Engaging All Students Through Quality Instruction Leadership I December 8, 2009 Ten Oaks Ballroom...
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Transcript of Engaging All Students Through Quality Instruction Leadership I December 8, 2009 Ten Oaks Ballroom...
Engaging All Students Through Quality Instruction
Leadership IDecember 8, 2009Ten Oaks Ballroom
8:00-12:00 PM
Nell GeddesYouth Coordinator,
Maryland Coalition of Families
Patty DaleyCoordinator
Special Education
Linda WiseChief Academic Officer
High Performing SchoolsHigh Performing Schools
…put all kids, not just some, in demanding core curriculum.
-Kati Haycock
Systemic ExpectationsSystemic Expectations
• Know our students• Ensure our students receive exemplary instruction that
prepares them for college and careers• Know what interventions and supports are in place to
ensure their success• Have a process for continuously monitoring their
progress• Develop a relationship with students and their families
Today’s Outcomes:Today’s Outcomes:
• Enhance relationships between and among DOI colleagues
• Develop a common language, understanding, and practice in regard to student engagement in HCPSS
• Deepen knowledge of instructional strategies that engage students
• Increase understanding and use of the Instructional Strategies Database as a resource
• Analyze the impact of instructional strategies on student engagement through Purposeful Observation.
Donyall DickeyPrincipal, MHMS
James LeMonAsst. Principal, MRHS
For December’s meeting:
Be prepared to share the results of next steps you took around student engagement.
Dialogue with Colleagues
• Choose a partner• Identify Speaker and Listener• Listener offers warm and cool
feedback• Switch roles
Warm and Cool Feedback
Warm feedback: Given in the form of statements, it includes positive comments about attributes of the work.
Cool feedback: Given in the form of questions to encourage presenter to see areas for growth and improvement.
Amanda WadsworthAsst. Principal, LWES
Donyall DickeyPrincipal, MHMS
James LeMonAsst. Principal, MRHS
Knowing the Curriculum & ContentWHAT
Knowing the PedagogyHOW
Vision of Exemplary Teaching for Student Learning“All students can learn.”
Knowing theLearnerWHO Social
Development
Personal Development
Knowing Myselfand My
Influence OnLearners
Cognitive Development
Schlechty - Student EngagementSchlechty - Student Engagement
Engagement The student sees the activity as personally meaningful.
Strategic Compliance
The focus is on what it takes to get the desired personal outcome rather than on the nature of the task itself.
Ritual Compliance
The work has no meaning to the student and is not connected to what does have meaning.
Retreatism The student sees little that is relevant to life in the academic work.
Rebellion The student’s rebellion is usually seen in acting out and often in encouraging others to rebel.
Today’s Focus: Student Engagement for Exemplary Instruction
• Overview of Instructional Strategies Database.
• Discuss how a 5E lesson plan fosters student engagement.
• Using Purposeful Observation to identify and assess student engagement.
Karen Learmouth
Coordinator,Elementary Science
Jennifer Clements
Coordinator,Secondary Science
Our T-H-COur T-H-C
What do you THINKTHINK you know
about water?
HOWHOW will you find out if the information is
accurate?
What can you now CONCLUDECONCLUDE
about water?
Amy Reese
Resource Teacher,Elementary Science
Looking at Drops of WaterLooking at Drops of Water
Materials: plastic plate, napkin, aluminum bowl, sheet of wax paper, toothpick, eyedropper, water
Procedure:
• Partner with the person sitting to your right.
• Use the materials listed above to investigate how water drops interact in certain situations.
• Try to answer as many questions on the following slide as you can.
• You will have 8 minutes to investigate.
Looking at DropsLooking at Drops
• How large a drop can you make? How small?How large a drop can you make? How small?• How are the various drops the same or How are the various drops the same or
different?different?• How close together can you put two drops?How close together can you put two drops?• What happens when you put the water drop What happens when you put the water drop
on different surfaces?on different surfaces?• What happens when a wet toothpick comes
very close to the water drop?
Drawing Conclusions...Drawing Conclusions...
• What can you say about water now?What can you say about water now?
• How did water act on different surfaces? How did water act on different surfaces?
• What What elseelse do you wonder about? do you wonder about?
• What was engaging about what you just did?What was engaging about what you just did?
Water ConceptsWater Concepts
• Water takes up spaceWater takes up space• Water takes the shape of its containerWater takes the shape of its container• Cohesion and AdhesionCohesion and Adhesion• Water can change (freeze, melt, Water can change (freeze, melt,
evaporate)evaporate)• Objects sink, float, or stay suspended in Objects sink, float, or stay suspended in
waterwater• Characteristics of water drops - it can be Characteristics of water drops - it can be
manipulated manipulated • Characteristics of bubblesCharacteristics of bubbles
Instructional Strategies Instructional Strategies DatabaseDatabase
• What is it? • Linked on the Intranet homepage:
Intranet Home PageElementary Intranet Home PageSecondary Intranet Home Page
• Look at organization of database and keywords
Instructional Strategies Database
• Take a look at some strategies we modeled during the water activity (Visual Discovery, THC)
• What do you notice about the organization/layout of each strategy?
• How could your knowledge of this Instructional Strategies Database support you in your role/position? BE PREPARED TO SHARE OUT
5E Lesson Plan5E Lesson Plan
5E Lesson Plan5E Lesson Plan
• Components:
• When and why used?• How does it support student
engagement?• Teacher and Student behaviors for
each portion of lesson are highlighted
–Engagement–Exploration–Explanation–Extension–Evaluation
Let’s Move!Let’s Move!
• You have 2 minutes! • Find a partner from another table to
discuss the following questions:
Have you ever observed a 5E lesson?What content areas might be a good
fit for this lesson format?
Your Turn!Your Turn!
• Time to put Instructional Strategies Database and 5E lesson format to use!
• Each table has enough CDs for each person• This CD is an excerpt from the Instructional
Strategies Database• On your own, or with your table, browse through
strategies and find at least 3 that would fit into the 5E component your table has been given.
Purposeful ObservationsPurposeful Observations
• Alignment of expectations for student learning with teacher behaviors and evidence of student learning
• By effectively analyzing instruction and providing specific feedback, highlighting the cause and effect relationship between the teacher and students, we have a greater impact on teaching and learning.
Purposeful ObservationPurposeful Observation
1.With instructional strategies and 5E components as your expected “look fors,” take note of teacher behaviors and corresponding student learning.
2.PD360 video clip - ES
PD360 video clip - HS
3.Using your notes, discuss with your table what teacher and student behaviors you observed.
Purposeful ObservationPurposeful Observation
How did this activity, and the use of a Purposeful Observation tool,
help you further your understanding of what student
engagement looks like?
Student Engagement:Reflection
• What instructional strategies did you see modeled today?
• Can you identify how we modeled the 5E’s in our plan today?
• What was the importance of observing student engagement in your Purposeful Observation?
Time to Reflect…
Focusing on Student Engagement, each participantshould complete a 3-2-1 reflection. On the back ofyour THC chart, write:3 - NEW ideas you learned about student
engagement2 - Ideas you would like to USE or SHARE with staff
and/or students1 - QUESTION you still have and who you might
contact to find out the answer
3-2-1 Strategy
Example:
3 - NEW: Instructional Strategies DatabaseVisual Discovery Strategy5E lesson format
2 - USE or SHARE: T-H-C strategy Purposeful Observation Tool
1 - QUESTION/WHO: How can I increase my teachers’ awareness of these strategies?
3-2-1 Strategy
Focusing on Student Engagement, each participant should complete a 3-2-1 reflection:
3 - NEW ideas you learned about student engagement
2 - Ideas you would like to USE or SHARE with staff and/or students
1 - QUESTION you still have and who you might contact to find out the answer
Arlene Harrison Administrative Director
David BruzgaAdministrative Director
Thank you to December’s Lead Thank you to December’s Lead TeamTeam
• Jennifer Clements, Secondary Science• Donyall Dickey, MHMS• James LeMon, MRHS• Amanda Wadsworth, LWES• Karen Learmouth, Elementary Science• Amy Reese, Elementary Science• Claire Liddle, Special Education• Leslie Harmon, Special Education
“Purposeful communication is what learning is all about…
if we can provide more experiences where students are motivated to learn… not because they have to, but because
they are interested and want to share their ideas… this will… result in better
learning ...”
David T. Crowther, John CannonAssociate Professors, Science Education
University of Nevada, 2004
Engaging All Students Through Quality Instruction
Leadership IDecember 8, 2009Ten Oaks Ballroom
8:00-12:00 PM