THEORY

DEMONSTRATION

PRACTICE

COACHING

Poll Everywhere: TransferMost Significant Element in the Transfer of Learning From Staff Room to Classroom...

The Stickiness Factor Transfer, Take-Aways

Authentic Learning

Learning Forward 2015Washington, DC

Robin Fogarty & Brian PeteRobin Fogarty & AssociatesTerrycita Perry

Dixon Elementary Chicago, IL

Welcome &

Introductions

East Coast

“From Sea to Shining Sea”Robin West Coast

Brian Terrycita Midwest

Chicago, IL

Dixon Elementary

RFA

Brian – Portland, OR

Terrycita – Chicago, IL

Robin – Canajoharie, NY

Websitewww.robinfogarty.com

www.robinfogarty.expertBlog

brianpete@twitterRFATeachPD@twitter

robinfogarty@twitter

AGENDA

•A LOOK AT TRANSFER

•LEARNING TAKE-AWAYS

•CLASSROOM IMPLEMENTATION

From Training to Transfer:Creativity of the Adult Learner

Loyola University of Chicago 1989Committee Member: Art Costa

Advisement: Elliot Eisner

Fogarty Dissertation

TransferTHEORY 0%

DEMONSTRATION 0%

PRACTICE 5%

COACHING 95%

THE TRAINING MODELPercent of teachers that will transfer learning to classroom…

Knowledge Skill Transfer THEORY 10% 5% 0%

DEMONSTRATION 30% 20% 0%

PRACTICE 60% 60%5%

COACHING 95% 95% 95%

Percent of teachers that will transfer learning to classroom…

THE TRAINING MODEL

Joyce and Showers’ FindingsCoached teachers…•Practiced more frequently and developed greater skill

•Use new strategies more appropriately

•Exhibited greater long term retention of knowledge/skills

•More likely to explain the new strategies to their students

•Greater cognition about purpose/use; to think with new strategies Student Achievement Through Staff Development

TransferTalk with

Robin

AGREEDISAGREE

1. The Stickiness Factor is the end game in learning.2. If taught well, transfer will happen automatically.3. “When am I ever going to use this?” is rare.4. One must coach for transfer to get transfer.5. Expectations for transfer is always there.

The Stickiness Factor Transfer, Take-Aways, Authentic Implementation

Agree Disagree

PAiR SHArE

Teach It! Talk It! Transfer It!

Debrief with Your Partner AgreementsDisagreements

Summary in 3 Words

PD ProviderEd Leader

PD-Dixon Elem

1.Teaching Thinking in CCSS

2.Differentiated Instruction

3.Common Core Vocabulary

Data-Driven

Guided Reading

Differentiation: Listening Center

Differentiation: Fewer Distractions

Seven Steps

to Transfer

1. Learn About Transfer2. Set Expectations

3. Model with Authentic Strategies4. Reflect on Levels of Transfer

5. Plot Applications6. Try Something

7. Dialogue with Peers

Seven Steps to Transfer

Learn About Transfer

Little Bo Peep Theory

Lost Sheep Theory

Good Shepard

1

Set Expectations“You are going to

leave here with plenty of ideas that

you can use . . .”

2

Model with Authentic

StrategiesUse Student

ArtifactsVideo Clips

3

Reflect on Levels of Transfer

Ollie OverlooksDan Duplicates

Laura ReplicateJonathon

IntegratesCathy

PropagatesSam

Innovates

4

Seven Steps to Transfer 

1.Learn About Transfer2.Set Expectations

3.Model with Authentic Strategies4.Reflect on Levels of Transfer

5.Plot Applications6.Try Something

7.Dialogue with Peers

Plot ApplicationsBe Specific

Make it RelevantSet a Time

5

Try SomethingApplication close the

original learning enhances success of

transfer.

6

Dialogue with Peers

Hugging & Bridging Strategies

Hugging is close to the original learning – Easy, concrete transfer

Bridging is remote from original learning – Conscious, abstract

transfer

7

Seven Steps to Transfer 

1.Learn About Transfer2.Set Expectations

3.Model with Authentic Strategies4.Reflect on Levels of Transfer

5.Plot Applications6.Try Something

7.Dialogue with Peers

Reflecting on . . .

Identify the Seven Steps

PD Transfer in a Nutshell

Teach It! Talk It! Transfer It!

Terrycita’sLeadership

Tips For Transfer

Leadership Role in PDData Driven DecisionsParticipate in PDAsk for an ApplicationObserves in ClassroomCoaching Conversation

Leadership Role in PD

Leaders Attends and

Participates in PD

Ex. 3-Tier Vocab Carousel Principal on a Team

Leadership Role in PD

Assignment 4 Application

Ex. AB Pyramid Word Game

Leadership Role in PD

Ex. Data: Vocabulary Low

Data-Driven

Leadership Role in PD

Ex. Carousel 3-Tier Vocab

Participation

Leadership Role in PD

Teacher Application / Student Reaction

Apply

Leadership Role in PD

Ex. AB Pyramid Word Game

Observe

Leadership Role in PD

Conversation

Teacher/Coach Back and Forth... “Invite me Back”

Leadership Role in PD

Card Game-Most Critical to Transfer

Conversation

Apply

Participate

Data Driven Observation

Reading Listening Writing Speaking

Literacy Skills

Regular Homework

A StudyBuddy

GoodReader

TakeGood Notes

Keys to Student Success

PlanningPreparation

ClassroomEnvironment

Instruction ProfessionalResponsibilities

Danielson Framework

Stickiness Factor PD

How Can You Use Card Game?

? ? ?? ?

3-Tier CCSSVocabulary

Data Driven...

• Usually learned in the early grades, albeit not at the same rate by all children.

•Not considered a challenge to the average native speaker, though English language learners of any age will have to attend carefully to them.

•While Tier One words are important, they are not the focus of this discussion.

Tier One WordsThe words of everyday speech!

• They appear in all sorts of texts: informational texts (words such as relative, vary, formulate, specificity, and accumulate), technical texts (calibrate, itemize, periphery), and literary texts (misfortune, dignified, faltered, unabashedly).

• Tier Two words often represent subtle or precise ways to say relatively simple things—saunter instead of walk, for example.

• Tier Two words are found across many types of texts, they are highly generalizable.

Tier Two WordGeneral academic words more likely to appear in written texts than in speech.

• Specific to a domain or field of study (lava, carburetor, legislature, circumference, aorta) and key to understanding a new concept within a text.

• Tier Three words are far more common in informational texts than in literature.

• Recognized as new and “hard” words for most readers

• Often explicitly defined by the author of a text,

repeatedly used, and otherwise heavily

scaffolded (e.g.,made a part of a glossary).

Tier Three Words Domain-specific words

3-Tier

Classify

CarouselPrincipal attending and on a team participating

1st Tier VocabularyEveryday Words

2nd Tier VocabularyAcademic Words

3rd Tier VocabularyDomain Specific Words

ELA Vocabulary: ABC Word Wall

Transfer AssignmentClassify Words-3 Groups

Everyday Words Academic WordsDomain Specific Words

(Special Day Words-Christmas, Hanukkah

“Common Core” Word Wall-Grade 3-8

Everyday Words Academic Words Special Day Words

Now, Brian gets specific

about how to LOOK FOR

“the stickiness factor”

SixLevels

of Transfer

1. Ollie, Head in the Sand Ostrich, overlooks - hand over

head

2. Dan, the Drilling Woodpecker, duplicates - prayer

hands

3. Laura, the Look-alike Penguin, replicates - open/apart

hands

4. Jonathon Livingston Seagull, integrates - intertwined

fingers

5. Cathy, the Carrier Pigeon, propagates - extended

fingers

6. Sam, the Soaring Eagle, innovates - bloom through

fingers

Birds of Transfer

Levels of TransferOverlooksDuplicatesReplicatesIntegratesPropagatesInnovates

Ollie, the Head-in-the-Sand Ostrich

Overlooks opportunityfor transfer!

Agree Disagree Agree/Disagree Anticipation Guide: Academic Coaches

1. Academic coaches are obligated to correct all mistakes

2. Coaches must have more experience than persons they are coaching.

3. Instructional coaches usually work with the most needy ones, first.

4. In academic coaching the focus is on students and their achievement.

5. A successful coaching relationship always begins on a positive note.

6. All teachers can benefit from coaching.

7. Coaches should only coach the levels and/or subjects they have taught.

DOES NOTHING

Dan, The Drilling Woodpecker

Duplicates;

Copies,

exactly!

Agree/Disagree Anticipation Guide: Academic Coaches

1. Academic coaches are obligated to correct all mistakes

2. Coaches must have more experience than persons they are coaching.

3. Instructional coaches usually work with the most needy ones, first.

4. In academic coaching the focus is on students and their achievement.

5. A successful coaching relationship always begins on a positive note.

6. All teachers can benefit from coaching.

7. Coaches should only coach the levels and/or subjects they have taught.

Use it as it is . . .Agree Disagree

Laura, the Look-Alike Penguin

Replicates; changes to fit context.

Agree Disagree Agree/Disagree Anticipation Guide: Study Habits

1. Homework should always be turned in on time.

2. Smart students always have good study habits.

3. It’s not a good idea to take too long on homework.

4. Talking in class helps some students concentrate.

5. Effort always surpasses talent.

6. Good study habits come naturally to some students.

7. Teachers like students who have good study habits.

Changed for their content

but uses it only one way

Jonathan Livingston, the Seagull

Integrates! Blends! Weaves it in!

Agree Disagree

What are economic resources? What are the major functions of the entrepreneur?

Why is the problem of unemployment a part of the subject matter of economics?

Agree/Disagree (be prepared to discuss)1.Economics is more faith than Science.2.Political systems matter more than Economics

Integrates Agree/Disagree

into good

instructional practices

Cathy, The Carrier Pigeon

Propagates!Maps ideas!

Agree / DisagreeCauses of Civil

Wars

Drug Awareness

What makes a good Christmas Math: Problem

Solving StrategiesPLC:

InformativeAssessment

Parents Conference:Supporting

Independent Thinkers

Finds a way to use it in

multiple situations, content

Samantha, the Soaring Eagle

Innovates!Diverges

Agree Disagree

MAN ON THE STREET INTERVIEWS

Agree or Disagree with the following

statement

Is there a third choice?

Goes beyond,

something totally different

Terrycita’s Leadership Tips for Transfer

Observational LOOKFORS- Teacher Application of New Strategy- Student Response to New Strategy

- Teacher / Leader Reflections - Feedback and Coaching

Coaching Conversation

Fostering Transfer: Card GameHow might you use this strategy

in your classroom to...• Sequence• Prioritize• Categorize• Explain

When and where will you use it?

Share in Pairs

1. Ollie, Head in the Sand Ostrich, Overlooks

2. Dan, the Drilling Woodpecker,

Duplicates

3. Laura, the Look-alike Penguin, Replicates

4. Jonathon Livingston Seagull, Integrates

5. Cathy, the Carrier Pigeon,

Propagates

6. Sam, the Soaring Eagle, Innovates

Levels (Birds) of Transfer

Terrycita’sLeadershipTransfer

Tips

Supporting and Sustaining PD

• Peer Coaching Assignments

• Teachers Learn Levels of Transfer

• Transfer Work in PLCs or Teams

• Initiate 5 Min-Videotaping Campaign

Today’s Sticky Take AwaysStrategy Content

Stickiest of 4 PD Elements

What makes Sticky PD Sticky?

Discuss Reponses to Agree/Disagree

Close the interaction with HOT

Terrycita’s Leadership Tips for Transfer

6 Levels of Transfer

PolleverywhereAgree/DisagreePair Share3 Word SummaryCard GameMemory Pegs

Closure

Transfer Take Away Sheet w/Brian

10:00AMEnd of Day