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Designing Professional Learning from the Classroom Out

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Designing Professional Learning from the Classroom Out

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Pl=professional learning
Teacher Voice-
Universal Appeal
Effective oral feedback something
that can help a student be a better write or better artist.

Will it work beyond classroom
Is there a critical mass of teachers who need it.

Craft Universal Appeal
Ensure that everyone will benefit
Ensure that it is replicable
Resources are available l

Is pl results oriented

Pl must produce clear measurable results

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Student Centered Learning:Planning for Student Suc

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Student Centered Learning:Planning for Student Suc

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Carol Ann Tomlinson

Pl=personalized learning
Www.caroltomlinson.com presentation by Wednesday

Student Centered Learning-Personalized Learning
Make ind learning needs of the student the primary focus rather than what is convenient.

Teacher is no longer the keeper of knowledge the world is and the teachers job is to facilitate.
http://pl.cmslearns.org Charlotte Mechlinburg

Personalized learning requires effective teaching first and technology second.

PL is slim unless we change our sense of what curriculum means nil if the standardized test is the goal of curriculum.

Differentiation and pl are partners in student success.

Triangle the teacher the content the student

What do we mean by pl
What are the goals
When is the right time
What is the match between curriculum and pl
Who is going to experience pl when and for how long
What do we do if pl falls short for a student
Whose asked to implement pl
What support is there
Who helps teachers prepare for pl
How prepared are school leaders
How prepared are parents
What aspects of the school environment needs to change

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Eric Sheninger
Does schools work for kids for what they need today?

The environment that students learn in today is different.

Engage digital learners in the content and process of learning.

Relevant School
Standardized assessments do not make schools relivant, yes standards are important but how do we prepare students to do more than take tests.

Bemoredog.com

Learning always needs to be about the kids.
Less teacher directed is more of them.
Unless we get instructional design right, technology willl increase failure.

Pedagogy trumps technology.

We have to answer the question "what did they learn?" When integrating technology.

https://docs.google.com/document/d/19VqViLxtN09fNRqwLwIkSgKtHpRZH8FTGrnwjLR4am8/mobilebasic

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Co-Teaching: Strategies to Meet the Needs of Diverse Learners

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Co-Teaching: Strategies to Meet the Needs of Diverse Learners

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We need to teach with the end in mind
Activate and Engage the learners
Explore and Discover
Organize and Integrate
Adjusting the curriculum and meeting individual needs
Acceptance, Belonging, Community
Connect, Contribute, Collaborate, Communicate
Video: the animal school
Brain Breaks/State changes
Flexible grouping
Parallel teaching
Station teaching
Team teaching
Alternate teaching
One teach/one assist, support

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Helping Special Educators Provide the Special in General Education Settings

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Helping Special Educators Provide the Special in General Education Settings

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"You can't teach a child to swim by taking them out of the pool"
The power of different lenses - general ed has an expertise in content - Special ed brings the specially designed instruction expertise
Vocabulary or Spelling shapes as opposed to spelling lists - we give them a picture to attach to the words - stick figure
Add drawings to flush out the meanings
Talk about it first, then place them in shape
Deal or No Deal - use briefcases to use vocabulary words in different contexts - single context vocabulary instruction is ineffective
Discussion Board - scaffold by using pictures with words, giving tactile component increases engagement
Content Methodology Delivery
3 major components - adapting content, methodology, or delivery
Meet unique needs - IEP based
Provide access to General Ed curriculum
What did I do today that was special?
Use a lesson planning tool - page 5
Get the kids alert by using novelty in the classroom
Auditory/Visual Perception - make materials less over stimulating
Hold students accountable for participation, provide them supports
Tactile/Kinesthetic - provide movement in the classroom - put page covers over pages of workbooks or textbooks
Have SPED teacher lead Activator and Closure
Use color coding with bracelets or rubber bands to create small groups based on formative assessments
Act of assessing and seeing progress increase dopamine
Using QR codes are a great way to engage students
Create audio files and attach them to QR codes to read test questions to students
65% of the time should be spent in teacher directed small groups

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Six Influences that Matter Most

Peter Dewitt
https://docs.google.com/document/d/1II4tQKuwu184JhsGTYRAk1q8be2Wv13ssC5a_Ij1j7k/mobilebasic
What is a collaborative mindset?
Authentic Engagement v Compliant

Participants must engage one another's thinking. Listen and respond to what peers are saying.

Adults must engage each other's thinking.
Four types of Leaders (situational

Negotiators define goals more concerned with process
Collaborators co-construct goals
Bystanders react rather than proact
Regulators Accountability and check lists

Goal setting had the largest effect size (.51).
Establish goals with staff and as school.
Understand current reality.
Evidence Collection
Action Step
Collaboration
Goal Setting

Meet stakeholders where they are
Model what the goal looks like
Motivate stakeholders to be a part of the process
Numbers are effect size
Instructional leadership.42
Collective teacher efficacy1.57
Prof dev .51
Feedback.75
Assessment of capable learners 1.44
Family engagement.49

.4 typically equals a years worth of growth for a years input

Shift the narrative
Agree on what a years worth of progress looks like
Expect a years worth of progress
Develop new assessments
Release autonomy for those who demonstrate growth.

What's the collective teacher efficacy?
They can make a difference.

Flip faculty meetings
Send an article,blog,video, etc before meeting.
View at leisure before meeting
Discussion at meeting
Goal setting deep learning
Touchcast for meetings

Badges for teacher development

Feedback needs always to be linked to a goal.

Feedback triggers
Truth trigger upset about the substance
Relationship trigger no belief in giver
Identify trigger
3 forms of feedback
Appreciation thanks
Coaching here's a better way to do it
Evaluation here's where you stand

Above all relationships is key .72 effect size

2 and 10 connect with 2 students for 10 minutes

Create student efficacy

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Visible Learning In Literacy: Fisher and Frey

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Visible Learning In Literacy: Fisher and Frey

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Review of John Hattie's work:
These things negatively impact student growth:
-Mobility
-Retention

High levels of growth come from:
-Collective teacher efficacy
-Repeated Readings
-Conversations about text
-Ability grouping

(Other offered in handout attached.)

Learning intentions and success criteria:

Students should ask:
What am I learning today? Why am I learning this? How will I know that I have learned this?  (What's the relevance of this lesson?)

Transfer of responsibility: Leveled exit slip buckets
Level 1-4

I know I've learned something when I can go home and teach my mom who never went to high school.

Three types of learning: surface, deep, and transfer

Surface learning is where skill and concept development occur:
-Leverage prior knowledge (d-.67)
-Vocabulary techniques (sorts, words cards, and mnemonics) (d=.67)
-Reading comprehension in context (d=.60)
-Wide reading on the topic under study (d=.42)
-Summarizing (d= .59)

*Reading volume still matters. The amount of reading that a student engages in outside of school impacts achievement

*Reading diet is important : what are our students taking in?

Good instruction + reading practice= stickiness

Four things that drive a large volume of reading:
access to books (Library access and large amounts of books.)
choice (Readers want to read things that they want to read.) Have students generate essential questions and create reading lists.
conversation about reading / not reports (People read the news so they can talk about it!)
blessed books (talk about books every day-

Student learning should be esteemed over the use of strategies.
Jigsaw strategy is the only strategy that works across all areas of learning. It is not supposed to be divide and conquer. (Expert group to home group to expert group.

The product cannot look like deep learning when the process does not demand it.

Deep Learning is also important. These strategies work for deep learning:

-Concept Mapping / Graphic organizers
-Discussion and questioning
-Metacognitive strategies
-Reciprocal teaching

Deep learning is more about tasks than teaching. More complex tasks require students to deepen their learning.

Rigor is more about complexity, not difficulty. Difficulty is a leverage that frustrates students, complexity does not.

If kids can own it and it doesn't have to be retaught, we have reached transfer. The goal is automatic and fluent knowledge.

Four quadrants of learning:
Fluency
Stamina
Strategic Thinking (consciously aware practice)
Struggle

(All four of these should be in a unit of study)

The last stage of learning is transfer:

If your house was on fire, what 5 things would you want to rescue? What about in your classroom? Now, think about your classroom- What five things embedded in your curriculum would you not want to lose?

-Reading across documents to conceptually organize
-Formal discussion, including
-Problem-solving teaching
-Extended writing

Frequency, intensity, and duration are important.

The right approach, at the right time, with the right type of learning is the goal.

www.fisherandfrey.com

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Empowering Students Through Service Learning (Jahana Hayes)

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Empowering Students Through Service Learning (Jahana Hayes)

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Jahana is the 2016 national teacher of the year. She teacher history at the Waterbury, Connecticut school district.

The secret of education is not in the classroom, but in society. It really doesn't matter how smart or talented our students are , or what college they went to if they don't help others.

What will students do with the information you teach them?

Just because a student is smart or does well doesn't mean they are going to be successful.

HOPE Club- Helping out people everywhere

How does this affect curriculum ? How does this impact student learning?

Community service vs. service learning

Service learning is where curriculum is connected to the service you are doing.

Why service?

The less you have, the more valuable it is to be able to give!
The first time in their lives , they are the givers, not only the receivers of aid.
They have ownership of their community.
They can become the leaders of today, not the leaders of tomorrow.
We need our kids to be leaders RIGHT now. They can practice being leaders now, and we have to give them to opportunity to do so!

Investment and attendance goes up when students feel connected. Service ignites a passion in students.

Service learning builds relationships. Long after the information has been forgotten, students will remember how they felt when they were serving with others.

The process of service learning:
Investigation (Create a list/ Research needs/Understand student needs/ Build Empathy)
Preparation and planning
Action
Reflection
Demonstration

There's some magic when students discover what's important to them is important to you.

Let students find the problem. Let them create the solution.

Give students a new label. A new value. A new identity.
They are labeled Title 1, poor, difficult, special. Give them a new title that they can believe in! Illuminate the students' gifts and strengths. Change the narrative of how students lead and live in their communities.

Give students access to new opportunities! Students need a connection and a responsibility to someone else. If we haven't put something into our students, we can't expect to get anything out.

Our entire community has an obligation to educate our kids. We have to tap people on their shoulders and engage them so they can help us help them.

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Leading an Inclusive School: Access and Success for All

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Leading an Inclusive School: Access and Success for All

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Richard Villa and Jacqueline Thousands

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Teaching General Educators about Special Education

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Teaching General Educators about Special Education

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A Teacher's Guide to Special Education:
David F. Bateman
62% of the Special Ed. Population spend 80% of their day in Gen. Ed.
Get students with disabilities into the Gen. Ed. Classroom as much as possible
Purpose of SPED is to help students gain the skills so they can participate in the Gen. Ed. Classroom as much as possible
Laws that Govern: Section 504, IDEA
School Board members need to know these laws and regulations
Kids have disabilities, but do not need SPED services - there is nothing a SPED teacher would do to support them academically
504 - non discrimination law, use of accommodations and modifications
IDEA - LRE, IEP, Due Process, provide appropriate services for students with disabilities
All school employees are responsible for the education of students with disabilities
General Education teachers play a major role in development and implementation of IEPs
Special Education Process
Interventions
Referral
Evaluation
Qualification
Progress Development
Program Review
Exit Services
General Education Teachers play a vital role in the process
We NEED to follow processes
When students are danger to themselves or others, the process can be expedited
Data in the RTI process should depend on the problems that student is having
Teach teachers their role in the IEP process, Gen. Ed. Teacher is the curriculum expert
Gen. Ed. Teachers need to understand that there is a difference between accommodations and modifications
Modifications changes the content of the curriculum
Data collection - data based decision making, documented progress, establish appropriate goals, determine program effectiveness
Types of classroom data - behavior log, attendance, classroom tests/quizzes, checklist, observation, portfolio
Observe student, but also observe same aged peers
Behavioral data - clear/concise description of undesired behavior, clear/concise description of desired behavior, location data, determine the function - escape behavior or attention seeking behavior
Rewarding kids for appropriate behaviors
Teach Gen. Ed. Teachers what we want/need, explain to them so they can understand what's going on
ASCD.org
Council for Exceptional Children

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Giving LGBT youth Equitable, Safe and Inclusive School.

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Giving LGBT youth Equitable, Safe and Inclusive School.

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Joyce Mundy

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#coachapproach

Get out of your office and into the classroom

The steamroll approach doesn't work for longevity

What is a principal coach?

Continuum
Judge------------coach-----------------team captain

3 out of 4 feedback made no impact on their teaching

High expectations with high support

Partnership principles- Jim Knight

1. Equality
2. Choice
3. Dialogue/ voice
4. Reflection (Orid framework )
(adult learning theory)
5. Praxis ( learn while doing)
6. Reciprocity (put yourself out there- find a coach for you)

What is coaching? Helping others achieve their goals

Feedback- information on how we are doing to reach our goal

How are we improving teaching and learning? Teachers should help write their own goals

Acknowledge who you want to be but are not yet

Type of feedback:
A compliment
I noticed
I wonder
What if
How might

Evaluation are not necessary unless you want to get rid of a teacher

Don't create a toxic environment through evaluation
They only matter if you want to get rid of a teacher

Use clear language that shifts from coach to supervisor "I have a concern..."

Kim Marshall- great thinker on coaching

What if is not a new expectation. Encourage debate and reflection.

"A coach is someone who can give correction without causing resentment."

The strength of your leadership lies within the strength of your relationships.

Leadership style tracker tool
Positive results : Authoritative , affiliation, democratic , and coaching

Hyperactive superficial principal syndrome: are your leaders doing the work that matters

Get in the troubled classrooms to prevent
Get in the rock star classrooms to promote

Big rocks for coaches are getting into classrooms

Tools for a to do list

Tickler file
Evernote
Omnifocus

Rethink the open door policy
Open door vs out and about policy
Value people's time by scheduling meetings

50% of teachers in the U.S. Have not seen others teach within their own school
Pass the responsibility of coaching on to teachers:
Observing classrooms
Peer mentoring
Rounds / learning walks - focuses on one schoolwide  initiative
Lesson study

The coach's hat
Humility
Action
Trust

Nudge mail

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Establish ways to increase support:
1. Data accountability skills
2. Differentiation
3. Student-staff strengths
4. Communications-collaboration
5. Evidence based strategies and inclusion resources
Do - let the students know the level that they are at
Start by describing strengths - start by telling what a student can do
Create norms with students - establish norms for what's acceptable
Create Inclusion Norms
There is a very fine line between helping and enabling
Hand over learning to the students to be self-regulated learners
IRLEN - Helen IRLEN - tinted reading sheets - reading by the colors
Make resources available to all students
Flocabulary
Behavior has to be quantified so it can generate change in a positive way
Do2learn - emotional check in
Every behavior has a reason - is the work too easy - is the work too hard?
Co-teaching: Lead/Observe - take data as opposed to always Lead/Assist
ClassDojo
Set up Inclusion norms to what you think would be important in your environment
Planning/Prep: weekly, monthly, quarterly
Inclusion is an ongoing process - not a program - needs to be developed
Worksheets don't grow dendrites
Active and Diverse Engagements work!
Honor past practices and utilize the new practices
Newsela.com
ABCs of Inclusion: Administrative Support, Collaborative Practices, Specially Designed Instruction, Evidence-based Practices, Attitude
Ideal Inclusion vs. Pseudo Inclusion
Observe, Analyze, Respond
Know your students

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Behavior on the Brain: How to Motivate and Engage Reluctant Learners

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Behavior on the Brain: How to Motivate and Engage Reluctant Learners

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Nurturing and stimulating environment
When you couple laughter with learning, retention of new info can go up as much as 50%
Increase talking between students
Active engagement is the root brain growth
Students should be actively engaged in demonstrations as opposed to watching teachers go through the steps
We want to see kids moving every 15 minutes - natural transitions, carpet to table, stations
All humans crave appropriate physical touch
Pause periodically to allow active engagement - kids can pay attention to direct instruction per up to one minute per their age - pauses should be 30-90 seconds - 10 minutes of instruction - 39 second pause to apply instruction
Pause to summarize what they have just learned, doesn't need to be written
If you can't make the content interesting - make the package that they deliver back to you interesting
Simplification is a higher order thinking skill
Note taking vs Note making
Comparison - teach to the students, have them compare what you taught to something they already know
Use visuals to help kids learn behaviors, procedures, routines
Images is one way to get more structure with kids
Use pictures to display how materials should be put away, how systems and routines should look

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Neil Gupta- Director of Secondary Learning in Ohio

What are three complex leadership issues within your school right now?

Are you putting out fires or are you preventing fires from happening? The fire has already caused damage once it's started.

7 Keys to Transformational Leadership:

When you transform, you have to transform from something to something new.

#1. Transform from TOP DOWN SYSTEMS to GRASSROOTS JOURNEY. You have to bring people along in the journey in meaningful, not manipulative ways.

Ask your staff to give you seed ideas not polished papers when there is an idea or an issue. Transparency and continuous feedback are necessary at every point.

Loose and Tight Coupling- End goal is important, the process is up to the players.

#2. Leaders Let It Go: Move from compliance to commitment
One man plan to aligned building leadership teams.
The myth of linearity
Doug Reeves - Nothing changes until 90% of your staff have buy-in. Consistency- Fidelity- Integrity (All the time with faithfulness)

Spinning plates illustration.

#3: Leaders Bring Others Along
Transforming from sabotage to succession planning
Victor Vroom
Time Driven vs Development Driven Model

Leaders don't create followers, they create more leaders. - Tom Peters
Not making a decision is making a decision.

Is data the kids' problem or is it the way the teachers are approaching data collection measures?

#4. Leaders promote options

Is there only one path or one way for students to succeed at your school? Create new pathways for staff and students.

#5. Leaders get help from others
Transform from Ego-Driven to Team-Driven.
The smartest person in the room is never as smart as all the people in the room . John Maxwell

Collaborative environments cannot be competitive.

Bam!Radio / Voxer

#6. Leaders Become Instructional Experts
Transform from subcontractor to learners.

Find your "holes" and work on them.

Must be the person who LEADS, not facilitates. Staff don't trust the people who are not knowledgeable.

#7. Leaders Communicate Expectations
Does the staff know your core beliefs? Are they written down? Are they shared?

UBUNTU
an ancient African word meaning humanity to others.

I am what I am because of who we all are!

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Teaching and Engaging with Poverty in Mind 

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Teaching and Engaging with Poverty in Mind 

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Eric Jensen

Poverty can be thought of as a chronic condition.

Understanding the risk factors for students living in poverty is critical for success in education.
-25 million students living in poverty.
-majority of students living in poverty will not graduate college.

-7,000 students drop out of school each day

Poverty
-Acute/Chronic STRESS
- Cognitive Capabilities
- Emotional Support