History Studio

History Studio – 11/14-15

Protocols Used:

·             Real  / Ideal Protocol (how accurately can we predict the effectiveness of our instruction?)

·             L@SW – Can, Verge, Far From à Link to instruction à Implication for future instruction

o   Goal:  get more analytical and descriptive about our instruction and student achievement AND justify why à develops specificity and calibration

§  Watch for adjectives and general, vague verbs

o   Goal:  link student achievement to our instruction – nothing is by accident

o   Goal:  Next steps very linked to results of L@SW – who is this step for exactly?

·             Reflection on Instruction:  How was ____ supported?  Who was not supported?  Who was over-supported?

o   Lesson design and teacher moves “How did ___ support students?”

o   Observations “What did you notice that students did…with no judgment?”

§  SEE vs THINK we see

§  Misinterpretaions create misdiagnosis and wrong responses that don’t help.

o   Written student work “Can – Verge – Far from”

·             If we have a question, pose theories.  Explore one…

Coaching:

·             We are practicing the skill of looking at student work during studio – adding to our own practice.  If we believe L@SW is about increasing student achievement, because it allows us to more accurately informing instruction, we must practice this skill together over and over again in order to become more descriptive, analytical, and accurate.

o   What did you learn about our ability to look at student work?

o   How do you want to improve?

·            When you want to ask questions – use turn and talk.  

       When you want to brainstorm or give answer, say, “You are doing exactly the work you need to be doing right now.  You are thinking about…. Continue.”

·             Logic Chain: 

o   What we are doing (or not doing) and Why  (“here’s what we are Not going to do and why…”)

o   How this will help you and your students

o   How you will develop and change  (“I promise you what will happen  is…”)

·             “Pay attention to where you skill set lies and where this is hard for you.”

·             “Why might this be important to your practice?”

Next Steps:

·             L@SW in a Descriptive and Analytical way – goal to frame this to get teachers on board

o   “It’s not a bad thing to interpret work,” David. 

o   “We have to get ALL students independent and proficient with grade level work.  We have to diagnose accurately in order to instruct effectively.” ~Bo

o   “Accuracy, descriptive feedback against a clear target (video game mentality) pushes for FA.  How are we spending our time?  FA vs SA?  Choose FA,” Jenn

·             Consider some persistent Belief Statements:  “Reading isn’t fun – kids don’t like it.”  “They can’t read for that long.”  “You’ll be bored.”  “Reading is too much work – they like …”  “My students can’t read for that long.”  

o   How accurate are these beliefs?  Where do they come from?

o   How strong are these beliefs? 

o   How do this impact our instruction?

·             Clear Learning Targets and Success Criteria that are repeated throughout the lesson

·             Scaffolds/Supports that are intentional – a string of scaffolds/supports to support all learners

·             Action Research: 

o   Recognize POP – Not all my students can read and pull out information,

o   Ask question – what is stopping them?

o   Gather data/Analyze / Refine POP – 10 kids can’t figure out what is important.  They write down things that are not important (myth information),

o   Create theory – If I create a graphic organizer that leads them through the reading, will it help?

o   Try something – create GO

o   Gather data /analyze / Refine POP– This helped 15 kids, 5 kids still couldn’t get through all the text, 2 would use it…

o   Create a theory/Ask question, try something, gather data/analyze/refine POP ….

·             Talk to figure something out…

·             Read to learn content

·             Revisit complex text

·             Cite evidence (B)  - page, paragraph

·             Think about grouping:  what is it like to be the lowest kid in the group?

·             Where is doc camera for the sake of modeling?

·             Reread Accountable Talk

·             Develop a panel of editors:  real world for students, help for teachers, more than X mistakes and it’s sent back to student. 

·             (600 kids = 10/grade level = 20 people)

o   In School and parents

Content / New Learning:

Opening: 

·             In one year we cut the achievement gap by 44% - it was NOT an accident.

·             We have what it takes to leave no child behind.  Our gap has names and faces – we know who they are.

·             Because education/teaching is sophisticated and difficult, it required collaboration.

·             Leaders must be instructional leaders.

·             We are looking for dissonance.

·             

Historical Fiction:

·             CCSS EW.3 – Write narratives to develop real or imagined experiences or events using effective techniques, well-chosen details, and well-structured event sequences.

o   CCSS HW.2B:  Develop the topic with relevant, well-chosen facts, definitions, concrete details, quotations, or other information and examples.

o   CCSSHW.2D:  Use precise language and domain-specific vocabulary to inform about or explain a topic.

o   CCSSHW.7:  Conduct short research projects to answer a question (including self-generated questions) drawing on several source and generating additional related, focused questions that allow for multiple avenues of exploration.

·             “I have more specificity about what I’m looking for and I repeat this throughout the unit.” ~Greg

·             “We use anchor texts and collaborate with LA teachers – building from their PK.” ~Dave (loosely paraphrased) 

·             Essential Question:  “What can we learn from other people’s research?”

Text Complexity:

·             Quantitative – lexile

·             Qualitative – rubric

·             Reader and Task – What kind of reading is required?  What kind of supports?

o   If we predict all the possible ways to support the reading and task, we create anticipation and our observations are more specific.

o   Remember:  we are not teaching reading, we are teaching history through reading.  What does THAT look like?  How do you do THAT?  They will become better readers by doing that.

·             Goals:

·             Create a habit of thinking/planning about text complexity

·             Each day, 100% of students should be able to work independently and be successful.

·             No matter the complexity, how do we make sure 100% of students can read and work independently with grade level texts proficiently at the end of the year?

Supports:  technical and affective supports:

1.     Types of TECHNICAL Supports:

·             Lesson design & Teacher Moves

o   Learning Target is a support – students know what they are about to learn

§  Essential question is a support – bigger picture piece of the puzzle.  What am I trying to figure out?

o   Active Engagement is a support – students know what to do

o   The right balanced literacy approach at the right time…shared reading, independent reading, etc..

·             Reading Scaffolds:

o   Frames (like on debrief sheet)  “If this helped me this much, what would it do for students?” - David

o   Diagrams / picture

o   Cross out sentences that are not necessary

o   Pre-mark (CD / CM)

o   Define/synonyms words  (tier 1-3)

o   Pre-teach (BrainPop, video)

o   Underline PK or provide connections

o   Preview the text

o   Rereading text

2. AFFECTIVE Supports:

·             Ensure success for all students – especially those who have not been successful before.

·             Teach students skills to get interested in topics they are not interested in.

·             Create / Engineer motivation in 3 ways:

o   Topic / Subject (Learning Target )

o   Success / Efficacy  (I will support you in this way today…)

o   Choice

Types of Instruction:	Why? When to use?	What does the teacher do?	What does the student do?	Assessment:
Skill Instruction:
Mini-lesson
Primary Source Analysis
Content Focus:
Interactive Lecture
Video
Simulation