback: Given in the form of questions to encourage presenter to see areas for growth and improvement.

Amanda WadsworthAsst. Principal, LWES

Donyall DickeyPrincipal, MHMS

James LeMonAsst. Principal, MRHS

Knowing the Curriculum & ContentWHAT

Knowing the PedagogyHOW

Vision of Exemplary Teaching for Student Learning“All students can learn.”

Knowing theLearnerWHO Social

Development

Personal Development

Knowing Myselfand My

Influence OnLearners

Cognitive Development

Schlechty - Student EngagementSchlechty - Student Engagement

Engagement The student sees the activity as personally meaningful.

Strategic Compliance

The focus is on what it takes to get the desired personal outcome rather than on the nature of the task itself.

Ritual Compliance

The work has no meaning to the student and is not connected to what does have meaning.

Retreatism The student sees little that is relevant to life in the academic work.

Rebellion The student’s rebellion is usually seen in acting out and often in encouraging others to rebel.

Today’s Focus: Student Engagement for Exemplary Instruction

• Overview of Instructional Strategies Database.

• Discuss how a 5E lesson plan fosters student engagement.

• Using Purposeful Observation to identify and assess student engagement.

Karen Learmouth

Coordinator,Elementary Science

Jennifer Clements

Coordinator,Secondary Science

Our T-H-COur T-H-C

What do you THINKTHINK you know

about water?

HOWHOW will you find out if the information is

accurate?

What can you now CONCLUDECONCLUDE

about water?

Amy Reese

Resource Teacher,Elementary Science

Looking at Drops of WaterLooking at Drops of Water

Materials: plastic plate, napkin, aluminum bowl, sheet of wax paper, toothpick, eyedropper, water

Procedure:

• Partner with the person sitting to your right.

• Use the materials listed above to investigate how water drops interact in certain situations.

• Try to answer as many questions on the following slide as you can.

• You will have 8 minutes to investigate.

Looking at DropsLooking at Drops

• How large a drop can you make? How small?How large a drop can you make? How small?• How are the various drops the same or How are the various drops the same or

different?different?• How close together can you put two drops?How close together can you put two drops?• What happens when you put the water drop What happens when you put the water drop

on different surfaces?on different surfaces?• What happens when a wet toothpick comes

very close to the water drop?

Drawing Conclusions...Drawing Conclusions...

• What can you say about water now?What can you say about water now?

• How did water act on different surfaces? How did water act on different surfaces?

• What What elseelse do you wonder about? do you wonder about?

• What was engaging about what you just did?What was engaging about what you just did?

Water ConceptsWater Concepts

• Water takes up spaceWater takes up space• Water takes the shape of its containerWater takes the shape of its container• Cohesion and AdhesionCohesion and Adhesion• Water can change (freeze, melt, Water can change (freeze, melt,

evaporate)evaporate)• Objects sink, float, or stay suspended in Objects sink, float, or stay suspended in

waterwater• Characteristics of water drops - it can be Characteristics of water drops - it can be

manipulated manipulated • Characteristics of bubblesCharacteristics of bubbles

Instructional Strategies Instructional Strategies DatabaseDatabase

• What is it? • Linked on the Intranet homepage:

Intranet Home PageElementary Intranet Home PageSecondary Intranet Home Page

• Look at organization of database and keywords

Instructional Strategies Database

• Take a look at some strategies we modeled during the water activity (Visual Discovery, THC)

• What do you notice about the organization/layout of each strategy?

• How could your knowledge of this Instructional Strategies Database support you in your role/position? BE PREPARED TO SHARE OUT

5E Lesson Plan5E Lesson Plan

5E Lesson Plan5E Lesson Plan

• Components:

• When and why used?• How does it support student

engagement?• Teacher and Student behaviors for

each portion of lesson are highlighted

–Engagement–Exploration–Explanation–Extension–Evaluation

Let’s Move!Let’s Move!

• You have 2 minutes! • Find a partner from another table to

discuss the following questions:

Have you ever observed a 5E lesson?What content areas might be a good

fit for this lesson format?

Your Turn!Your Turn!

• Time to put Instructional Strategies Database and 5E lesson format to use!

• Each table has enough CDs for each person• This CD is an excerpt from the Instructional

Strategies Database• On your own, or with your table, browse through

strategies and find at least 3 that would fit into the 5E component your table has been given.

Purposeful ObservationsPurposeful Observations

• Alignment of expectations for student learning with teacher behaviors and evidence of student learning

• By effectively analyzing instruction and providing specific feedback, highlighting the cause and effect relationship between the teacher and students, we have a greater impact on teaching and learning.

Purposeful ObservationPurposeful Observation

1.With instructional strategies and 5E components as your expected “look fors,” take note of teacher behaviors and corresponding student learning.

2.PD360 video clip - ES

PD360 video clip - HS

3.Using your notes, discuss with your table what teacher and student behaviors you observed.

Purposeful ObservationPurposeful Observation

How did this activity, and the use of a Purposeful Observation tool,

help you further your understanding of what student

engagement looks like?

Student Engagement:Reflection

• What instructional strategies did you see modeled today?

• Can you identify how we modeled the 5E’s in our plan today?

• What was the importance of observing student engagement in your Purposeful Observation?

Time to Reflect…

Focusing on Student Engagement, each participantshould complete a 3-2-1 reflection. On the back ofyour THC chart, write:3 - NEW ideas you learned about student

engagement2 - Ideas you would like to USE or SHARE with staff

and/or students1 - QUESTION you still have and who you might

contact to find out the answer

3-2-1 Strategy

Example:

3 - NEW: Instructional Strategies DatabaseVisual Discovery Strategy5E lesson format

2 - USE or SHARE: T-H-C strategy Purposeful Observation Tool

1 - QUESTION/WHO: How can I increase my teachers’ awareness of these strategies?

3-2-1 Strategy

Focusing on Student Engagement, each participant should complete a 3-2-1 reflection:

3 - NEW ideas you learned about student engagement

2 - Ideas you would like to USE or SHARE with staff and/or students

1 - QUESTION you still have and who you might contact to find out the answer

Arlene Harrison Administrative Director

David BruzgaAdministrative Director

Thank you to December’s Lead Thank you to December’s Lead TeamTeam

• Jennifer Clements, Secondary Science• Donyall Dickey, MHMS• James LeMon, MRHS• Amanda Wadsworth, LWES• Karen Learmouth, Elementary Science• Amy Reese, Elementary Science• Claire Liddle, Special Education• Leslie Harmon, Special Education

“Purposeful communication is what learning is all about…

if we can provide more experiences where students are motivated to learn… not because they have to, but because

they are interested and want to share their ideas… this will… result in better

learning ...”

David T. Crowther, John CannonAssociate Professors, Science Education

University of Nevada, 2004

Engaging All Students Through Quality Instruction

Leadership IDecember 8, 2009Ten Oaks Ballroom

8:00-12:00 PM