EXEC 1 : Facilitating Student Practice

EXEC 1: Facilitating Student PracticeYou can sit wherever you like Take a second to fill out a shout out and/or drop a question.See Chloe if you would like to volunteer during this session.Tomorrows raffle: stop watch!

*Do Now: A Practice StoryHandout 1: p. 443- Nolan and the Thick-and-Thin Questions

At the end of this practice:What will Ms. Reynolds know for sure about Nolans learning?What will Ms. Reynolds not know about Nolans learning?What are the likely implications of this poor practice for Nolan?Bottom Line from PLAN 4It takes practice beyond perfection to move a skill or knowledge from working memory to long-term memory.Time spent practicing is only valuable if students are practicing the right things in the right way.

*Session Introduction: Objectives & AgendaObjective: TEACHERS will EXECUTE purposefully planned practice in a way that will lead all students to mastery and retention of the objective.More specifically, this means that corps members will facilitate practice that:

Is clearly connected to the objective, the key points, and the Introduction to New Material

Includes clear and age-appropriate instructions

Features teachers actively engaging with students to further comprehension of key points

*Session Introduction: Objectives & AgendaHow can we PLAN strong practice?How can we EXECUTE this practice effectively?How can we PLAN to ensure effective execution?Purposefully planned practice is (from PLAN 4): Backwards planned, keeping the end (lesson assessment) in mind. Divided into two scaffolded phases which gradually give students more and more responsibility. Provides sufficient time and multiple opportunities for students to test out new key points and to call up and use prior knowledge and skills. Lays out explicit behavioral and procedural expectations. Moves students from lower to higher levels of Blooms as they practice both knowledge and skills.

*Session Agenda

Area of FocusDo Now & Opening: Nolans Story

The Big Picture: Effective Teacher Actions During PracticeAction #1: CONNECTAction #2: DIRECTAction #3: COACH & CORRECTClosing: CM Self-Assessment

*The Big Picture: 3 Effective Teacher Actions During PracticeHandout 2: p. 444- Executing Effective Practice The Big Picture

CONNECT

DIRECT

COACH & CORRECT

*Action #1: CONNECTMake explicit connections between the practice and: the objective the key points what was done in earlier sections of the lesson

SO THAT:

students are focused onpracticing the right things in the right waysHandout 2: p. 444- Executing Effective Practice The Big Picture

Looks like: Who can remind me why were working on this right now?

*Action #2: DIRECTGive clear instructions in an age-appropriate way

SO THAT:students know exactly what to do and how to do itHandout 2: p. 444- Executing Effective Practice The Big Picture

Looks like: When you start reading, circle the words that you dont know

*Action #3: COACH & CORRECTMonitor, guide, check for understanding, provide feedback, stop and re-teach: We do (Guided Practice) actively with all students You do (Independent Practice) focusing on just a few students who are still significantly struggling with the content

SO THAT:students are both on-task AND engaged in the practice in a way that will lead to masteryHandout 2: p. 444- Executing Effective Practice The Big Picture

Looks like: Lets check to see if you added the ones place correctly.

*The Big Picture in Action: Exemplar Video Focus Questions

Ms. Freeman, 7th-grade Science

Handout 2: p. 444- Executing Effective Practice The Big Picture

Overarching ActionSpecific ActionsImpact on StudentsMs. Freeman does each of these things at a high levelLook for evidence of these in pop-ups throughout the clipBe prepared to discuss how each overarching action impacts students!CONNECTDIRECTCOACH & CORRECT

*Specific CONNECT Actions

At the Start of PracticeAsks student to read purpose of lab aloud students copy this into notebooksShares story about soldier with hole in his side to further establish purpose of lab

At the End of PracticeAsks: Why did we just do this?Asks student to run through a summary of the entire digestive process

What is the impact of this CONNECTING on students? The Big Picture in Action: Exemplar Video CONNECT Debrief

*Specific DIRECT Actions

Explicit Logistical DirectionsClear instructions for how students should prepare for lab apron and goggles, writing down background information in lab notebook

Step-by-Step Activity DirectionsGoes through lab step-by-step with clear instructions about what to do and what not-to-doGives instructions in manageable chunks on an as-needed basis

What is the impact of this DIRECTING on students? The Big Picture in Action: Exemplar Video DIRECT Debrief

*Specific COACH & CORRECT Actions

Constant Narrating/QuestioningNarrates and asks questions about critical content related to actions in labExpects students to recall/connect information from the Introduction to New Material (ex. And the large intestine students fill in what it does)

As-Needed CorrectingDoesnt let Arquez off-the-hook with an incomplete answer instead pushes him to specifically name where gastric juice comes fromCorrects response to ensure students know gastric juice comes from gall bladder

What is the impact of this COACHING & CORRECTING onstudents? The Big Picture in Action: Exemplar Video COACH & CORRECT Debrief

*The Big Picture in Action: Purpose of the 3 Teacher Actions

When teachers CONNECT, DIRECT, and COACH & CORRECT, their students:

Have a deeper understanding of the content

Are engaged by and invested in the practice

Live up to high behavioral expectations during the practice

*Session Agenda



*Action #1: CONNECT General Overview

Make explicit connections between: the practice and the objective the practice and the key points the practice and what was done in earlier sections of the lesson

SO THAT:

students are focused on practicing the right thingsHandout 3: p. 445- Connect

*Action #1: CONNECT Specific Strategies Make connections at strategic points during the practice: Beginning: This activity will help us Middle: Next were going to _____ because _____... End: Why did we do this?

Ensure students understand how practice mirrors what happened in introduction to content: You just saw/helped me _____. Now youre going to do the exact same thing by _____.

Provide physical reminders of key points and objectives: Make sure critical materials from introduction to content are easily accessible during practice

*Action #1: CONNECT Video Exemplar

Ms. Johnson 2nd-grade Writing

Handout 3: p. 445- Connect

HOW does Ms. Johnson make a connection? List at least three concrete things she does to take this action!WHY does Ms. Johnson make this connection?Consider how her actions impact students.(What might happen if she didnt take this action so effectively?)

*Action #1: CONNECT Video Debrief

Ms. Johnson 2nd-grade Writing

Reminds students to focus on the key points as they start their practice Sets up flow of entire lesson so that in their independent writing practice students are simply going to be mirroring what they just helped Ms. Johnson do with her own story in the shared writing section of the lesson Hands students envelopes with their pre-writing a physical link between the pre-writing and the drafting, and also to the key points of the lessonHandout 3: p. 445- Connect

WHY?

HOW does Ms. Johnson make a connection?

*Action #1: CONNECT Snappy PracticeMs. Gross 8th-grade English & Language Arts (ELA)Lesson Objective SWBAT identify key elements of characterization in Virginia Woolfs Make Lemonade.

Relevant Key Point Elements of characterization include: Physical descriptions Emotions Personality traits (which are displayed through speech and actions)What Ms. Gross Did Well Noticed when her students were falling into common pitfall Referenced students back to: Key point about emotions and characterization What they had done in the I do section of the lesson

*Action #1: CONNECT Snappy PracticeQuestion #1 describe Jolly as she enters the house.Are you only describing her physical attributes? Why not?In the book they talk about her emotions as well. And would I have taken 20 minutes in the beginning of class to discuss characterization, emotions, physical, if I wasnt asking you some more. Ok so make sure youre keeping that in mind, because some of you have glossed over that.

CONNECT in your lesson- 3 minutes*Script out 2-3 connector sentences to use during your student practice in your next lesson plan (use memory if no plan).

*Action #1: CONNECT Walk us through this slideMake explicit connections between: the practice and the objective the practice and the key points the practice and what was done in earlier sections of the lessonSO THAT: students are focused on practicing the right things

Make connections: At strategic points during the practice: By pointing out how practice mirrors what happened in introduction to content: By providing physical reminders of key points and objectives

*Session Agenda



*Action #2: DIRECT General OverviewGive clear instructions in an age-appropriate way

SO THAT:students know exactly what to do and how to do itHandout 4: p. 446- Direct

*Action #2: DIRECT Specific Strategies Ensure that you have student attention Indicate where they should be look / what they should do Give clear verbal cues for when students should begin Be thorough yet concise Outline step-by-step directions that address verbal behavior, movement, participation Focus on places of potential confusion Check for understanding Repeat directions back to you Model directions Connect back to the objective, the key points, and/or what students just did in the introduction to content

*Action #2: DIRECT Video Exemplar

Ms. Johnson (a different one!) 5th-grade Reading

Handout 4: p. 446- Direct

HOW does Ms. Johnson give effective directions for practice? List at least five concrete things she does to take this action!WHY does Ms. Johnson give effective directions for practice?Consider how her actions impact students.(What does she accomplish with her direction-giving methods?)

*Action #2: DIRECT Video Debrief

Ms. Johnson 5th-grade Reading

Build off of already-established classroom routines (i.e., partner reading) Connects to key points (i.e., recitation of key points) Checks for understanding (i.e., students state procedure) Focuses on places of potential confusion (i.e., rock-paper-scissors) Gives step-by-step directions (i.e., summary at end)WHY?Handout 4: p. 446- Direct

HOW does Ms. Johnson give effective directions for practice?

*Action #2: DIRECT Snappy Practice (4 min. to script)Script out clear directions for one part of your practice and 3 statements you would make to behavior narrate those directions.Also script a corrective action you may need to take during your lesson.

*Action #2: DIRECT Walk us through this slideGive clear instructions in an age-appropriate waySO THAT: students know exactly what to do and how to do it

Give directions by: Demanding the attention of all students Being thorough yet concise Checking for understanding ConnectingDoing this ensures students are: Set-up for success Focused on the right things Likely to live up to high behavioral expectations

*Session Agenda



*Action #3: COACH & CORRECT General OverviewCoaching allows the teacher to gradually release responsibility to students Correcting ensures that students are thinking about and doing the right thingsSO THAT:students are both on-task AND engaged in the practice in a way that will lead to mastery

Monitor, guide, check for understanding, provide feedback, stop and re-teach: We do (Guided Practice) actively with all students You do (Independent Practice) focusing on just a few students who are still significantly struggling with the content

*Action #3: COACH & CORRECT Specific Strategies Monitor student understanding Ask questions: How did you get to that answer? ; What makes you say that? Make students show their work Lean over / sit down and really engage with what students are doing Provide feedback on student work Clearly indicate to students whether they are right/wrong Stop and re-teach Lets step back for a moment Let me explain this in a different way Im going to walk you though another example and then I want you to try it again.

*Action #3: COACH & CORRECT Video ExemplarHandout 5: p.447- COACH & CORRECTMrs. Killian H.S. Government

HOW does Mrs. Killian coach and correct during practice?

List at least five concrete things she does to take this action!What is the IMPACT of this coaching and correcting?Consider how her actions impact students.(What might happen if she didnt take this action so effectively?)

*Action #3: COACH & CORRECT Video DebriefHandout 5: p. 447- COACH & CORRECTMrs. Killian H.S. Government Gets physically close to students

Asks questions targeted toward the most difficult key points

Listens to student responses and asks relevant follow-up questions

Gives students time to think and respond on their own

Provides a concrete example to clarify the content

Affirms students when theyre on the right track

Leaves students with a follow-up task

What is the impact of these actions?

HOW does Mrs. Killian coach and correct during practice?

COACH & CORRECT in your lesson- 3 minutes*Anticipate 2-3 misconceptions your students might have and brainstorm some ways to coach them through that misconception.

*Action #3: COACH & CORRECT Walk us through this slideEffective teachers coach and correct during practice by: Monitoring student understanding by asking questions and carefully listening to student responses and observing student work Providing feedback by clearly letting students know whether or not they are on the right track Stopping and re-teaching when it is evident that students are not thinking about or doing the right things during practiceSO THAT students are both on task and engaged in the practice in a way that will lead to masteryThis action happens: Both during the We do and during the I do With the whole-class, with groups of students, and/or with individual students

*Session Agenda



*Closing: CM Self-AssessmentHandout 6: p. 448 CM Output- Drop off in my boxHow did I do with each of these skills?What are my next steps? CONNECT & DIRECT: Rehearse, rehearse, rehearse! COACH & CORRECT: Review LP to anticipate potential misunderstandings insert additional examples and alternative explanations All 3 ACTIONS: Videotape your teaching View exemplar videos on TFANet Access exemplar plansHow about watching The Karate Kid instead?

Mr. Miagi*How does (or doesnt) Mr. Miagi connect, direct, coach and correct?

*Closing: Looking Forward / Looking BackwardLooking Forward PLAN 6 & EXEC 2: Planning and executing strong introductions to content PLAN 7 & EXEC 3: Planning and executing strong checks for understandingLooking Backward If Ms. Reynolds had more effectively CONNECTED during her practice, Nolan would have If Ms. Reynolds had more effectively DIRECTED during her practice, Nolan would have If Ms. Reynolds had more effectively COACHED & CORRECTED during her practice, Nolan would have

*Closing: The Bottom LineTo ensure that students are practicing the right things in the right way, we must CONNECT, DIRECT, and COACH & CORRECT.

*NEED MORE.Chloe Office Hours: 7-8 p.m. Union coffee spot CS blog: https://chloecscorner.wordpress.com/

BMC look out1- Clear directions (why)2- behavior narrate positive 3- take corrective action*

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EXEC 1 : Facilitating Student Practice

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