Learning Forward Annual Conference December 6,...

© 2014 Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978-263-9449 • www.RBTeach.com

Making Each School a Reliable Engine for Constant Improvement of

High-Expertise Teaching and Learning

Learning Forward Annual ConferenceDecember 6, 2014

Nashville, TN

RBT

Jon SaphierFounder and President

Research for Better Teaching

© 2014 Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978-263-9449 • www. RBTeach.com

Copyright © 2014 by Research for Better Teaching, Inc.

All rights reserved. No part of this handout packet may be reproduced or transmitted in any manner whatsoever, electronic or mechanical, including photocopy or any other storage or retrieval system, without prior permission from the authors of Research for Better Teaching, Inc.

To request permission to reprint, please contact Research for Better Teaching, Inc., in Acton, Massachusetts at 978-263-9449 or via email at [email protected]

Research for Better Teaching, Inc.One Acton PlaceActon, Massachusetts 01720

President: Jon SaphierExecutive Director: Sandra Spooner

© 2014 Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978-263-9449 • www.RBTeach.com

Making Each School a Reliable Engine for Constant Improvement of

High-Expertise Teaching and Learning

Table of Contents

PageMap of Pedagogical Knowledge ....................................................................................................1Modeling Thinking Aloud ..............................................................................................................3Some of the Models of Teaching ...................................................................................................5A Comprehensive Approach to Discipline .....................................................................................6Creating a Climate for High Achievement .....................................................................................7Identifying Objectives ....................................................................................................................8Identifying Objectives: Examples ..................................................................................................9Areas of Performance, Repertoire, and Matching .......................................................................10How to Conduct a Planning Conference that Focuses on Content ..............................................11Regarding the Respiratory System ...............................................................................................13Influencing the Quality of Teaching and Learning ......................................................................15

© 2014 Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978-263-9449 • www.RBTeach.com 1

MAP OF PEDAGOGICAL KNOWLEDGE

Source: Jon Saphier, Mary Ann Haley-Speca and Robert Gower. 2008. The Skillful Teacher: Building Your Teaching Skills, 6th ed. Acton, MA: Research for Better Teaching, p. 5.

© 2014 Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978-263-9449 • www.RBTeach.com 3 Research for Better Teaching, Inc. � One Acton Place, Acton, MA 01720 � 978-263-9449 � www.RBTeach.com

Modeling Thinking Aloud is a strategy for teaching students thinking processes that we want them to learn or get better at.

GUIDELINES FOR PLANNING THE LESSON

Figure out the steps. Identify the skill you want to teach.1.

Select a task or example that requires the successful application of the skill.2.

Figure out the exact steps needed to complete the task you want students to apply later on3.their own.

Plan a think-aloud script as if you are a struggling student, making sure you anticipate4.pitfalls, traps, and difficulties and how to overcome them.

GUIDELINES DURING THE LESSON

Explain why. The students have to know why the teacher is doing the modeling. Tell them5.what you want them to learn from it.

Model. Model the skill using the following guidelines:6.Put yourself in the role of the learnera.Have an audienceb.Do not let the audience interact with youc.Think aloud through the task, operation or problem making sure to include...d.• asking yourself questions• weighing alternatives and encountering difficulties• false starts and self corrections• persistence

Debrief. After completing the think aloud, ask the students what strategies or procedures7.they saw you utilize as you performed the task.

Record and Display. Record the steps of the task and post the visual where students will8.be able to refer to it for future use.

Practice the steps. Have students practice the steps out loud so that they can get feedback9.on whether they covered all the steps. Think Aloud Paired Problem Solving is a powerfulway for students to practice the think aloud steps in groups.

Extend. Encourage student to think about using the Think Aloud process for other10.applications.

MODELING THINKING ALOUD

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© 2014 Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978-263-9449 • www.RBTeach.com 4 Research for Better Teaching, Inc. � One Acton Place, Acton, MA 01720 � 978-263-9449 � www.RBTeach.com

EXAMPLES OF USES OF MODELING THINKING ALOUD AS AN EXPLANATORY DEVICE

Modeling Thinking Aloud can be used for teaching students in all subject areas, for example, how to...

organize notes for a report determine the cause(s) and effect(s) of an event serve the ball in tennis read a large number mix colors organize and put away blocks use strategies to determine the important ideas in a text figure out an analogy use strategies to figure out an important idea in a text

© 2014 Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • 978-263-9449 • www.RBTeach.com 5©Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • (978) 263-9449 • www.RBTeach.com

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InformaTIon processIng famILy

BehavIoraL famILy

• Concept AttainmentJerome Bruner

• Inductive ThinkingHilda Taba

• Inquiry TrainingRichard Suchman

• Advance OrganizersDavid Ausubel

• Non-DirectiveTeachingCarol Rogers

• AwarenessTrainingSchutz & Brown

• SynecticsWilliam Gordon

• ProgrammedLearningB.F. Skinner

• Training ModelRobert Gagne

• CooperativeLearningJohnson Brothers/Aronson/Slavin

• JurisprudentialTeachingOliver & Shaver

• Role PlayFannie & GeorgeShaftels

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For each of three classes you visit, write down in the boxes below what the stated objective was, the real objective based on what the student lived experience was, and what a worthy objective is or would have been. (Ideally all three will be the same.)

Stated Objective (What’s posted on the board or written in lesson plan. It might even be what the teacher tells the student the objective is.)

Lived Objective (Objectives that are actually being addressed through the activities the students are participating in.)

Worthy Objective (Learning targets that would benefit the students the most.)

Class 1

Class 2

Class 3

IDENTIFYING OBJECTIVES


Stated Objective (What’s posted on the board or written in lesson plan. It might even be what the teacher tells the student the objective is.)

Lived Objective (Objectives that are actually being addressed through the activities the students are participating in.)

Worthy Objective (Learning targets that would benefit the students the most.)

Students will understand the impact of Napoleon’s reign on Europe.

Students will listen to a presentation on Napoleon’s three big mistakes and copy the teacher’s board notes into their notebooks.

Students will be able to explain how Napoleon’s arrogance led to suffering and death for millions and also led to his downfall.

Students will be able to explain what nationalism is and how it shows up in the modern world.

Students will be able to explain how Napoleon’s foreign actions stimulated nationalism in every country he touched.

Students will be able to organize main ideas and subordinate ideas they extract from text into Cornell note style.

Students will be able to use three conventions in textbooks (sections titles, color cues, and sidebars) to guide their reading.

IDENTIFYING OBJECTIVES: EXAMPLES


AREAS OF PERFORMANCE, REPERTOIRE AND MATCHING

THE “Areas of Performance, Repertoire, and Matching” view of professional knowledge is a catalyst for strong school culture. It has an important and

positive effect on how adults relate to one another.

Areas of Performance,

Repertoire, and Matching

VS

Invites a Professional Culture characterized by

� Openness � Non-defensive examination of

practice � Data driven decisions in the

classroom � Healthy debate and dialog about

teaching decisions � True collaboration and joint

responsibility for student learning

Wrong Disrespectful Constricting

Why does A.R.M. invite these positive elements of adult culture to thrive?

� Since there is no one-right way to accomplish something instructional, there is a repertoire of ways we can differ about and debate about. But, if there is an “effective” way, then we can’t both be right and may avoid debate, seeing it as “conflict” rather than professional problem solving.

� The knowledge base is huge and complex. No one “knows it all”. � Creates pride and respect for the complexity of our work. � There is always more to learn. � We need each other to do the work—which is on-going problem solving of

student learning issues.

The Effectiveness

Paradigm


1

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Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • (978) 263-9449 • www.RBTeach.com

A Planning Conference analyzes the content to be taught for the relationship of the ideas, their hierarchy, sequence, the prior knowledge required to do the tasks assigned, and the most important and worthwhile “take-- aways” for the students.

STEPS QUOTES

1. Dive right into the content. “What content will you be focusing on?”

2. Directly examine the actual materials that will beused to teach the content.

“Is there a chapter in the book that goes with this content?” “What materials will you be handing to the students?”

3. Focus on the key concepts that the teacher wantsthe students to take away from the lesson.

“What are the most important things that you want them to understand?”

4. Delve deeply into the meaning of the content,with particular focus on the key concepts. (It is OK to admit you do not understand the material here as your struggle more than likely reflects student struggle and allows the teacher to get clearer about the content.)

“Can you explain that a little further?” “What exactly do you mean when you say process?” “I’m not sure I understand…”

5. Break the concepts down hierarchically. Firstidentify what prior knowledge students must have to be successful in the new task. Then break the current task down into steps-‐-‐what must be understood first in order to understand the complete concept?

“So, what would students need to know from prior experience in order to be ready to move forward?” “How would you break this concept down into parts?” “Which part of this concept do you think students need to understand first?”

6. Have the teacher state the objective (Big Idea?) inkid-‐friendly language exactly as he/she plans to say it to the class, and have the teacher explain how he/she plans to display the objectives.

“How will you present the objectives to the class?” “Say it out loud now just as if you were talking to the class.” “How will you present the information? On the board? Overhead?”

HOW TO CONDUCT A PLANNING CONFERENCE THAT FOCUSES ON CONTENT

(cont. next page)


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Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • (978) 263-9449 • www.RBTeach.com

7. Ask the teacher how he/she plans to track studentprogress and understanding.

“How will you know if students are understanding or not?” “Will you have an assessment?”

8. Summarize.a) Have the teacher summarize exactly what he/shewants the students to learn. b) Summarize the accomplishments of theconference thus far.

“So, if you were to go around and interview the students at the end of the day, what would you want them to tell you to show they really understood?” “So far I think we have really gotten clear on the content and defined the objectives, which are….”

9. Now you are ready to jump into the activities.Make sure the activities relate directly to the objectives and that they do not require students to deal with too many variables.

“OK, so now what are you going to have the students do?”

THINGS TO NOTE • Don’t start with “What are you going to do?” or “What are the student activities?” In fact,

resist all questions about the lesson, grouping, timing, and student activities until thediscussion of content and objectives is complete.

• Make sure the objectives identified are worthy objectives. Do not allow objectives to focuson anything but content and make sure that the selected objective is really worthwhile.

• Make sure to focus on specific definitions and to avoid generalities and such language as“stuff” and “things.”

• Focus on understanding vs. the mechanics of completing a task or operation.

LIST OF THINGS TO HAVE THE TEACHER BRING TO THE MEETING Basic Level:

• Ask the teacher to bring all the materials that he/she plans to use, including books,worksheets, homework, and assessments.

• Ask the teacher to prepare the objective in kid-‐friendly language.

More Advanced: • Ask the teacher to break the concepts up in a hierarchical order.• Ask the teacher to bring any examples of prior student work that might be relevant.


REGARDING THE RESPIRATORY SYSTEM

Students will be able to:

Describe the mechanism by which oxygen enters the body and the pathway it follows.

Explain the magic moment when oxygen crosses cell membranes (the alveoli) into capillaries and thus enters the transportation system of the blood stream/circulatory system.

Explain the process by which oxygen does its work in the body.

Explain what and how the respiratory system expels items the body needs to get rid of (carbon dioxide and water.)

BIG IDEAS:

Every cell in the body needs oxygen, not just muscles. That includes bone marrow, hair, everything!

When oxygen arrives at a cell, the chemical reaction within the cell of the oxygen with glucose releases energy. So oxygen is absolutely necessary for all cells to grow, muscles to move, etc.

The blood stream is the highway that carries the oxygen to the cells.

We also have to get rid of the carbon dioxide that is the product of this release of energy. If we didn’t we’d die. The respiratory system is taking care of this “get rid of the stuff” function as well as the delivery of oxygen to do its work. Wow, what a system!

“Respiration” is a process; and it’s a lot more than what we call “breathing.”

“Respiration” is a process for getting oxygen into the body so the oxygen can do its work”

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THE

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Research for Better Teaching, Inc. • One Acton Place, Acton, MA 01720 • (978)263-9449 • www.RBTeach.com

1. What is my vision of what each of the above looks like in operation when it has a positive impacton teaching and learning?

2. Which ones are most important…have highest leverage?

3. How do I show up in each of these places with my beliefs, set the intentions, and act repeatedlyand skillfully for what I believe?

INFLUENCING THE QUALITY OF TEACHING AND LEARNING: OR

WHERE TO SHOW UP AND WHAT TO DO

How Leaders Improve

Teaching and Learning

Ensuring high-functioning meetings of teams that share content (PLCs)

(common planning time)

Planning and leading faculty meetings

Clear chartering of leadership team meetings and operating agreements

Facilitating the work of coaches/instructional

specialists

Supporting studygroups

Student by student accountability talks

Conducting planning conferences

Doing formal observations, and write-ups

Doing walkthroughs and learning walks

Arranging public teaching and peer observation

Planning and implementing building-

based professional development

Doing frequent short visits and having

conversations about CEIQ

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