Instructional Support Leadership Network

Kentucky Valley Educational Cooperative

November 17 and 18, 2011

Today’s Targets

• Engineer student discussions, analyze student work, and provide feedback in mathematics.

• Analyze quality indicators of Instructional Rigor and Student Engagement through the implementation of the Literacy Design Collaborative Model (LDC).

• Become aware of the Publishers’ Criteria document set forth by the writers of the ELA CCS standards and the resulting instructional implications.

• Self-Analyze “Using feedback to motivate students”• Identify explicit connections to Teacher/Principal

Effectiveness Frameworks

ISLN Mathematics InfoNov. 17th and 18th, 2011

So, what do we do with the FALs now?

November’s Learning Targets

• Participants will deepen their understanding of the process of a FAL.

• Participants can analyze student work in order to provide effective oral and written feedback to students to move their learning forward.

• Participants can engineer an effective classroom discussion through the use of planning and questioning strategies.

Beads Under the Cloud

• Students complete the formative assessment.• Teacher collects the formative assessment and

analyzes the student work for the purpose of providing feedback and arranging learning groups.

• Teacher returns FA to students with feedback so they can revisit alone and with a partner or group.

Group Work

• Students talk about their own work and feedback with one another in order to come up with a better answer.

• Students look at other examples of student work to determine strengths/weaknesses and to compare with their answers and their methods of solving.

• Teacher circulates and takes notes to determine the order and content of the class discussion.

Plenary Discussion

• Teacher uses chart to call on students to participate in discussion.

• Teacher uses questioning strategies to engage all students during the discussion.

• Students have opportunity to gather more information to improve their answer yet again.

• Teacher collects and analyzes student work and provides further feedback.

Why the focus on FALs?

• The FAL process is just good teaching.• Advocates “productive struggle” and students

doing the thinking.• Collaboration at its best.

Where are we going from here?

• Designing FAL-like tasks for use in our everyday teaching.

WHY?

English/Language Arts ISLN

November, 2011

Effective Instruction That Impacts Teaching Learning and Assessment

Teaching Task Design

A Great LDC Teaching Task• Addresses content essential to the discipline,

inviting students to engage deeply in thinking and literacy practices around that issue

• Makes effective use of the template task’s writing mode (argumentation, information/explanation, or narrative)

• Selects reading texts that use and develop academic understanding and vocabulary

A Great LDC Teaching Task

• Designs a writing prompt that requires sustained writing and effective use of ideas and evidence from the reading texts

• Establishes a teaching task that is both challenging and feasible for students, with a balance of reading demands and writing demands that works well for the intended grade and content

Task 2 at the Basic Level

• With argumentation, students may engage more quickly

• With an essential question task, teachers do not have to manage a student research process: they simply select the texts

• Without L2 and L3, the task will be a good starting point for teachers and students

Kentucky’s Michelle Buroker took the template task, added a state standard and created the following task:

Do cell phones have the potential to impact our health in a negative way? After reading scientific sources, write a report that addresses the question and support your position with evidence from the texts. Be sure to acknowledge competing views and give examples from past or current events or issues to illustrate and clarify your position.

Literacy Design Collaborative

Video

Task Review

Can This Task Be Saved?

LDC: Teaching Task Design 18

Task 12:

What is the most important challenge you have met? After reading several personal challenge essays on the Internet, write an essay that defines your challenge and explains how you met it. Support your discussion with evidence from your research.

Grade 6 Language Arts

LDC: Teaching Task Design 19

Task 21: What will it take to raise voter participation? After reading "Where Have All the Voters Gone?” and “Many will mark this election by not voting”, write a legislative proposal that addresses the question and analyzes the best legal changes to increase participation, providing examples to clarify your analysis. What conclusions or implications can you draw?

A.P. U.S. Government

LDC: Teaching Task Design 20

Task 8: What will it take to raise voter participation? After reading "Where Have All the Voters Gone?” and “Many will mark this election by not voting”, write a legislative proposal that identifies a problem that keeps eligible citizens from voting and argues for a solution that can increase turnout by 10 percent or more.

A.P. U.S. Government

A Sample of Instructional Planning

Cluster 1: Preparing for the Task

LDC Skills Think About LDC Mini Task Think About

• Task engagement Task analysis

• Activate prior knowledge

• Set the purpose

• Generate questions for learning

• Preview the text and the task

• Make predictions

• Short Response with Bullets - Quick Writes

• Brainstorm concepts, key words, and ideas.

• Establish reading goals based upon purpose for reading.

• Turn headings into questions.

• Predict and verify based on scan or preview of content.

• Construct a graphic organizer based on text structure to use during reading.

• Write in a journal, vocabulary notebook, or other forms to connect with the text to be read.

Cluster 2: The Reading Process

LDC Skills Think About LDC Mini Task Think About

• Text Selection • Active Reading• Essential Vocabulary• Academic Integrity• Note Taking

• Questioning• Monitoring• Making

Connections• Inferring• Drawing

Conclusions• Summarizing• Visualizing• Analyzing• Synthesizing

• Note-taking• Short reflective entry

for each text• Vocabulary list • Definition and

strategies

• Find answers to self-initiated questions • Read silently. • Read with a partner. • Predict and verify. • Re-read if necessary • Note-taking • Construct and use graphic organizers

Cluster 3: Transition to Writing

LDC Skills LDC Mini Task

• Bridging • Bullets – Quick Writes• In a quick write, note what

you know now that you’ve read about _______(content)

LDC Skills LDC Mini Task Think About

• Claim • Planning • Developing• Revision• Editing • Completion

• Opening Paragraph• Outline/Organizer• Initial Draft• Multiple Drafts• Correct Draft• Final Piece

• Reflecting • Reviewing• Presenting • Writing Process

Cluster 4: Writing Process

Reviewing All the Pieces

Template Task

2

Teach

ing

Task

Congruent

Lessons

Skills

Mini Tasks

Instructional

Planning

Publisher’s CriteriaPurpose of the document: – Provide publishers and curriculum developers

guidance with creating materials that align with the Common Core State Standards

– The document articulates criteria for ELA materials as well as materials for history/social studies, science, and technical areas and offers suggested criteria for teachers and administrators selecting materials. The criteria have implications for teaching and learning.

Publisher’s Criteria

• Shorter more challenging texts should be used in the classroom. Modeling of close reading and re-reading should be provided so that students can independently read complex texts. Some full length works should be read.

• Students should write to sources as part of careful analysis and research on topics

November ELA Network Meeting Focus

Literacy Design Collaborative and CHETL Connect ELA anchor standard embedded within teaching task

2 with grade level deconstructed standards Create and/or revise instructional plans Embedded connections to CHETL

Other Network Goals: Develop a working knowledge of the publishers’ criteria and

its’ implications for teaching and learning Formative Assessment Identifying the 5 characteristics of descriptive feedback Leadership and Personal Goal Setting Professional book studies

5Implemented

4 3Progressing

2 1Getting Started

Our faculty, staff, leaders, policymakers, and community understand the power student-involved assessment has to help all students experience the kind of academic success needed to remain motivated, confident, and engaged.

We are in the process of helping all stakeholders understand the motivational power of student –involved assessment for learning.

We largely motivate students by holding them accountable for learning.

The classroom assessment practices we use rely on student involvement in assessment during their learning to maintain their confidence and motivation.

The proportion of our teachers who involve their students in ongoing self-assessment as a motivator is increasing steadily.

Our classroom practices rarely include student-involved assessment as a motivator.

“They can help students know what good work looks like from the beginning of their learning, help them compare

their work to this standard of quality for strengths and needs, and help them learn to close the gap between the two.”

A.B.Q. p. 79

Making Connections To The Effectiveness Frameworks

Do Today’s ISLN Presentations Connect to the Professional Growth and Effectiveness Frameworks?

PROVIDING QUALITY FEEDBACK

Accomplished Descriptor:

Develops and uses formative and summative assessments to determine student progress, guides instruction, and provides specific feedback for students. (Domain: Instruction)

Engineering Student Discussions

Accomplished Descriptor:-Integrates questioning techniques that help students understand content across all thinking and reasoning levels.-Uses various methods (e.g., discovery, investigative and inquiry learning) to engage and challenge all students’ development of 21st Century Skills• critical thinking and problem solving,• creative and innovative thinking,• collaboration and communication,

Analyzing Student Work

Accomplished Descriptor:

Analyzes student work and performance data to determine both individual and class progress

Quality indicators of Instructional Rigor and Student Engagement through the implementation of the Literacy Design Collaborative Model

Accomplished Descriptor:Uses various methods (e.g., discovery, investigative and inquiry learning) to engage and challenge all students’ development of 21st Century Skills• critical thinking and problem solving,• creative and innovative thinking,• collaboration and communication,• Skills for developing media literacy.

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Merry Christmas