Kelly Schroering Academic Coach
description
Transcript of Kelly Schroering Academic Coach
![Page 1: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/1.jpg)
Kelly SchroeringAcademic Coach
Cell: 989-941-1544
![Page 2: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/2.jpg)
Today we will Identify the steps of an Explicit Direct
Instruction Lesson
![Page 3: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/3.jpg)
Today we will Identify and Write Clear Targets
![Page 4: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/4.jpg)
Explicit Direct Instruction
![Page 5: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/5.jpg)
The EDI Instructional Approach…
• Is effective (students learn) and efficient (students learn quickly)
• Is based on research, and the strategies can be used over and over again
• Is clear and well defined• Is independent of grade level, content, and
student’s age• Produces a high percentage of sucessful
students
![Page 6: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/6.jpg)
EDI Lesson Format• Choose the standard to be taught• Plan how you will assess this standard• Write the Learning Objective (Clear Target)• Activate Prior Knowledge• Explain, Model and Demonstrate (I do)• Guided Practice (We do)• Check For Understanding• Closure (restate the Target)• Independent Practice (You do)
![Page 7: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/7.jpg)
EDI Lesson by Anita Archer
Anita Archer Video: 3rd Grade
![Page 8: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/8.jpg)
Clear Learning Targets
![Page 9: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/9.jpg)
Students who can identify what they are learning
significantly outscore those who cannot.
Robert J. Marzano
![Page 10: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/10.jpg)
![Page 11: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/11.jpg)
![Page 12: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/12.jpg)
![Page 13: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/13.jpg)
![Page 14: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/14.jpg)
Learning/Achievement Targets
Statements of what we want students to learn and be able to do.
![Page 15: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/15.jpg)
CLEAR TARGETSAre they S.M.A.R.T.?
Specific•Not too broad•Clearly a daily target and not a weekly standardMeasurable•DOK verbs are highlighted, underlined, circled or identified in some wayAchievable•Students will be able to complete the task included in the target by the end of the lessonRelevant•Task in the target is made relevant of application to the real worldTargeted for All Learners•Posts are esthetically pleasing, ligible and clearly visible throughout the room
![Page 16: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/16.jpg)
A Mathematics Example
• Math• Decimals
• Page 152 in the book• Going on a decimal hunt
• Read decimals and put them in order
Subject
Topic
Assignment
Activity
Learning Target
![Page 17: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/17.jpg)
![Page 18: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/18.jpg)
Learning Targets
• Knowledge
• Reasoning
• Performance/ skills
• Products
![Page 19: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/19.jpg)
Knowledge Targets
Mastery of substantive subject content where mastery includes both
knowing and understanding it.
![Page 20: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/20.jpg)
Knowledge Examples
• Identify metaphors and similes
• Read and write quadratic equations
• Describe the function of a cell membrane
• Know the multiplication tables
• Explain the effects of an acid on a base
![Page 21: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/21.jpg)
Reasoning Targets
The ability to use knowledge and understanding to figure things out and to solve problems.
![Page 22: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/22.jpg)
Reasoning Examples
• Use statistical methods to describe, analyze, evaluate, and make decisions.
• Make a prediction based on evidence.
• Examine data/results and propose a meaningful interpretation.
• Distinguish between historical fact and opinion.
![Page 23: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/23.jpg)
Performance/Skill Targets
The development of proficiency in doing something where the process is most important.
![Page 24: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/24.jpg)
Performance/Skill Examples
• Measure mass in metric and SI units
• Use simple equipment and tools to gather data
• Read aloud with fluency and expression
• Participates in civic discussions with the aim of solving current problems
• Dribbles to keep the ball away from an opponent
![Page 25: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/25.jpg)
Product Targets
The ability to create tangible products that meet certain standards of quality and present concrete evidence of academic proficiency.
![Page 26: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/26.jpg)
Product Examples
• Construct a bar graph
• Develop a personal health-related fitness plan
• Construct a physical model of an object
• Write a term paper to support a thesis
![Page 27: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/27.jpg)
Clear Targets
Clear targets help us:• Recognize if the formative assessment
adequately covers and samples what we taught.
• Correctly identify what students know/don’t know, and their level of achievement.
• Plan the next steps in instruction.• Give meaningful descriptive feedback to
students.
![Page 28: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/28.jpg)
Clear Targets (continued)
• Have students self-assess or set goals likely to help them learn more.
• Keep track of student learning target by target or standard by standard.
• Complete a standards-based report card.
![Page 29: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/29.jpg)
QUESTION
What is the difference between a
STANDARD
and a
TARGET?
![Page 30: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/30.jpg)
An Example
• STANDARD: An excellent golf swing
• TARGETS:– Proper placement for feet (stance)– Proper grip while maintaining stance– Swing A, B, C (3-parts to swing)
• ACTIVITIES:– Watch videos of great golfers and imitate their
stance
When should these be added and/or developed?
![Page 31: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/31.jpg)
Creating Targets for “Driving a Car with Skill”
What knowledge will students need to demonstrate the intended learning?
What patterns of reasoning will they need to master?
What skills are required, if any?
What product development capabilities must they acquire, if any?
![Page 32: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/32.jpg)
Driving a Car with Skill
KnowledgeKnow the lawRead signs and understand what they mean
ReasoningEvaluate ‘am I safe’ and synthesize information to take action if needed
SkillsSteering, shifting, parallel parking, …
Products(not appropriate target for standard)
![Page 33: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/33.jpg)
Without Clear Targets We Can’t Do Any of the Following…
• Know if the assessment adequately covers and samples what we taught.
• Correctly identify what students know and don’t know and their level of achievement.
• Plan next steps in instruction.• Give detailed, descriptive feedback to students.• Have students self-assess or set goals likely to help them
learn more.• Keep track of student learning target by target or
standard by standard.• Complete a standards-based report card.
![Page 34: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/34.jpg)
Your Turn
Target…..Or Not?
![Page 35: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/35.jpg)
Let’s Try It!!
Using the math standards from Unit 1 or 2 from your
grade level, create 2-3 Clear Targets you can use in your
classroom.
![Page 36: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/36.jpg)
Checks For Understandin
g
Explicit Direct Instruction
![Page 37: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/37.jpg)
• The teacher continually verifying that students are learning what is being taught while it is being taught.
What is CFU?
![Page 38: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/38.jpg)
• Real-time lesson that allows for making instructional decisions during the lessons.
• You are providing additional examples and re-teaching in direct response to your students ability to answer them.
• Confirmation that the students can do the homework BEFORE it is assigned.
Your students ability to successfully answer the CFU lessons determines the pace
of the lesson.
Why CFU?
![Page 39: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/39.jpg)
• After stating the Learning Objective
• After giving a definition• After providing the steps for
solving a problem• After students solve a
problem, have another student interpret the answer
All the time to keep the lesson interactive , but an
easy rule to follow is every 2-3 minutes.
When CFU?
![Page 40: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/40.jpg)
How CFU?
![Page 41: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/41.jpg)
T• EDI goal is to verify that your
students are learning what you are teaching them while you are teaching it.
• You have to TEACH first BEFORE you can verify that your students are learning.
Teach, then check. Teach, then check. Teach, then check!
![Page 42: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/42.jpg)
A• Do not ask students for their
opinions. • Does everybody understand?• Are there any questions?• Is it perfectly clear?• Thumbs up if you understand.
• Instead ask specific questions.
• What is a prime number• Which continent is the largest?• Who was the first to sign the
Declaration of Independence?
![Page 43: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/43.jpg)
P• Pause, Wait Time, Think Time• 3-5 seconds or 8-10 seconds for
challenged or ELL students• Students never know who is going to
be called on so they are more engaged in mentally preparing the answer.
• Stir the sticks.• Walk around.• Repeat the question.
• Enhance the pause with a pair-share
Don’t talk your way through the wait time!
If you do not pause, some students never bother to think!
![Page 44: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/44.jpg)
P• Picking only volunteers can
fool us into thinking all students have learned.
• Randomly call on at least 3 students each time you CFU.
• 2 or more students answer incorrectly: Reteach
• 3 or more students answer correctly: Reinforces the information being said!
TABLE TALK! How do you randomly call on students in
your class?
![Page 45: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/45.jpg)
• Sticks in a cup (students names, teacher choice, student choice)
• Spinner with students names, numbers, tables, groups, etc.
• Dice and table tents• Playing Cards with names OR 2
decks• Poker chips in a cup with student
names or numbers
Free Random Name SelectorRandom Name Generator
![Page 46: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/46.jpg)
LIn a perfect world, students always know the right answer!
Listen carefully to how the students answer so you can
guide your instructional decisions after the
response.
![Page 47: Kelly Schroering Academic Coach](https://reader033.fdocuments.in/reader033/viewer/2022052603/56813b21550346895da3d750/html5/thumbnails/47.jpg)
E•Effective Feedback
•Echo–When answer is correct
•Elaborate–When answer is partially correct
•Explain (actually re-explain)–When answer is incorrect