8 W A Y S T O P U T A L L S T U D E N T S O N T H E R O A D T O A C A D E M I C S U C C E S S

LEARNING IN THE FAST LANE

TODAY’S LEARNING TARGETS

• Transform standards into clear learning goals that are explicit to students.

• Implement high-impact instructional strategies to foster academic achievement in all students.

WHY A LEARNING LOG?

• Use to reflect on all professional learning this year

• What did I learn?• Why is it important to me?• How will/did I use it in class?• What was the impact, and how do I know?

CHAPTER 1. ACCELERATION: JUMP STARTING STUDENTS WHO ARE BEHIND

• Think about a class you took that posed significant challenges for you. List three words or phrases that describe the experience.

• What do you believe was the primary cause of your struggles in the class?

• As you struggled through the class, how did your behaviors related to the class change?

• What strategies did you employ to help you either succeed in the class or simply survive the experience? Or not?

ACCELERATION

• Compare your experience and the tactics you employed to students who have struggled in your class. • Why do you think they struggled? • How did their behaviors change as a result of their situation?• What tactics did they use to attempt to overcome their

failure? Or did they have any tactics?

• Lack of adequate prior knowledge?• Gaps in learning?• Vocabulary?• Relevance and purpose?• Ambiguous learning goals?

HOW CAN WE HELP STUDENTS WITH GAPS FROM THE PAST SUCCEED TODAY?

ACCELERATIONWhat is the effect size?

ACCELERATION

• In your journal, draw a simple t-chart. Label the left side acceleration and the right side remediation. Write down everything you can remember about each term- memory only- no book.

• The acceleration framework includes 6 steps. List in your journal.

• Briefly describe each step and explain how each is alike and/or different from core instruction? (Table Talk)

ACCELERATION

• What steps would you need to take to implement acceleration? Consider factors such as team scheduling, how you will identify students who need intervention, and how you will monitor student progress.

• How will you keep your focus on moving students forward (acceleration) rather than helping students survive today?

ACCELERATION

• Discuss your current practice and possible next steps. How can you apply this new learning to your work in a way that adds value? • Capture your thoughts in your Learning

Log.

• East Jackson High School pages 18-19

2. STANDARDS WALLS: TRANSFORMING STANDARDS INTO CLEAR LEARNING GOALS

Typical Day for Students…

WHAT DID YOU LEARN IN SCHOOL TODAY?

• Student-”Nothing,” or “I don’t’ know.”

• Parent- • What are you doing in math? “A worksheet.”• What are you learning in science? “We’re doing a lab.”• What are you studying in social studies? “We are taking

notes.”• What are you learning in ELA? “We are reading and

writing.”

CLEAR LEARNING GOAL? YES OR NO

1. Complete problems 1-302. Identify the quadrant of a given point in the coordinate

plane3. Cite several pieces of textual evidence to support analysis

of what the text says explicitly as well as inferences drawn from the text.

4. Read the chapter and answer the questions5. Make inferences/draw conclusions about a character

(literary or historical)6. Make a poster/mobile/PowerPoint presentation about cells7. Compare and contrast the different forms of government

in Ancient Greece (Monarchy, Oligarchy, Tyranny & Democracy)

STANDARDS WALLS

• Explicit learning goals or targets are fundamental to learning. For students, what are the advantage of standards walls over simply posting standards?

• What are the three components of Standards Walls that most effectively support learning? Why do Standards Walls work?

CHAPTER 2- STANDARDS WALLS

• Discuss your current practice and possible next steps. How can you apply this new learning to your work in a way that adds value?

NEXT STEPS…

• For Chapters 1 and 2, answers questions 1 & 2 in your learning log. (taped inside the front cover)• 1. What did you learn?• 2. Why is this important to you?

• October 1- Be prepared to share in small groups the answers to questions 3 & 4.• 3. How did you use it in class? (What did you try?)• 4. What was the impact, and how do you know (the

measure)?

• You are welcome to share photos, student examples, etc.

LEARNING IN THE FAST LANE TIMELINE

• Chapter 3 Success Starters: Sparking Student Success Right Away • October 1

• Chapter 4 Formative Assessment and Feedback: Checking Student Understanding Minute by Minute• October 15

• Chapter 5 Vocabulary Development: Implementing a Strategic Plan• November 3

• Chapter 6 Student work Sessions: Giving Students Greater Responsibility with Valuable Work• November 19

• Chapter 7 Student Motivation: Creating Engaging Tasks and a Positive Learning Environment December 3

• Chapter 8 Scaffolding: Providing What’s Missing Just in Time• February 4

• Chapter 9 Why Are Some Students Still Failing, and What Can We Do About It?• March 13

Lead by Cougars team leaders!