Houston ISD Workshop: Digital Leadership IS Instructional Leadership
JANUARY GRREC Instructional Support Leadership NETWORK
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Transcript of JANUARY GRREC Instructional Support Leadership NETWORK
JANUARY GRREC JANUARY GRREC
Instructional Instructional Support Support
Leadership Leadership NETWORKNETWORK
Content Network Content Network UpdatesUpdates
Math Network UpdateMath Network UpdateBegin with the End in Mind –
Embedding 5 KEYS to Formative Assessment into EVERY lesson
FOCUS ON: Anticipating Misconceptions, Classroom Discussion, Questioning, Feedback,
Productive Struggle&
Numbers and Algebraic Thinking
Using BIG IDEAS, collaborate to begin lesson with 5 KEYS embedded.
ELA Network Mid-Year ELA Network Mid-Year UpdatesUpdates
• Teacher Leaders have:o written LDC Argument Tasks and
Instructional Ladders.o Studied the progression of Writing
Standard 1 from opinion to argument.o investigated the elements of text-
complexity.o learned strategies reading non-print text. o read and discussed professional texts to
improve their practice.o shared Characteristics of Highly Effective
Teaching and Learning and Formative Assessment in their schools and districts.
ELA Network Mid-ELA Network Mid-Year UpdatesYear Updates
• Teacher Leaders will:o score student work using the LDC rubric.o write LDC Informational tasks and instructional
ladders.o investigate the role effective questioning plays
in increasing classroom rigor.o study and practice strategies for effective
feedback.o continue to read and discuss professional
texts.o continue to share Characteristics of Highly
Effective Teaching and Learning and Formative Assessment in their schools and districts.
All Teacher Leaders All Teacher Leaders will receive:will receive:
Teacher Leaders will be asked to read,
Chapter 3: Where Am I Now? Effective Feedback, in preparation for February’s
in-depth study of Effective Feedback.
Focus for todayFocus for today
Questioning
Warm-up:Warm-up:The Best Question The Best Question
EverEver•As a table group, take a good look at the postcard you have been provided.•If you could ask this person/people only one question, what would it be?•The goal is to learn as much as you possibly can about who this person really is. Your question should not be too broad, nor too limiting.
Habits Are Hard to BreakHabits Are Hard to BreakA teacher with 20 years of experience will have asked something like a half a million questions in her career. And when you’ve done something the same way, half a million times, it’s quite difficult to start doing it another way.
Wiliam (2003)
QuestioningQuestioning
Classroom DiscoursePlanning for and Asking Strategic Questions
Critical Thinking and InquiryEngaging Students in Asking Effective Questions
ConversationsConversations
• PLC Discussions for Questions• Read each Discussion
Statemento What comments might you hear?o What are your thoughts?
• Discuss• Talking Points
QuestioningQuestioning• On Average, a teacher asks 400 questions a
day (one third of their time)• Most of the questions are answered in less
than one second (Hastings, 2003)• 60% recall facts and 20% are procedural
(Hattie, 2012)• IRE structure is dominate (Initiate – respond
–evaluate)• Most answers are right or wrong
Strategic Teacher Strategic Teacher QuestioningQuestioning
Questions that promote formative discourse
1.The Questions are Planned for2.The Questions help Students Harness the
Workings of their Own Minds3.Strategic Teacher Questions use
Appropriate Wait TimeAdvancing Formative Assessment in Every Classroom (Moss and Brookhart, 2009)
Students asking Students asking QuestionsQuestions
• Teachers take up to two-thirds of the classroom talk time. Students are “talk-deprived” (Alvermann et al., 1996)
• Medina Brain RulesRule #12 We are Powerful and Natural
Explorers
• Student discussion increase retention as much as 50%. (Sousa, 2001)
Engaging Students Engaging Students in Effective in Effective QuestionsQuestions
Learning to use effective questions requires students to develop:1. Knowledge2. Skill3. Will
Advancing Formative Assessment in Every Classroom (Moss and Brookhart, 2009)
Engaging Students Engaging Students in Effective in Effective QuestionsQuestions
Teachers cannot teach (and students cannot learn) everything there is to know.
(Brookhart, 2009)
“Quality questions create a quality life. Successful people ask better
questions, and as a result, they get better answers.”
Anthony Robbins
Closed Questions Open Questions• Imply that teacher
has a predetermined correct response in mind
• Recall of facts • Simple
comprehension where answer has been previously provided
• Allow for range of responses
• Encourage students to think beyond literal answers
• Help teacher to assess student’s understanding of content
Strategies for Strategies for Redeeming Closed Redeeming Closed
QuestionsQuestions
• A Range of Answers• A Statement• Right and Wrong• Starting From the Answer/End• Opposing Standpoint
Video DisclaimerVideo Disclaimer
The videos viewed show actual classroom settings.
“Snippets” of lessons were used to guide discussions.
QuestioningQuestioningHow will establishing the
characteristics of Questioning reinforce the implementation of the
lessons from the Formative Assessment Lessons?
5 Keys to Formative 5 Keys to Formative
AssessmentAssessment
Clarifying, sharing, understanding goals for learning and criteria for success with learners.
Engineering effective classroom discussions, questions, activities, and tasks that elicit evidence of students’ learning. Providing feedback that moves learning forward.
Activating students as learners for their own learning.
Activating students as learning resources for one another.
Questioning in the Questioning in the FALFAL
KEY 2Engineering effective classroom discussions, questions, activities, and tasks that elicit evidence of students’ learning.
CHETLTeacher orchestrates effective classroom discussions, questioning, and learning tasks that promote higher-order thinking skills.
questions
questioning
Questioning in the Questioning in the FALFAL
Feedback Questioning
Productive
Struggle
Student Discussi
on
Discuss how the following
components can keep us from ‘GPSing’ students through
lessons.
SEPTEMBER
I can anticipate student responses to a selected task and plan questions
around those anticipated responses.
OCTOBER
NOVEMBERParticipants can
provide effective ORAL and written
feedback to students, in order
to move their learning forward.
Questioning in a Math Questioning in a Math ClassroomClassroom
http://www.nctm.org/resources/content.aspx?menu_id=598&id=12134
Reflections, NCTM's video-based, professional development Web site
QuestioningQuestioningHow will establishing the
characteristics of Questioning reinforce the implementation of the
lessons from the Literacy Design Collaborative?
Questioning connections Questioning connections
to the LDC Argument Taskto the LDC Argument Task
• Redefining essential questions• Task question is text
dependent (requires textual evidence)
• Variety of student responses• Deep questioning required to
reach the intended learning
Questioning andQuestioning andEnglish/Language ArtsEnglish/Language Arts
• 80-90% of the Reading Standards require Text-Dependent analysis.
• Text Dependent questions can only be answered by close reading of the text.
• Text Dependent questions are not recall questions. They require inference.
Text Dependent Text Dependent QuestionsQuestions
Text Dependent Non-Text Dependent
How did Frederick Douglass’ ability to read contribute to
his emotional struggle for
freedom? Cite examples from the
text to support your answers.
In what ways does America represent
the hope for freedom that lived
in the heart of Frederick Douglas?
Text Dependent Text Dependent QuestionsQuestions• Sequenced questions guide
students’ focus through the text.• Sequence= focus on words and
details, logic of author’s argument, central ideas and themes of the text.
• Questions guide students to look for patterns within and among text(s).
Use Video Reflection Use Video Reflection document as you view document as you view
this clip from Great this clip from Great Britain.Britain.
• Questioning_Using_Bloom.wmv - YouTube
http://www.youtube.com/watch?v=SWqsUxGRbn8&feature=youtu.be
QuestioningQuestioning
How can teachers be supported by building a culture of professional
safety?
Building a Culture for Building a Culture for Professional SafetyProfessional Safety
Trust facilitates cooperation and improves group cohesiveness, effective school leadership, and student achievement. (Tschannen-Moran&Hoy, 2000)
Building a Culture for Building a Culture for Professional SafetyProfessional Safety
• “However, my experience, coupled with the research that I’ve conducted while pursing my doctorate degree, leads me to believe that trust is likely the most important element in the development of learning community” Principal Devin Vodicka
Personal ExperiencePersonal ExperienceRecall one of your best experiences of working or playing on a team in which trust was high. A time when you felt most engaged and supported by the trust of others.• Who was involved?• What goals were you working on?• What challenges did you face?• What contributed to the high level of
trust?
Trust isTrust isa willingness to be vulnerable based on the confidence that the other person is:
• Benevolent• Honest• Open• Reliable• Competent
Common Common CharacteristicsCharacteristics
• In groups of two to three, share your storyo Listen for common characteristics in the
stories sharedo Compare the characteristics with the
description for trust giveno How does the description of trust fit with
your experience?
Professional Learning Professional Learning CommunitiesCommunities
In a study of 304 schools, teachers with high levels of trust for the principal were increasingly likely to trust fellow staff members, parents, and students. (Hoy, Tschannen-Moran, Bryk, Schneider, 2002)
Visible Learning for Visible Learning for Teachers Teachers Hattie (2012)Hattie (2012)
#13. The staffroom has a high level of relational trust (respect for each person’s role in learning, respect for expertise, personal regard for others, and high levels of integrity) when making policy and teaching decisions.
The stronger the feeling of trust in a school community, the more successful that school will be.
The key element throughout Visible Learning is feeling comfortable about making errors, and learning from what we know and do not know.One of the hardest parts of relational trust is between peers. (teacher to teacher, student to student)Teachers are the key and Principals are the key to creating the feeling of trust and safety.
Visible Learning for Visible Learning for Teachers Teachers Hattie (2012)Hattie (2012)
QuestioningQuestioningHow can teachers be supported by building a PLC structure that
allows for reflections on questioning practices?
PLC ToolkitPLC Toolkit
Professional Growth Professional Growth Effectiveness System Effectiveness System
(PGES)(PGES)UpdatesUpdates
Key ConsiderationsKey Considerations
Volunteer districts are the state’s “Goodwill Ambassadors”.
Evidence is not being gathered on individuals during the field test, but on the process.
The process and products remain “fluid”. Training will be based on Framework versions 3.3 currently still in review by the Steering Committees and Commissioner.
MULTIPLE MEASURES FOR TEACHER EFFECTIVENESS TO BE
FIELD TESTED
The field testing process will provide
data on which measures of
teacher effectiveness can
best be documented with
validity and reliability through
artifacts and evidence.
Matrix of Standards for Teacher Effectiveness as Addressed by Multiple Measures
MULTIPLE MEASURES FOR PRINCIPAL EFFECTIVENESS TO
BE FIELD TESTED
The field testing process will provide
data on which measures of
principal effectiveness can
best be documented with
validity and reliability through
artifacts and evidence.
ValEd 360
Supervisor Reflection
CONSTRUCTION UNDERWAY
Three Year Process of
System Redesign Framework Framework
Design 2010 Design 2010 –– 20112011
( 25 Districts)( 25 Districts)
Field Testing
2011-2012
(50+ Districts)
State-wide Pilot
2012 - 2013
Full State Implementation
2013 - 2014
Framework Framework Refinement Refinement
2011 - 20122011 - 2012
)
Next ISLN dateNext ISLN date
February 24, 2012
GRREC’s Snow Policy:If Warren County is closed for
snow, all GRREC meetings will be cancelled.