Copyright: Learning-Focused Solutions Balanced Achievement: High Impact – Rapid Response Instructional Practices Dr. Max Thompson & Learning Concepts,

Copyright: Learning-Focused Solutions

Balanced Achievement:High Impact – Rapid Response

Instructional Practices

Dr. Max Thompson&

Learning Concepts, Inc.

LEARNING STRATEGIES THAT WORK!

www.learningfocused.com


Essential Questions

1. What are the essential elements of exemplary practice?

2. What is so important about a prioritized, mapped curriculum?

3. What are some research-based, high impact instructional practices that get rapid responses in learning and achievement?

Cover Page


Exemplary Practice Research

US Department Education Eight research labs spread across the country

with focus on learning and teaching Two research labs on higher level thinking and

brain research European Union sponsors four research labs

on learning and teaching


Exemplary Practice Evaluations

The Education Evaluation Consortium Staffed from 9 different centers or labs with a total

of over 300 education evaluators) Funded by the US Department Education & the

Pew Educational Forum Evaluates educational practices in 1400+ schools

per year in 9 – 14 countries 700+ Typical Schools & 700+ Exemplary

Schools Meta-Analysis of All Data Analyze Data for Patterns: What strategies are

found in the exemplary schools that are not found in the typical schools?


One Example School: Demographics

1479 Students on February 1, 2007 39 new teachers in 2006 – 2007 school year Students: African-American: 20%; Asian: 8%;

Caucasian: 3%; Hispanic: 65% 92% eligible for Free/Reduced Meals 75% of students do not have English as native language 54% served in ESOL program 601 2006-2007 students were at this school in 2005-2006 Only 15% of 2006-2007 5th graders attended this school

in 1st grade 50%+ mobility rate


Achievement and AYP

AYP met in all subgroups last 4 years

Acknowledged as Distinguished Title 1 School

One Example School: AYP


2005/2006 School Year Percent Passing CRCT ALL Reading/Language: 85% Math:

91% Black 88%

90% Hispanic 81%

91% ESL 77%

88% SWD 67%

84% Economically Disadvantaged 84% 93%

SWD = + 30 in Reading in 3 years; + 45 in Math in 3 years

LEP = + 31 in reading in 3 years; + 44 in Math in 3 years

All other subgroups at least +15

One Example School: AYP


2006 / 2007 Goals

95% passing Math in all subgroups

80% passing Reading in SWD and ESL

90% passing Reading in all other subgroups

One Example School: Goals


School Strategies To Meet Goals

ONLY grade level content in ALL classrooms

Monthly focus for reading comprehension strategies (Tested Seven)

Connect reading comprehension strategies to extending thinking

Extended reading passages for all students

Collaboration planning time using the Learning-Focused Strategies (LFS) Lesson and unit planning model

One Example School: Strategies


Monitoring/Evaluation (6 strategies EVERY Classroom)

1. LFS unit focus with Student Learning Maps guiding and structuring learning and LFS lesson planning format

2. Writing Process consistent and pervasive in student writing with a focus on expository writing

3. Graphic Organizers USED BY STUDENTS for writing, reading comprehension

4. Vocabulary in classroom readable, well organized, and ONLY grade level content

5. Rubrics used by students and teachers 6. Student Writing samples posted with extended

writing responses on answering essential questions

One Example School: Classrooms


Balance …


Balanced Achievement …

Mapped,Prioritized Standards

ResearchBased

Instruction

IntegratedLiteracy

K-12

AccelerationScaffolding

BenchmarkAssessments

Page 2


Prioritizing Worksheet

Essential Important Compact(Master) (Introduce/Extend) (Maintain)Top 50% Next 30% Last 20%

Page 3


Prioritizing Worksheet

Essential Important Compact(Master) (Introduce/Extend) (Maintain)Top 50% Next 30% Last 20%

InstructionTime: 70% 20% 10%

Page 3

Map Units Across Year / Course

-- Units 2, 5, 6, 7, 9, 10 are the most critical, the most “Essential” take the most time!-- Units 1, 4, 11 are “Important” but not as critical.-- Units 3, 8 are part of the course, but are the least important. You can “Compact” them.

1. Map out your course(s).2. Develop content maps first for the essential

units and then for all the others. 3. Put course maps and content maps online

1 2 3 4 5 6 7 8 9 10 11

Page 4

1 2 3 4 5 6 7 8 9 10 11

1 2 4 5 6 7 9 10 11

Curriculum Map For Typical Course/Students

Curriculum Map For At-Risk Students In Same Course/Grade


Kindergarten Social Studies Content Map of Units

Unit 1:

Rules to Live By

Compact Unit

Unit 2:

GoodCitizens/GettingAlong

Important Unit

Unit 3:

My FamilyAnd Me

Essential Unit

Unit 4:

My HomeSweet Home

Important Unit

Unit 5:

MyCelebrations

Essential Unit

Unit 6:

My CommunityHelpers

Essential Unit

Unit 7:

My NeedsVs. My Wants

Important Unit

Unit 8:

My Earth

Essential Unit

Kindergarten/Social Studies: My Earth

Key Learning: Geography, climate, and natural resources affect the way people live and play.

Maps &Globes

Climate &Weather

Taking Care of the Earth

Unit Essential Question: What affects the way we live and play?

LEQs: 1. What is a map?2. How do we use a map?3. What is a globe?4. How do we use a globe?

LEQs:1. What are natural resources?2. Why do we need to recycle?

LEQs:1. What is climate?2. What are the 4 seasons?

Vocabulary:Earth oceancountry lakemountain forestjungle

Vocabulary:natural resourcerecyclereusereduce

Vocabulary:climate seasonFall AutumnSpring SummerWinter weather

My Earth

Maps &Globes

Climate &Weather



Maps &Globes

Climate &Weather



LEQ: 1. What is a map?2. How do we use a map?3. What is a globe?4. How do we use a globe?


My Earth

Maps &Globes

Climate &Weather




LEQ:1. What is climate?2. What are the 4 seasons?



My Earth

Maps &Globes

Climate &Weather




LEQ:1. What are natural resources?2. Why do we need to recycle?

LEQ:1. What is climate?2. What are the 4 seasons?


Vocabulary:natural resourcerecyclereusereduce


My Earth

Interdependency of Life: 7th Grade ScienceKey Learning: All living things have needs and are interdependent as they grow and change in a fragile world of survival.

Unit Essential Question: Why is it called the ‘web of life’?

Concept: Ecosystems

LEQ(s):1. What makes up an ecosystem?2. What feeding relationships are found in an ecosystem?3. How do organisms cooperate and compete in an ecosystem?

LEQ(s):1. How do ecosystems ‘recycle’?

Concept: Population Concept: Cycles

LEQ(s):1. What factors affect changes in populations?2. What can happen when an organism is “out of place”?3. What patterns occur when organisms are “out of place”?

Vocabulary:Destructive predatorshuman impact protectthreatened resourcessurvival endangeredextinction herbicidescontrol issuesbalance of nature

Vocabulary:ecosystem relationshipsorganism cooperatecompete habitatcommunity producersconsumers decomposerscarnivoresfood chains/webs

Vocabulary:nutrient & energy recyclingnatural cyclesrecycle

Instructional Tools:Anticipation Guide

Paired ReadingCause & Effect Organizer

3-2-1 Summarizer LEQ Written Response

Inductive Reasoning OrganizerResponse Rubric

Key Learning: Weather is the name givento the changing conditions of the atmosphere which surrounds the Earth.

Unit Essential Question:What causes weather?

Fronts TemperaturePrecipitationPressureSystems

LEQs:1. What is an air mass?2. How do they change our weather?

LEQs:1. What is temperature?2. How does it affect us?3. How does it affect weather changes?

LEQs:1. What is humidity?2. How is humidity related to precipitation?

LEQs:1. What is a high pressure?2. What is a low pressure?3. How does each affect us?

Weather Unit Map: 4th Grade Science

Vocabularyair massfrontswind velocity

Vocabularypressure systemBarometer

VocabularyhumidityPrecipitation

VocabularytemperatureThermometer

InstructionalTools

- Cause / Effect- Barometer- Thermometer- Weather Station

8th Grade Social Studies: The Lewis and Clark ExpeditionInstructional Tools:

Key Learning(s): Exploration is motivated by political, economic, scientific, & social factors. Individuals and their values Impact history. Patterns in one historical event can be found in other historical events.

Unit Essential Question(s):The Lewis and Clark Expedition: What’s the big deal?

Lesson Essential Questions:

Vocabulary:

Students will know:* Purpose of the Lewis & Clark Expedition* Key People* Effects of the expedition

Students will be able to:* Construct support for a position* Recognize and describe patterns in information * Use primary sources * Write persuasively


Vocabulary:


Vocabulary:

Motivation The Corps ofDiscovery

Significance Processes

Why did you send them, Thomas Jefferson?

How can you support Jefferson’sdecision?

Who were they andwhy were they chosen?

What were the contributions of the expedition?

How can we find patternsin historical events?

How is the Lewis andClark Expedition like other events in history?

ConstructingSupport

Abstracting

• Expedition• Louisiana Purchase• Northwest Passage• economic• political

• corps• adventurous• leadership• teamwork• perseverance

• accomplishment• impact• significance

Multiplication: 3rd Grade Math

Key Learning:Multiplication is a more efficient way of adding.

Essential Question: How do we use multiplication?

Concept: Meaning

LEQ(s):1. How can arrays help you understand multiplication?2. How is multiplication repeated addition?3. How can you use skip counting to find a product?

LEQ(s):1. How do you multiply factors to get a product?2. What patterns can help you remember the multiplication facts?3. How can we find errors in multiplying?

Concept: Real-Life ApplicationConcept: Process

LEQ(s):1. Where is multiplication used in real-life?

Vocabulary:large lotsbudgetingfinding areashoppingIndustry

Vocabulary:arraysrepeatedproduct digitvalue

Vocabulary:factorsproductreversinglattice methodpatternserrors

Instructional Tools:Graph Paper

Multiplication ChartsCalculator

Real Life Problems(finding area)

Sequence Chart of Steps

English Literature: High School

Key Learnings: To define and understand the elements and characteristics of Shakespearean tragedy. Explore the tragic heroes in the Shakespearean tragedies and identify the flaws, events, and influences that led to the tragedy of each hero.

Unit Essential Questions: Why a tragedy?What are the characteristics of a Shakespearean tragedy?

Concept: Character Analysis

LEQ(s):1. Why do we call them tragic heroes?2. What are the common characteristics of William Shakespeare’s tragic heroes?

LEQ(s):1. What are the literary elements of a Shakespearean play? 2. How do these elements work together to develop a tragedy?

Concept: Drama Characteristics Concept: Literary Analysis

LEQ(s):1. How do Shakespearean drama characteristics enhance the portrayal of the tragic hero?

Vocabulary:

MonologueSoliloquyAsideFoilCatastropheStaging

Vocabulary:

ProtagonistIntellectualVirtuousAvengingFlawedAntagonist

Vocabulary:

SettingCharacterizationThemePlot/ConflictImageryDramatic Irony

Instructional Tools:Plays: Hamlet, Julius Caesar, MacbethKnow: Concepts of Shakespeareancharacterization, drama, & tragedies

Do: Compare / Contrast Essay Persuasive Essay


Character Analysis Drama

Characteristics Literary Analysis

Shakespeare’s Tragedies





1. Why do we call them tragic heroes?2. What are the common characteristics of Shakespeare’s tragic heroes?

Vocabulary: ProtagonistIntellectualVirtuousAvengingFlawedAntagonist







1. What are the literary elements of a Shakespearean play? 2. How do these elements work together to develop a tragedy?

Vocabulary:SettingCharacterizationThemePlot/ConflictImageryDramatic Irony







1. What are the literary elements of a Shakespearean play? 2. How do these elements work together to develop a tragedy?

Vocabulary:SettingCharacterizationThemePlot/ConflictImageryDramatic Irony

1. How do Shakespearean drama characteristics enhance the portrayal of the tragic hero?

Vocabulary:MonologueSoliloquyAsideFoilCatastropheStaging

Curriculum Maps andStudent Learning Maps:

Why are they so important?Communication device

Conceptualize a unit

Enable consistent curriculum pacing and planning

Highlight important vocabulary

Enable students to "see" the knowledge gained over time and their learning

Topic / Grade Level

Concept Concept Concept

Instructional Tools:

Assessment: ________________________________________________________________

Unit Essential Question(s): ______________________________________________________

LessonEssentialQuestions:



Vocabulary: Vocabulary: Vocabulary:

Curriculum Map/Student Learning Map of Unit

Know:

Do:

Key Learning: _______________________________________________________________

Page 5

Strategies That Most Impact Achievement

Rank Strategy Effect

Size

Percentile

Gain

1 Extending

Thinking Skills

1.61 45

2 Summarizing 1.00 34

3 Vocabulary In

Context

.85 33

4 Advance

Organizers

.73 28

5 Non-Verbal

Representations

.65 25

(Marzano, 2001;US Department of Education: 2002) Page 6


Make Connections

Don’t just pick a strategy Connect strategies across lessons and

units in an appropriate sequence

It is all about planning! It is all about where strategies go and how

often in lessons and units

Levels of Learning

I. Acquisition

Essential questionLinking prior knowledge

Scaffolding/previewCollaborative pairsDistributed practice

Distributed summarizingGraphic organizers

II. Extending& Refining

Cause/EffectCompare/Contrast

ClassifyConstruct Support

Analyze PerspectivesJustification

InductionDeduction

Error AnalysisEvaluationAbstracting

Example To IdeaIdea To ExampleWriting Prompts

III. Authentic, Meaningful Use and Mastery

Decision MakingProblem Solving

InvestigationInvention

Experimental InquiryPage 7

Levels of Learning

I. Acquisition








InductionDeduction






Experimental Inquiry

50%


The Finding of Hugglbos

It is believed that Hugglbos once yupted the bysistor of Nanatoga. The Hugglbos were an antitotal of Hugglators. In recent years the Hugglbos have knotabled in Fedrobela. It seems they have clokafied about twice a year. Fedrobela is much more protified for the results of Hugglbos.

1. What are Hugglbos?2. Where have the Hugglbos knotabled?3. When did the Hugglbos clokafie?


New Question Stems for The Finding of Hugglbos

1. What is the main idea of the selection?

2. How would you describe Hugglbos?

3. What is your opinion about Hugglbos?

4. Why do you think it would be fun to be a Hugglbos?

5. Explain an experience that is similar to that of finding the Hugglbos.


The Bull Frog and The Young Cricket

The following story is about a wise ‘ole bull frog who tries to trick a young cricket.


The Bull Frog and The Young Cricket

(Question Stem From Test)

1. What is the story mainly about?a. A bull frog eating a young cricket.b. A young cricket outsmarting a bull frog.c. A bull frog helping a young cricket.d. A young cricket and a bull frog

becoming friends.


3rd Grade State Test: Math Item

There are seven multiplication problems below. All the work is shown, including the answers. Two of the answers are correct and five answers are incorrect.

Identify the five incorrect answers.

Levels of Learning

I. Acquisition








InductionDeduction






Experimental InquiryPage 7

Learning Units

Launch Activities for Unit * Content Map * Key Vocabulary * Activating Prior Knowledge

Culminating Activity * Meaningful Authentic Use * Performance or Product

Test (If Applicable)

Acquisition Lessons

Extending / Refining Activities * Thinking Skills * Writing

(An essential unit)

Page 8

An Acquisition Lessonfor Learning

- Activating- Previewing - Graphic Organizers

- Distributed Practice- Distributed Summarizing

- Summarizing- Answering the Question

What is the Essential Question of the Lesson?

Page 9


High ImpactRapid Response Strategies

1. Vocabulary 2. Reading comprehension3. Summarizing4. Writing to raise achievement

-- Summary Point Writing-- Writing To Inform

5. Additional organizational / instructional focus with previewing for students with disabilities

(USDOE, 2006)

Scaffolding Grade-Level Content the Single Most Critical Component in Meeting AYP

Page 10


High Impact Strategy (1)Vocabulary

Vocabulary of the Curriculum Content Preview key vocabulary at start of units and lessons

using Research-Based Vocabulary Strategies Emphasize the key vocabulary during lesson Students summarize and use key vocabulary at end

of lessons

Purpose of Vocabulary = Literacy Reading for comprehension Writing to inform NOT just to acquire vocabulary out of context!

Page 11


Exemplary Vocabulary Strategies

Word Map Frayer Graphic Model Concept Maps Semantic Mapping Word Sorts Cloze Sentences Vocabulary Elaboration Strategy Semantic Feature Analysis

How many teachers in your school use these strategies?

Page 11


Vocabulary of Extending / Refining

Abstracting: important, summarize, pattern, association

Constructing Support: persuade, proof, justify, defend

Deductive Reasoning: conclude, predict, if … then, conclusion

Inductive Reasoning: hypothesis, probability, assumptions

Page 11


From the National Testing Service:

12 Must-Know Words for Standardized Tests – that trip up “at-risk” students

1. Trace 7. Analyze

2. Infer 8. Evaluate

3. Formulate 9. Describe

4. Support 10. Explain

5. Summarize 11. Compare

6. Contrast 12. Predict

Page 11


Reading Comprehension Strategies &

Assignments Comprehension strategies guide reading

assignments Strategy immersion across all literacy blocks

High Impact Strategy (2)Reading Comprehension

Page 12


Reading Comprehension Strategies

Focus on Tested Seven Strategies: Main Idea Sequencing Compare/Contrast Fact & Opinion Cause/Effect Literary Elements Inferences

Page 12


High Impact Strategy (2) Reading Comprehension

Reading Comprehension Focus K-12 Content teachers do not need to teach reading ... They

need to use reading comprehension strategies as they assign reading in their content areas

Consistently focus organizers & questions toward those comprehension strategies

Assignment:: Focus strategy based on how to THINK while they

read Students read and fill out a graphic organizer that is

linked to strategy After reading, students answer comprehension

questions from their graphic organizer Page 12


Reading ComprehensionFlip Charts

Explanation

Signal Words

Tips

Questions

Graphic Organizers


Reading Instruction

Pre-K to 3 = 80% Narrative – 20% Expository

4-5 = 60% Narrative – 40% Expository



Page 12


Student Summarizing Summarizing distributed across lesson

Classroom organized into numbered heads/pairs

Students summarize at lesson closure (+ answering essential question)

High Impact Strategy (3)Summarizing

Page 13


An Acquisition Lessonwith Distributed Summarizing

- Activating- Previewing- Focus Vocabulary

- Active Teaching, etc- Graphic Organizers- Distributed Summarizing

- Summarizing- Answering the Question

What is the Essential Question of the Lesson?

Page 13

Learning-Focused Lesson Plan

1. Essential Question:

2. Activating Strategies:

3. Teaching Strategies:

4. Summarizing Strategies:

1 _____ 2 ____ ____ ____ 3 ?


Summary Point Writing At some point in lesson, teacher asks students

to summarize, clarify, explain, list, give example, etc IN WRITING

Writing To Inform Teachers use Writing Standards Map with

Assignments Guide when making writing assignments

Each discipline has a required number of writing assignments per month (1-3)

Writing Assignments in All Content Areas

High Impact Strategy (4)Writing To Raise Achievement

Page 14


“In virtually every typical school we have evaluated, student scores on creative writing are significantly higher than informative and narrative writing scores.

As a contrast, teachers in the most successful schools placed a very high emphasis on informative, expository writing.”

D. B. Reeves, Accountability in Action: A Blueprint for Learning Organizations.

On High Performing, Exemplary Schools…

Page 14


Kindergarten Writing Norms

4 Sentences by December 20

8 Sentences by May 30 …


Writing Assignment Sequence for K

Heavy emphasis on vocabulary from day 1 Frequency-in-print words Focus on Content Grade-Level words

Write a 3 – 4 word sentence on something just learned in a lesson “Sean ate lunch.”

Have a lesson and then expand number of sentences

Goal = 4 sentence writing by December 20


Looks like? What does it eat?

Where does it live? Tell 1 more thing about it …

Butterfly

Vocabulary into Sentences


Double Dose (Additional Time) Inclusion/Co-teaching setting for grade-level

curriculum Double dose each day as a preview to

inclusion class Double dose time scaffolds grade-level content

and assignments Can be accomplished in K-5 classrooms by

grouping and re-grouping within one classroom

Page 15

High Impact Strategy (5)Additional Instructional Focus for Students with

Previewing for Students with Disabilities


Acceleration/Previewing for All “Extra-Help” Students in Grade-Level Subjects and Courses

Previewing key vocabulary

Advance organizers & unit maps

Scaffolding grade-level expectations

Acceleration Labs linked to key courses

Page 15


Acceleration:

Acceleration:

1 – 3 Days Preview

Main Lesson

Remediation/Review

1. Combined w/ remediation, "catches kids up" 2. Acts as “scaffolding” for new learning; gives learners

advance organizer & structure3. Best ratio seems to be 60-70% acceleration, and 30-

40% remediation4. Most effective for below grade level students in

tutoring, summer school, special education, ESL5. Summer school = first 3-6 weeks of next grade

Previewing Essential Knowledge and Skills

Page 16


Acceleration/Previewing is . . .

An instructional model that addresses the root causes of learning difficulty for many students ---

which are:the lack of prior knowledge, the lack of

vocabulary, and the lack of experiences that are necessary to connect to new knowledge &

skills.

Page 16


No Background, No Vocabulary Just Too Much


Acceleration Acts As Velcro for the Mind


The 100 Point Scale and Averaging

If we average scores, then, statistically, each score should have equal weight

Too many people have used an emotional issue to try to change the averaging with the 100 point scale – “Bless their hearts!”

It is a statistical issue, not an emotional issue

Page 17


If You Are Going To Average Scores,Blocks for Each Grade Must Be Equal

10

10

10

10

60

ABCD

F

NOW

Page 17


It Can Be Fixed!

90 - 100

80 - 89

70 - 79

60 - 69

50 - 59

ABCDF

4321

0

90 - 100

80 - 89

70 - 79

60 - 69

0 - 59

OR

Page 17


Or Even …

80 - 100

60 - 79

40 - 59

20 - 39

0 - 19

ABCDF

90 - 100

80 - 89

70 - 79

60 - 69

0 - 59

Page 17


Keys To Successful Exemplary Practice

Adapt, Don’t Adopt Thoughtful implementation … not

mindless Focus on quality … not just doing it

Consistent and Pervasive (2-3) All the time Everybody

Accountability Focused (Look Fors and Ask Fors) Data-Based (Routine throughout year) Quality


Those who laugh…last!

For more information…

www.learningfocused.com

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Copyright: Learning-Focused Solutions Balanced Achievement: High Impact – Rapid Response Instructional Practices Dr. Max Thompson & Learning Concepts,