Glenna HeinleinGlenna Heinlein

State School Improvement SpecialistState School Improvement Specialist

gplymale@access.k12.wv.usgplymale@access.k12.wv.us

A rigorous and relevant curriculumTeachers with skill and knowledge to deliver the

curriculumStudents engaged with the curriculum and with

their own learning

(Bloom, Marzano. John Hattie, Wayne K. Hoy,

Good and Brophy, Elmore, etc.)

Types…….SocialEmotionalPhysicalCognitive

Just because a student is involved (attending to task) does not mean they are cognitively processing, because engagement can be physical, emotional, social, or cognitive.

DOK focused on the cognitive process.IPI – Focuses on the students’ involvement in the cognitive process.

IPI is a process….. for gathering data on student

engagement (HO/D or not HO/D)

.. for using the data as a basis for faculty collaboration and problem solving

.. resulting in instructional practice changes..Developed by Dr. Jerry Valentine

to provide an OPTIMUM school wide profile of student engagement that faculty will view as fair and accurate

to create a level of comfort to study the data objectively and use the data as the basis for continuous collaborative conversation and problem–solving.

It is NOT about teacher evaluationIt IS about students engaged with their

learning

It is NOT a programIt IS a process

It is NOT about the “activity” in which the students are engaged

It IS about “how” the students are engaging in the activity

For overall school improvement in teaching and learning

To increase student engagement with the curriculum and their own learning

To connect IPI categories to DOK levels

For school growth…

1. Collect data?

2. Depict data in simple format?

3. Study and reflect about the data?

4. Use the data?

A feasible, systematic process for collecting

observation data

that is fair and accurate.

“typical” school daygive notificationwho codesdevelop a plan all learning settings

snapshotregular learning

time

substitutesfocus on students majoritycollect large volume

of data pointsprotect anonymity

2 Mental Images

1. Collect Data

2. CollaborativeConversations

with Staff

Develop a plan Step into classroom Look at kids Look at work Talk to kids/teacher Step out into hall and code

Total Time: Average 1-3 minutes

100-150 Observations per day

1. Collect Data

2. Collaborative

Conversations

with

Staff

1. Place teachers randomly in small groups

2. Distribute data profiles3. Engage in collaborative

conversations about data4. Trigger Questions: a. Typical day? Classroom? b. Celebrations? c. Issues/Concerns? d. What is our plan?

“Descriptions of student engagement”

Higher Order OR

Not Higher Order

NOT

LEVELSOR

HIERARCHY

Analysis is the beginning of Higher Order

Recall, Memorization, Simple Process, Simple Understanding, Fact finding, Skill Development,

Practice

RUBRIC – 6 IPI Categories

Student-Engaged Instruction6 – Student active engaged learning - HO5 – Student learning conversations – may be

teacher stimulated but not teacher dominated – HO

________________________________________Teacher-Directed Instruction

4 – Teacher-led instruction – Not HO3 – Students doing seatwork, etc. but teacher

assistance/support is evident – Not HODisengagement

2 – Students doing seatwork, etc. but teacher assistance/support not evident – Not HO

1 – Complete disengagement – students not engaged in learning related to curriculum

H 6

ACTIVE LEARNING

O 5

N 4 It is about the amount of time spent above and below category 4.

O 3 PASSIVE LEARNING

T 2

HO 1

Students can be doing independent work or working together...but no verbal discourse.

Common Examples (if HO/D): Inquiry-based approaches such as

project and problem-based learning, research and discovery learning

Authentic demonstrationsIndependent metacognition, reflective

journaling, and self-assessmentHigher-order responses to higher-order

questions.Pre 2004: 18-20%Post 2004 13-15%

Student(s) to student(s) verbal learning.

Common examples (if HO/D):collaborative or cooperative learningPeer tutoring, debate, and questioningPartner research and discovery/exploratory learning

Socratic learningSmall group or whole class analysis and problem solving, metacognition, or reflective discussions

3-5%

Teacher leads the learning experience by disseminating content knowledge and/or directions for learning

Common Examples:Teacher-directed Q/A, lecture,

explanationsTeacher direction givingTeacher demonstrations

30-40%

Students doing seatwork, book work, worksheets, or tests with teacher assistance/support/attentiveness evident.

Common Examples: (Teacher Engaged)Fact findingBuilding skill or understanding through

practice, seatwork, worksheets, chapter review questions

Multi-media25-30%

Students doing seatwork, book work, worksheets, or tests with teacher assistance/support/attentiveness NOT evident.

Common Examples: (Teacher Not Engaged)While students are working, teacher is:

Out of the roomWorking at computerGrading papers

5-15%

Students are disengaged or involved in something that is non-curricular.

Common Examples:Students talking, daydreaming, or

otherwise inattentiveStudents misbehavingStudents not doing their assigned workPlaying non-curricular games.

3-5% High Ach: 0-1% Low Ach: 8-10+

TYPICAL IPI CATEGORY PERCENTAGES 6 -- 13-14% 5 -- 3-5% 4 -- 30-40% 3 -- 25-30% 2 -- 5-10% 1 -- 3-5%

The IPI is NOT about the activity in which the students

are engaged…

The IPI is about HOW the students are engaging in the

activity!

6 5 4 3 2 1

Six distinct categories…ways of classifying how students are

engaged

NOT A HIERARCHYNOT A HIERARCHY

Learning increases as engagement increases

3 Step Process

1. Collect data usingtrained observers

2. Collaborative conversations with staff

3. Repeat the process

COLLABORATIVE

CONVERSATIONS…….

Engaging the Staff

Stimulus:Facilitators

give informationto staff

BrainstormOn topic

AndShare

New Stimulus:Facilitators give

new information and

task

Discuss andShare – Whole

Group

5Break into small groups for conversations

Small groups talking with new information

45

4

5

5

Examples: Activities for Faculty

Debrief

“Lets change it up”Individually write specific instructions (lesson plan) that would change this scenario to H.O./deeper thinking lessons: (1) category 5(2) category 6

Share and discuss at tableWhole group share out one example

Each table write a category 3 lesson, sign with table number

Post on wallRotate clockwise to next number and change the instruction to make it a category 5 (even numbers), or category 6 (odd numbers)

Share out to whole group

Create a group “t” chartIndividually , think about and write(left

side) specific instructions (lesson plan) on chart that would be a category 3 or 4.

Discuss as a group and list the thinking skill used (right side) for each activity/lesson.

Post on wall. Gallery walk clock wise-beginning at your

chart.

Provides us with data about student engagement

Generates collaborative faculty reflection and discussion about the data

Raises the bar for improving instructional practices

Leads to more higher order, active and engaged student learning

Encourages purposeful, job embedded professional development

Improves student learning and achievement

Results of Using the IPI Process

Builds capacity of staff to reflect upon their collective teaching practices

and moves the bar of expectations toward more higher order/deeper thinking, active

and engaged student learning.

Activity… Coding Scenarios

As the observer enters the science classroom, the students are listening attentively to the teacher give them directions for the litmus experiment they will begin in a few minutes. Most of the students are making a few notes in their notebooks while the teacher explains the process.

Which of the IPI categories should be coded for this example?

As the observer enters the science classroom, the students are listening attentively to the teacher give them directions for the litmus experiment they will begin in a few minutes. Most of the students are making a few notes in their notebooks while the teacher explains the process.

IPI Code: Category 4—Teacher-Led Instruction

As the observer enters the language arts classroom, the students are creating (original) poems. The teacher is moving among the students encouraging them as they work. They have a rubric on their desks that addresses rhyme, meter, imagery, content, emotion, and length. As you read the first few stanzas of some of the poems you are impressed with their depth of thought and emotion.

Which of the IPI categories should be coded for this example?

As the observer enters the language arts classroom, the students are creating (original) poems. The teacher is moving among the students encouraging them as they work. They have a rubric on their desks that addresses rhyme, meter, imagery, content, emotion, and length. As you read the first few stanzas of some of the poems you are impressed with their depth of thought and emotion.

IPI Code: Category 6—Student Active Engaged Learning

As the observer enters the 8th grade math classroom the students are seated at their tables completing a textbook assignment. When you look at their work you see they are independently computing practice word problems about the total cost of several consumer items and the amount of change to expect. The teacher is working at her computer creating a test and has her back to the students.

Which of the IPI categories should be coded for this example?

As the observer enters the 8th grade math classroom the students are seated at their tables completing a textbook assignment. When you look at their work you see they are independently computing word problems about the total cost of several consumer items and the amount of change to expect. The teacher is working at her computer creating a test and has her back to the students.

IPI Code: Category 2—Student Work w/o Teacher Involved

As the you enter the seventh grade social studies class, the students are watching selected segments of the movies Pearl Harbor and Midway. The teacher is standing by the DVD/VCR player watching the segments with the students. You can tell from the books on the students’ desks that the class is studying WWII. You are in the room about one minute.

Which of the IPI categories should be coded for this example?

As the you enter the seventh grade social studies class, the students are watching selected segments of the movies Pearl Harbor and Midway. The teacher is standing by the DVD/VCR player watching the segments with the students. You can tell from the books on the students’ desks that the class is studying WWII. You are in the room about one minute.

IPI Code: Category 3—Student Work with Teacher Involved

As the you enter the eighth grade art classroom, the students are in small groups of four or five students. Each group has a print of a classic painting and the students are discussing the paintings. The discussions are stimulated by two analysis-level questions written on the board. One student in each group is taking notes for the group. As you begin to leave the room two minutes after entering, you hear the teacher say that it is time to explain their group analyses and defend them to the whole class.

Which of the IPI categories should be coded for this example?

As the you enter the eighth grade art classroom, the students are in small groups of four or five students. Each group has a print of a classic painting and the students are discussing the paintings. The discussions are stimulated by two analysis-level questions written on the board. One student in each group is taking notes for the group. As you begin to leave the room two minutes after entering, you hear the teacher say that it is time to explain their group analyses and defend them to the whole class.

IPI Code: Category 5—Student Learning Conversations

Categories 3-4-5-6 are each important for Learning throughout a unit and/or lesson

Eliminate Disengagement (1)Reduce Teacher Disengagement (2)Reduce Seatwork (2-3)Increase HO/D Engagement (5-6)Increase HO/D Verbal Learning Conversations

(highly powerful process for learning) (5)

QUESTIONS

Teacher ledClass discussions

(whole group T-led)Laboratory

(Hands-on work)Group workIndividualized

(seat) workCreating

EngagementRank

Passive for all

Active for all

Is the Learning Active/Passive?

Sources: Yair, Educational Administration Quarterly, Vol. 36, #4 (October 2000); Valentine (NSDC Conference (December, 2010)

6

5

1

2

4

3

Passive for most

Active for all

Active for all

Passive for all