Characteristics of High Performing Schoolstheresabacom-educationaleader.weebly.com/uploads/1/... ·...

Characteristicsof

High Performing SchoolsCFISD RRR Leadership Conference

June 11, 2010

John Samara, DirectorThe Curriculum Project, Inc.

12400 Highway 71 WestSuite 350-414

Austin, Texas 78738

512.263.3089512.263.3156 (fax)

[email protected]

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Characteristics of High Performing Schools

The Curriculum Project • 12400 Highway 71 West • Suite 350-414 • Austin, TX 78738 • 512.263.3089 • www.CurriculumProject.comCopyright © 1994-2010, J. Samara & J. Curry • All Rights Reserved

Effective Classrooms & Schools

Relationships

Management

Content

Instruction

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Effective Classrooms & SchoolsIn

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A Game Planfor

Instructional LeadersCFISD RRR Leadership Conference

June 11, 2010



Austin, Texas 78738

512.263.3089512.263.3156 (fax)

[email protected]

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A Game Plan for Instructional Leaders


MCP Instructional Strategies

Categories ofInstructional Strategies

ETTB

SB

Assessment

Environmental ToolTeacher BehaviorStudent Behavior

1.

2.

3.

6. 4.

5.

STHS assess their work.

Strategies To Help Students...

ETTB

SB

ContentSTHS learn their subject mattter.

ETTB

SB

ThinkingSTHS understand their thinking.

ETTB

SB

ProductSTHS apply their knowledge.

Reflection

ETTB

SB

STHS reflect on the impact of thelesson.

ETTB

SB

FacilitationSTHS stay engaged with their

work.

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MCP School-Wide/District-Wide Goals

Goal 1: ContentThe teacher opens lessons by engaging students with a 3-part objective that:1. begins with a cognitive verb;2. followed by descriptive content (6-12 words);3. followed by a specific student product; ...so that students have a clear target for the lesson.

Goal 2: ThinkingThe teacher uses effective questioning strategies, such as:1. including cognitive verbs within questions;2. using techniques that cause all students to respond to questions simultaneously;3. calling on students randomly and equally vs. overemphasizing volunteered responses;4. eliciting answers from non-responsive students through: (a) wait time, (b) reframing questions, (c)

providing clues, (d) allowing conference time, (e) providing the answer with a rationale; and5. using cognitive terminology (levels, definitions, verbs) to praise student responses.

Goal 3: ProductThe teacher has students produce/perform for a reasonable percentage of virtually every class period,

alternating among the following modalities:1. written;2. visual;3. kinesthetic; and4. oral.

Goal 4: AssessmentThe teacher uses written criteria that describe daily tasks and alternates among:1. self-critique;2. peer critique; and3. teacher-based critique.

Goal 5: FacilitationThe teacher keeps students engaged in meaningful tasks by using strategies such as:1. clearly written student task lists;2. individual academic responsibilities during collaborative tasks;3. time limits for student tasks;4. equal proximity to each student;5. attentive, formative assessment and re-teaching; and6. frequent, specific praise for every student.

Goal 6: ReflectionThe teacher closes lessons by having every student reflect on:1. the main content of the lesson;2. the main skills of the lesson; and/or3. the purpose of the lesson.

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1. CV ?s

2.SIM

3.RAN

4.WT + C

5.CV PR

Model Classrooms Project Questioning Strategies

a. PS

b.CR

c. VC

d.QW

e. TT

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Model Classrooms Project Questioning Strategies Guide

Cognitive Verbs in 75% of QuestionsCan you recall…? Can you hypothesize…? Can you infer…? –Instead of: Can you tell me…?

Simultaneity: 3+ techniques for 12+ total uses per lessonEveryone answers simultaneously vs. one or two studentsresponding. Using a variety of the five simultaneity techniquesis encouraged: Pair Share: Tell the answer to your partner;Choral Response: everyone answers aloud at the same time;Visual Cues: using signals and/or response cards that areviewable by teacher only; Quick Write: write the answer on apiece of paper or an individual dry erase board and turn it overuntil you are asked to share it with me or with your teammembers; Timed Thinking: I have a question for you to thinkabout, but don’t answer me out loud…You have X seconds…Go.Use simultaneity for at least 50% of your questions.

Randomness: every student/ every lessonUse name strips, popsicle sticks, or something similar to call onstudents randomly. Do this instead of hand raising for at least50% of your questions. Call student's name AFTER thequestion has been asked and AFTER a simultaneity/think timestrategy has been used.

Wait Time Plus Coaching: whenever appropriateWhen no response or “I don’t know.” is offered by a student,first wait; then reword the question; then offer clues; thenbreak the question into a subset of the original question. Dothis with a smile on your face, humor, and an encouraging/supportive tone. Do not use “life line” techniques. Instead,either (1) give X seconds of conference time with a peer orteam members – or – (2) explain a reasonable answer to thestudent.

Cognitive Verbs in Praise Statements: 10+ X per lessonNice job recalling…! Great inference! Very detailed answer!Good job justifying! Instead of: Nice Job!

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KINESTHETICboard gamecategory puzzlecharadecollectionconcept cubedemonstrationdioramadisplaydramatizationetchingexperimentfinger puppetsflip bookfood modelhand puppetjigsaw puzzlekitemimemobilemodelmonumentmovement gameorigamiquiltrelief maprole playsculpturesequence puzzlesimulationskittee shirt

Product OptionsORALanecdotehow-to talkbook reportcampaign speechcinquainclass discussiondebateshow & tellexplanationfablefairy talehaikuinformative speechlegendlimerickmock interviewmonologuemythnewscastnursery rhymeoral reportpanel discussionpersuasive speechradio announcementradio commentaryradio commercialrapreadinground table disc.small group disc.story telling

VISUALawardbannerbar graphbrochureblue printbook jacketbulletin boardbumper stickercalendarcelebrity cardscircle graphcollagecomic stripcross sectionflash cardsflow chartlabeled diagrammagazine ad.multimedia pres.outlinepicture graphpicture dict.plot graphpolitical mapposterrebus storyslide showstory mapt-charttelevision com.timelinetree chartVenn diagramvideo tapeweb

WRITTENautobiographybiographybook reportbrochurebusiness letterclassified ad.critiquedescriptive essaydictionarydialogdictionarye-maileditorialexplanationfable, fact filefairy talefolk talefriendly lettergreeting cardhow-to paperinterview scriptjob descriptionjournal entrylegendletter of inquiryletter to editorlimerickmagazine articlemanualmemorandummythnewspaper articlenewsletterpersuasive essayrecipe, reportresearch papertall taletravel log

THE

CURRICULUM

P R O J E C T

®

Teachers Serving Teachers

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Facilitation Strategies

The teacher keeps students engaged in meaningfultasks by using strategies such as:

1. clearly written student task lists;2. individual academic responsibilities during col-

laborative tasks;3.time limits for student tasks;4.equal proximity to each student;5.attentive, formative assessment and re-teaching;

and6.frequent, specific praise for every student.

Specific Goals:

1.

2.

3.

a. begin each goal with The teacher will…;b. express each goal using one or two complete sentences;c. state each goal in 100% observable terms;d. make each goal ongoing throughout the school year;e. include scheduling information (frequency, duration), as appropriate…

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ReflectionStrategies

What is reflection?When students think about, discuss, and/or write about:-What was learned.-How it was learned.-How the knowledge is used.-How the lesson relates to a larger point of reference.

Why have students reflect?-To help them connect the lesson to something else that

they already know about.-To look at the big picture and where the lesson fits in.-To help students internalize the lesson and remember

it longer.-To “seal in” learning before students move onto an-

other subject or topic.-To use time more efficiently – Why re-teach a concept

when you can teach it well the first time?

Who should reflect?-Each and every student should reflect. One or two stu-

dents reflecting aloud after hand-raising will onlyhelp those one or two students.

-The teacher should reflect on days when she runs over.In other words, don’t dismiss the students to the nextclass or move onto the next topic without some sortof summarization – even if the teacher does it for thestudents. Of course, it is preferable to have studentsdo the reflecting most of the time.

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Notes:

Lock In Learningw/Interactive

Lesson Openings and ClosingsCFISD RRR Leadership Conference

June 10, 2010



Austin, Texas 78738

512.263.3089512.263.3156 (fax)

[email protected]

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Lock In Learning


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Lock In Learning


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Lock In Learning


TPOs: Exploded View

We will... (cognitive verb)

(6-12 words of descriptivecontent from state standards)

using(specific student product/s)

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Lock In Learning


TPO Tools

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App

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To RecallRemember List Recognize

Recount Restate

To Show UnderstandingExplain Describe

ParaphraseClarify Express

To Use In Another SituationClassify Apply OrganizeSummarize Categorize

To Examine In DetailIsolate Determine

CompareContrast Distinguish

To Change/CreateGenerate Hypothesize

SpeculateImagine Adapt

To JustifyJudge Decide InferConclude Interpret

board gamecategorypuzzlecharadecollectionconcept cubedemonstra-tiondioramadisplaydramatiza-tionetchingexperiment

finger puppetsflip bookfood modelhand puppetjigsaw puzzlekitemimemobilemodelmonumentmovementgameorigamiquilt

anecdotehow-to talkbook reportcampaign speechcinquainclass discussiondebateshow & tellexplanationfablefairy talehaikuinformative speechlegend

limerickmock interviewmonologuemythnewscastnursery rhymeoral reportpanel discussionpersuasive speechradio announcementradio commentaryradio commercialrapreading

relief maprole playsculpturesequence puzzlesimulationskittee shirt

round table disc.small group disc.story telling

awardbannerbar graphbrochureblue printbook jacketbulletin boardbumper stickercalendarcelebrity cardscircle graphcollagecomic stripcross section

flash cardsflow chartlabeled diagrammagazine ad.multimediapres.outlinepicture graphpicture dict.plot graphpolitical mapposterrebus storyslide show

story mapt-charttelevision com.timelinetree chartVenn diagramvideo tape

web

autobiographybiographybook reportbrochurebusiness letterclassified ad.critiquedescriptive essaydictionarydialogdictionarye-maileditorialexplanation

fablefact filefairy talefolk talefriendly lettergreeting cardhow-to paperinterview scriptjob descriptionjournal entrylegendletter of inquiryletter to editorlimerick

magazine articlemanualmemorandummythnewspaper articlenewsletterpersuasive essayrecipe, reportresearch papertall taletravel log

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Lock In Learning


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Lock In Learning


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Lock In Learning


ReflectionStrategies

What is reflection?When students think about, discuss, and/or write about:-What was learned.-How it was learned.-How the knowledge is used.-How the lesson relates to a larger point of reference.

Why have students reflect?-To help them connect the lesson to something else that

they already know about.-To look at the big picture and where the lesson fits in.-To help students internalize the lesson and remember

it longer.-To “seal in” learning before students move onto an-

other subject or topic.-To use time more efficiently – Why re-teach a concept

when you can teach it well the first time?

Who should reflect?-Each and every student should reflect. One or two stu-

dents reflecting aloud after hand-raising will onlyhelp those one or two students.

-The teacher should reflect on days when she runs over.In other words, don’t dismiss the students to the nextclass or move onto the next topic without some sortof summarization – even if the teacher does it for thestudents. Of course, it is preferable to have studentsdo the reflecting most of the time.

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Lock In Learning


Sample format for reflection statements: To close thelesson, I want you to… cognitive verb + main con-tent and/or skills of lesson + simultaneous studentproduct(s).

MATH: To close the lesson, I want you to… sequencethe steps needed to add two fractions with unlikedenominators using a flow chart in your math jour-nals.

SCIENCE: To close the lesson, I want you to… describethe difference between a learned behavior and aninherited trait using a one sentence definition ofeach term.

SOCIAL STUDIES: To close the lesson, I want youto…restate three important events that lead up to theCivil War using a cause/effect graphic.

LANGUAGE ARTS: To close the lesson, I want youto…recall three techniques that we used to identify acharacter’s traits in the story using a pair share and aquick write.

Your examples/ Please use template from above.Grade ___ Subject/Course _____________________

1.2.3.

Generating Reflection Prompts

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Lock In Learning


Questioning Strategies ThatRock Student Performance

CFISD RRR Leadership ConferenceJune 10, 2010



Austin, Texas 78738

512.263.3089512.263.3156 (fax)

[email protected]

-2-

Questioning Strategies


1. CV ?s

2.SIM

3.RAN

4.WT + C

5.CV PR

Model Classrooms Project Questioning Strategies

a. PS

b.CR

c. VC

d.QW

e. TT

-3-



Model Classrooms Project Questioning Strategies Guide

Cognitive Verbs in 75% of QuestionsCan you recall…? Can you hypothesize…? Can you infer…? –Instead of: Can you tell me…?

Simultaneity: 3+ techniques for 12+ total uses per lessonEveryone answers simultaneously vs. one or two studentsresponding. Using a variety of the five simultaneity techniquesis encouraged: Pair Share: Tell the answer to your partner;Choral Response: everyone answers aloud at the same time;Visual Cues: using signals and/or response cards that areviewable by teacher only; Quick Write: write the answer on apiece of paper or an individual dry erase board and turn it overuntil you are asked to share it with me or with your teammembers; Timed Thinking: I have a question for you to thinkabout, but don’t answer me out loud…You have X seconds…Go.Use simultaneity for at least 50% of your questions.

Randomness: every student/ every lessonUse name strips, popsicle sticks, or something similar to call onstudents randomly. Do this instead of hand raising for at least50% of your questions. Call student's name AFTER thequestion has been asked and AFTER a simultaneity/think timestrategy has been used.

Wait Time Plus Coaching: whenever appropriateWhen no response or “I don’t know.” is offered by a student,first wait; then reword the question; then offer clues; thenbreak the question into a subset of the original question. Dothis with a smile on your face, humor, and an encouraging/supportive tone. Do not use “life line” techniques. Instead,either (1) give X seconds of conference time with a peer orteam members – or – (2) explain a reasonable answer to thestudent.

Cognitive Verbs in Praise Statements: 10+ X per lessonNice job recalling…! Great inference! Very detailed answer!Good job justifying! Instead of: Nice Job!

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STEP INTO THINKING

Critical Thinking • To Justify

Judge Decide InferConclude Interpret

Creative Thinking • To Change/Create

Generate Hypothesize SpeculateImagine Adapt

Analysis • To Examine In Detail

Isolate Determine CompareContrast Distinguish

Application • To Use In Another Situation

Classify Apply OrganizeSummarize Categorize

Comprehension • To Show Understanding

Explain Describe ParaphraseClarify Express

Knowledge • To Recall

Remember List RecognizeRecount Restate

THECurriculumP R O J E C T

®

Inc.

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MCP QS #1: Cognitive Verbs in Questions

Knowledge

Comprehension

Application

Analysis

Creative Thinking

Critical Thinking

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MCP QS #2: Simultaneity

Technique Description of Technique

PairShare

Abbr.

ChoralResponse

VisualCue

QuickWrite

TimedThinking

Tell the answer to a partner and receivea response back.

100% of students respond aloud at thesame time.

Simultaneously show response cards orsignals to classmates or the teacher.

Write the answer on an individual dryerase board or a piece of paper andturn it over until asked to share itwith the teacher or classmates.

Think about the question for ___seconds, but don't respond aloud.

PS

CR

VC

QW

TT

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Tips For Using Pair Shares As A Simultaneity Technique

1. Break the pair share process down to its smallest steps and describethem to the class. Do this a number of times, until your students areconducting pair shares effectively.

2. Show the steps of a pair share in print to highlight the significance ofdoing it right.

3. With younger students, have two students model each of the steps.Repeat as necessary.

4. Practice pair shares with simple, common and/or fun topics to getstudents used to doing it, prior to using pair shares with course content.

5. Compliment many individuals by name with specific statements abouttheir performance.

6. Celebrate good pair share procedures, even when responses are notaccurate.

7. Anticipate having to spend time in becoming proficient with pair shares.Quality investments will yield quality returns in terms of studentsuccess.

8. As students become more proficient with pair shares, increase thecomplexity of questions. However, continue to ask some simplequestions so that all students continue to experience success.

9. Conduct numerous pair shares per class period. The more oftenstudents have on-topic discussions, the better they will internalize thematerial.

10. Complement pair shares with other types of simultaneity (choralresponse, visual cues, quick writes, timed thinking) so that most

students are responding to most questions.

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MCP QS #3: Randomness

1. Implement randomness with a smile on your face and love in your heart.The main purpose of name strips is to provide eager and non-eagerstudents equal opportunities to engage with the teacher and with theclass content.

2. Ask the question before calling a student’s name; otherwise, the studentwho is called upon is surprised and all of the students who aren’t calledupon are “off the hook.”

3. Provide a simultaneity technique (such as a pair share, quick write, orforced think time) after asking the question and prior to pulling a namestrip.

4. Keep name strips on your person for quick access and as a reminder tokeep the questioning frequency high. Cardstock strips make it easy tokeep them in a pocket. A ring with small strips on a lanyard is conve-nient for some.

5. Put name strips back into the stack after each use so that students havemultiple opportunities to get called on.

6. On high discussion days, try to get through the stack of name stripsseveral times during a lesson. Excellent questioning strategies will bringabout higher levels of student success when used very frequently.

7. Use name strips unobtrusively. Do not call attention to them.

8. When working on a multipart question or problem, sometimes call on anumber of students instead of asking multiple questions of the samestudent. Make exceptions when you want to probe for deeper under-standing with one student as long as other students remain focused.

9. In a departmentalized environment, use different color name strips perclass period and have each period’s name strips in a container.

10. Pull out name strips for absent students at the beginning of the day orclass period, and immediately add or remove name strips when students

are added or deleted from your class roster.

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MCP QS #4: Wait Time & Coaching

When no response or “I don’t know.” is offered by astudent...

1. first wait;2. then reword the question;3. then offer clues;4. then break the question into a subset of the

original question.

Do this with a smile on your face, humor, and anencouraging/supportive tone.

Do not use “life line” techniques. Instead, either (1)give X seconds of conference time with a peer orteam members – or – (2) explain a reasonableanswer to the student.

Post: What to say instead of "I don't know."1. May I have a few seconds to think?2. Can you ask the question in a different way?3. Can you give me clues?4. May I conference with another student?5. Can you come back to me in several minutes?

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MCP QS #5: Cognitive Verbs in Praise Statements

Knowledge - To Recall

Comprehension - To Show Understanding

Application - To Use in Another Situation

Analysis - To Examine in Detail

Creative Thinking - To Change or Create

Critical Thinking - To Justifyjudgedecideinfer

concludeinterpretgenerate

hypothesizespeculateimagineadapt

isolatedeterminecomparecontrast

distinguish

classifyapply

organizesummarizecategorize

explaindescribe

paraphraseclarifyexpress

rememberlist

recognizerecountrestate

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