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School District Five of Lexington and Richland Counties Secondary Planning Meeting (February 19, 2014) Classroom Mosaic

Activity

Learning Target: I can research, define and explain all the inputs associated with the new instructional strategy slide (#2) in the revised Lex5 secondary classroom mosaic template.
Spirit Read Tasks
1. 2. 3. 4. 5. 6. Assemble in assigned groups (see assignments below) Assign roles in groups (Reporter, Researcher, Recorder) Review Guide for Informal Observations in SD5LRC Review instructional strategy slide (#2) In assigned groups, reach consensus on definitions for new inputs (assigned) Whip Around with finished definitions for updating the guide for informal classroom observations in SD5LRC. Submit an electronic version to session leader.

Process

Products Groups:

1. We have placed each meeting attendee in a design group 2. In your teams, you will: a. Review the instructional strategy slide b. After micro-research, reach on consensus on definitions c. Record and report out during the whip around session ! Each person has been assigned to a design group. ! Each quad will submit an electronic copy of their groups consensus to session facilitator

!" Sanford, Longshore, Kearns, Ross a. Activating prior knowledge, defining clear learning intentions #" Stafford, Magee, Gates, Boland a. Stating explicit success criteria, building commitment & engagement in the learning task $" Hampton, Lofton, Hutto, Moore a. Presentation of the lesson, guided practice, independent practice %" Wright, Reigel, Miller, MacLeod a. Formative evaluation/feedback, facilitating problem solving &" Cox, Gary, Boissinot, Holden a. Questioning, cooperative learning '" Doty, Richardson, Hardie, Owings a. Generating and testing hypothesis, summarizing and note taking

From: The Artists Way

by Julia Cammeron

The . . . circle must exist in any place of creation. It is this protective ring, this soul boundary, that enlivens us at our highest level. By drawing and acknowledging the . . . circle, we declare principles to be above personalities. We invite a spirit of service to the highest good and a faith in the accomplishment of our own good in the midst of our fellows. Envy, backbiting, criticism have no place in our midst, nor do ill temper, hostility, sarcasm, chivvying for position. These attitudes may belong in the world, but they do not belong among us in our place as artists. Success occurs in clusters. Drawing a circle creates a sphere of safety and a center of attraction for our good. By filling this form faithfully, we draw to us the best. We draw the people we need. We attract the gifts we could best employ. The . . circle is built on respect and trust. The image is of the garden. Each plant has its name and its place. There is no one flower that cancels the need for another. Each bloom has its unique and irreplaceable beauty. Let our gardening hands be gentle ones. Let us not root up one anothers ideas before they have time to bloom. Let us bear with the process of growth, dormancy, cyclicality, fruition, and reseeding. Let us never be hasty to judge, reckless in our urgency to force unnatural growth. Let there be, always, a place for the artist toddler to try, to falter, to fail, to try again. Let us remember that in natures world every loss has meaning. The same is true for us. Turned to good use, a creative failure may be the compost that nourishes next seasons creative success. Remember, we are in this for the long haul, the ripening, and harvest, not the quick fix.

Classroom Mosaic - Instructional Strategies Secondary Planning February 19, 2014

Learning Target
I can dene and explain all the inputs associated with the new instructional strategy inputs in the revised Lex5 secondary observation template.

Groups
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Tasks
Dene instructional strategies for our observation guide Assemble in six groups of four Reach consensus on strategy denitions and sample look-fors Report out during whip around Assigned recorder send electronic information to RJ

Classroom Mosaic Note catcher February 19, 2014 Standard 2 Instructional Strategies
So what constitutes effective instructional strategies, that when observed, will equate to sound teaching and learning? Research convincingly demonstrates that when certain instructional strategies are implemented appropriately, then they can increase student achievement (Marzano, Pickering, & Pollock, 2001). Instructional strategies determine the approach a teacher may take to achieve standards/indicators/essential questions. Instructional strategies are methods that are used in the lesson to ensure that the sequence or delivery of instruction helps students learn.

I.

Activating Prior Knowledge

Activating prior knowledge helps students make connections to the new information they will be learning. By tapping into what students already know, teachers can assist students with the learning process. How it looks in the classroom: KWL charts Brainstorming Turn and talk Think, pair, share Anticipating guides

II.

Explicit Direct Instruction

a. Defines clear learning intentions

The learning intention (or objective) for a lesson or series of lessons is a statement, which describes clearly what the teacher wants the students to know, understand; and be able to do...as a result of the learning and teaching activities. The teacher shares this learning intention with her students, either orally or in writing. Sometimes the learning intention is written on the board and shared with students at the beginning of a lesson or unit. At other times it is not mentioned until after the engagement activity. The learning intention could also be called the learning objective or goal. The terminology is not important, but the purpose certainly is.

How it looks in the classroom:

b. States explicit success criteria Whereas learning goals help students identify and understand what they are expected to learn, success criteria provide the tools for students to m onitor their progress towards achieving the learning goals. Clearly it is simply not enough for the teacher to know what they are looking for, the student must also know. Hattie and Timperly (2007) identify three questions to guide student learning: ! Where am I going? ! How am I going? ! Where to next? While learning goals help students answer the question Where am I going?, success criteria help students answer the question,How am I going? How it looks in the classroom: Checklists Rubrics Clearly outlined performance criteria Exemplars posted in the classroom

c. Builds commitment and engagement in the learning task Also known as the hook! This method is a short introductory moment that captures what's interesting and engaging about the lesson and puts it out front." How it looks in the classroom: Quick story, using Media infusion (videos, quotes spoken word, etc..) Real world examples Challenge, competition, Analogy skit, etc Use of a prop Inserting humor d. Presentation of the lesson Presenting subject matter often depends on the topic at hand, the resources available, the time allotted for the lesson, and the interest level expected of the student. How it looks in the classroom: Lecture Small group discussions Simulations Technology integration e. Guided practice Guided practice is an activity that provides students the opportunity to grasp and development concepts or skills and requires teachers to monitor student progress. Teachers should use guided practice following and as an additional check for understanding, prior to closure, to determine the level of mastery, and to provide individualized instruction and feedback. How it looks in the classroom: A set of questions that requires students to work through new learning. Cooperative learning strategies I do, we do, you do Graphic Organizers Jigsaw activities Foldables Interviews Think, pair, share, write

f. Independent Practice Through independent practice, students have the opportunity to refine and improve their skills and synthesize new knowledge by completing a task on their own and away from the teachers direct involvement. Independent practice can take the form of a homework assignment or worksheet but it is also important to think of other ways for students to reinforce and practice the given skills. How it looks in the classroom: Completing Venn diagrams Graphic organizers Quick write (minute paper) Journals Assigned problems

g. Lesson closure Closure is the time when you wrap up a lesson plan and help students organize the information into a meaningful context in their minds. How it looks in the classroom: Questioning Exit slip Journal entry Whip around 3-2-1 Gallery Walk Fishbowl Three Ws

III.

Formative evaluation and feedback

According to Hattie (2012) and Black & William (2001) formative evaluation refers to any activity used as an assessment of learning progress before or during the learning process itself. In contrast with formative assessment, the summative assessment evaluates what students know or have learned at the end of the teaching, after all is done. How it looks in the classroom: Observations Questioning Peer/Self assessment Individual whiteboards Four corners Discussion Kinesthetic assessments Learning/response logs Three Ws

IV.

Facilitating problem solving

Creating structures where real world problem solving is a common practice in the classroom creates opportunities for students to refine skills and demonstrate their mastery of the subject matter. Effective problem solving is the intersection of what students know and what they have learned. How it looks in the classroom: Real world problems Brainstorming and barriers Scenarios/analyses/solutions Action plans

V.

Questioning

The task of asking the right types of questions can be the difference between a great lesson and a mediocre one. It can also be the difference between high and low results. Effective open ended, higher order thinking strategies challenges students at an appropriate level, invokes critical thinking and inquiry, motivates students, and leads into well designed discussions. How it looks in the classroom: Open-ended Aligned to Webbs Depth of Knowledge Cold calls No opt out Think, ink, pair-share Whiteboards Hot seat Fist-to-Five or ThumbOmeter Four Corners

VI.

Cooperative learning

Research shows that organizing students into cooperative groups yields a positive effect on overall learning. When applying cooperative learning strategies, keep groups small and don't overuse this strategy-be systematic and consistent in your approach. How it looks in the classroom: When grouping students, consider a variety of criteria, such as common experiences or interests. Vary group sizes and objectives. Design group work around the core components of cooperative learning-positive interdependence, group processing, appropriate use of social skills, face-to-face interaction, and individual and group accountability. Integrate content and language through group engagement, readers theatre, pass the pencil, circle of friends, cube it, radio reading, shared reading and writing, plays, science projects, debates, jigsaw, group reports, choral reading, affinity diagrams, Students tackle word problems in groups and explain their answers, etc.

VII.

Generating and testing hypothesis

Research shows that a deductive approach (using a general rule to make a prediction) to this strategy works best. Whether a hypothesis is induced or deduced, students should clearly explain their hypotheses and conclusions.

How it looks in the classroom: Ask students to predict what would happen if an aspect of a familiar system, such as the government or transportation, were changed. Ask students to build something using limited resources. This task generates questions and hypotheses about what may or may not work.

VIII.

Summarizing and note taking

These skills promote greater comprehension by asking students to analyze a subject to expose what's essential and then put it in their own words. According to research, this requires substituting, deleting, and keeping some things and having an awareness of the basic structure of the information presented. How it looks in the classroom: Teacher models summarization techniques, identify key concepts, bullets, outlines, clusters, narrative organizers, journal summaries, break down assignments, create simple reports, quick writes, graphic organizers, column notes, affinity diagrams, etc

Teacher provides a set of rules for creating a summary. When summarizing, ask students to question what is unclear, clarify those questions, and then predict what will happen next in the text.