(Participant Guide pg. 21) Student Work ProductsPG page
(Participant Guide pg. 21) Student Work ProductsPG page 29 by Quadrant Verb List by Quadrant (Participant Guide pg. 19) PG page 27 PG page 30 Teacher Question Stems by Quadrant (Participant Guide pg. 22) C How are these similar/different? How is this like?
Whats another way we could say/explain/express that? What do you think are some reasons/causes that? Why did..changes occur? What is a better solution to? How would you defend your position about that? A What is/are? How many? How do/does? What did you observe? What else can you tell me about? What does it mean? What can you recall? Where did you find that? Who is/are? How would you define that in your own terms? D How would you design ato ? How would you compose a song about? How would you rewrite the ending to the story? What would be different today, if that event occurred as?
Can you see a possible solution to? How could you teach that to others? If you had access to all the resources, how would you deal with? What new and unusual used would you create for? B Would you do that? Where will you use that knowledge? How does that relate to your experience? What observations relate to? Where would you locate that information? How would you illustrate that? How would you interpret that? How would you collect that data? How do you know it works? (Similar to Participant Guide pg. 16) Inclusion of a strategy in a particular
Quadrant is flexible, not absolute. It indicates that the strategy would be most effective in supporting the level of student learning associated with that quadrant. Instructional Strategies by Quadrant Similarities / differences Compare / contrast Metaphors / analogies Analyzing perspectives Cause / effect Brainstorming
Inquiry Literature Research Writing prompts Presentation / exhibition Project-based learning Investigation Invention Experimental inquiry Decision making Abstracting Work-based learning Writing Socratic seminar Lecture Demonstration Mnemonic devices Guided practice Games Recognition / rewards
Summarizing Advance organizers Graphic organizers Collaborative pairs Problem-based learning Review / re-teaching Physical response Instructional technology Internship Cooperative learning Community service Role play / simulation C A D B Making Rigor and Relevance
Part of Every Day Three Questions to Ask: Two Actions to Take: Which quadrant does your lesson plan reflect? End all lessons at higher rigor levels (analysis, synthesis, evaluation). Which quadrant did student performance reflect when you delivered the lesson? How do you know and what will you do as a result? Make certain students act upon or apply relevance
in lessons frequently. Characteristics of a Performance Task Consider the following when evaluating a Performance Task: Essential: Measuring a key concept or skill (standards based) Valid: Effectively measuring multiple standards Authentic: Connecting learning to the world outside of school Integrative: Synthesizing different aspects of learning Engaging: Keeping ALL students involved Structured: Giving clear, concise directions and understandable outcomes Equitable: Allowing for different learning styles Scorable: Using a teacher-created rubric Rigorous: Demanding higher-order thinking skills 6 Steps in Developing a Performance Task Determine a Focus Step 1
1. Choose a standard 2. Determine evidence of learning Step 2 Create a Context 1. Develop a background scenario 2. Choose significant question or important problem Step 3 Write the Directions 1. Write what students are to do 2. Describe the product or performance students are expected to develop Step 4 Processing of Content 1. Decide on an audience
2. Develop a scoring guide 7 Lots of Questions How does this apply to me? Where do I fit in? Schools and districts that have successfully gone down the path of transforming learning and teaching have learned that we cannot meet the challenges of bringing all students to higher levels of achievement unless every teacher and staff member lifts together. Professional development and coaching will focus on providing everyone with the examples, the time, and the help they need to play their important part. Where do I get the time to teach more rigorous and relevant lessons? First, this effort to transform learning and teaching in every CDSD classroom is a marathon, not a sprint. Successful schools and districts have committed themselves to a steady,
gradual process of learning and implementing together. Not every lesson is a Quadrant D lesson. Critical Quadrant A building block new knowledge and skills are always being introduced and supported as students extend their understanding. Where do I get the time to teach more rigorous and relevant lessons? (continued) Together we will all learn to think about questions like, Which quadrant does my lesson plan reflect? Which quadrant did student performance reflect when I taught the lesson? How do I know and what will I do as a result? Another step toward more rigorous and relevant learning and teaching is to end all lessons at higher levels of rigor (analysis, synthesis, evaluation), and to apply some simple strategies to make every lesson more relevant to all students. Where do I get the time to teach more rigorous and relevant lessons? (continued) Another lesson we can learn from other schools and districts
that have transformed learning and teaching is the old adage form follows function. They have adjusted the way they do things, how they use time and resources, so they can support teachers as they work to meet their new goals. This is all part of transforming what we do by everyone getting on the same page. Self-Reflection What will you do to help make this three-year effort successful? What are steps you will take to help transform learning and teaching in your school? conform vs. transform Transforming Learning and Teaching From a Traditional Approach To a Transformed Approach Deliver" Instruction
Facilitate Learning Teacher centered Student centered Classroom learning Learning anytime / anywhere Standardized approach Personalized, differentiated Learn to do Do to learn Content focused Application focused
Looking for the right answer Develop thinking Teaching segmented Integrating curriculum curriculum Passive learning opportunities Active learning opportunities Transforming Instructional Leadership From a Traditional Approach To a Transformed Approach Position (principal) A shared team dis-position Manage the current system
Change the system Use experience to solve problems Learn new ways to adapt / change Replicate practices with fidelity Choose practices for learner Look to supervisors for answers needs Rely on individual expertise Empower staff to take action Authority Share each others expertise Collaboration
Transforming Organizational Leadership From a Traditional Approach To a Transformed Approach Vision set by top leadership Priorities based on short-term results Vision set through collaboration Rigid structures to accommodate Priorities based on long-term adult needs Top down management for ease of administration Teachers are object of change Manage the system effectively and efficiently
improvement Flexible structures to support learner needs Top down support for bottom-up change Teachers are agents of change Reinvent the system to support powerful learning and teaching
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