Module 5: Advance Organizers

I had read Marzano’s book Classroom Instruction That Works several years ago, and found it insightful and relevant to my instructional practice. At the time, I read about Advance Organizers and while I found it interesting, didn’t really internalize the information or make use of it in the way one says, “I’ll do an advance organizer today”.  I did use them, but it was less purposeful and more activity based.  Reading about Advanced Organizers and listening to the lecture this week gave a name and a purpose to what I was doing in my classroom.

One component of the lecture that was especially helpful was a description of what and Advance Organizers are: “organization cues, tools that help connect the known with the unknown, and a framework for helping students understand what they will be learning” (Lumpe Lecture Module 5).

When constructing an advance organizer for use in the classroom, Dell’Olio and Donk (2007) recommend creating an organizer that is at a higher conceptual level than the information being presented. This will help students to understand the information in a deeper manner and see how the content relates to other ideas.

As stated, I currently use advance organizers occasionally.  However, now that I have a ‘name’ for them, and I understand how they assist students to understand and connect with concepts, I am planning to use them more regularly.

Module 4: Concept Attainment

The Concept Attainment model of instruction is focused on students gaining a deep understanding of the foundational concepts of a subject area, not memorizing facts.  Students arrive in our classrooms with a variety of misconceptions resulting from inappropriately ‘learned’ information, imaginings as they try to make sense of the world, or a ‘shallow’ understanding of the foundational concepts.  The video A Private Universe, discussed how common misconceptions about the existence of the seasons is, even among highly educated individuals.  The student examined in the video, Heather, had a misconception regarding how the earth revolves around the sun.  Even as she developed a new understanding, and she made changes to her previous knowledge, there was still a lack of synthesis that permitted her from fully understanding the correct information.

The Concept Attainment model involves the use of exemplars (examples) and nonexamplars (nonexamples).  Clearly identifying these differences is the first step in students understanding the deeper concepts surrounding an idea (Dell’Olio & Donk, 2007).   Next, students generate hypothesis to understand how these things or ideas are related.  Very similar to the scientific process, students then test and affirm their hypothesis, making changes to it as they get new information.  Analyzing the cognitive road map (notes about how the class got there), is the next step.  One tool I learned about previously that might apply to the concept attainment model is a free online tool called Mindmeister.com.  Click here for a link to my screencast that I did for an Educational Technology course this summer.

Module 3: Inductive Teaching Strategies

This week’s work surrounded the Inductive Teaching Model, which strives to foster creativity and an inherent curiosity for learning.  There are several good things about this model such as:

• To teach critical thinking skills by fostering curiosity
• Learn from specific instances to general
• Work collaboratively to answer driving questions
• Collect and create work samples
• Students are motivated to answer the driving question and (hopefully) create the learning artifact

However, there are some challenges to implementing this model regularly.

The Cons of Inductive Learning are:

·   Teachers need time to develop a repertoire of inductive projects

·   Clear rules/roles for student collaboration are needed to ensure quality learning by all parties.

·   Developing inquiry teaching takes time and skill

The reading about Charlotte Mason’s theories regarding a child’s educational experience and teaching was very relevant to the inductive method.  I engaged in a small debate regarding Mason’s views on the essential learnings.  Two classmates, Sam and Rita clarified the reading for me with supplemental materials regarding Mason.  My favorite quote by her is: “Education is an atmosphere, a discipline, a life” (Wikipedia).

Module 2: Classroom Instruction That Works

In Classroom Instruction That Works, Marzano and colleagues report on the efficacy of nine strategies that work to improve classroom instruction and student achievement.  These nine strategies are:

• Identifying Similarities
• Summarizing and Note taking
• Reinforcing Effort and Providing Recognition
• Homework and Practice
• Nonlinguistic Representation
• Cooperative Learning
• Setting Objectives and Providing Feedback
• Generating and Testing Hypothesis
• Cues, Questions, and Advanced Organizers

In my school, I believe that cues, questions, and advanced organizers are emphasized quite a bit.  Using higher order questions to help students learn metacognition is one of our school goals. Unfortunately, according to the research presented in Classroom Instruction, the use of cues, questions, and advanced organizers has the smallest effect size in student achievement.

Reflecting on my own practice, while to do focus a fair amount of my energy on questioning, I also believe I do a good job of setting objectives and providing feedback. In ceramics, students have a clear picture of what ‘high quality’ work looks like and are given steps and techniques to get their work to that level.

I need to improve my use of cooperative learning in the classroom, especially when creating positive interdependence and individual and group accountability. Next semester, I have a Ceramics 2 class. My hope is to develop some collaborative projects where students can learn cooperatively.

Marzano, J., Pickering, D. J., & Pollack, J. E. (2001). Classroom Instruction that

Works, Alexandria, VA: Association for Supervision and Curriculum Development.

Module 1: Philosophies of Education

The first readings for EDU 6526 discuss several models of education and the surrounding philosophies that drive education.  In Models of Teaching, Dell’Olio and Donk outline educational philosophies and models of instruction as a starting point for further discussion later in the text. As Dr. Lumpe’s presentation states this week, curriculum, instruction, and assessment are all spokes of the same wheel, working together to create an entire system of education.  Likewise, educational theory, experience, and knowledge all work together to form systems of education.

Alfred Whitworth’s statements in The Aims of Excellence, urge educators and curriculum experts to explicitly teach students the interconnectedness of disciplines, just as the educational systems are inter connected.  What is the purpose of assessing student learning, if one is not going to use it to inform instruction?  As Whitworth says, “what is the point of teaching a child to solve a quadratic equation? … Whatever interest attaches to your subject must be evoked here and now” (Whitworth, 1916).  All aspects of education, and all disciplines of school are interconnected and need to be addressed simultaneously to hone these connections and create a clear image.

Module 9: The Efficacy of Action Planning

When I think of the purpose of Action Planning, I think of the purpose of Action Research.  “Action Research as research toward the enhancement of direct practice” (http://www.infed.org/research/b-actres.htm).  As I recall learning about action research in my Educational Research course, I recall that it is teachers conducting small ‘experiments’ to see what the effect is on student improvement, engagement, etc.  Action Planning is similar in that the focus is on teachers making changes and measuring the outcome as it relates to school improvement and student achievement.

 

As stated in On Common Ground: The Power of Professional Learning Communities, there are many barriers to effective Action planning.  Barriers such as “substituting training for action” (Dufour, 2005, p.248), “focusing on attitudes as a barrier to action” (Dufour, 2005, p. 246), and “badly designed measurement systems as a barrier to action” (Dufour, 2005, p. 241) are all relatable to teachers across the country.  There are so many, “Yes, that’s a good idea, but…” scenarios that impede our progress toward school improvement.

 

As I learn about school improvement and the whole process that systems experience as they work to continuously improve, it seems so overwhelming and confusing.  However, when considering my Action Plan for this course, as well as considering the School Improvement Planning process, I am beginning to see the connection.  Implementing the practice of SMART goals, to ensure the goals are concrete and achievable makes both processes seem manageable.

 

The Project SMART website supplies a variety of different words for the acronym SMART (which explains why I thought I had it memorized incorrectly).  Having the different words for the ‘S’ (specific, stretching, etc), helps to customize the goal setting process for each groups individual needs.  Laying out the Action steps in accordance with the SMART goal template helps to cement the goal and help make lofty ideas a reality through the metacognitive process of ‘How will we accomplish this?’

Module 8: Critical Friends Groups

In Professional Development: What Works, Zepeda outlines the purpose and process of a critical friends group.  “Critical friends groups (CFGs) are cross-curricular groups of teachers that meet once a month, focusing laser-like on student achievement through teaching practice” (Zepeda, 2008, p. 226).  The essential components of a CFG is that it is continual, focused on teacher’s teaching and student’s learning, and takes place in a small group of supportive, committed individuals (Zepeda, 2008).  The text also outlines a series of protocols and roles that can be exercised during a CFG meeting.

 

One of the key ideas presented in the discussion board this week was the fact that CFGs are different from traditional friendships because they are a ‘unnatural’ group that operates using protocols.  A traditional friendship evolves organically, and is not protected by protocols.  While some may find the CFG to be artificial, the protocol that protects the group actually enhances the learning experience for everyone involved.  While it may feel strange to have a discussion through a protocol, it will actually encourage ‘fierce’ conversations about teaching and learning.  A practiced and trained facilitator can moderate the discussion and ensure that the protocol is followed and professionalism is adhered to.

 

The name critical friends, refers to the focused, hard, ‘fierce’ conversations that happen during the CFG, and the group will go through a series of stages as they develop their relationships and build support for each other.  These groups are not intended to be a quick, one-shot professional development opportunity.  They are long, sustained interactions that will develop and grow over time, like any friendship should.  Many posts in the discussion board focused on the sustainability of the CFG, emphasizing that it is through sustained practice over months and years that real growth and learning will occur.  I am still unclear as to how long a CFG should be meeting before expecting to see results in improved student achievement.  So frequently, it seems that school improvement goals and other curricular initiatives focus on long-term growth.  It can be challenging to remember to stay the course, especially when things get difficult.

 

As I was reading this week, I was wondering about implementing a CFG at my school.  First, I would determine the level of interest amongst my colleagues, then meet a few times to determine the goals and decide on a protocol for ‘running’ the meetings.  The barriers I see to implementation of a ‘home-grown’ CFG is lack of a trained facilitator, lack of consistent time in the work day.  Since we currently don’t have time in the workday, this would be an ‘extra’ thing.  This would limit the longevity of the group, as well as the consistency of people meeting.  Despite these barriers, I think starting small and informal, even meeting 4 times by the end of the school year is a possible step toward developing a CFG.

 

Reference

 

Zepeda, S. (2005). Professional development: What works. Larchmont, NY: Eye on Education.

Module 7: Developing & Using Protocols

As Dr. Lumpe’s presentation this week states, instructional coaching, mentoring, and teacher study groups function to enhance and extend the learning of the teacher.  The goals of coaching and study groups are to find solutions to problems, empower individuals to grow, and boost teacher performance, to name a few.  However, in order for coaching and mentoring to be effective, building and maintaining relational trust is the first step toward developing a productive coaching experience.

 

In Professional Development: What Works, Sally Zepeda outlines the FRAME coaching model developed by Barry Zweibel.  FRAME stands for: “Focus each interaction, React non-judgmentally, Ask thought-provoking questions, Monitor progress and learning, and Encourage continued growth” (Zwiebel in Zepeda, 2005, p. 191).

 

The deliberate discussion of student work, as well as intentional, collaborative planning of units and lessons is the corner stone of what a Professional Learning Community is about.  “ If you truly a PLC, teachers are sitting down, at least a couple of times a month, not to just talk about instruction, or talk about curriculum, but to literally build pacing guides, to build instructional units and then instructional lessons together, to experiment with those lessons and units…they implement the lessons and units, and then they examine the results…those assessment results, and then adjust their practice on the basis of those lessons and units” (Schmoker, 2008, p. 5). Strengthening the conversations that PLCs have surrounding student work and the lessons that create the student work involves the implementation of a protocol, or list of rules and procedures to guide the conversation.

 

One component of developing a practice of professional and trusting interaction between colleagues is the development of a protocol upon which to center the discussion.  The Looking at Student Work website has a variety of protocol templates and processes to engage in.  Additionally, there is a virtual protocol that is scripted as teachers work through the protocol looking at two samples of writing from the same student.

 

One concern I have in regard to implementing a protocol in a PLC at my school is: how do we ensure that the protocol in utilized?  On the Looking at Student Work website, assigning a facilitator is mentioned.  The facilitator is in charge of monitoring the protocol and staying on track.  Another suggestion I would add to it is to implement the protocol in the same way we teach students to do something. Have the protocol in front of each member of the group.  Every 15 minutes stop and track: are we on task, are we meeting this norm on the protocol? If not, lets change that…  Perhaps by being deliberate, and practicing this skill a few times, sticking to the norm might become the ‘norm’.

 

References:

Kingrey, J. (2008). Results now: An interview with Mike Schmoker. Curriculum in Context, 35 (2), 3-6.

Zepeda, S. (2008). Professional development: What works. Larchmont, NY: Eye on Education.

Module 6: Data Driven Decision Making; Applying Information Gained From Autopsies and Physical Exams

photo by woodleywonderworks

 

 

The analogy of current academic assessments being akin to an autopsy rather than a physical exam is accurate in regards to high stakes tests such as the WASL and other summative assessments, such as a final exam at the end of a course. There are many questions regarding the usefulness of a summative assessment form the student’s point of view.  What good is knowing where your flaws are if you are not given the opportunity to go fix them?  However, from a researcher’s, administrator’s, or teacher’s perspective, the data gained from a summative assessment is useful in regard to the whole (course, school, program, etc).

If the summative assessment is the autopsy, than the formative assessment is similar to a physical exam.  The formative assessment informs instruction and will ensure the quality of learning for each individual student.  The formative assessment is the student’s opportunity to know how they are doing and make appropriate changes, ask questions, and solidify their understanding.  This is also the teacher’s opportunity to make any instructional or curricular changes necessary to meet the needs of each student.

Every school improvement model and ‘best practice’ is grounded in research and application of data to improve student achievement.  Gone are the days of teachers teaching and students either ‘getting it’ or not.  It is through the accurate collection of data resulting from summative and formative assessments and the analysis of the data and we as teachers, parents, administrators, districts, and states can make positive choices and changes on behalf of students.  “Virtually all school improvement models contend that schools will become more effective if the right people have access to the right evidence analyzed in the right way and used to inform the right decisions” (Stiggins, p.65).

Taking the survey on the 3D: Data-Driven Decision Making website was interesting.  I was disappointed in my results; there were many questions regarding my school’s use of data that I did not know the answer to.  I felt as if there was a whole section of my workplace that I new very little about and had not even realized the breadth of data available, much less how to utilize it.  I found the FAQ page to be very informative and user friendly.  As a teacher, I had not considered certain ‘big picture’ aspects of data that are discussed on the website.  In particular, how much data districts have at their disposal, but “The challenge is to integrate these disparate systems and make the information available in timely, easy-to-understand reports so that decision makers can affect student performance” (http://www.3d2know.org/FAQ.html#collect).

I sometimes get in the mindset of “my classroom, my curriculum, my students” and don’t consider the role that I play in the scope of the whole school or whole district.  While I use my summative and formative assessments to drive my instruction, I had not considered how that data could affect the school.  This is an interesting paradigm shift.

Mod. 5: Professional Learning Communities

The focus of current professional development in most schools surrounds the essential question: What impacts student learning?  Professional Learning Communities “facilitate the process by which teachers can discover knowledge about themselves and their practices” (Zepeda, 2008, p. 80). This process, which encourages self-reflection and collaboration makes use of teacher leaders to assert change and positively impact the school.

 

According to the All Things PLC website, a Professional Learning Community (PLC) is focused around student learning, unlike traditional forms of professional development.  There are 5 characteristics of a PLC, which are outlined below:

• A focus on learning for each student – members of the PLC are focused on the belief that all students are capable of high achievement and high levels of learning.
• A collaborative culture with a focus on learning for all (every member, adults too!) – Members work interdependently to impact classroom practice across the school.   They continue to look at data and results to inform the collaborative process.
• Collective inquiry into best practice and current reality – Members examine their own current practice to determine what instructional strategies and best practices are employed.  Revision is made along the way.
• Action Orientation: Learning by doing – ideas and strategies are implemented immediately to assess the results.
• A commitment to continuous improvement – members of PLCs understand that they will never ‘arrive’.  Student work will never be ‘good enough’.  There is a continuous process of revising, reviewing, and continuing to improve…ever upward.
• Results orientation – reviewing the results, not the intentions assures a realistic outlook..

 

A Professional Learning Community requires a dedication to the above principles.  However, through participating in the PLC,  each person has an opportunity to share their ideas and participate in dialog surrounding instructional practice and student achievement.  Through this dialogue, each member will develop and grow in their professional practice.  They will, “take actions consistent with the belief that it is their job to help all students learn at high levels, to discontinue practices and procedures that are not aligned with that purpose, and to demonstrate an unwavering faith that regardless of the difficulties, they will prevail in the end” (DuFour et al, 2005, p. 26).

References:

 

All things PLC: http://www.allthingsplc.info/

 

DuFour, R., Eaker, R., DuFour, R. (2005). On common ground: The power of professional learning communities. Bloomington, ID: Solution Tree.

Zepeda, S. (2008). Professional development: What works. Larchmont, NY: Eye on Education.