Stacked rock, more commonly known as Cairns, placed along the train signify that you are on the right track. It is a marker guiding you to the correct path or train in cases where navigation becomes difficult and the trail may be easily lost.
In a way that is what we are doing when we backward plan. We are unpacking standards to develop learning intentions and success criteria that mark your path through a unit of study
Teachers are designers. It is essential that we design curriculum and learning experiences that are intended for specific purposes. We are also the designers of assessments to diagnose student needs to guide our teaching and to enable us, our students, and others (parents and administrators) to determine whether our goals have been achieved; that is, did the students learn and understand the desired knowledge. Grant Wiggins
Backward planning asks you to start with the standards rather than textbooks or favorite activities. You write the goals and assessments using the standards and then utilize instruction and activity (learning evidence) called for by the standards. This process provides the framework to help us identify teaching and learning priorities that correlate to the needs of our students.
I'm very excited to begin this journey with you. The research around clarity in teaching is solid. You have the opportunity to double the rate of growth within one year when you consistently present content in clear and concise ways.
Today as you work together look for the cairns in your work. You and your team are the key in the journey. Mark your path with progressions and learning intentions/success criteria. Find your way through assessment and discussion of student work.
Close reading leads students on a path of thinking. It starts with the literal meaning of a text and ends with exploration into deeper meaning and a plan for what could occur because something was read. There are essentially three phases on this path from surface to deep comprehension.
The questions with a bit of explanation are:
What does the text say? The first stage involves the literal meaning of the text. It applies to explicit meaning or what the text says exactly. The anchor standards for this level are 1, 2, and 3.
How does the text work? The second stage deals with the mechanics of the text especially as it applies to vocabulary, structure and author's craft. The corresponding standards are 4, 5 and 6.
What does the text mean? As the meaning expands the next path is integrating knowledge and ideas to locate deeper and at times hidden meanings and to make logical inferences based on what thetest says. The standards that makes this questions tick are 7, 8 and 9.
You may hear the ring of familiarity. It's the same path you take each week as you use the resource. You begin the week with standards one-three. Move into structure, vocabulary and point of view(4-6). You wrap up using the scaffolds found in the close reading companion and write to sources at the end(7-9).
Last week I was working with the third grade team on these concepts. The discussion began with an analysis of their previous CFA. Our conclusion was that instruction may have just missed the mark because learning intentions and success criteria were not thorough enough. Additionally, they were able to see the connections within each week and unit as they unpacked the standards. We discussed how standard two was more than just main idea and how it would inform success when kids completed the common core companion reaching standard 6 (point of view). One of the points made was to read the entire standard. When we did this we noticed that students needed to determine key ideas that supported the main idea and summarize. One of the items on the CFA was to choose a sentence that supported the main idea. This was something that kids were not able to do consistently. This conclusion to teach the entire standard is critical in establishing the foundation of text dependency or What the text says explicitly. Without the explicit understanding it is very difficult for kids to determine deeper meaning.
Think of text dependency as a staircase with critical steps to climb. The team looked at standard four and how the vocabulary supported the central idea and key details. Again, read the entire standard but note how this standard supports understanding of key details and the central(main) idea. Finally, the mystery of point of view is solved when the other standards are used to draw the conclusion about why the author wrote the text. Yes, read the entire standard. Use the previous standards as success criteria when kids are working on writing to sources and the common core companion. They drew the conclusion that teaching the standard not the story is key.
In the end the third grade team was able to see the interconnectedness of the standards and how text dependency supported their students' understanding of text. Close reading is the how in comprehension. Text dependency (using the full standards) is the what. When you begin to unlock your own understanding you will become the expert and guide supporting learning.
Remember meaning is uncovered through dependency on the text. Using the entire standard is critical to build strategic readers. It is what you teach so that kids can read anything that is put in front of them.
Dias de los Muertos is celebrated until November 2nd. It's fitting then that this blog is written in celebration of those we love and thinking of our family. Specifically, we often think of those we lost on this day, however, I like to think of it as a day to enjoy our family and know that together we can accomplish so much. I guess I'm just a little melancholy because I get to see my family who lives so far away but I do know the importance of loving those around us who have made us what we are.
I believe this feeling translates to our work family also. Having a close colleague at work is the sign of a healthy culture. It is obvious to me and many of those who visit our school that that is the case at Bloomer. Last week our culture was on display when we had visitors from McGraw Hill and ESC scheduled to visit literacy. Julie had arranged to visit three classrooms that she felt would represent the work of the building. Thank you to Amy Scherb, Rachelle Opp and Heather Humbert for your time and example.
These teachers represented the sum of our parts. The whole of our work.
Amy shares content with such specificity. She uses the language of her learning intention throughout the lesson. In addition, she is constantly assessing and asking kids for clarity around her success criteria. She uses individual nuance and I know that each student is recognized as she teaches. She extends this specificity to her management also. It is a sight to behold and one that is very successful. Her DFA and CFA scores represent growth and alignment.
Rachelle's implementation of a read aloud, the precursor to the reading comprehension lesson in first grade, was sublime. The expression and natural breaks as she read to emphasize prediction and character development(her learning intention) kept students' attention the entire time. She asked kids questions exploring the success criteria about every 3-4 minutes which allowed them time to process. I loved that she taught understanding of reading rather than the content of the story.
Heather's lesson was based on writing. The level of independence was exactly what makes students grow. Kids were reading through their graphic organizers and working to write a first draft. Heather individually conferenced with students to advance and customize student learning. Conferring with students should not be underestimated. It's a perfect way to give students feedback in a lesson and allows student independence along with guided instruction.
Bloomer Look Fors
Yes, these were three examples of teaching from our educational family. They represent the addition of what we are working on and are accomplishing. You have these skills also. Thank you for continuing to work on specific areas found in the lookfors. You and your team are working within a culture that allows autonomy. You see the difference when you look at data and then work together to change the status quo. The examples shared are three ways that you can leverage learning.
WE are a family. We are carrying one another through rough patches and work to find clarity and success. Day by Day we are becoming the school where everyone wants to be.
WE are the SUM of our PARTS. The stronger each part gets the stronger the building gets.
So I'm absolutely not a fan of Tik Tok but I saw this story on a Sunday Morning show and thought, "Fabulous!" I think this is a metaphor for how we use our daily work to create the conditions that are given Bloomer Bones! Noodles is a pug who has become an internet sensation. He is now seen as a motivator or seer for the day up or down. Your daily PLC is also an opportunity to develop optimism for the day. Together you can do so much!
You are so marvelous! This staff works hard each day to make a difference and you are! We are raising achievement one student at a time. You measure your success by looking at data and analyzing it. Next steps are in the making because you have determined what a student needs to advance in learning. The point of the blog this week is to focus on your PLC and establish a revised set of ideas that will help you become a stronger teacher or staff member.
Your professional learning is interdependent, your success hinges on the efforts of your team. In order to make the learning happen as a grade level collaboration is required. Your work needs to be characterized as collective action and interdependence . Your success is correlated to the efforts of your entire team.
Your efforts are twofold:
Creating a goal that is shared by the entire team. Setting an interdependent goal sets the stage for collective action. When you work toward one goal you persist and refuse to give up. You work together to find strategies that continually examine the status quo.
Interconnecting tasks that teams work on. Working collaboratively is key to making work efficient and to get results. Working together on a task strengthens the opportunity for collective efficacy. This is the belief that together you can accomplish great things. Think about designing, delivering and debriefing lessons. Drawing on your collective expertise, collecting ideas, discovering methods and materials all to raise achievement. Your team can just do one or the other. It requires efforts in both.
What is a team to do?
Actively engage in the PLC process. Maximize the opportunity of support from coaches and the principal. We are here to support your practice and want to learn alongside you.
Have open conversations around learning. Listen and ask questions. Develop trust with one another so you feel comfortable wrestling with problems and solutions.
Set interdependent goals. Create the goal and monitor progress. Listen, prioritize and observe student learning.
Use student evidence. Use the day to day work to determine if you are making a difference in learning.
Focus on Outcomes: link your collaborative work to student results. Using this idea it makes sense to adjust practices day to day.
If you are to be a difference maker you must maximize the work of your team. Consider how your work is shaped by the discussions you have. Are you using coaches to support the work? Do you have interdependent goals and tasks? Are you sharing the load? If the answer is yes you will begin to see your data triangulate and achievement improve.
So as you warm up each day in your PLC ask one another if it's a bones or no bones day. I challenge you to make the choice for bones. Our students deserve it.
Last week during the data walk Carol asked me if reading achievement was improving at a higher rate than math was because we spent more time in professional development on comprehension. I said, "Actually, no." "Reading and math achievement is going up because you are becoming a more effective teacher." It's true. We have spent the bulk of our time in PLC and whole group on developing clarity in the classroom. That means writing quality learning intentions and success criteria and using them. During this round of observations I'm looking for learning intentions posted and also used through the course of the lesson. I'm looking for teachers who use the language of the success criteria as they confer with kids during guided and independent work. I'm looking for clarity. The results are clear in my mind. I consistently see learning intentions posted or stated about 90% of the time. This is fantastic data and the best first step in making clarity a reality.
Excellent teachers have high expectations and share their notion of success criteria with their students. They ensure that there is alignment between the delivery of the lesson, task and assessment of students. When this happens you see results like those that were shared within Abby Oswald's classroom last week. She was teaching a writing lesson. Abby's intention and success criteria were posted. She used the success criteria in her mini lesson and then asked students to repeat over three times. What was the result? 85+% proficient on the assignment. I also asked students as they worked. "How do you know you are successful." They repeated the criteria, in their own words. Fabulous. This is an example of how it can be done. This is teacher clarity! The intentionality and specificity of the language in this lesson when applied consistently throughout all content areas will result in double the growth for students.
It's critical to develop highly effective teaching an increased emphasis on the Common Core or Standards. It's not enough to just write them. You need to understand the content.
Doug Fisher shared with us in the Teacher Clarity Playbook:
"A major aspect of teacher clarity consists of learning intentions and success criteria." "Careful analysis of content standards benefits those who need to teach them. Through the process of discussion and debate, colleagues identify what students should know and be able to do, and thus prevent the inevitable creep that occurs when textbooks and activities, not the standards, begin to drive instruction. Keep in mind that publisher-and teacher-created curricula are not the standards themselves, but rather are materials that (hopefully) facilitate progress toward standards. When discussions at a grade level meeting are focused more on covering a chapter in a textbook rather than the learning outcomes, it is a telltale sign that the standard has been lost."
It's critical that you each contribute to developing learning intentions and success criteria and they are not centered on a story or activity. If you don't have a shared understanding and purpose in the PLC you may get varied results. Remember we are lifting the grade level not just one classroom. We lift all grade levels to see results at a building level.
We are moving in the right direction andIT'S NO SECRET that other buildings and ESC staff are noticing. However, we must stay diligent in our efforts to reach our goal of 70% at the end of the year. You have to be constantly checking on the status quo through your DFAs (daily formative assessments) and CFA (Common Formative assessments). It's NO SECRET that reaching 80% consistently daily on grade level standards will result in correlated result on standardized assessments.
It's no SECRET that this is a tough hill to climb and you need the strength of your team to reach the summit. Make it happen. TAP into the expertise of instructional leaders. Analyze student work and be diagnostic.
Geese have a mission. They fly south for the winter and then north in the spring. The barriers are enormous. Yet they do it. Year after year efficiently with a collective effort to 'get it done.' They communicate; they share responsibility; they trust one another.
Geese Fly Further Together: The relationships you have with one another is critical. The trust you have gives lift and allows for constructive conversation. Providing one another support means more than just agreeing all of the time. It's also about helping one another reach the goal. Provide feedback and allow others to benefit. Please specific about how it can be done and why. Think Efficiency!
Geese Support one another when it gets tough: You have a hard job. There is not doubt but sharing the burden with support and care allows the team to do the work. You are as strong as you allow yourself to be. If you think you can't you are usually right. However, if you think you can you are also right. Supporting one another means self-care and collective care. NOTE it's so difficult on a good day. You need one another.
Geese take turns leading: Everyone can be a leader in your PLC. What does it take commitment and a reflection on your collective goal. Leading means knowing. Knowing begets doing. Doing creates results. Share the load. Don't be a passive member.
Geese Cheer for one another: HONK HONK HONK. Means keep going. You are doing a great job. Thank you for helping our group move forward. You have the means to provide one another the support through feedback and the specificity through celebration to motivate through the journey. Make a point of efficiently finding an example of our mission in action and CELEBRATE it!
Geese are Focused on their purpose. They don't fly haphazardly; they move forward together with the purpose of finding a better climate to sort out the winter. Remember that our purpose is growth and growth mean high proficiency. Likewise, it is highly likely that your stress levels will go down when you find you are making a difference. The purpose is to move together as a group to reflect on your success and how you got there.
When you take the lessons of the geese into your own hands you are working to build efficacy. Efficacy is the ability to produce. It is also the belief in your ability to effect the change necessary to meet goals. It's more than collaboration. It's more than getting together to talk every day. IT is the result of collaborating effectively over time. You keep going when it's tough. You collaborate because you believe in the group's collective belief to change the achievement profile of the entire grade level. You build knowledge by learning from one another. You are optimistic, confident and resilient because your created the conditions for successful learning experiences for children and your peers.
Take a look at these graphs
What do you see? It's a dramatic change over time across every grade level. It's possible and you need to realize that you make this happen.
The purpose for your team is more than just what your goal is, it includes the culture of the group. Your team members are the guide to live our mission to become...
You may not have heard this song before. It was written by Pete Seeger in the 1965. He was a folk singer and activist. I bet you've heard of a few of his other songs like "If I had a Hammer" and "This Land is You Land". In any event, I choose this song to get your brains moving in the direction of change and how you are impacting it daily as a team. There is a time for everything. "A time to gain". That is where we find ourselves gaining in achievement and confidence. The key to getting the momentum going and keeping it moving is your team.
To build a culture of efficacy (the belief in yourself to accomplish goals) You n eed to intentionally and mindfully put a plan together that provides for ongoing opportunity for your team to experience the four forms of efficacy (Bloomberg and Pitchford: High Impact Teams 2017)
(WHAT)Mastery Moments: You need to experience success. This comes from direct experience that you agree was successful. These conversations increase confidence and build your resiliency. Taking on challenging goals and working together to overcome obstacles so you are successful will result in a mastery moment. This builds efficacy. (HOW) Look at your data and celebrate the achievement. Take the time to compare MAP data with you DFA/CFA. Is it making a difference? How do you know? (WHY) WE need to realize together that you can accomplish our goals. Our students are worth the effort.
(WHAT)Models of Success: Learning from one another's successes is another way to build efficacy. Think of this as modeling effective practice. Taking the time to watch one another shows/proves that it can be done. (HOW) There are many ways to view one another. Working with Julie and Bri, video taping one another, watching a video are all ways to use this in your PLC. Taking the time to discuss and share works to develop the team. (WHY) You are your best asset. Using the team to strengthen the team is a great way to realize how effective you are. Our students are worth the effort.
(WHAT) Feedback: Yes, feedback doubles the rate of learning for students and teachers. We all learn best when we get specific relevant feedback in a timely manner. Teams who collectively focus on getting better, commit to doing the research, taking the risks and sharing knowledge and skills use feedback as a tool for learning from on another." Not all feedback is equal or received. Effective teams have productive/constructive discussions using feedback. It moves your group forward. Stay positive, specific and appreciative for the risks you take. (HOW) Protocols are great ways to get your group moving and provide a structure for efficiency. Consider a tuning or triad protocol when looking at student work. The tuning protocol provides for warm and cool feedback allowing the person receiving an opportunity to gain knowledge. (WHY) You've got to break eggs to make a cake. Feedback and process help to advance practice and move forward. If you can give effective feedback it also advances you knowledge also. YES, Our kids are worth the effort.
(WHAT) Safety: Trust is key to building effective teams. Relational trust translates into members who truly listen to one another. They respect varied opinions and are willing to try new things when suggested. You feel accepted, respected and empowered by each member. (HOW) Creating norms and sticking with them is the first step. Understanding the mission and the direction you are going is also foundational. Yes, it also doesn't hurt to buy coffee sometimes too. In the end you need to feel safe and confident so you can share and take a risk. (WHY) Collaboration is the way to solve big problems and it's so much easier when you are linked arm and arm. Our kids are worth it.
When you have developed efficacy you are:
OPTIMISTIC
CONFIDENT
COLLABORATIVE
LEARNING
YOU PERSEVERE
Time is on our side. It's the beginning of October ladies and gentlemen. I swear it's not too late.
Let's get our teams going and maximize our time together to meet our goals. I believe in you!
OK. Confession time. I've never watched an episode of Friends until this summer. Yes, I was shamed into it by by daughter who was absolutely appalled that I had very little context and hadn't watch even one show from start to finish. I must admit it's definitely a reflection on our culture and how to navigate society. It's actually very very humorous and deep at the same time. I didn't know what I was missing. I allowed to expand my horizon in ways that I hadn't realized before.
In this particular episode the men are arguing over who's stronger and who could beat the other up. In the end it didn't really matter it was their relationships and individual strengths that made them a supportive team.
Working through instruction day to day is sort of the same. You need the whole to take care of individual need. You are looking for evidence each day to determine if you've taught your learning intention. However, it's the data that proves the point along with the authentic student work that backs it up. Stating a point without evidence is an editorial. Evidence needs to indicate where a student is in relation to the progression of the learning. You've entered your second week of data collection using the average of daily formative assessment. Take time to check and see if that data correlates to your MAP results in reading and math. Are the percentages within 5-7 points? If not what is your analysis and what are your next steps? Can you solve the problem together and if the data is aligned why is it? What are you doing to make this happen?
Quality evidence informs the team about what is happening in your classrooms now. It should make your team to think reflectively, stimulate dialogue and debate. It gets you all to think critically around the why, what and how students are learning.
Consider the following as reasons and rationale for your team to engage in Phase II "How do I know if students are learning?" (adapted from Bloomberg and Pitchford 2017)
Improves the quality of teaching. If students are to learn they need access to the curriculum (common core standards). In order for you and your team to be clear is to know where your students are in comparison to the learning progressions. You need to gather evidence to know what they can do. You then have the opportunity to design lesson for all. Hattie(2009) says a key "signpost' of excellence in education is when teachers engage in "critical reflection in light of evident about their teaching."
Improves student learning. We learn when we file new ideas or information into what we already know and then can readily retrieve it when we need it. Discovering what we know is found as you gather evidence through feedback from you and also from the student. Finding this data is not just for you but also for kids. Getting feedback from teacher and peers based on success criteria is evidence which leads to analysis and in turn, accelerates learning.
Is a springboard to collective action. Analyzing your evidence means noticing and deciding. It's important to professionally talk about it however, it's only intellectual unless you follow it up with action. The action needs to be based on the evidence to make sure you get the most bang for your buck. If the evidence is old or too general(not specific to a learning intention/success criteria) then you run a pretty good chance that you actions may not be effective. Make sure your data is timely, relevant and specific!
Make a plan to discuss your data every week or maybe everyday. You can use it as a springboard for planning or differentiation. I'm so proud of the work you are doing with your teams and have noted that you are using PLC time very efficiently. You are beginning to calibrate evidence and create the conditions to achieve high impact.
Find your center and know that you are working to prove it like a theorem. Keep Going!
I use references to the Wizard of Oz often. It is a movie that is timeless and is full of wonderful opportunities to create metaphors to describe our work together. The power of friendship and family to persist through a dilemma. How transparency and clarity pulls back the curtain to reveal learning and today how hope may only be a plan in the movies. We need to be strategic when we plan and work with intention to reach our goals. This requires a collaborative group, your grade level PLC, to create and implement an instructional plan that has a goal to raise achievement. However, that isn't enough! You need a plan to monitor. To check how far you've come and how much further you need to go.
Imagine if you were on a journey home without a map, GPS, Google Maps or any tool to show you the way. If you were in a familiar space you may get lost. Your map for the team is the backward plan, learning progressions and daily learning intentions/success criteria.
Now that you have a map to take your home from an unfamiliar place how will you get there? What is your plan and how long will it take? You will need a vehicle or some mode of transportation. We use the workshop/GRR instructional model to get use there.
So you have a map, transport but nothing to fuel the journey. You need gas/electricity to power the vehicle. We need assessment to power our lesson. Assessments gatherers information to inform teaching and helps students learning more. You ask yourself: "Did students learn?" "What evidence do I have to prove my conclusion?" When you assess you get the evidence. You also need to evaluate. You decide whether or not your kids learned what you taught and how well they have learned it. Evaluation requires reviewing the evidence and determining it's value.
So What does this look like?
I sat in on the first grade math PLC on Friday where I found that their discussion was around assessment for learning. They were checking to see what has been learned and what was next. They assessed specific feedback from the MAP using the NWEA growth charts and determined the percentage of kids (not proficient) needing additional instruction. In addition, they began to have discussions using their DFA (daily formative assessments) to monitor their instructional plan. This team has a map, strong implementation and fuel to power their journey. It's an excellent example to reflect on and follow.
First Grade PLC Agenda
You have a choice when you work together. Collaborating on intentional instructional moves is the fastest way to reach HOME which is our goal. Monitoring these moves through assessment and evaluation is the way to get there faster. Remember we need to arrive by the end of the year. Use your smart brains and personal relationships with one another to create the conditions to function at high levels. Monitor your work to determine that you are also making an impact.
At the end of the clip Glinda tells Dorothy that you had the power all along. So do you!
Learners deserve a great teacher not by chance, but by design. (Fisher, Frey, Hattie). This refers to a belief that the decision you make should be purposeful and intentional based on the best interests of your students. You have an opportunity to double the rate of learning in your classroom. Think about the baseline you just realized last week during MAP testing. You can affect change and double the growth simply by focusing on clarity. See the figure below. Think about doubling growth by May. WOW!
"Learning is most successful when teachers see learning through the eyes of their students and students see themselves as their own teachers." John Hattie
Everything is possible when you focus on clarity. Our main mode to do this is through our school improvement action steps:
Teachers write quality learning intentions (credible, decontextualized, knowledge and/or skills) including success criteria based on grade level progressions (daily). (achievement)
Teachers provide feedback using the language of quality learning intentions/success criteria in daily instruction (before/during/after). (achievement
Teachers plan and integrate learning activities/tasks that are aligned to and assess the learning intention (daily) (achievement)
Your work as a PLC is devoted to these areas to achieve clarity. The trick is to do these steps consistently throughout the school year.
Learning Intentions
A learning intention is a description of the intended learning. It is a specific and describes the destination for the day. It should be clear and focused. It is not a description of a task or a series of steps:
Explain how understanding a graph can help me predict and compare data.
Summarize two texts to create a central ideas and compare them.
Larry Ainsworth uses the following as criteria for writing effective learning intentions:
Written as the learningdestination "Where are we going?'
Is a summary or general restatement of the standard(s)
Is a global statement without specifics
Is age-appropriate, kid-friendly but retains the rigor an intent of the standard.
It includes key term and vocabulary
No references to specific context (ie resource)
Explains why it's important to learn.
I am learning the essential characteristics of three dimensional solids. So I can determine relationshipswithin solids (volume, area, angles.)
Success Criteria
The learning intention is a hanging chad without success criteria. Success criteria describes the evidence student need to show they have achieved the intention.
I can read and describe the criteria on a graph.
I can write equations based on the data found on the graph.
I can write a summary of a text.
I can cite evidence from text.
I can analyze evidence to draw a conclusion or develop a central idea.
Effective Success Criteria have the following:
Specify what student are to do.
Provide a map to the destination "How are we going?"
Identify the details needed to achieve the learning intention.
Use specific terms from the standard and maintain the rigor of it.
Include objective wording
Is in student-friendly language.
Includes other details not included in the standard but necessary to complete the intention.
I am learning the essential characteristics of three dimensional solids. So I can determine relationshipswithin solids (volume, area, angles.)
I can describe the characteristics of three dimensional solids.
I can compare and contrast different solids using the characteristics
I can use the essentials characteristics to short three-dimensional solids
I can justify my sorting using the essential characteristics.
Success criteria comes in many forms
Amy Scherb's asks for shared thinking
Models
Rubrics
Descriptions
Student work
Metaphors
Models and a Rubric from Art
Description in Carol Bigley's Room
Transparency, as used in science, engineering, business, the humanities and in other social contexts, is operating in such a way that it is easy for others to see what actions are performed. Transparency implies openness, communication, and accountability.
You are the agent that allows for clarity to happen and achievement to accelerate.
The school where everyone wants to be or not to be...that is the question!
The biggest mistake we can make as leaders is to write a mission, hang it on the wall and let it be. We need to live the mission. No school improves by simply writing a mission statement. The mission isn't worth anything unless all of us begin to do things differently. The mission, value and belief statements help us to answer the question "why do we exist?" Finding the answer to this question is key to navigating the waters when the work seems difficult.
Today I want to point out how living our mission is manifested in the work you do as a PLC.
Let's explore the line:
Collaboration is the best way to meet the needs of all stakeholders.
Collaboration is to focus on learning. The essence of a learning community is to focus on and commit to the learning of each student. When you function as a PLC you choose to embrace learning at high levels for all students. We seek to be responsible members of an organization that will ensure that all students learn. You work with each other to clarify what each of you will do to work a plan to realize our vision. Consider the essential components of a successful team. 1. create result-oriented goals. 2. Mark progress 3. Work to clarify what each student must learn. 4. Monitor this learning. 5. Provide intervention for students who struggles. 6. extend and enrich learning when students have master the intended outcome.
I saw this in action last week when I sat in on the fourth grade PLC. The teachers were asking for support in math. They had three different assessments prepared and scored. They had a pre assessment for the first module, the screener and their DFA. The results indicated that 50% of the kids were not meeting expectations. They were focused on what needed to happen. We spent thirty minutes discussing options and eventually determined what would happen in their classrooms. This team is a model not just because of their initiative but because they have a common purpose. They were focused on the work not the obligation.
The gathered evidence.
They developed strategies and ideas to build on strengths and address weaknesses
They implemented a strategy
They are analyzing the impact of the changes to discover what was effective.
They apply the new knowledge to the next cycle for improvement.
So this week as you collaborate consider how you are moving through the components. What do you need to focus on? How will you improve together?
"When people see tangible results, however incremental at first, and see how the results flow from the overall concept, they will line up with enthusiasm. People want to be a part of a winning team. They want to contribute to producing visible, tangible results. When they feel the magic of momentum, when they begin to see tangible results--that's when they get on board." Jim Collins
Today I went out running just to change up my exercise routine. I'm not very fast but I'm working on it. It was the perfect temperature to 'play outside'. It was a Beautiful Day!
I found myself getting winded and needed to rest on multiple occasions. I was seriously considering walking the rest of the way home. Near the end of my run I stopped near a playground and was bent over staring at the pavement. I noticed a little inchworm scooching across the blacktop. I though there is no way he will make it to the grass. It's sunny we are in a park; he's going to get squished or eaten. So... I pick him up and put him in the grass. I saved that one! Then... I ran all the way home feeling so happy. You may ask...Why did this matter to me? Well, I thought about the starfish story. You may be familiar with it.
This parable is something that played out over and over this week with so many of you. Maybe it was something small or something that seemed incredibly significant. You have the power to notice and make a difference in the life of a child.
You make a difference.
You made a difference.
We have only just begun.
Take on the week with a renewed sense of purpose. Don't give up. Recharge. Bend down and pick up at least one. That is the person whose life you will change! It's the fuel that sustains us. That intrinsic motivation that helps us persevere!
Share your story in the comments. WE will be inspired by you!
We are working diligently to reduce teacher talk and increase student discourse. This effort allows students to 'chew' on the learning and maximize the opportunity to retain information. You have the ability to make this happen through intentional planning and considering using the moves outlined in this blog. I
Seven Moves You can be the facilitator or teach kids to take on ownership.
Try them on for size.
MOVE 1. Revoicing: Teachers and student revoice another student's contribution asking for individual interpretation and agreement.
Prompts:
So you are saying...
So let me clarify...
I think I heard you say...
Is this what you are saying?
Move #2: REPEATING
The teacher or student paraphrases similarities or difference from their own thinking. This move presses students to become active listeners.
Prompts:
Can you repeat what _____said in your own words?
What is another way that we could say the same thing that _____shared?
Is what ______said what you meant? Does it need clarification?
Move #3: REASONING
The teacher asks students to apply their own reasoning about someone else’s ideas or argument. This encourages students to think beyond their own personal ideas and build connections between differing ideas and strategies.
Prompts:
Do you agree or have a different idea?
Why?
Were you thinking the same thing or did you have another idea?
Thumbs up if you agree with _______idea/strategy.
Thumbs sideways if you respectfully have a different idea/strategy. (Call on random kids to share why they agree or disagree)
Move #4: ADDING ON
The teacher prompts students to add onto another student’s idea/strategy. This helps get multiple solutions/ideas on the table and can assist students toward making connections of various ideas/strategies.
Prompts:
Who can say something more about this?
Can you add more to this idea?
Who thinks they can explain why this is a good move/idea/strategy?
What is our group considering about this idea?
Move #5: WAIT TIME
Wait time has been emphasized for decades and has been shown as one of the valuable teacher discourse talk moves. This move allows ALL students extra time to process information, formulate ideas, arguments and questions.
Prompts:
Take your time to think…
We will wait…
Think in your head silently about this…
Let’s take some time to think…
Hands down…time to think privately…
Let’s ponder on that thought…
Move #6: PASS IT ON
The teacher asks students for refrain from raising their hands and calls on students to share their own idea or an idea shared by their group or partner. Students begin to ask each other about ideas and strategies.
Prompts:
Remember to ask your friends for clarifying questions when they share an idea/strategy.
Does anyone have anything to share about my idea?
I was wondering what others think of my idea.
Our group is curious if other groups thought about the problem like we did.
Move #7: THINK ALOUDS
A teacher models aloud how a good mathematician/reader thinks and talks about problems that are posed. This helps students develop the habits of mind of being a mathematician.
Prompts:
As I am reading this problem I am thinking of…
This problem reminds me of another problem we solved last week.
Can anyone think of which one?
I remember _______ solved a problem like this one.
What strategy was it that _____ used?
As you begin to incorporate more Teacher Discourse Moves in your lessons, it can be helpful to actually write down one or two of the questions or statements in your plan book to remind you to use them as you continually develop your skills.
Remember those who do the talking do the learning!
So Let the Kids Talk!
I'll be watching for evidence of these behaviors this week and highlighting them in our blog next week. I guarantee if you use a few of these during the learning walk this week you'll increase student talk. There is not doubt that you all have the goods!
You may be thinking that I've put this video in a time capsule but I remember it so well from my childhood. My dad was a huge country music fan so it was about the only thing that we would listen to on the radio. I hope you take the 2 minutes and 20 seconds to listen to it. It may make you happy and want to tap your feet.
I want to remind you to feel welcomed, encouraged and ready to go!
And we are ready to go. This is our time to embrace the adversity and shine.
Invite your students to embrace safety. (please teach these routines so they are aware)
Send an email to parents reminding them that we all all back 100% tomorrow. If you get questions please note we are NOT offering HYBRID. If the family would like virtual academy they will need to contact me. Virtual teachers should send a schedule for the week also.
Review Routines and Procedures.
Mask Wearing at all times
Maximize physical distancing
Handwashing
Staying focus
Being Kind to one another
Invite your students to Excel
Remind them that they are going to be taking the MAP test next week
Set goals with them in reading, math and science(5th grade only)
Discuss proficiency
Discuss Growth (Remember this is what makes the difference!)
Think about the Achievement Wall. Motivate to get their name and picture on it!
Invite your team to collaborate
Think about your focus area and maximize the use of the collaborative plan time given this week. Refer to the Look Fors for Clarity.
Writing and aligning learning intentions and success criteria to the common core
Focus on Assessment
Responding to data through feedback
Attend your PLC this week to prepare for MAP testing and student rostering. All teachers need to go through the training and preparation. Non classroom teachers need to join on a day of your choice.
K-1 Tuesday 800 am
2-3 Wednesday 8am
4-5 Thursday 8 am
Invite yourself to breathe and relax into your strengths. Embrace your role in Bloomer's educational family. We are poised to succeed. LET'S DO THIS!
Question for the comment box:
What are you most prepared for? How will you maximize an invitation for success this week?
