7/30/2021 1 Workshop content developed by the Leading Ed Partnerships in collaboration with The Chicago Public Education Fund and Dr. Shelby Cosner, Professor at the University of Illinois - Chicago COVID -19 RECOVERY TOOL-KIT Leading Ed Partnerships COVID-19 Recovery Phase Module #2 Unfinished Teaching and Learning: Gap Identification Learning Objectives Participants will receive guidance, resources, and strategies to: ➢ Apply the R.E.A.L Criteria (Ainsworth, 2013) to recognize priority standards; ➢ Use the Illinois Priority Learning Standards, local student performance data, and local decision-making authority to prioritize essential standards in each subject and grade; ➢ Identify and support the development of teacher clarity and student success by defining learning targets and success criteria; ➢ Distinguish between “differentiation” and “scaffolding;” ➢ Employ "high-leverage" strategies such as formative assessment practices and descriptive feedback to accelerate student learning; ➢ Use a self-assessment tool to provide a school profile that addresses strengths and limitations in the areas of instructional materials, data, scheduling, and expertise to address student learning needs. Facilitator Introductions 3 Alicia Haller, Ph.D. Co-Executive Director Leading Ed Partnerships [email protected]Linda Shay Professional Learning Designer Leading Ed Partnerships [email protected]Allison Slade-Rothstein, Ed.D. External Consultant Chicago Public Education Fund [email protected]Dara Carr LEAD Coach, ROE #28 Leading Ed Partnerships [email protected]1 2 3
Transcript
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Workshop content developed by the Leading Ed Partnerships in collaboration with The Chicago Public Education Fund and Dr. Shelby Cosner, Professor at the University of Illinois - Chicago
COVID -19 RECOVERY TOOL-KIT
Leading Ed Partnerships
COVID-19 Recovery Phase
Module #2Unfinished Teaching
and Learning: Gap Identification
Learning Objectives
Participants will receive guidance, resources, and strategies to:
➢ Apply the R.E.A.L Criteria (Ainsworth, 2013) to recognize priority standards;
➢ Use the Illinois Priority Learning Standards, local student performance data, and local decision-making authority to prioritize essential standards in each subject and grade;
➢ Identify and support the development of teacher clarity and student success by defining learning targets and success criteria;
➢ Distinguish between “differentiation” and “scaffolding;”
➢ Employ "high-leverage" strategies such as formative assessment practices and descriptive feedback to accelerate student learning;
➢ Use a self-assessment tool to provide a school profile that addresses strengths and limitations in the areas of instructional materials, data, scheduling, and expertise to address student learning needs.
Teacher Clarity is further elaborated in the Charlotte Danielson Framework Cluster #1
Practice Clarity
➢ Teachers responsible for the implementation of a “responsive” strategy can describe in vivid detail what it is that they will do.
➢The learning demands for teachers are understood (low, moderate, or high); and the knowledge and skills that teachers will need to implement the “practice clear” strategy have been articulated.
➢The instructional practice is “high-leverage” (meaning that if fully implemented, there is a high probability that student learning outcomes will be positively impacted.
"Every student deserves grade-level content using grade-level standards daily. We have to set the expectations and scaffold from there."
Dr. Carmen AyalaIllinois State Superintendent of Education
2018-Present
What is scaffolding?
Scaffolding is actually a bridge used to build upon what students already know to arrive at something they do not know. If scaffolding is properly administered, it will act as an enabler, not as a disabler.” (Benson, 1997).
• Adding something to your instruction to assist learners who are having difficulty.
• Support is withdrawn as students gain proficiency.
• Scaffolding can occur alongside of differentiated instruction.
• Scaffolding makes it possible for students to meet the grade level objective!
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DIFFERENTIATION VS. SCAFFOLDING
CHANGE
Change in content, process or product
ELA: Give students leveled text on same topic
Math: 30 problems are listed from easy to hard.Some students do:
• 1-10
• 11-20• 21-30
ADDING SUPPORT
Support provided to link what is known to what is unknown.
ELA: Same text for all students.• Chunk Text as Needed
• Provide Visual Support• Outline Text
Math: Students do the same math problems.The teacher provides students with helpful cards that model "How To" and clearly describe and organize the steps
Scaffolding Strategies:
Illustration: Scaffolding Text
• Teacher Models reading complex text through annotations
• Teacher shows images and definitions to help Bridge and Contextualizeinformation
• Teacher chunks the text into smaller parts for Schema-Building
• Teacher re-presents the text /content by using multi-media such as a video news clip.
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A Principal’s Look-for's
➢Grade-level content is in use in all classrooms.
➢A balance of scaffolding and differentiation practices that address struggling students' needs are evident.
➢Teachers are engaged in the learning process withstudents.
➢Research-based TEACHING practices are prevalent.
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SCAFFOLDING =
LEARNING ACCELERATION“Students who experienced learning acceleration
struggled less and learned more than students who started at the same level
but experienced remediation instead.”
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REMEDIATION VS. ACCELERATION
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Spending significant time in below grade-level content before
moving into new learning
Resolving unfinished learning in the context
of new learning
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REMEDIATION VS. ACCELERATION
•Covering objectives or standards from prior grades usually extending to a month + of instruction
•Isolated from grade-appropriate learning
•Usually with greater than 50% time on procedural fluency
•Integrating a few lessons from prior grades/units
• Just-in-time to grade appropriate learning
•Always with appropriate balance of fluency, conceptual understanding and application of learning
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IDENTIFYINGLEARNING GAPS
While moving student learning forward.
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ASSESSMENTS
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Formative vs. Summative Assessments
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Formative Assessment (defined)
Formative assessment is a planned process in which assessment-elicited evidence of students’ status is used by teachers to adjust their ongoing instructional procedures - or - by students to adjust their current learning tactics.
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- James Popham, Classroom Assessment: What Teachers Need to Know (6th edition)
Formative Assessment Answers the Questions:
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Where am I
going?
Where am I now?
How will I get
there?
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Learning Targets and Success Criteria
➢Learning Targets What are we going to learn?
➢Learning Activities: How are we going to learn it?
➢Success Criteria: How will we know if we have succeeded?
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Samples of Learning Targets and Success Criteria
Learning Target
➢Understand that a unit of measure is proportional to its whole
➢Understand any unit of measure can be divided by any number of equal subunits
➢Use reading strategies together to make meaning while reading aloud
Success Criteria
➢ Compare parts of a whole to identifythe fractional relationship
➢ On a number line, accurately identifyfractional parts from ½ to 1/12
➢ Use context clues
➢ Use what you already know about a subject
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John Hattie’s
research
indicates that
Teacher Clarity
AND the use of
Descriptive
Feedback
have a
.75 effect size!
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Teacher Clarity &Descriptive Feedback
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DescriptiveFeedback
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“Feedback is not advice, praise, or evaluation. Feedback is information about how we are doing in our efforts to reach a goal.”
– Grant Wiggins
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Summative Assessments• Occur at the end of a course, or unit of study;
• Aim to evaluate student learning;
• Use a limited number of question types and response formats;
• Must be aligned both internally across grades and subjects within the district or school; and externally with required state exams.
Format Content Task
Internal and
External Alignment
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JUST IN TIME VS. JUST IN CASEOffer scaffolding that students need at the appropriate time!
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Just In Time: How?
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IDENTIFY
key prerequisite skills/content
Identify prerequisite skill gaps for upcoming Tier 1 content using a curriculum-
aligned diagnostic, coherence mapping, or other relevant student-level data.
PLAN to meet needs Plan to use high-quality curricular materials to address prerequisite skill gaps before
teaching the grade-level unit.
TEACH effectively Provide targeted instruction to students in prerequisite skills, leveraging various
configurations (whole group, small group, 1:1).
ASSESS effectiveness of
instruction
After grade level lessons have been taught, reassess students to determine
mastery/readiness for grade level content and ongoing intervention needs.
Illustration: Assessment Item TypesLiterature 8.4- IAR Question (Illinois Digital Item Library
The Golden AppleParagraph 2
But as they sat feasting, one who had not been invited was suddenly in their midst: Eris, the goddess of discord had been left out because wherever she went she took trouble with her; yet here she was, all the same, and in her blackest mood, to avenge the insult.
PART A.
Based on paragraph 2 what does the word discord mean?
PART B.
Select two words from paragraph 2 that support your answer.
Illustration:Teacher-Created Assessment ItemSource: S.Letterly, Cambridge Junior High ELA Teacher
• Read the passage from “Rikki-Tikki-Tavi.” Then answer the questions.
Paragraph 2
“All mongooses are like that,” said her husband. “If Teddy doesn’t pick him up by the tail or try to put him in a cage, he’ll run
in and out of the house all day long. Let’s give him something to eat.”
They gave him a little piece of raw meat. Rikki-Tikki liked it immensely, and when it was finished, he went out to the veranda
and sat in the sunshine and fluffed up her fur to make it dry to the roots. Then he felt better.
1A. Based on paragraph 2, what does the word immensely mean?
A. hardly at all
B. extremely
C. large
D. not enough
1B. Circle 1 word from the passage that supports your answer to 1A.
Consult with the Instructional Leadership TeamRecruit and Hire Excellent Teachers
for Existing Vacancies
Responsibly Allocate ESSER Funds
Engage teachers, students, families, and
the community in priority setting and decision-making
The Principal’s To Do List . . .
Review COVID-Recovery Phase Module Content
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Fostering Social
Emotional Competence
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COVID-19 Recovery Module #3
The Post COVID Challenge . . .
The post COVID challenge will be to not proceed exactly as before, but to . . . pause and reflect deeply upon what we have seen, and heard, and experienced; and take a bold step forward to improve education and better society.
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What's next for schools after coronavirus? Here are 5 big issues and opportunities (theconversation.com)
