Welcome Back For Day 3 Engaging in Action Research Case ...soltreemrls3.s3-website-us-west-2.amazonaws.com/... · cutting-edge research concrete strategies sustainable success Welcome

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cutting-edge research concrete strategies sustainable success

Welcome Back For Day 3


Engaging in Action Research

As part of the Academy


Experimental Design n  Control and experimental groups n  Administer pre assessment n  Use the strategy with the experiment group and not the

other (control) group. n  Administer student perception survey

n  Take teacher implementation survey

n  Administer Student Questionnaire (Form B) prior to the post-test

n  Administer the post assessment


Case Study

n  Study a existing classroom response to a strategy n  Administer pre assessment n  Use strategy with the entire class without

experimental and control groups. n  Administer student perception survey. n  Take teacher implementation survey n  Administer Student Questionnaire (Form B) prior to

the post-test n  Administer post assessment


Conducting Action Research

n As part of the academy MRL will process a specific number of studies.

n We would like to get some academy wide from various schools.

n These are short studies…2 days to 2 weeks usually.


Sample Page of Report to Schools


Do your own action research…

n  It doesn’t have to be completely formal and “data scrubbed.”

n Conduct a basic experimental design or case study within your own classroom.

n Use pre-post test data and look at the difference.


Design Question 7 What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures?


An “Art” of Teaching….

n Knowing how to guide and encourage adherence to rules and procedures.

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A brief read of the research

n  In your books

n Chapter 7 pages 132 to 134


My long held personal, professional opinion..

n The most effective form of classroom management…is well planned and engaging instruction.


First…understand the person you are dealing with….and react appropriately….


Action Steps n  Set expectations together (teacher and students)


Action Steps n  Simple verbal and nonverbal acknowledgement

n  Reminders of expectations (written and verbal)

n  Tangible recognition when appropriate

n  Involve the home positive and negative

n  Have a strategy to defuse tensions

n  Strategy for high-intensity situations: Write it out

n  Practice “withitness”.


What does it mean to practice...

n “Withitness”

n Discuss this with your table team

n List a few examples.


Create scales to measure and report behaviors…We call them Life Skills

n We need to assess Life Skills…

n We need to address behaviors…

n  Interventions may need to be behavior based not academic based.


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cutting-edge research concrete strategies sustainable success cutting-edge research concrete strategies sustainable success

What about Life Skills Scales? With your table team, identify a “Life Skill” you consider important for your students… Develop a simple scale for it.


Life Skill Identified Here Description of Expected Behavior Here Level 4

Level 3

Level 2


Design Question 8: What will I do to establish and maintain effective relationships with students?


n Three behaviors that forge positive relationships with students

1.  Identifying and using positive information about students.

2.  Showing interest in and positive attention for students.

3.  Ensuring fair and equitable treatment of all students.


Try Using Learner Profiles n  Lets a teacher know each student

individually. n Student interests can be incorporated into

lesson planning and class activities. n  Lets a student think about how he/she enjoys

learning.

cutting-edge research concrete strategies sustainable success cutting-edge research concrete strategies sustainable success cutting-edge research concrete strategies sustainable success

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Teachers who build strong relationships with students get the “art” of teaching…

n Assuming The Best


Last Word Protocol n All group members read the article and

identify key points for discussion.

n Highlight, mark, circle, underline…

n Find at least as many points in the reading as there are members in the group.

Discussion Protocol n  Each person gets a chance to start a discussion round…

n  Pick one point you found and take 30 seconds to share your thoughts on that point…

n  Clockwise: each team member reacts to the point with a 1 sentence comment…

n When all have reacted, the person who made the point sums up the feelings of the group.


n  The turn moves clockwise and starts over with a new point that has not been discussed yet.

n  Facilitator…keep the turn moving on Fme and make sure only the speaker is speaking…


Activity to use with your staff

Please make a copy of the following table:


William Purkey’s work… Intentionally Disinviting (1)

Unintentionally Disinviting (2)

Unintentionally Inviting (3)

Intentionally Inviting (4)


Solo Thinking…Then Share

n  What occurs in your classroom that might be classified in each of the four categories?

n  Leaders can consider school-wide practices

n  Example: Sign on the teacher’s lounge door


William Purkey’s work… Intentionally Disinviting (1)

Unintentionally Disinviting (2)

Unintentionally Inviting (3)

Intentionally Inviting (4)


Design Question Nine:

What will I do to communicate high expectations for all students?

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“Can I Do This?”….The Research

n “Self-efficacy has an effect size of .82 relative to students’ academic performance.

n This translates to an expected 29 percentile point gain. Marzano, 2010


Rick DuFour:

n  “Don’t tell me you believe all kids can learn. Tell me what you’re doing about the kids who aren’t learning.”


Cultivating Self-Efficacy

n At its core, self-efficacy is the disposition that an individual has control over his or her life.

n Self-efficacy plays a major role in performance.

Dale Schunk and Frank Pajares (2005)


Back to the beginning The physiology of learning

n Neural networks grow when something is actively, personally, and specifically experienced.

Smilkstein 2003


Self-efficacy and the brain…

n Neural networks for Self-efficacy are built exactly the same way as neural networks for learning math or reading…

n They grow based on what is specifically practiced and experienced…

n  Smilkstein 2003


Which network are we growing?

n A Negative Network based on failure, negative feedback, and expressions of limited capacity as a learner?

n Students internalize a negative self-image and literally grow that neural pathway.


The Good news is….

n We can grow Positive Networks even where negative have already started.

n A brain based rule of learning is our best partner in this situation….

n The rule of: Use It or Lose It…


Use It or Lose It…

n The brain will naturally prune neural networks that are not used over time.

n  It can almost completely shut them down if they are no longer a part of what you think about or are exposed to.

n  Smilkstein 2003

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What will we do to communicate High Expectations for All Students and bolster their Confidence as

learners?


n Not everyone needs a trophy!

n But everybody does deserve a fan club!

n And a great coach to guide them!

Encouraging Self-efficacy... n  Instead of praising intelligence or talent, focus on

the process they used: strategies, effort, or choices.

n Teachers should model how to value mistakes and errors (Good Mistakes)

n Teachers set goals with students and acknowledge their efforts to reach their goals.

n Track student progress along the way and celebrate learning growth.


Feedback

n The message to students should always be that if you try hard and prepare well you can accomplish great things.


It is all about setting expectations



A few things we tried…


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University Thursdays

n Every teacher would wear something that represented the university they attended.

n Students started to ask teachers about the universities and got interested in them.

n Teachers could then open a conversation about students continuing their education.


Personal Professional Growth

n The entire model is based on this concept.

n Reflective Practice is the science behind the scales and growing teachers’ skills.


Moving Instruction to Level 4

Innovating 4

Applying 3

Developing 2

Beginning 1

Not using 0

I adapt and create new strategies for unique

student needs and situations.

I engage students in the strategy and monitor the

extent to which it

produces the desired

outcome.

I engage students in

the strategy with no

significant errors or

omissions.

I use the strategy

incorrectly or with parts

missing.

The strategy

was called for but I

did not use it.


One way to approach this

n Work toward a MACROSTRATEGY

n A combined set of instructional strategies, within a specific element, used together to increase student engagement and interaction with content.


Creating a Macrostrategy Sample

n Element: Manage Response Rates

n What are different strategies that could help me manage response rate?


Started in Deliberate Practice with one or two strategies….

n Random Selection

n Wait Time



Innovating 4

Applying 3

Developing 2

Beginning 1

Not using 0




extent to which it


outcome.




omissions.

I use the strategy


missing.

The strategy


did not use it.


What do I typically do to manage response rates? Sample Strategies

n  Random Selection

n  Wait Time

n  Hand Signals

n  Response System

n  Response Chaining

n  Paired Response

n  Choral Response n  Elaborative

Interrogation

n  Multiple Types of Questions

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Innovating 4

Applying 3

Developing 2

Beginning 1

Not using 0




extent to which it


outcome.




omissions.

I use the strategy


missing.

The strategy


did not use it.

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Welcome Back For Day 3 Engaging in Action Research Case ...soltreemrls3.s3-website-us-west-2.amazonaws.com/... · cutting-edge research concrete strategies sustainable success Welcome