CFN 204Diane Foley, Network Leader

CITYWIDE INSTRUCTIONAL EXPECTATIONS2011 – 2012

PUTTING IT ALL TOGETHER!

Session I: August 2 - 4, 2011Session II: August 9 - 11, 2011

Day 1

• Welcome and Introductions

• Overview of 3 Days

• Citywide Instructional Expectations

• Identifying the Charlotte Danielson Domains

• BREAK

• Norming of Classroom Practice• Looking at Competency 3b

• LUNCH

• Applying Characteristics of Effective Feedback

• Feedback

Implementing Citywide Instructional Expectations (what schools will be doing)

Summer 2011

• Adopt Danielson’s Framework or leverage an existing framework

• Explore ways to make time in schedules for teacher teams to meet and school leaders to engage in observations

• Finalize plan for gathering and looking at current student work

• Begin planning for engaging teacher teams in selecting/adapting/designing CC-aligned, curriculum-embedded tasks

 

Implementing Citywide Instructional Expectations (what schools will be doing)

Fall 2011

• Establish regular cycles of teacher observation

• Establish regular meeting times for teacher teams

• Engage in a protocol to look at current student work

• Analyze the selected Common Core standards to identify gaps between what students currently, and what the CC ask them to, know and be able to do

• Teacher teams begin to plan for selection/adaptation/design of CC-aligned, curriculum-embedded tasks

• Familiarize teachers with task bundles available on the Common Core Library

• Plan for professional learning opportunities to deepen understanding of Universal Design for Learning

 

Implementing Citywide Instructional Expectations (what schools will be doing)

Winter/ Early Spring 2012

• Implement CC-aligned, curriculum-embedded literacy and math tasks

• Examine student work resulting from CC‐aligned tasks

• Reflect on teacher work related to implementation

• Continue observation and feedback cycles

• Incorporate UDL into task and curriculum design to ensure accessibility for all students 

Implementing Citywide Instructional Expectations (what schools will be doing)

Spring 2012

• Leverage lessons learned throughout the year to revise observation and feedback cycles, professional development, and curricula for the following school year.

• Begin planning for implementation of 2012-13 instructional expectations 

Activity 1: Identifying the Domains

The Domains

Domain 1: Planning and Preparation

Domain 2: The Classroom Environment

Domain 3: Instruction

Domain 4: Professional Responsibilities

The Framework for Teaching:Domain 1: Planning and Preparation

•Demonstrating Knowledge of Content and Pedagogy

•Demonstrating Knowledge of Students

•Selecting Instructional Goals

•Demonstrating Knowledge of Resources

•Designing Coherent Instruction

•Assessing Student Learning

Domain 3: Instruction

•Communicating Clearly and Accurately

•Using Questioning and Discussion Techniques

•Engaging Students in Learning

•Providing Feedback to Students

•Demonstrating Flexibility and Responsiveness

Domain 2: The Classroom Environment

•Creating an Environment of Respect and Rapport

•Establishing a Culture for Learning

•Managing Classroom Procedures

•Managing Student Behavior

•Organizing Physical Space

Domain 4: Professional Responsibilities

•Reflecting on Teaching

•Maintaining Accurate Records

•Communicating with Families

•Contributing to the School and District

•Growing and Developing Professionally

•Showing Professionalism

Identifying the Domains

• Using the handout “Domains, Components and Elements of the Framework for Teaching”, individually decide which example correlates to one of the four domains.

• Table and whole group share

Activity 2: Norming on Classroom Practice

Norming on Classroom Practice

• Review the Norming Protocol

• View video

• Record low-inference observations notes on handout

• Sharing low-inference observations

• Individually rate the lesson using the rubric (Focus on 3b)

• Table discussion

• Practice giving verbal and written feedback

What is Low Inference Observation?

• Low inference data focuses on what is seen and heard and does not sum up or label those observations.

Guiding Questions:

• How do we know what good teaching is?

• Why is focusing on evidence useful in this process?

• What challenges emerge when establishing norms according to a rubric?

Activity 3: Applying Characteristics of Effective Feedback

Applying Characteristics of Effective Feedback

• Think-Pair-Share: Reflecting on our Own Experiences

• Chart attributes of feedback that were helpful and not helpful

• What are the characteristics of effective feedback?

Effective Feedback

:

Specific and evidence-based: > Gives facts, low inference evidence> Detailed narrative not necessary

 Selective: > Prioritizes 1-2 most important

practices that will improve student learning

Actionable: > Identifies clear, specific actions that

can be taken in the next 2 weeks that will help teacher improve

 Timely and time-bound: > Is given within 48 hours of

observation> Includes a set timeframe for follow

up

Degree of importance> Communicates level of concern

Benefits Characteristics of Effective Feedback

• Learning happens most effectively when concrete, actionable feedback is given on a regular basis.

•  Feedback helps teachers to understand and act on key levers to improve their practice and improve outcomes for students.

• Respectful feedback is a collaboration between the giver and receiver. It is important to build a school culture in which feedback is given and received in an environment of trust.

• There are numerous ways to approach feedback, but effective feedback always includes the qualities listed here.

THE CFN 204 PLAYERS

present

STICK TO THE EVIDENCEOR

FROM HERE TO LOW-INFERENCECONFERENCES

ORCLOSE ENCOUNTERS WITHCHARLOTTE DANIELSON’S

FRAMEWORK

SCENARIOAct I

Principal B is conducting a post observation conference. He has just completed a 15 minute observation of Teacher B with a focus on the effective use of questioning and discussion

techniques.

SCENARIOAct II

Principal A is conducting a post observation conference. She has just completed a 15 minute observation of Teacher A with a focus on the effective use of questioning and discussion techniques.

Both the principal and teacher have copies of Component 3b from the Danielson Framework. Both have copies of a low-inference transcript (exactly what was seen and heard without judgments) of the lesson.

What were the major differences between Act I and Act II ?

Applying Characteristics of Effective Feedback

• Prepare for verbal and written feedback

• Practice: Pair up and take turns providing and receiving feedback using the rubric based on this morning’s video

Day 2

• Welcome and Overview of the Day

• Seeking Cognitive Rigor• Depth of Knowledge

• BREAK 

• Instructional Expectations in Mathematics• How will Rigorous Tasks Aligned to CCLS Improve Student Learning?

• LUNCH

• Hands-on Mathematical Practice• Cats and Kittens

• Feedback

Activity 1: Seeking Cognitive Rigor

Overview of Depth of KnowledgeWhat is Depth of Knowledge (DOK)?

> Depth of Knowledge (DOK) is a measure of cognitive demand required by a question, assignment, task, assessment, etc.

How is DOK used?> DOK is made up of four levels that help identify the complexity

of the cognitive demand of what is being asked of students.

Why should we consider using it?• DOK is based on the research of Norman Webb, University of

Wisconsin Center for Education Research and the National Institute for Science Education

• Has been widely used to guide assessment development for classroom, school, state, and national assessments (e.g., NAEP)

• Can refine our understanding of what we mean by a more “rigorous task” and/or “cognitively demanding” task

1956 2001

Knowledge -- Define, duplicate, label, list, name, order, recognize, relate, recall

Remember -- Retrieve knowledge from long-term memory, recognize, recall, locate, identify

Comprehension -- Classify, describe, discuss, explain, express, identify, indicate, locate, recognize, report, review, select, translate

Understand -- Construct meaning, clarify, paraphrase, represent, translate, illustrate, give examples, classify, categorize, summarize, generalize, predict…

Application -- Apply, choose, demonstrate, dramatize, employ, illustrate, interpret, practice, write

Apply -- Carry out or use a procedure in a given situation; carry out or use /apply to an unfamiliar task

Analysis -- Analyze, appraise, explain calculate, categorize, compare, criticize, discriminate, examine

Analyze -- Break into constituent parts, determine how parts relate

Synthesis -- Rearrange, assemble, collect, compose, create, design, develop, formulate, manage, write

Evaluate -- Make judgments based on criteria, check, detect inconsistencies/fallacies, critique

Evaluation -- Appraise, argue, assess, choose, compare, defend, estimate, explain, judge, predict, rate, core, select, support, value

Create -- Put elements together to form a coherent whole, reorganize elements into new patterns/ structures

Bloom – 1956 to 2001

An example

Note: Bloom verbs may appear to point to a specific DOK level, however, what comes after the verb can often be the best indicator of the rigor/DOK level. > Describe the most significant effect of WWII on

the nations of Europe.> Describe the process of photosynthesis.> Describe how two political parties are alike and

different.

Rank these 3 tasks according to complexity. Discuss your rankings with your table.

Webb’s Depth-of-Knowledge Levels

DOK-1 – Recall & Reproduction - Recall of a fact, term, principle, concept, or perform a routine procedure

DOK-2 - Basic Application of Skills/Concepts - Use of information, conceptual knowledge, select appropriate procedures for a task, two or more steps with decision points along the way, routine problems, organize/display data, interpret/use simple graphs

DOK-3 - Strategic Thinking - Requires reasoning, developing a plan or sequence of steps to approach problem; requires some decision making and justification; abstract, complex, or non-routine; often more than one possible answer

DOK-4 - Extended Thinking - An investigation or application to real world; requires time to research, problem solve, and process multiple conditions of the problem or task; non-routine manipulations, across disciplines/content areas/multiple sources

Depth of Knowledge: Science

Level 1 — Identify the tree.

Level 2 — Explain the function of the tree trunk.

Level 3 — Explain how a drought might affect the growth of the tree.

Level 4 — Design an investigation of seedling growth to determine the best fertilizer for this type of tree.

Depth of Knowledge: ELA

Level 1 — Identify the main characters in this story.

Level 2 — Which of the following best describes the main characters’ feelings about each other?

Level 3 __________________________________________________________

Level 4 — Interview your friends to find out how they deal with conflict. Compare and contrast how the characters in the text deal with conflict to how your friends deal with conflict.

Create a task using a DOK Level 3 attribute.

Depth of Knowledge: Math

• Read the three math tasks.

• Rank these 3 tasks according to complexity.

• Discuss your rankings with your table.

Task: The Animal Olympics is coming up this summer, and one of the events is tree felling. An average group of beavers can fell a tree 20 inches thick in 16 minutes.

  Bart the Beaver claims his family can fell a 20” tree in half the time as the average group of beavers.

  Betty the Beaver claims her family can fell a tree at the rate of 2 inches per minute.

On the day of the competition, the beavers will be required to fell the following trees.

 

Based on Bart’s and Betty’s times, which family will do better in the tree felling competition?

Tree Thickness1 20 inches

2 60 inches

3 10 inches

Task: Complete the bags and blocks problems below. 

1. Here are 5 bags and 4 extra blocks .

a. What is the total number of blocks if each bag contains 3 blocks? ________

 If each bag contains 10 blocks? ________

 

b. Using n to represent the number of blocks in each bag, write an algebraic expression for the total number of blocks. ________

 

c. Find the value of your expression for n=3 and n=10. Do you get the same answers you found in Part a? ________

Task: What do you think the United States population will be in the year 2020? How about the world population?

 • Collect data on the population for the last 200

years to help you make your prediction. • Give reasons for your estimates?

 

• Based on your estimates, what would the population be for the United States and the world in 2030?

 

• Explain whether or not you think the Earth can sustain this growth.

Depth of Knowledge: Math

• Take the task that your table ranked the lowest DOK level

• Amend the task so that it reflects a higher DOK level

Depth + thinking

Level 1Recall & Reproduction

Level 2Skills & Concepts

Level 3Strategic Thinking/ Reasoning

Level 4Extended Thinking

Remember - Recall, locate basic facts, details, events

Understand - Select appropriate words to use when intended meaning is clearly evident

- Specify, explain relationships- summarize– identify main ideas

- Explain, generalize, or connect ideas using supporting evidence (quote, example…)

- Explain how concepts or ideas specifically relate to other content domains or concepts

Apply - Use language structure (pre/suffix) or word relationships (synonym/antonym) to determine meaning

– Use context to identify meaning of word- Obtain and interpret information using text features

- Use concepts to solve non-routine problems

- Devise an approach among many alternatives to research a novel problem

Analyze - Identify whether information is contained in a graph, table, etc.

– Compare literary elements, terms, facts, events– analyze format, organization, & text structures

- Analyze or interpret author’s craft (literary devices, viewpoint, or potential bias) to critique a text

– Analyze multiple sources- Analyze complex/abstract themes

Evaluate – Cite evidence and develop a logical argument for conjectures

- Evaluate relevancy, accuracy, & completeness of information

Create - Brainstorm ideas about a topic

- Generate conjectures based on observations or prior knowledge

- Synthesize information within one source or text

- Synthesize information across multiple sources or texts

The Cognitive Rigor Matrix: Applies Webb’s DOK to Bloom Cognitive Process Dimensions

Curriculum

DOK

1-4 DOK

1-4

DOK

1-4

September June

Unit of S

tudy

Unit of S

tudy

Unit of S

tudy

Unit of S

tudy

Unit of S

tudy

Unit of S

tudy

Weaving DOK into our current units of study and curriculum maps can help schools transition to the CCSS…

College & Career Trajectory

Instructional Expectations in Mathematics

“The most direct route to improving mathematics achievement for all students is improved mathematics teaching.”> The Glenn Commission Report for the National Commission on Mathematics and Science

Teaching for the 21st Centuty (2000)

Our students

Describe what an effective mathematics learner looks like to you?

Will these qualities lead to true mathematical understanding?

What is Understanding?

Getting it

Knowing it

Apply learning

Making connections

Seeing relationships

What types of tasks do you think will invite our students to become the learners we envision?> We can help our students learn critical-thinking and problem solving

skills by doing the following:1. Present students with real-life problems to which they can relate2. Offer problems that have multiple solutions and can be solved

through several strategies.3. Encourage your students to try various strategies in solving problems4. Organize students into cooperative teams5. Give problems that have too little or too much information6. Give problems that tie in to other subjects7. Require students to write explanations of how they solved problems8. Remind students to always check answers for logic and accuracy9. Encourage the discussion and sharing of solutions

Tasks that lead to understanding

Muschla & Muschla © 1996

What can Abbott & Costello teach us about mathematics?

• How does Costello divide?

• Listen for Abbott asking Costello to ‘prove’ his reasoning?

What the research says?

George W. Gagnon, Jr. – Johns Hopkins

University

“Classroom math coaching and professional learning communities are at the core of full support for professional development of elementary and secondary teachers.”

National Commission on Teaching and

America’s Future (2003)

“Communities of adult learning are the building blocks that will establish a new foundation in America’s schools.”

Our Teachers

Based on our expectations for our students, how will we be able to help our teachers produce the tasks to create the learners we discussed earlier?> Teachers need to continuosly improve instruction and grow

professionally together.> Specifically, it is essential that teachers work

collaboratively, focusing on student learning and engagement with meaningful mathematics content.

“We want understanding by design as opposed to understanding by good fortune” – Wiggins & McTighe

Instructional Core

Kentucky Dept. of Education

Student

Content

Teacher

Instructional Expectations

8 Standards for Mathematical Practice

Rationale > The Standards for Mathematical Practices are one of the

most distinct portions of the Common Core standards. Taken together, these standards paint a picture of a mathematically proficient student. We understand that the Standards for Mathematical Practice are interconnected and that a rich task may require students to demonstrate many of the practices.

Selected Common Core Standards in Mathematics #3 – Construct viable arguments and critique the

reasoning of others #4 - Model with mathematics

Instructional Expectations

Proportional Reasoning (PR)

Why PR?> It is a Domain of Focus that the city is expecting us to focus

on in 6th and 7th grade.

What does proportional reasoning mean to you?

What are some real life examples of where we might find Proportional Reasoning?

What do we see in classrooms?

Normally, we see procedures with a big link to cross-multiplication.

By doing this, making sense of proportionality is greatly diminished.

Additionally, the ability of students to construct meaning is severly weakened.

How can we make this meaningful to the teacher?

Nautical Flags

Nautical signal flags come in various sizes. Two rectangular sizes sold to recreational boaters include 12" × 18"and 18" × 24". Are these sizes in the same proportion? Explain.

Burger Problem

Is the cost proportional to the weight?

Weight of the burger 1/3 lb ½ lb 2/3 lb 1 lb

Cost of the burger $3.99 $4.99 $5.99 $6.99

1. Dan says that the table above shows that the cost of a burger is proportional to the weight of a burger.Say why you think Dan is correct or incorrect!

2. If you think that Dan in incorrect, complete the table below so that the cost of a burger is porportional to its weight.

Weight of the burger 1/3 lb ½ lb 2/3 lb 1 lb

Cost of the burger $3.99

3. Sketch a graph to represent the data in Question #1.4. Sketch a graph to represent your data in Question # 2.

Burger Problem

How could we extend

this problem even

further?

How much money

would 4/5 of a pound

be?

After creating a task,

teachers should

analyze student work

with a focus on

continuous learning.

Creating feedback for

students that is not

negative but

constructive.

Lunchtime

Cats and Kittens

Cats can’t add but they can multiply!

In just 18 months, a female cat can have 2000 descendants.

Using the facts on the bottom of the handout, determine if this is realistic.

Cats and Kittens

Analyzing student work

Creating positive feedback for students that focuses on improving student learning> Try not to give praise or negative criticism

Task Analysis – Mary K. Stein

What types of tasks lead students to be the learners we want them to be?

Using the tasks for learning, not assessment

Review task analysis handout

How will task analylsis help teachers become more effective in:> Creating more meaningful tasks?> Inncreasing student learning

Where do the tasks we completed today fit in on this task analysis guide?

Where can I find these types of tasks?

Arizona Math Tasks> http://www.ade.az.gov/sa/sdi/math.asp

Silicon Valley Math Initiative> http://www.svmimac.org/

Inside mathematics> http://www.insidemathematics.org/

Mathematics Performance Task Bank> http://www.rda.aps.edu/mathtaskbank/start.htm

Quick look at the Common Core Library Aligned Tasks

http://schools.nyc.gov/Academics/CommonCoreLibrary/default.htm

Ratios and Proportional Relationships> Looking at aligned tasks to get a better sense of what the

city is expecting> What instructional supports are provided?

GRADE 7 MATH: PROPORTIONAL REASONINGINSTRUCTIONAL SUPPORTS

• These instructional supports include three arcs of related lessons: a sequence of high-level instructional tasks that address the set of targeted Common Core State Standards for Mathematical Content and Common Core State Standards Standards for Mathematical Practice assessed in the first performance-based assessment related to Ratios and Proportional Relationships. The tasks are designed to support student learning in preparation for Assessment #1. Each of the high-level instructional tasks are accompanied by a lesson guide.

• The lesson guides provide teachers with the mathematical goals of the lesson, as well as possible student solution paths, errors and misconceptions, and talk moves for engaging students in rigorous teaching and learning. Teachers may choose to use them to support their planning and instruction while teaching the arcs of lessons.

Tying it all together

Determine what student outcomes

we want

(Discussion and collaboration)

Teachers create rigorous tasks and

assessments

(DOK, Bloom’s)

Lead to significant shifts in curriculum

and pedagogy

(Collaboration, continuous teacher

learning)

Develop more effective curriculum maps and lesson

planning

(UBD)

Directly linked to increased student

achievement

Happy teachers and administration!

(Schools prosper when adults get along and enjoy

their jobs)

Proof that 2 equals 1

Let a and b be equal non-zero quantities a = b Multiply through by a a2 = ab Subtract b2 a2 − b2 = ab − b2 Factor both sides (a − b)(a + b) = b(a − b) Divide out (a − b) a + b = b Observing that a = b b + b = b Combine like terms on the left 2b = b Divide by the non-zero b 2 = 1

Day 3• Welcome and Overview of the Day

• “Look Fors” in CCLS Classroom Practice

• Common Core Library• CCLS Literacy “Bundles”

• What’s available so far!

• Break

• A Closer Look at Grade 4 Task• Rubrics • Looking at Student Work

• LUNCH

• Citywide Instructional Expectations• “What schools can do for teachers”• “What networks can do to support schools?

• Feedback

“Look Fors” in CCLS Classroom Practice

If students were meeting this standards-based literacy task, what would you see & hear…

Teachers Doing & Saying Students Doing & Saying

Selected Common Core Standards in Literacy

Grade Band Literacy Focus

Pre-K-2 Written response to informational texts through group activities and with prompting and support (Reading Informational Text Standards 1 and 10; Writing Standard 2)

3-8

Written analysis of informational texts (Reading Informational Text Standards 1 and 10) OR Written opinion or argument based on an analysis of informational texts (Reading Informational Text Standards 1 and 10; Writing Standard 1)

9-12 Written opinion or argument based on an analysis of informational texts (Reading Informational Text Standards 1 and 10; Writing Standard 1)

What’s available so far?

PRE-K LITERACY: PLANTS ARE ALL AROUND US!

Task Description: Students observe plants in their neighborhood and classroom and discover how books provide factual information about real life things, like plants.

GRADE 2 LITERACY: TCRWP NONFICTION READING AND INFORMATIONAL WRITING

Task Description: Students will ask and answer such questions as who, what, where, and how to demonstrate understanding of key details in a text. Students will also write informative texts.

GRADE 4 LITERACY: JOHN MUIR

Task Description: Students write an essay using key details from the text to explain why John Muir devoted his life to conservation efforts and describe the effect that his work had on preserving the beauty of nature.

GRADE 8 LITERACY: FORENSIC ANTHROPOLOGY

Task Description: This task asks students to write an informative/explanatory essay, demonstrating knowledge they have gained about the science of forensic anthropology. Students must be able to determine the central idea of a text and analyze its development through the course of multiple texts and differentiate between relevant and irrelevant information.

GRADES 9-10 LITERACY: THE POWER OF NEW MEDIA

Task Description: This task asks students to write an argumentative essay in which they state and defend a position on the effects of media use on young people, using evidence and reasoning from texts and other sources.

Components of the CCLS embedded task – Grade 4

• Unit Overview and Task Details

• Table of Contents

• Performance Task

• Universal Design For Learning Principles

• Rubric

• Annotated Student Work

• Instructional Supports: Unit Outline

Criteria Level 4 Level 3 Level 2 Level 1

Student shows a complete and accurate response that meets all of the requirements of the task

The student provides a thorough and mostly accurate response that meets most of the requirements of the task

The student provides an adequate and partially accurate response that meets some of the requirements of the task

The response shows a thorough and insightful understanding of the text

The response shows a literal understanding of the text

The response shows little, if any understanding of the text

The response shows comprehensive and detailed test-based support

The response shows ample and relevant text-based support

The response shows little text-based support

The response is well organized and addresses most of the prompt

The response shows some organization and addresses part of the prompt

The response lacks focus

Student Work

• Read the text: John Muir: The Conservationist on the Quarter

• Refer to the task

• Read the student work “John Muir”

• Rate the writing based on the rubric

• Analyze student work and give feedback

Grade 4 Literacy: John MuirAnnotated Student Work

“John Muir”

Can you believe what one man could do? I read the articel “John Muir the Conservationist on the Quarter” by Liana Mahoney. In the article I learned about a man named John Muir. John Muir was born on April 21, 1838. He was a man who loved nature the way it was. He walked more than a thousand miles across the country, through fields and woods admiring nature. John Muir devoted his life to conservation and also to preserving of beauty of nature.

John Muir wrote about the problems too. He wrote that people were cutting down the trees for more farmland. He also wrote places he visited describing their beauty. Soon people started to listen. For example Theodore Roosevelt the president of the united States of America, was convinced that was a need to protect our land.

John Muir hard work paid off. After the visit from the president. president Roosevelt set aside 148 million acres of land for national forest and established five national parks. A law was also passed that says that people cannot build homes or businesses. Thanks to him we can enjoy the parks and all it’s natural beauty.

John Muir worked long and hard every day to keep things in nature just the way they are. Today people continued his work.