"Copy of FIT Institute Session 3 November 13, 2014"
Published on Nov 28, 2015
Completion of Session 2 (Collaborative and Independent Learning, Review of Focused and Guided Instruction, Formative Assessment
MORE DECKS TO EXPLORE
PRESENTATION OUTLINE
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The institute is based on these four books by Doug Fisher and Nancy Frey...Their high school is recognized by US News and World report as a top school in the country.
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Sessions Overview
- Establishing a Culture of Achievement and Teaching with Purpose
- The Gradual Release of Responsibility Model
- Formative Assessment
Pass out Learning Map--be sure to revisit the map after each chunk of new information.
Photo by Juber Al-haddad ™
Learner Objectives
Use GRR and Structured Teaching framework for lesson design
Revisiting a previous objective...create I can statements using state standards
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Better Teaching and Learning!
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using visual images carousel to review learning in a unit of study...relating the memory of what students did to the concepts learned
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High-Quality Instruction
Focus of today. Insert kathy's slides after this one.
Analogies Sort
- Sort the strips into two groups--focused or guided instruction
- Rank the strips by best analogy to least helpful
- Discuss in your table group each strip--what can you recall?
For the sake of time, just read a few of the better analogies from session 2 exit slips and discuss as a whole group.
Photo by ** RCB **
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The goal for this piece of learning in the GRR model is 50% of the time according to Fisher and Frey.
This model is not linear. You could start anywhere. For example, you could do a pre-assessment to assess the background knowledge on a new topic of study (independently or collaboratively) or in your reading block start with a focused mini-lesson followed by guided, collaborative, and independent learning.
All four parts should exist in every lesson every day for learning to occur...order doesn't matter. With this model, kids are less likely to fall through the cracks, you have multiple opportunities to determine understanding and make in-flight corrections!
Most common misapplication of their work is found in station work where independent practice is often below grade level.
This model is not linear. You could start anywhere. For example, you could do a pre-assessment to assess the background knowledge on a new topic of study (independently or collaboratively) or in your reading block start with a focused mini-lesson followed by guided, collaborative, and independent learning.
All four parts should exist in every lesson every day for learning to occur...order doesn't matter. With this model, kids are less likely to fall through the cracks, you have multiple opportunities to determine understanding and make in-flight corrections!
Most common misapplication of their work is found in station work where independent practice is often below grade level.
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problem-solving group skills are essential to CCR
students learn and retain more when they work in small groups
Students who work in collaborative groups are like school more, complete more assignments, and generally like school better
students develop habits of mind necessary within a content area--like science or math or art or any content area
students learn and retain more when they work in small groups
Students who work in collaborative groups are like school more, complete more assignments, and generally like school better
students develop habits of mind necessary within a content area--like science or math or art or any content area
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This type of learning is rooted in decades of research on cooperative learning.
There are distinct differences..
collab. doesn't always require face-to-face interaction with modern technology platforms
collab. learning requires attention to using academic language, not just group processing or social processes
in collab. learning the teacher rotates in and out of groups as a key team member of the group providing guided instruction as needed by each group
There are distinct differences..
collab. doesn't always require face-to-face interaction with modern technology platforms
collab. learning requires attention to using academic language, not just group processing or social processes
in collab. learning the teacher rotates in and out of groups as a key team member of the group providing guided instruction as needed by each group
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goal is to have both physical and cognitive engagement
a quiet class is not the goal...administrators need to know that in walk-throughs students can appear disengaged but be cognitively engaged...on the flip side, kids can look totally engaged and have no clue! :)
Turn and talks can demonstrate behavioral engagement, but are you listening in to see if their brains are engaged?
a quiet class is not the goal...administrators need to know that in walk-throughs students can appear disengaged but be cognitively engaged...on the flip side, kids can look totally engaged and have no clue! :)
Turn and talks can demonstrate behavioral engagement, but are you listening in to see if their brains are engaged?
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And language supports such as word banks/walls, sentence frames, modeling etc...
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And is it relevant to the students?
Some of us teach boring stuff--gotta share the passion we have for our content with our students! Doug Fisher says it should be added to our job description...
Some of us teach boring stuff--gotta share the passion we have for our content with our students! Doug Fisher says it should be added to our job description...
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Like this softball team playing ball with the goal of working together to win a ball game.
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Do walk around and record what you hear--even the off remarks or misunderstandings.
Group roles and responsibilities, product or task is defined and students know what quality work will look like (rubrics)
Group roles and responsibilities, product or task is defined and students know what quality work will look like (rubrics)
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Fisher suggests that you do the activities or protocols you like often...even consider having each grade level in a school dedicated to teaching and doing a few routines well. For example busy bees in kdg. for partnering and talking or numbered heads together in second grade.
When using video clips make them engaging and interactive too. Viewing with a purpose is a scaffold to close reading.
Summarizing a video activity...ten words from a video, watch, put words in order and summarize what you saw...speaking and listening standards
When using video clips make them engaging and interactive too. Viewing with a purpose is a scaffold to close reading.
Summarizing a video activity...ten words from a video, watch, put words in order and summarize what you saw...speaking and listening standards
PRODUCTIVE Group Work?
or is it just group work!
Share PGW rubric.
This is meant for teacher use, not for evaluating your students
The only grouping practice we have that has some research to support is to list your students from highest to lowest ability, cut in half, and match up sides. This pairs your highs with average and your average with low.
This is meant for teacher use, not for evaluating your students
The only grouping practice we have that has some research to support is to list your students from highest to lowest ability, cut in half, and match up sides. This pairs your highs with average and your average with low.
Photo by The Armstrong's
Finding Similarities and Differences
Discussion Roundtable
Chart from page 73 is key
Read Dropbox article, complete your section of discussion roundtable handout... share out...independently complete the compare-contrast organizer
Read Dropbox article, complete your section of discussion roundtable handout... share out...independently complete the compare-contrast organizer
Photo by paloetic
Productive Group Work Routines Every Student Should Know
- Discussion Roundtable
- Collaborative Posters
- Reciprocal Teaching
- Jigsaw
- Specialized Routines, too
Discussion roundtable...inspired by English teacher Jim Burke
foldable, take own notes in upper left quadrant,each group member shares their thinking, others are recording group member ideas in other quadrants, individuals then complete a summary or conclusion independently.
collaborative posters...groups of students complete a visual representation of learning together
Reciprocal teaching...groups of four student read a text then have conversation about it--conversation centers around summarizing, question generating, clarifying, and predicting.
Jigsaw...Elliot Aronson's work in 1971...each group member learns some unique material and teaches it to the other group members, but then students are put in expert groups on shared material
foldable, take own notes in upper left quadrant,each group member shares their thinking, others are recording group member ideas in other quadrants, individuals then complete a summary or conclusion independently.
collaborative posters...groups of students complete a visual representation of learning together
Reciprocal teaching...groups of four student read a text then have conversation about it--conversation centers around summarizing, question generating, clarifying, and predicting.
Jigsaw...Elliot Aronson's work in 1971...each group member learns some unique material and teaches it to the other group members, but then students are put in expert groups on shared material
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Keys: Meta-cognition & Self-Regulation
Inside and Outside of School
Independent learning takes place in school and outside of school-share website www.literacydesigncollaborative.org for task templates organized by thinking skills--share example on page 103
The goal is not just having students replicate what has been taught
Application and practice are the goal--productive failure or struggle is essential for learning.
role of the teacher is key--it's more than just assigning the work--it's about formative assessment and providing feedback--grades are not feedback
Key features of independent learning are meta-cognition and self-regulation(time mgmt., prioritizing tasks, and calibration)
Calibration is knowing where they are in their current performance and where they hope to get
The goal is not just having students replicate what has been taught
Application and practice are the goal--productive failure or struggle is essential for learning.
role of the teacher is key--it's more than just assigning the work--it's about formative assessment and providing feedback--grades are not feedback
Key features of independent learning are meta-cognition and self-regulation(time mgmt., prioritizing tasks, and calibration)
Calibration is knowing where they are in their current performance and where they hope to get
Homework
Practice too early does not make perfect, makes permanent
kid types: completers, neglecters, pleasers, cheaters or out-sourcers, over-scheduled
Some cheaters or outsourcers do it to preserve their quality of life or to please the teachers they respect
another type of outside of school learning is blended learning.
Some cheaters or outsourcers do it to preserve their quality of life or to please the teachers they respect
another type of outside of school learning is blended learning.
Photo by Steven Leith
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goals of hw
fluency, application, spiral review, extension
pp. 96-102 in book four A's organizer
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This century trend...
True blended learning is not just applying more technological tools in the classroom
It is a blend of classroom and digital environments like online learning and mobile technologies
Kids need to learn the skills needed for blended learning in the face-to-face environment and then supplement that learning in online coursework
The future of blended learning is graduation requirements that at least some credits are earned in an online course...Why? In fall of 2010 there was a 10% increase in the number of college students enrolled in at least one online course
True blended learning is not just applying more technological tools in the classroom
It is a blend of classroom and digital environments like online learning and mobile technologies
Kids need to learn the skills needed for blended learning in the face-to-face environment and then supplement that learning in online coursework
The future of blended learning is graduation requirements that at least some credits are earned in an online course...Why? In fall of 2010 there was a 10% increase in the number of college students enrolled in at least one online course
Photo by giulia.forsythe
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GRR and DI
How are they connected?
Fisher and Frey's work greatly influenced by the work of Carol Tomlinson
GRR was Fisher and Frey's solution to the logistics of DI
In focused instruction all students are exposed to grade-level content and thinking, but it is in the guided instruction, collaborative learning, and independent learning that differentiation takes place.
GRR was Fisher and Frey's solution to the logistics of DI
In focused instruction all students are exposed to grade-level content and thinking, but it is in the guided instruction, collaborative learning, and independent learning that differentiation takes place.
Photo by WarzauWynn
GRR and UbD
Aligns with Step 3: Planning Learning Experiences and Instruction
another influence of Fisher and Frey's work was Wiggins and McTighe of UbD fame
Photo by ben matthews :::
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Backwards Planning
At what stage do we plan for formative assessment?
Stage 1---Desired Results
Stage 2--Evidence Correct
Stage 1--Learning Plan Correct
Stage 2--Evidence Correct
Stage 1--Learning Plan Correct
Photo by marsmet535
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Sharing the Journey
- Task Clarity-Purpose
- Relevance- Motivation
- Potential for Success-Setting Goals
Feed up is the heart of teaching. It makes students partners in the business of learning.
Like planning a trip to visit relatives--once you know where you are going, you can plan how best to get there, how much time it will take, and what you will need to take with you.
1. task clarity- clear understanding of the learning goal and how they will be evaluated--Today is the operative word in purpose statements
2. relevance-learning goals and assessments are meaningful and worth learning--the WhY?
3. potential for success---belief that they can be successful and meet the expectations of the evaluation
Ideas that support feed up
Learner Objective Scorecards--
Rubrics- students and teachers create them together
Learning Maps
Like planning a trip to visit relatives--once you know where you are going, you can plan how best to get there, how much time it will take, and what you will need to take with you.
1. task clarity- clear understanding of the learning goal and how they will be evaluated--Today is the operative word in purpose statements
2. relevance-learning goals and assessments are meaningful and worth learning--the WhY?
3. potential for success---belief that they can be successful and meet the expectations of the evaluation
Ideas that support feed up
Learner Objective Scorecards--
Rubrics- students and teachers create them together
Learning Maps
Photo by breki74
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Persistence
Students must understand learning is malleable and effort matters
One of the pillars in establishing a culture of achievement...It's never too late to learn!
lunch and after school tutoring, every teacher holding office hours and schedules a weekly "academic recovery" for falling behind; grading system that replaces Ds and Fs with incompletes requiring persistence on the part of students to make up missing assignments and tests---if students carry incompletes for more than two weeks, a formal plan is put into place and incomplete work at the end of the year becomes summer school curriculum. (show academic recovery contract on page 25-26)
lunch and after school tutoring, every teacher holding office hours and schedules a weekly "academic recovery" for falling behind; grading system that replaces Ds and Fs with incompletes requiring persistence on the part of students to make up missing assignments and tests---if students carry incompletes for more than two weeks, a formal plan is put into place and incomplete work at the end of the year becomes summer school curriculum. (show academic recovery contract on page 25-26)
Photo by Julia Manzerova
Goal Setting
Builds Self-efficacy and ability to self-monitor actions and attitudes
Other factors contributing to motivation are choice and differentiation.
Photo by woodleywonderworks
Checking for Understanding
and Feedback
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In your content and with your experience you can probably put a finger on common misconceptions of your students. Students with misconceptions have poorer recall and make more errors. Sometimes they are hard to to get rid of. The shift from misconception to accurate conceptualization is more likely to occur in the presence of others--collaborative group work!
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It's not enough to point out student errors...these errors are logical to them.
Error analysis is dedicating half of our time to feedback and half to feed forward. Devote half of your grading time to feed-forward analyses.
Example...miscue analysis in reading using running records for example in the elementary schools
Error analysis of a writing in English on mechanics which was the focus of this writing...share chart on page 98...helps to make grouping decisions, determine what reteaching is necessary in whole group, small group, or on an individual basis--takes us right back to guided instruction in the GRR teaching cycle.
Scaffolding, robust questioning, prompting, cueing, direct explanation and modeling are essential to guided instruction.
Error analysis is dedicating half of our time to feedback and half to feed forward. Devote half of your grading time to feed-forward analyses.
Example...miscue analysis in reading using running records for example in the elementary schools
Error analysis of a writing in English on mechanics which was the focus of this writing...share chart on page 98...helps to make grouping decisions, determine what reteaching is necessary in whole group, small group, or on an individual basis--takes us right back to guided instruction in the GRR teaching cycle.
Scaffolding, robust questioning, prompting, cueing, direct explanation and modeling are essential to guided instruction.
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Turn and talk
Build-a-FIT Teacher
With your table group, using any notes you heve, create an infographic
and your collective brain power to create an infographic for the purpose of introducing other teachers back in your buildings to the FIT framework of instruction by capturing the most valuable parts of our learning together.
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Recognition of Participation
PGPs will be entered into Skyward Employee Access, up to 11!
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