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Declarative and Procedural Knowledge Strategies

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Declarative and Procedural Knowledge Strategies

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More time is needed to learn about the strategies and discuss with co-workers which ones and how they are using them in their classrooms

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Similarities and differences of dimensions 2&3-4

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Similarities and differences of dimensions 2&3-4

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1. Building and acquiring knowledge and practicing how to integrate, extend and refine that knowledge is the process involving both students and teachers

2. We can teach our students only if we understand how to use the processes in details and make them more complex with the time

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I really appreciate opportunities to make sense of, discuss, and wrestle with the content - the jigsaw and the comparison activities were very helpful.

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I used to think that some of the dimensions were more challenging to teach the teacher, now I see how they build of each other. 

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I used to think that some of the dimensions were more challenging to teach the teacher, now I see how they build of each other. 

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I want to take some time to make connections between the dimensions of learning and our existing system as articulated in our teaching standards.

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The collaboration was super helpful. Practicing and playing with the knowledge works best for my mind.

In future sessions, I would love to able to choose a pathway somehow to meet the different needs of the group.

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More ideas/activities to do with staff that will show the knowledge quickly without taking tons of time to dive into the deeper background. I can provide access to background knowledge if I can hook them with activities.

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1. I am becoming more and more comfortable with the language of, and my understanding about, the 5 DOL.

2. There are natural connections between the Dimensions of Learning and our system of learning as articulated by our growth and evaluation standards.

3. A system of learning makes it so much easier to conceptualize new content and add it to what we already know.

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It was very helpful to see how dimension 2 is the foundation and support of dimensions 3 and 4 due to the acquired knowledge deepens up with more and more complex processes of reasoning and comparing

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I used to think that learning happened all at once and that everyone just learned at different speeds. While I still know that to be true, I now know more specifically about how the different levels of learning build upon one another and how to tie them together for stronger learning.

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The overall connections and differences between 2, 3 & 3

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The overall connections and differences between 2, 3 & 3

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I used to think that there was no way to chunk this content into bite-sized pieces for PD delivery within our existing PD calendar, but now I see ways that we can do this.

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1. More about the 5 dimensions. It was good to dive deeper into those.

2. specific strategies on how to talk about and teach about the dimensions.

3. Using time to connect new learning to what we are already doing in our school/district.

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1. Strategies : This area was a hole for me. I have learned from others strategies that work and a quicker overview of the DOL book since it is super long, I haven't read it (just bits and pieces).

2. Purple gears: similarities and differences. I get it why it is dimension 1 & 5.

3. DOL: More what the DOL book contains!

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I used to think dimension 1 & 5 were two parts to the same thing. Now I think it is much more than that. Now I think that 1 sets the stage and 5 is the skillset for lifelong learning; can learn anything now!

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1. How to better utilize the Dimensions of learning and how they are connected to create a system.

2. Creating a Comparison matrix lesson that is more comprehensive

3. Use Graphic Organizers to help teach critical thinking

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Applying this back to Schlechty's levels of engagement and Rigor Relevance models to increase learner agency and customization of the learner experience through school.

Not forgetting the power or relationships as we teach instruction.

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Day 2 was more applicable and real-world strategies. Good to bring back to our staff.

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1 thing is for the WPS team and I to think about how our learning from these sessions can inform our school's understanding and application of our district's instructional framework.

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Interweaving the 5 dimensions into strategies and look fors - both for learners and facilitators.

Visualizations and graphic organizers for various thinking skills

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Day 2 has been about use of strategies connected to the dimensions. Helpful.

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 the outcome of learning if teachers were consistently adding critical thinking   ( for the teacher and the learner)  along with knowledge teaching 

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 the outcome of learning if teachers were consistently adding critical thinking   ( for the teacher and the learner)  along with knowledge teaching 

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Learning from students and their interests

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Learning from students and their interests

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Using maps to back up their knowledge about a different country where a driver works to deliver goods (students concentrate on the profession, but also on the days of the week, the names of the cities and see a different perspective in comparison to our country)

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We know everything is connected and essential. How do we create time to learn and teach staff how to implement without overwhelming them or feeling overwhelmed ourselves with all other demands of teaching and learning?

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I think about our learners with cognitive delays and how to get them to independently get to applying their knowledge

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The interconnectedness of the complex reasoning, content knowledge, lifelong habits of mind make sense! I know we may have personal values that put more importance on some components, but it's impossible to make a hierarchy here.

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There has to be some time spent retrieving and acquiring knowledge - what is the balance of acquiring enough "knowledge" before we start to analyze and create with the content knowledge - there is also the skill development required as students progress through grade levels (student agency) so that learning can be real-world and unpredictable.

How can we also visualize this progression for learners to have a voice in deciding what is "enough" - not everyone has to "master" everything.

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If the students are interested in exploring a certain area (an animal, for example), they will most likely be interested in learning more, teaching others about that and helping others to understand why they have chosen that particular topic

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If the students are interested in exploring a certain area (an animal, for example), they will most likely be interested in learning more, teaching others about that and helping others to understand why they have chosen that particular topic

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Each piece is necessary for the whole

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How to implement? going from theory to practice?

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Looking for how the Dimensions of Learning intersect with the 3 Circles of Complex Reasoning, Content Knowledge and Lifelong Habits of Mind.

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All pieces in the framework are essential. If one of the gears isn't functioning properly, the whole system can malfunction.

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Habits of Mind is in line with all of the work our district is doing with the Regulated Classroom.

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The examples are helpful to put the ideas in context.

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Our goals/framework being built:

1. We recently finished our vision statement as a staff.

2. We will start building in core values 1-2 at a time for staff to build capacity and avoid overwhelming feeling. Using the colored images Linda shared, we will do #3, then #2, as our first ones.

3. We will then focus on Habits of Mind and Mindset as we are strong in this area so can fine tune and build confidence. Concentration of dimensions of learning #5 & #1. Particular focus to: team our "first five weeks" (RC dedicated learning) on team functioning as a team, proposing a common framework that is already being used by 6 of our teachers, habits of mind, flexibilities based on the learners each year, resources available.

4. "New" teams to pick a core subject (ELA or Math) to begin sharing the load, nongraded teaming. Be upfront we will make mistakes. It will be messy and uncomfortable. We need to be comfortable being uncomfortable. Recognize the greatness we already do and be intentional in moving forward as a collaborative multiage team. Note - we working on our own learning progressions for ELA and Math.

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Staff building activities to get to know your staff and how they learn to help us learn how to share/teach this information

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How do we motivate our learners as leaders? Change is always hard especially for our older learners (teachers)?

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Create a vision of customized learning and to continue to send the message to everyone every year.

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For Windham Primary- Use the learning from these trainings to implement our district instructional framework with greater fidelity by creating a team of educators who can guide, support, and teach through the instructional framework of best practices.

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How to break down the structures of a typical high school to fit a customized model of education

How to take more of an elementary team approach to a secondary setting

To shift the mindset of secondary teachers away from content to skills

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Instructional programs- Ready Math Program

Science of Reading, for example, LETRs trained staff

District Instructional Framework

Progress Monitoring System

Data Protocols to determine what learners learn next

iReady Assessment System

Prior Growth Mindset training

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For both math and literacy there is a curriculum guiding instruction, however, it is my own observations of student success as well as formal and informal assessments that guide pacing. In literacy in particular I follow a scope and sequence that matches skill development in a way that ensures learners continue to build the foundational skills needed to move on to harder concepts.

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As a principal, I am always trying to figure out what my staff need to facilitate learners in the 21st century. I build staff meeting time around that. I offer PD based on growing our MCL.

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Data, progress monitoring, feedback loop, what does a grade mean - real time feedback.

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The program and how the kids apply what they already know and how they can explore the topics or areas they are interested in. Choices are important for their commitments

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The program and how the kids apply what they already know and how they can explore the topics or areas they are interested in. Choices are important for their commitments

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I have been diving into the Science of Reading -reading instruction for K-2

I am very well versed in Marzano instructional practices though observation

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Various frameworks: Rigor Relevance, UDL.

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I work mostly with adults and use my observation and their feedback to help inform what we focus on.

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Progress monitoring, exit tickets with reflection, observation, assessment.

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Combination of programs, coaching cycles, data analysis/progress monitoring

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Site visit in South Dakota. Lots and lots of reading books. Lots of time with this consortium. Went to Maine this summer. Lots of experience and training with Marzano key concepts for quality instruction.

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Figuring out where my staff is at with their learning helps guide my next steps. Their needs will drive what direction I go in with them, but I'm also staying current with the practice so I am ready to help them with their goals.

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Most recently as I have worked through my CAS in Literacy instruction, the focus has been around student motivation and engagement and how to ensure that you are achieving both so that students are getting the most they can out of your literacy instruction!

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Help others in our building and district begin to develop an understanding of customized learning.

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I have taken course work with you a couple times including co-facilitating once. I've facilitated and coached staff in beter understanding the habits of mind and integrating complex reasoning

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I took a class with you and Deb at one of our schools

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I took a class with you and Deb at one of our schools

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I completed the Dimensions of Learning Course. I participated in a multi-year grant about leading quality instruction and creation of a district instructional framework (Learning System), which was research-based and heavily influenced by Marzano and Hattie.

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Shifting the mindset course, mcl summit, books.

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Been a part of the MCL summits and work since the beginning starting with my work in RSU 2 and continuing the work here in RSU 12.

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Ongoing progress monitoring, keeping abreast of science of learning research

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I did my master's program in curriculum and instruction.

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Attended MCL summit. I've done a book study with a small group in a previous district that would fall into quality instruction.

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Seeing Stars

Growth Mindset quotes

Multi-sensory strategies for teaching

I completed some models for the Science of Reading through the department of Education. These models have been guiding my reading instruction.

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Coaching cycles with our specialists.

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I took the class with you and Deb.