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Research for Better Teaching: High Expectations Teaching and Learning. D97 Board of Education April 29, 2014. PRESENTERS. Lynne Beauprez Renee DeWald Angela Dolezal Karen Foleno Suzie Hackmiller Frances Kraft Jennifer Las Felicia Starks Turner Melissa Woods. 2. 2. INTRODUCTION. - PowerPoint PPT Presentation
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Research for Better Teaching:High Expectations
Teaching and Learning
D97 Board of EducationApril 29, 2014
22
PRESENTERS
Lynne BeauprezRenee DeWaldAngela DolezalKaren FolenoSuzie HackmillerFrances KraftJennifer Las Felicia Starks TurnerMelissa Woods
33
INTRODUCTION
HISTORY OF THE RESEARCH FOR BETTER TEACHING
•Founded in 1979 by Dr. Jon Saphier, Research for Better is a school improvement organization with extensive experience in teaching and leadership. We work in-depth with over 100 school districts across the United States each year.
•The mission of RBT is to build individual and institutional capacity to sustain increased student achievement.
•RBT offers programs for teachers to support their professional growth, strengthen collegiality, and encourage experimentation through direct study of the knowledge base on teaching.
THE KNOWLEDGE BASE OF TEACHING
Foundation of Essential Beliefs
OverarchingObjectives
CurriculumDesign
Objectives
Assessment LearningExperiences
Personal Relationship Building
Class Climate
Expectations
Clarity Principles ofLearning
Models of Teaching
Space Time Routines
Attention Momentum Discipline
Planning
Management
Instruction Strategies
Motivation
Curriculum Planning
Standards: Established levels of proficiency (quantity and quality of work, work habits and procedures, general routines, interpersonal behavior).
Expectations: Our beliefs about students capacity to achieve the standards.
STANDARDS AND EXPECTATIONS
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ESSENTIAL QUESTION
What do teachers do to create an atmosphere in which high expectations are communicated clearly and convincingly to all students, not just some?
COMPONENTS OF HIGH EXPECTATIONS TEACHING
• Teacher choice of language• Regular classroom mechanisms• Daily instructional strategies• Explicitly teaching students what effective
effort is
TEACHER CHOICE OF LANGUAGE IN:
• Patterns of calling on students• Giving Help• Responses to student answers• Dealing with errors• Being tenacious• Giving Tasks and Assignments• Positive Re-framing of Re-Teaching
TEACHER CHOICE OF LANGUAGE
This is important.
You can do it.
I won’t give up on you…even when you give up on yourself.
3 Key Expectations Messages
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RESPONDING TO STUDENT ANSWERS AND TENACITY IN MELISSA WOOD’S 7TH GRADE MATH CLASS
Sticking With Students ----> Wait Time + Prompting = Success!
Wait Time: Can Be Uncomfortable Prompting: Only after waiting (purposeful pause)Success: Rewarding
“Come on, you
can do it!” “Ms. Woods, you didn’t stick with the student!”
“Don’t give Up!”
REGULAR CLASSROOM MECHANISMS (MOTIVATIONAL STRUCTURES):
• Frequent quizzes, feedback and data to students• Student Self-corrections• Student Error Analysis• Regular re-teaching, retakes, and required re-do’s• Grading practices• Cooperative Learning and teaching of group skills• Extra help• Clear, accessible criteria for success and exemplars• Learning study strategies• Self-evaluation• Student goal setting
RETAKING TESTS IN JASON LUKEHART’S 4TH GRADE CLASS
Jason Lukehart
To insist that the original grade is the only one that matters sends children the message that education is about scores and deadlines. “These are the things you’re supposed to know, and if you don’t know them this date, then the time you put in to trying to know them was wasted, because we’re moving on.” On the other hand, allowing students to retake tests sends the message that what matters is learning. Students should be encouraged to keep at something until they understand it, whether that happens on day one, or day one hundred.
SUZIE HACKMILLER’S GOAL SETTING IN HOLMES SCHOOL
SUZIE HACKMILLER’S GOAL SETTING IN HOLMES SCHOOL
DAILY INSTRUCTIONAL STRATEGIES FOR:
• Communicating objectives with criteria for success in student friendly language
• Giving students feedback according to criteria for success with precise diagnostic guidance
• Checking for Understanding• Making Students’ Thinking Visible• Frequent student summarizing
Mastery Objectives
Students will be able to answer…• What will I be able to do when I've finished this lesson?• How will I show that I can do this, and how well will I
have to do it? • What new knowledge or skill is important for me to
learn and understand so that I can do this?
Teachers need to dig into the content to examine its nuances and central ideas before arriving at the objective.
PLANNING CONFERENCESA planning conference • Is a thoughtful look at the nuances of the content to improve lesson effectiveness
• Focuses on the concepts and how they relate to each other and what might be difficult for students to learn
• Identifies what is really important and results in a better sequencing of activities
ANGELA DOLEZAL CONDUCTING PLANNING CONFERENCES AT LONGFELLOW
Steps Quotes
Dive right into the content “What content will you be focusing on?”
Directly examine the actual materials that will be used to teach the content
“What materials will you be handing to the students?”
Focus on key concepts that the teacher wants the students to take away from the lesson
“What are the most important things you want them to understand?”
Delve deeply into the meaning of the content with particular focus on the key concepts
“Can you explain that a little further?”“What exactly do you mean when you say…?”
Break down the concepts hierarchically “What do students need to know from prior experience in order to move forward?” “Which part of this concept do you think students need to understand first?
Have the teacher state the objective in kid-friendly language
“How will you present the objectives to the class?”
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Elicit answers from all students Frequently On the same concept or topic During instruction
Outcomes More active student involvement Data on where the learners are Decisions about the teacher’s next steps
CHECKING FOR UNDERSTANDING
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CHECKING FOR UNDERSTANDING IN FRANCES KRAFT’S 5TH GRADE CLASSROOM
EXPLICITLY TEACHING EFFECTIVE EFFORT
• Attribution Theory and Brain Research• Effective Effort Behaviors• Study strategies
Ability-based Believers
• Avoid challenge• Give up easily• See effort as useless• Ignore constructive
feedback• Feel threatened by
success of others
Effort-based Believers
• Embrace challenge• Persist• See effort as path to success• Learn from constructive
feedback• Feel inspired by success of
others• Are invested in learning
23
100
IQ
85 115 14513070552.1% 2.1%
13.6%
34.1% 34.1%
13.6%
Belief #1 Š Ability-based Belief
++
ABILITY AND EFFORT BASED BELIEF SYSTEMS
AbilityAbility
CONFIDENCECONFIDENCE
EFFECTIVE EFFORT
EFFECTIVE EFFORT
Hard Work StrategiesHard Work Strategies
ACHIEVEMENTACHIEVEMENT
Research for Better Teaching, Inc., One Acton Place, Acton, MA 01720 - www.RBTeach.com
EFFORT-BASED BELIEF CYCLE
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TEACHING EFFECTIVE EFFORT IN JENNIFER LAS’S 1st GRADE CLASSROOM
● “Learning is Messy”● “Our Effort Paid Off”
bulletin board● Teaching the parents
about effort during conferences and newsletters
● 3Ps: pay attention, participate, practice
● Role play
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EFFECTIVE EFFORT SELF ASSESSMENT IN JENNIFER LAS’S 1ST GRADE CLASSROOM
2727
KAREN FOLENO SHARING HIGH EXPECTATION TEACHING STRATEGIES WITH BEYE STAFF
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KAREN FOLENO SHARING HIGH EXPECTATION TEACHING STRATEGIES WITH BEYE STAFF
2929
LYNNE BEAUPREZ SHARING HIGH EXPECTATION TEACHING STRATEGIES THROUGH MENTORING
Best Practices Class:* Presented information to 1st year staff on growth mindset, high level of questioning for ALL, giving think-time, sticking with students for giving help & error correction, cooperative learning
Observation Feedback:* Feedback given for observation of teacher expectations of ALL students on: building cultural competence and relationships, high level of questioning, giving think-time, giving help & error correction, patterns of calling on students, communicating clear objectives and criteria for success, checking for understanding
School Staff Development:* Co-created a workshop session for all Brooks & Julian staff on mindset, effective effort, and tenacity with ALL students
3030
Next Steps
• Principal–led professional development at April 23rd building staff meetings
• On-going professional development at schools in 2014-2015 to support systematic implementation
• Continued training and support for this year’s cohort in 2014-2015
• New cohort formed for 2014-2015
• Parent education nights designed to provide parents with strategies and resources to promote effective effort and high expectations at home