SUPPORTING STUDENTSSUPPORTING STUDENTS

TO PRODUCETO PRODUCE

QUALITY QUALITY WORKWORK

NAF Institute for Professional Development

July 2008Orlando, FL

FACILITATED BY

Theron CosgraveSwanson & Cosgrave Consultingwww.swansonandcosgrave.com

OBJECTIVESOBJECTIVES

Consider what “quality” means and how we know what quality student work looks like

Understand instructional strategies that help motivate students to produce quality work

Learn about strategies, approaches, and tools that teachers can use to help students improve work quality

WHAT IS WHAT IS “QUALITY”?“QUALITY”?

How do YOU know what quality work is?

How do STUDENTS know what quality work is?

What would it look and feel like in your classroom if students were CONSISTENTLY doing high-quality work?

STARTING WITH STARTING WITH OURSELVESOURSELVES

Teachers who are

“expecting—and getting—success

with ALL students”

have a deep belief in and

consistently act as if

ALL STUDENTS CAN LEARN

AND IT’S THEIR JOB TO

SEE THAT THEY DO.

QUALITY TAKES QUALITY TAKES COMMITMENTCOMMITMENT Addressing “the incredible gravitational pull of school as usual.”

Understanding learner perspectives (Why reluctant learners feel the way they do.)

Understanding learner behaviors (Why reluctant learners act the way they do.)

Believe you have the power and responsibility to reach and teach reluctant learners!

WORKING ON OUR WORKING ON OUR PRACTICEPRACTICE Focus on specific, targeted

student learning outcomes Collaboration (teachers working

together, professional learning communities)

Regular writing across the disciplines (non-fiction)

Frequent formative assessment & feedback (daily/weekly)

TWO TYPES OF TWO TYPES OF STUDENTSSTUDENTS

vs.Reluctant

(won’t)Struggling

(can’t)

SUPPORTING THE SUPPORTING THE “RELUCTANTS”“RELUCTANTS”

(“WON’Ts”)(“WON’Ts”)

NOT INTERESTED

LIFE ISSUES

ENGAGINGCURRICULUM,

STUDENT VOICE & OWNERSHIP

SLCs, ADVISORIES, SUPPORT SERVICES,

“CULTURE OF CARING”

RESPONSE REASON INTERVENTION

Reluctant

WHAT OUR STUDENTS WHAT OUR STUDENTS NEEDNEED

Four Foundational Mindsets: I am Capable - How the learner

perceives her/himself. (Am I capable of doing this? If I feel capable, I act capable.)

Today Connects with Tomorrow/ Future - Empowerment to Find Motivations (How will efforts I am investing today connect with desired outcomes tomorrow/ in my future?)

WHAT OUR STUDENTS WHAT OUR STUDENTS NEEDNEED I Make a Difference -

Empowerment for being a respected participant (team member/ student) (Do I have a say? Can I impact potential outcomes? Do you respect and believe in me?)

Someone Believe in Me - Pays Attention to My Progress and Growth

(If I struggle or even fail, will it matter to anyone else? Is it safe to try? Will your expectations stay high? Will you continue to believe I can do this?)

THREE CONSTRUCTS THREE CONSTRUCTS REQUIRED BY LEARNERSREQUIRED BY LEARNERS Social Supports - Emotional support,

guidance, and recognition through caring relationships

Intrinsic Motivation - Internal desire to attain goals, enhanced through voice, that influences the journey along the way -- building persistence & commitment

Self-Efficacy - One’s belief in one’s ability to accomplish things -- a level of confidence -- attributing success &/or failure to EFFORT rather than ABILITY.

SUPPORTING STUDENTS SUPPORTING STUDENTS TOTOPRODUCE QUALITY WORKPRODUCE QUALITY WORK

How can we motivate students to produce quality work?

Increase student voice & choice

Employ an engaging curriculum where students do the work of learning & thinking

Turn your classroom into a high performance learning community

ENGAGING ENGAGING INSTRUCTION:INSTRUCTION:THE “THREE R’s”THE “THREE R’s”

RIGOR = challenge students!

RELEVANCE = answer the “so what?” question with authentic assignments

RELATIONSHIPS = take advantage of SLC structure to create caring, high performance environments with high expectations & high support

NAF’s new curriculum

Six A’s

Daggett’s Rigor & Relevance Framework

Marzano’s Essential 9

ENGAGING ENGAGING INSTRUCTION:INSTRUCTION:USE THE TOOLS!USE THE TOOLS!

ENGAGING ENGAGING INSTRUCTION:INSTRUCTION:USE THE TOOLS!USE THE TOOLS!

ENGAGING ENGAGING INSTRUCTIONAL INSTRUCTIONAL PRACTICESPRACTICES

Five observable classroom Five observable classroom strategies…strategies…

1. Facilitation of student conversation

2. Teacher-led instruction

3. Seatwork/centers w/ teacher engaged

4. Seatwork/centers w/ teacher disengaged

5. Total disengagement

Marzano’s Essential 9Marzano’s Essential 9

1.1. Identifying Similarities and DifferencesIdentifying Similarities and Differences

2.2. Nonlinguistic RepresentationsNonlinguistic Representations

3.3. Summarizing & Note TakingSummarizing & Note Taking

4.4. Advance OrganizersAdvance Organizers

5.5. Cooperative LearningCooperative Learning

6.6. Setting Objectives & Providing Setting Objectives & Providing FeedbackFeedback

7.7. Generating and Testing HypothesesGenerating and Testing Hypotheses

8.8. Homework and PracticeHomework and Practice

9.9. Reinforcing Effort & Providing Reinforcing Effort & Providing RecognitionRecognition

ENGAGING ENGAGING INSTRUCTIONAL INSTRUCTIONAL PRACTICESPRACTICES

1.1. Identifying Similarities and Identifying Similarities and DifferencesDifferences

Venn diagrams

Metaphors and analogies“How are stocks like lottery tickets?”

T-charts

StockStockss

BondBondss

Marzano’s Marzano’s Essential 9Essential 9

2. Nonlinguistic 2. Nonlinguistic RepresentationsRepresentations

Marzano’s Marzano’s Essential 9Essential 9

Authentic work =

Teachers coach students to learn how to learn.

Students know why they are doing the work and what quality looks like.

3. Summarizing & Note Taking3. Summarizing & Note Taking

Marzano’s Marzano’s Essential 9Essential 9

4. Advance Organizers4. Advance Organizers

Pre-view concepts, texts, etc.

Highlight text structures, categories, etc.

Prime the pump - connect & personalize info

Ex: Fill-in-the-______ note sheets

Marzano’s Marzano’s Essential 9Essential 9

5. Cooperative Learning5. Cooperative Learning

Pairs, trios, groups (foster student conversation)

Provide structure of roles, task specifics

Allow for individual & collective responsibility

Marzano’s Marzano’s Essential 9Essential 9

6. Setting Objectives & Providing 6. Setting Objectives & Providing FeedbackFeedback

Objectives

In this unit, I want to learn…

Feedback

Guidance, direction, suggestions for improvement – can be given by peers, teachers, other adults, etc.

Use exemplars and rubrics!

Marzano’s Marzano’s Essential 9Essential 9

7. Generating and Testing 7. Generating and Testing HypothesesHypotheses

Ask students to…

Predict what would happen if…

Think what would be different if…

Apply what they know to a new and different context

Marzano’s Marzano’s Essential 9Essential 9

8. Homework and Practice8. Homework and Practice

Explain purpose of HW – prep or practice

Vary HW delivery methods/formats

Provide feedback on all HW

Track speed and accuracy during practice

Marzano’s Marzano’s Essential 9Essential 9

9. Reinforcing Effort & 9. Reinforcing Effort & Providing RecognitionProviding Recognition

Students can change beliefs about their effort and performance – be explicit about effort and progress

Pause, Prompt, Praise

Marzano’s Marzano’s Essential 9Essential 9

How can students “own” their learning?

Negotiated curriculum

Project design teams

Topic options w/in boundaries

Product/performance options

Solve classroom problems with students

Student Voice & Student Voice & OwnershipOwnership

SUPPORTING THE SUPPORTING THE

“RELUCTANTS”“RELUCTANTS” ( “WON’Ts”)( “WON’Ts”)

NOT INTERESTED

LIFE ISSUES

ENGAGINGCURRICULUM,

STUDENT VOICE & OWNERSHIP

SLCs, ADVISORIES, SUPPORT SERVICES,

“CULTURE OF CARING”

RESPONSE REASON INTERVENTION

Reluctant

SUPPORTING TSUPPORTING THEHE “STRUGGLING” “STRUGGLING”(“CAN(“CAN’T’TSS))

MAY NOT YET HAVE NEEDED SKILLS

MAY NOT KNOWWHAT QUALITY IS

PROVIDESKILL TRAINING,

FEEDBACK, &SCAFFOLDING

USE EXAMPLES,EXPERTS, &

RUBRICS

RESPONSE REASON INTERVENTION

Struggling

HELPING HELPING STUDENTS TO STUDENTS TO RECOGNIZE RECOGNIZE QUALITYQUALITY1) USE MODELS & EXEMPLARS Deconstruct exemplars w/ inductive lesson

2) BRING IN EXPERTS Show & discuss professional standards

3) USE RUBRICS (including student- designed rubrics)

HELPING STUDENTS HELPING STUDENTS RECOGNIZE QUALITYRECOGNIZE QUALITY

“We need to involve students by making the targets clear to them and having them help design assessments that reflect those targets. Then we involve them again in the process of keeping track over time of their learning so they can watch themselves improving. That’s where motivation comes from.”

- Rick Stiggins

USING MUSING MODELS & ODELS & EXEMPLARSEXEMPLARS

“When my class begins a new project ,a new venture, we begin with a taste of excellence. I pull out models of work by former students, videotapes of former students presenting their work, models of work from other schools, and models of work from the professional world. We sit and admire. We critique and discuss what makes them powerful: what makes a piece of creative writing compelling and exciting, what makes a scientific or historical research project significant and stirring, what makes a novel mathematical solution so breath-taking.”

USING MODELS & USING MODELS & EXEMPEXEMPLARSLARS

“I’ve been criticized at times by educators for using models so much. All of the work will be copies, they say…But I don’t mind at all. In fact, I encourage imitation as a place to begin. As a student, I learned to write by copying the styles of great authors; I learned to paint by copying the styles of great painters….

I encourage this practice so regularly that I explicitly describe and present what I call “tribute work.” Tribute work is the work of a student who built off of, borrowed ideas from, or imitated the work of a particular former or current student.”

USING MODELS & USING MODELS & EXEMPEXEMPLARSLARS“Deconstructing” Professional Work

What makes the work good?

What features do you notice?

How might work have been created?

BRING IN EXPERTSBRING IN EXPERTS

Ideas for Connecting with Experts

Guest speakers

Students interview experts outside of class

Phone interviews

E-mail interviews

MAY NOT YET HAVE NEEDED SKILLS

MAY NOT KNOWWHAT QUALITY IS

PROVIDESKILL TRAINING,

FEEDBACK, &SCAFFOLDING

USE EXAMPLES,EXPERTS, &

RUBRICS

RESPONSE REASON INTERVENTION

Struggling

SUPPORTING THE “STRUGGLING”SUPPORTING THE “STRUGGLING”(“CAN’T(“CAN’TSS”)”)

SKILL TSKILL TRAININGRAINING

1) IDENTIFY AND TEACH SKILLS Avoid assumptions about student skills

2) PROVIDE FEEDBACK Formative assessment is critical

3) SCAFFOLD FOR SUCCESS Provide multiple types of support

A CLOSER LOOK AT A CLOSER LOOK AT SKILLSSKILLS

THE TASK:

“Gavin, go brush your teeth.”

BRUSHING YOUR BRUSHING YOUR TEETHTEETH

Locate and go to bathroom

Locate light switch, turn on light

Locate stool, place in front of sink, stand on stool without falling

Open medicine cabinet (no handles!)

Identify personal brushing equipment (toothbrush, toothpaste)

Remove equipment from cabinet, balance on sink edge

Remove brush from case; open toothpaste tube

Squeeze right amount of paste onto brush (without spilling)

Replace toothpaste cap

Thoroughly brush all tooth surfaces with proper motion

Keep excess paste in mouth w/out swallowing

Spit excess paste into sink

Turn on faucet (cold water side)

Rinse off toothbrush

BRUSHING YOUR TEETH, BRUSHING YOUR TEETH, CONTINUED…CONTINUED…

BRUSHING YOUR TEETH,BRUSHING YOUR TEETH, CONTINUEDCONTINUED……

Locate cup

Fill cup half full with water, turn faucet off

Rinse mouth w/out swallowing; spit in sink

Wipe mouth with correct towel

Return brush to medicine cabinet

Turn off light on way out!

Remove brush from case; open toothpaste tube

Squeeze right amount of paste onto brush (without spilling)

Replace toothpaste cap

Thoroughly brush all tooth surfaces with proper motion

Keep excess paste in mouth w/out swallowing

Spit excess paste into sink

Turn on faucet (cold water side)

Rinse off toothbrush

BRUSHING YOUR TEETH, BRUSHING YOUR TEETH, CONTINUED…CONTINUED…

PREREQUISITE PREREQUISITE COMPONENT SKILLS COMPONENT SKILLS (PCS’s)(PCS’s)

= Individual Skills Needed to Complete a Complex Task

Skilled teachers naturally identify and teach to PCS’s

Classroom instruction must be aligned to PCS’s to ensure success

PCS’s: THE BOTTOM PCS’s: THE BOTTOM LINELINE

If students need to do it, you need to teach it.

PBL ASSIGNMENTPBL ASSIGNMENT

HEALTH PROJECTRequired Elements: Develop family medical histories Write proposal to study health issue of

personal or community interest Keep research log, including citations Produce a newsletter Develop lesson plans and materials

for underserved population Present to real audience

PCS’s???

NEWSLETTER PCS’sNEWSLETTER PCS’s

Research Topic

Write Articles

Edit Articles

Design Layout

Produce Layout

Type Articles

Take Photos

Digitize Photos

Print & Copy Newsletter

Distribute Newsletter

PCS’s???

NEWSLETTER LAYOUTNEWSLETTER LAYOUT PCS’sPCS’s

Designing a Newspaper

LayoutColumns

Font Sizes

Font Styles

Formatting

Headlines

Headers/Footers

Icons/Images

White Space

BALANCED BALANCED FEEDBACKFEEDBACK

COLLECT EVIDENCE AT VARIOUS STAGES OF THE WORK

USE A VARIETY OF METHODS:

Tests Product assessments Performance assessments Self-Reports

BALANCED FEEDBACK:BALANCED FEEDBACK:ASSESSMENT vs. EVALUATIONASSESSMENT vs. EVALUATION

ASSESSMENT

Latin root “assidere” = to sit beside

Formative

Along the way

Guiding

EVALUATION

Latin/Old French “valere”= to value

Summative

At the end

Judgment

PROVIDING FEEDBACKPROVIDING FEEDBACK

“(For learning purposes)… a test at the end of a unit….is pointless; it’s too late to work with the results… The feedback on tests, seatwork, and homework should give each pupil guidance on how to improve, and each pupil must be given help and an opportunity to work on the improvement.”

- Black and William

PROVIDING FEEDBACK:PROVIDING FEEDBACK:ASSESSING ASSESSING FORFOR LEARNING LEARNING

“When they assess FOR learning, teachers use the classroom assessment process and the continuous flow of information about student achievement that it provides in order to advance, not merely check on, student learning. They do this by continuously adjusting instruction based on the results of classroom assessments.”

- Stiggins

“ “SCAFFOLDING” FOR SCAFFOLDING” FOR SUCCESSSUCCESS

Content Academic foundation for work

Training Explicit skill-building in all required production areas

Expertise Professional-level training and consultation provided by experts

Oversight Structured times for teachers to meet, motivate, and mentor students

““SCAFFOLDING” FOR SCAFFOLDING” FOR SUCCESSSUCCESS

Documents Descriptors, calendars, rubrics to explain and organize work

Tools Technological resources needed for production

Time In-class opportunities to meet, research, produce, exhibit, and evaluate

In Review…In Review…

SUPPORTING THE SUPPORTING THE

“RELUCTANTS”“RELUCTANTS”

NOT INTERESTED

LIFE ISSUES

ENGAGINGCURRICULUM,

STUDENT VOICE & OWNERSHIP

SLCs, ADVISORIES, SUPPORT SERVICES,

“CULTURE OF CARING”

RESPONSE REASON INTERVENTION

Reluctant

In Review…In Review…

SUPPORTING THE “STRUGGLING”SUPPORTING THE “STRUGGLING”

MAY NOT YET HAVE NEEDED SKILLS

MAY NOT KNOWWHAT QUALITY IS

PROVIDESKILL TRAINING,

FEEDBACK, &SCAFFOLDING

USE EXAMPLES,EXPERTS, &

RUBRICS

RESPONSE REASON INTERVENTION

Struggling

THE RESULT:THE RESULT:

vs. WON’TCAN’TENGAGED STUDENTS

WHO CAN & WILL!