SUPPORTING STUDENTS TO PRODUCE QUALITY WORK

1. SUPPORTING STUDENTSTO PRODUCEQUALITY WORK NAF Institute for Professional Development July 2008 Orlando, FL FACILITATED BY Theron Cosgrave Swanson & Cosgrave Consulting www.swansonandcosgrave.com

2. OBJECTIVES • 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

3. WHAT IS “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?

4. STARTING WITH OURSELVES 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.

5. QUALITY TAKES COMMITMENT • 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!

6. WORKING ON OUR PRACTICE • 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)

7. TWO TYPES OF STUDENTS Reluctant (won’t) Struggling (can’t) vs.

8. LIFE ISSUES Reluctant NOT INTERESTED SUPPORTING THE “RELUCTANTS”(“WON’Ts”) RESPONSEREASONINTERVENTION SLCs, ADVISORIES, SUPPORT SERVICES, “CULTURE OF CARING” ENGAGING CURRICULUM, STUDENT VOICE & OWNERSHIP

9. WHAT OUR STUDENTS NEED 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?)

10. WHAT OUR STUDENTS NEED • 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?)

11. THREE CONSTRUCTS REQUIRED 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.

12. SUPPORTING STUDENTS TOPRODUCE 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 highperformance learning community

13. ENGAGING INSTRUCTION: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

14. ENGAGING INSTRUCTION:USE THE TOOLS! • NAF’s new curriculum • Six A’s • Daggett’s Rigor & Relevance Framework • Marzano’s Essential 9

15. ENGAGING INSTRUCTION:USE THE TOOLS!

16. ENGAGING INSTRUCTIONAL PRACTICES Five observable classroom strategies… • Facilitation of student conversation • Teacher-led instruction • Seatwork/centers w/ teacher engaged • Seatwork/centers w/ teacher disengaged • Total disengagement

17. ENGAGING INSTRUCTIONAL PRACTICES Marzano’s Essential 9 • Identifying Similarities and Differences • Nonlinguistic Representations • Summarizing & Note Taking • Advance Organizers • Cooperative Learning • Setting Objectives & Providing Feedback • Generating and Testing Hypotheses • Homework and Practice • Reinforcing Effort & Providing Recognition

18. Bonds Stocks Marzano’s Essential 9 • Identifying Similarities and Differences • Venn diagrams • Metaphors and analogies • “How are stocks like lottery tickets?” • T-charts

19. Marzano’s Essential 9 2. Nonlinguistic Representations

20. Marzano’s Essential 9 3. Summarizing & Note Taking Authentic work = Teachers coach students to learn how to learn. Students know why they are doing the work and what quality looks like.

21. Marzano’s Essential 9 • 4. Advance Organizers • Pre-view concepts, texts, etc. • Highlight text structures, categories, etc. • Prime the pump - connect & personalize info Ex: Fill-in-the-______ note sheets

22. Marzano’s Essential 9 • 5. Cooperative Learning • Pairs, trios, groups (foster student conversation) • Provide structure of roles, task specifics • Allow for individual & collective responsibility

23. Marzano’s Essential 9 • 6. Setting Objectives & Providing Feedback • 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!

24. Marzano’s Essential 9 • 7. Generating and Testing Hypotheses • Ask students to… • Predict what would happen if… • Think what would be different if… • Apply what they know to a new and different context

25. Marzano’s Essential 9 • 8. 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

26. Marzano’s Essential 9 • 9. Reinforcing Effort & Providing Recognition • Students can change beliefs about their effort and performance – be explicit about effort and progress • Pause, Prompt, Praise

27. Student Voice & Ownership • How can students “own” their learning? • Negotiated curriculum • Project design teams • Topic options w/in boundaries • Product/performance options • Solve classroom problems with students

28. LIFE ISSUES Reluctant NOT INTERESTED SUPPORTING THE “RELUCTANTS”( “WON’Ts”) RESPONSEREASONINTERVENTION SLCs, ADVISORIES, SUPPORT SERVICES, “CULTURE OF CARING” ENGAGING CURRICULUM, STUDENT VOICE & OWNERSHIP

29. MAY NOT KNOWWHAT QUALITY IS MAY NOT YET HAVE NEEDED SKILLS SUPPORTING THE “STRUGGLING”(“CAN’TS) RESPONSEREASONINTERVENTION USE EXAMPLES, EXPERTS, & RUBRICS Struggling PROVIDE SKILL TRAINING, FEEDBACK, & SCAFFOLDING

30. HELPING STUDENTS TO RECOGNIZE QUALITY 1) USE MODELS & EXEMPLARS Deconstruct exemplars w/ inductive lesson 2) BRING IN EXPERTS Show & discuss professional standards 3) USE RUBRICS (including student- designed rubrics)

31. HELPING STUDENTS RECOGNIZE 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

32. USING MODELS & EXEMPLARS “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.”

33. USING MODELS & EXEMPLARS “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.”

34. USING MODELS & EXEMPLARS “Deconstructing” Professional Work • What makes the work good? • What features do you notice? • How might work have been created?

35. BRING IN EXPERTS Ideas for Connecting with Experts • Guest speakers • Students interview experts outside of class • Phone interviews • E-mail interviews

36. MAY NOT KNOWWHAT QUALITY IS MAY NOT YET HAVE NEEDED SKILLS SUPPORTING THE “STRUGGLING”(“CAN’TS”) RESPONSEREASONINTERVENTION USE EXAMPLES, EXPERTS, & RUBRICS Struggling PROVIDE SKILL TRAINING, FEEDBACK, & SCAFFOLDING

37. SKILL TRAINING 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

38. A CLOSER LOOK AT SKILLS THE TASK: “Gavin, go brush your teeth.”

39. BRUSHING YOUR TEETH • 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

40. BRUSHING YOUR TEETH, CONTINUED… • 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

41. BRUSHING YOUR TEETH,CONTINUED… • 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!

42. BRUSHING YOUR TEETH, CONTINUED… • 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

43. PREREQUISITE COMPONENT SKILLS (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

44. PCS’s: THE BOTTOM LINE If students need to do it, you need to teach it.

45. PBL ASSIGNMENT • HEALTH PROJECT • Required 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???

46. NEWSLETTER 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???

47. Columns White Space Font Sizes Icons/Images Font Styles Headers/Footers Formatting Headlines NEWSLETTER LAYOUTPCS’s Designing a Newspaper Layout

48. BALANCED FEEDBACK • COLLECT EVIDENCE AT VARIOUS STAGES OF THE WORK • USE A VARIETY OF METHODS: • Tests • Product assessments • Performance assessments • Self-Reports

49. BALANCED FEEDBACK:ASSESSMENT 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

50. PROVIDING 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