whitney houston - i will always love you ace of base - the sign coolio - gangsta's paradise los del rio - macarena) elton john - candle in the wind next - too close cher – believe faith hill – breathe lifehouse - hanging by a moment nickelback - how you remind me 50 cent - in da club usher feat lil jon & ludacris – yeah mariah carey - we belong together daniel powter - bad day beyonce – irreplaceable Flo.r.ida feat. t-pain – low The Black Eyed Peas – Boom Boom PowThe Ke$ha - TiK ToK
Transcript
whitney houston - i will always love you ace of base - the sign coolio - gangsta's paradise los del rio - macarena)
elton john - candle in the wind next - too close
cher – believe faith hill – breathe
lifehouse - hanging by a moment nickelback - how you remind me 50 cent - in da club usher feat lil jon & ludacris – yeah
mariah carey - we belong together daniel powter - bad day beyonce – irreplaceable Flo.r.ida feat. t-pain – low
The Black Eyed Peas – Boom Boom PowThe
Ke$ha - TiK ToK
Presenter
Presentation Notes
Welcome! You may be wondering what the images on the screen have to do with ACT82, Educator Effectiveness, or the Danielson Framework for Teaching. The truth is that you can argue they have nothing to do with it …or, hopefully, you will see the beginning of my theme for our time together today. In August 1993, I started my first teaching job at Hillsborough Middle School as a 7th grade math, reading and ss teacher. In the language of music this dates back to Whitney’s houston’s billboard number one end of the year song of “I will always love you”… l lived at home and spent each morning dropping my younger sisters off every day at the CB East drop off so they could attend their senior year here and I oftened dreamt of coming back to CB to teach. (our middle school didn’t begin until 8:30 am) It humbles me to be here exactly 20 years later to be able to talk about teaching and learning to a very classy group of teachers. The screen behind you contains the album covers of every song named billboard’s song of the year….Since whitney houston, the time of the macarena to Flo.rida, much has changed. We’ve seen a dramatic shift in teaching since Whitney…a dramatic shift in number one songs I might add. The art of teaching has quickly been supported by the science of teaching.. New technology has helped us understand how students learn and, we in education, have used that information to help be better at what we do.
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Music theory for dummies image So, let me set the scene for you with my musical connection. Every song, well every classic song that stands the test of time, follows a structure. There is theory to what makes a good song. And, although there is a structure that can help make a good song, we know that music allows for a huge range of diversity and allows individual artists to express themselves. My hope today is to show you that the Danielson FFT strives for the same thing. It is the theory behind good teaching, based on research, that is explicit in what makes good teaching, but allows for the diversity and allows you, the teacher, to bring your personality to your classroom. Let’s do a quick poll. So, if my premise is that there is a certain structure to what makes a good song, this poll might help us illustrate that. Get out your cell phones…
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Poll Title: I would rather listen to...http://www.polleverywhere.com/multiple_choice_polls/Jdc0aqX13vWoYmb
If you walked into a classroom, how would you know that ‘good teaching’ was happening? What would make
you say, the students in this classroom are lucky?
Can the Danielson FFT accurately
describe what you saw?
Our goal for today
•Recognize the FFT as a tool to promote professional conversations with a common language about good teaching based on research and the philosophy that we already hold in CB.
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Question: If you walked into a classroom, how would you know that ‘good teaching’ was happening? When would you say, the students in this classroom are lucky? Can the Danielson FFT accurately describe what you saw? I’m not sure how much time you spent this summer looking over the Danielson framework, but please know that all of the administrators that support you were concentrated on not only the FFT, but the overall law and the information coming out of PDE. I kept hearing people say, the summative evaluation and all those numbers are going to be worrisome to people. We talked about how teachers should be okay ‘living in the land of proficient’ and visiting distinguished. But most importantly, I heard them say, we need to keep focused on what we do best in CB and that is teaching and learning. I feel good that PDE chose a tool like the Danielson framework, a tool that ‘in its full value it supposed to help teachers QUOTE teaching is hard, and complex….. So, today, our goal is to remind ourselves that the Danielson FFT is a common language about teaching to help us have professional conversations and is connected to what we already do in CB. Let me say that again, the FFT is a common language about teaching to help us have professional conversations and is connected to what we already do in CB. Teaching is complex and the FFT is one way to talk about all of the nuances that go into an effective lesson each day. Don’t you hate it when you meet people who think that teaching is so easy? As if we wake up and walk into the classroom and just start talking. It doesn’t take into consideration all of the preparation and planning that goes into each day.
Curriculum
Instruction Assessment
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As we look at the Danielson FFT today, you should recognize the research from Bill Daggett, Robert Marzano, Madeline Hunter The same focus we have had on curriculum, assessment, and instruction is apparent in the framework.
Know Good
Teaching
Know Your Resources
Know Your Students
Know Your Content
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It can be overwhelming if you look at each individual component, but you can boil it down to some common trends Know your content Know good teaching Know your students Know your resources I want to get an idea of how familiar we are with the framework.. I have a guess, but I want to be sure. Get out cell phones…
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Poll Title: Had you seen the Danielson Framework for Teaching (FFT) outside CB?http://www.polleverywhere.com/multiple_choice_polls/Klitw5B5yOvwMpg
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You may have some questions about the framework, I’m going to stop talking…and let you process some information! Turn to page 2 of your packet. You’ll see in front of you and on the screen behind me, something called a Qmatrix. For some of you, this may not be a new tool. In fact, it was created in the 1980s by Weiderhold. We’ll talk more about the Qmatrix later, but for now, I want you and a neighbor to create 4 questions about the Danielson FFT using one question stem from each quadrant. Here is an example, When did Charlotte Danielson create the FFT? I will call you back as a group with a music video…a classic song
Why did PDE choose the
Danielson FFT?
Of all the domains, which
might be the most important to
focus on?
How will the rubric be used?
What is the Danielson
Framework?
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Here are some questions that you may have had…but hopefully, we will or have answered these questions for you.
1a 1c 1e 3a 3c 3d
Look at the each component and the proficiency descriptors.
Talk with your neighbor, what
connections do you see?
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The connections I see is the circle of curriculum – instruction – assessments, with odes to RRR, UbD, DI, Formative Assessment, Why am I saying this? Not to impress you with my knowledge of all things educational, but to help ease your fears. You know this content, the FFT is connected to what we have been talking about in CB for years.
1a 1c 1e 3a 3b 3c 3d
Look at the each component and the proficiency descriptors.
Talk with your neighbor, what
connections do you see?
Presenter
Presentation Notes
The connections I see is the circle of curriculum – instruction – assessments, with odes to RRR, UbD, DI, Formative Assessment, Why am I saying this? Not to impress you with my knowledge of all things educational, but to help ease your fears. You know this content, the FFT is connected to what we have been talking about in CB for years.
Instructional Objectives
Instructional outcomes are stated as goals reflecting high-level learning and curriculum
standards…capable of assessment.
1c 3a
Examples
• I will be able to list the defining characteristics of the barter system.
• I can explain the relationship of the sun, Earth, moon and their orbits.
• I can solve equations with two variables.
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Listed in student friendly language, posted throughout the whole lesson… after hearing about research that says you should begin your lesson with instructional obj. – started posting it on the board…transitions from activities were easier
1. Start with the HW
2. Objective on note
sheet
3. Where we’ve been,
where we’re going
4. Start with a question
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Middle school teacher– tonight, for homework, I want you to write the introduction to our theme essay. Our goal today is to look at models of introductions and determine the characteristics of a good introduction. I will show you good models and poor models and then we will write one together…in order to get you ready for the practice you will do tonight. High school teacher – students write down the goal for the day on their weekly note sheet. It’s one paper – with spaces for each day, the students write the goal at the top….and reflect on it as the closure Math teacher – reminder on PPT, here’s where we’ve been, here’s where we heading, and this is what our goal is for today Social studies teacher – If you were president, which tax system would you choose progressive or flat? By the end of today, you will need to choose based on the information presented today.
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Poll Title: Which way will you present instructional objectives this year?http://www.polleverywhere.com/multiple_choice_polls/moGBPsZOhE8HajP
Instruction: Questioning
Most of the teacher’s questions elicit a thoughtful response, and the teacher allows sufficient time for
students to answer.
The students are engaged and participate in the discussion.
3b
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Is anyone reading this and thinking, please don’t come in first block or first period???? 3b focuses on questioning and discussion techniques. It’s the only component that focuses on one particular instructional strategy. I think that the descriptor for 3b tells us more about what should be happening in the classroom…but most [questions] are low-level, posed in rapid succession. This has been called ping-pong teaching or trivial pursuit teaching.. In 1998, I was studying the TIMMS study at grad school and they said that the average us teacher asked six questions a minute… Let me be clear, there are times when you are teaching a lesson that might be considered ‘quadrant a’ or the knowledge of the unit. You need to know facts about Japan and the US before you analyze the attack on Pearl Harbor. You need to know the correct endings before you can conjugate a verb in spanish. But, our goal is to help our students do something with that knowledge.
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Isidor Rabi photo There was a great blog posting t come to me through my email. It was written by Matt Levensin, the head of a private school in CA. He wrote on the topic of questioning…specifically, student questioning. He began the post by telling a story about Isidor Rabi, a nobel lauraete, who discovered nucelaer magnetic resonance – which is used in MRI machines. Levinsin states that Isidor Rabi attributes his success to his mom, who asked him every day after school, “did you ask a good question today?”…what did you learn? “did you ask a good question today”. That is an awesome poster to hang as your students walk out the door….subtle way of saying, the smartest kids in hear aren’t the ones that know it all, but the ones willing to ask questions...growth mindset. I want to share with you 2 things..the Qmatrix and a book, called Just One Change.
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Qmatrix You have already seen this in action…you used it to create questions at the beginning of the presentation. If you look at your packet, you should notice that the questions are arranged using Bloom’s taxonomy. As you move to the right, you begin to move toward questions that ask more of your students. So, some ways you can use this? As a pre-reading activity, before a lecture on the culture of a country, before a demo science experiment, before you begin solving systems of equations, before beginning a new book. You can have your students generate the questions in groups. It’s also a nice tool to use if you are differentiating…you can cut up the matrix and give different groups different quadrants.
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For more in-depth and more researched ideas…the book Just One Change provides you with a protocol for developing higher level questions with students. It is based on 25 years of research and we have some teachers here at the secondary level who have implemented it and loved it. So, brain research might shed some light on why this works so well. Did you ever learn something for the first time and then you see it again and again soon after? Hutang story? Matt and my 224 story? Brain has to filter – always looking for patterns, always looking to complete information, a part of the your brainstem RAS helps to filter 2000 bits of information every second…and when you put it on high alert (by asking a question) your brain is more likely to attend to it.
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Everything can be found on my schoolwires site
Instruction: Discussions
Most of the teacher’s questions elicit a thoughtful response, and the teacher allows sufficient time for
students to answer.
The students are engaged and participate in the discussion.
3b
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Is anyone reading this and thinking, please don’t come in first block or first period???? Discussion? Before 8 am??? With teenagers??? One thing that I have learned is that sometimes you can’t leave the discussion up to chance… Here is one strategy that I have used to get all kids talking.
Music Theory
CB Instruction
Curriculum
Danielson Framework Assessment
Conversations
Common Language RRR
Tic-Tac-Toe Discussion
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Tac tac toe = 3 in a row Write down or discuss the connections the three words/phrases have Video when I need you to come back
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Cups video Viral song – you might not even noticed for a bit, that this was a gaelic version videotaped in Ireland. Not the Anna Kendrick from Pitch Perfect. I looked up the song on the internet and found out that the miss me while I’m gone song..was created back in 1931 by the carter family. It is definetlye standing the test of time. Cups" (also known as "Cups (Pitch Perfect's When I'm Gone)") is a song popularized by American actress Anna Kendrick from the film Pitch Perfect. The basic song, "When I'm Gone", was written by A. P. Carter and Luisa Gerstein[1] and was performed in 1931 by the Carter Family, with later versions by J. E. Mainer's Mountaineers and Charlie Monroe.[2] In 2009 the band Lulu and the Lampshades combined the song "When I'm Gone" with a common children's game known as the Cup game, in which plastic or styrofoam cups are tapped and hit on a table to create a distinct rhythm. This created the modern version of the song known as "Cups (When I'm Gone)" or alternately "When I'm Gone (Cups)". In 2011 Anna Burden uploaded a version of the song on YouTube that then went viral and became the inspiration for the Kendricks version.[citation needed] The Kendrick version of the song is considered a sleeper hit in the United States, and Kendrick's first top 10 on Billboard Hot 100 chart.[citation needed] "Cups (When I'm Gone)," also serves as the official song of the 2013 CONCACAF Gold Cup.[citation needed]
Assessment
Assessment is regularly used in instruction through self-assessment by students,
monitoring of progress of learning by teacher... and by high quality feedback
3d
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This should be nothing new. We have been talking about checking for understanding or formative assessment for a long time…
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Poll Title: How much additional learning can happen because of effective formative assessment?http://www.polleverywhere.com/multiple_choice_polls/Ptpp9lfZgI4MBxP
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Watch Rick Wormeli video Ripley, What makes a great teacher in Atantic monthly wrote, “does anyone have any questions?” does not count Stop every so often, check in with your students. You know I love a good red and green card for formative assesmsnt, but let me show you two ideas I love. Exit ticket full of questions The big idea
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PPT noteguide Big Idea
This is the only exit ticket you may ever need. Give this to students on the first day of school and have them keep it in a safe place in their binder. Use it whenever you need a ticket out the door. Have students write the number of the question at the top of their ticket. 1. Is there a concept or skill that we went over today that you didn’t understand? 2. What question popped into your head during today’s lesson? Is there something further you would like to know? 3. What was the most challenging part of today’s lesson? Why? 4. Who made a comment or question today that was very helpful/insightful? What was the comment/question? Why did it strike you? 5. How could what you learned today be useful in the real world? Why do you need this skill in the real world? 6. Can you make any connections from what you learned in today’s class to what you’ve learned in another class? Explain. 7. If you were the teacher today, what would you add to today’s lesson? Why? 8. If you were the teacher today, which part of today’s lesson would you take out? Why? 9. Is there a song or movie that you could link to today’s lesson? Explain. 10. Do you feel like a better person because of today’s lesson? Explain. 11. Explain today’s lesson in your own words.
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Exit ticket at the beginning of the year…many possible questions, on card stock in their notebooks More on my website
If you walked into a classroom, how would you know that ‘good teaching’ was happening? What would make
you say, the students in this classroom are lucky?
Can the Danielson FFT accurately
describe what you saw?
Presenter
Presentation Notes
So, let’s go back to our original question. If you walked into a classroom, how would you know that ‘good teaching’ was happening? When would you say, the students in this classroom are lucky? Can the Danielson FFT accurately describe what you saw? Choose and communicate the learning goal for the day Create relevant activities – allow questions and discussion Check in with your students
• Choose and communicate the learning goal for the day
• Create relevant activities – allow questions and discussion
• Check in with your students – move forward based on solid information
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In an effort to keep my musical theme going, I want to close today, by introducing you to Benjamin Zander, he has been the conductor the for the Boston Philharmonic Symphony for over two decades. He is also the author of the book Awaken the Possiblities… He is a well know speaker around the world. In this speech, he is trying to convine the audience of 1600 people that classical music is for everyone. The full talk is 20 minutes, we will only get to watch about 4 minutes, he has already taught the audience a little something about music, that a B next to a C always makes you feel sad, that there is something called a deceptive cadence that makes you think the song is going to end, but it rallies again. Knowing a little bit about musical structure helps you appreciate it more…when we join him the audience has been transformed and are clapping vigorously for him…listen to how he defines success. Listen to it and think about how we, as teachers, can define success…video. Have a wonderful year and keep those student’s eyes shining.
