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The information was valuable. It is difficult on line. Couldn't see the screens, hear the questions, time during activities was skipped.
jeagness
Almost 5 years ago
Course First! An Exciting New Approach to Content Enhancement PD
We have a similar plan in WA. I appreciated the examples, successes and challenges, DATA, and generosity of the presenters. You have sparked new thinking and energy!
lisa-tyler
Almost 6 years ago
Found in 3 or 4 different keynotes or breakout sessions
msbromine
Almost 6 years ago
June 6 2018: Don Deshler Keynote – I used to think… but now I think…
Re: Learning Disabilities: Fit the system, Ignore the System, Change the
System - there is much about our system
that should be ignored or changed.
Demands
Rise of the Robots - Computing power has increased exponentially: Trend moved from ag to industrial to service
to now a robotic economy
Fourth Industrial Revolution – Klaus Schwab –
graphene, gb of storage cheap, on-demand economy, jobs are changing due to
robots/automation
Evidence based practices
What interventions will work for what students
under WHAT CONDITIONS?
Technical and Affective Factors
Optimal teaching/learning conditions
Place (not conditions) is overshadowing what is
best for learning and teaching
LD Students are being placed into regular
English classes, therefore LD kids missing out, like
Things not commonly taught in general ed: Reading is not explicitly taught, as well as study
skills, organizational skills, test taking skills, interpersonal skills and LD
kids need these
HPS 2013-14 FUSION reading 7th –
explicit instruction for LD students increases scores
Are SPED instruction and good GE instruction
equivalent? Yes, BUT “good” GE is key –
different in frequency and quality of El techniques used
Teacher preparation
Tradition has changed – now I think… should be
fully grounded in clinical practices interwoven w/academic content/courses –
more of a “doing” emphasis
Teaching Works, University of Michigan and the
CEEDAR Center (Florida)
Teaching is Complex and Unnatural Work
Technology
Now I think… it’s the wild west, it’s playing a
bigger role than I could have ever imagined
Book: It’s
complicated – the social lives of networked teens – danah boyd
How students/teens look for and interpret
accessible information (what is critical)?
Media is mediating human relationships! Great quote and links people in unpredictable
ways
More K-12 taking online classes – IDEA implementation
– how to ensure supervision on 6 IDEA principles – not a lot of guidance – text
demand is high
What you’d expect
Data
1 in 5 children have learning and attention
issues, yet only 1 in 16 has an IEP and 1 in 50 have a 504
Learning Challenges
Chronic absenteeism, discipline, dropping out =
challenges
OVERALL – Love Don!
Calm, compassionate, sincere, and all his points are very valid.
msbromine
Almost 6 years ago
SMARTER = The Instructional Cycle that Energizes Collaboration
Diane Gillam, KUCRL
Watched 5/31/184A’s text protocol – Assumptions, Agree, Argue,
Aspire (What Assumptions does the author make, what do you agree with in text,
what do you want to argue with (in text), what parts do you want to aspire to?)
Developed 25 years ago
Collaborative effort needed for instruction to
reach all students.
Ongoing cycle as they plan, teach, learn and
assess instruction and knowledge
View video of teachers engaged in cycle, receive
SMARTER e-tool and get started with SMART moves for planning implementation
Shape – what state standards are being
addressed? What is the outcomes? How can we measure outcomes? What is the big central idea that ties it all
together?
Map critical content and relationships – how can
we map (unit organizer) so all studens understand it? What are essential pieces (subtopics)? What
is the paraphrase of the big ideas of the unit?
Analyze – what is going to be challenging? What are the strengths and weaknesses for
your students (sped, el, gifted, etc),
Reach – what CE devices will be most beneficial,
effective and efficient with students?
What accommodations/options must be made available for some/all
students? How much time is needed for
instruction?
Teach – Is the value of learning and how to
learn communicated to all students through co-construction and ongoing
assessments and feedback?
Evaluate (data driven) – did all student
learn? Do different next time? Was it successful? What formative assessments are needed to
provide feedback to students?
Revisit (outcomes and critical questions) – if
students did not reach outcomes, what are next step? How is evidence collected?
Co-teaching with SPED Ed/Gen Ed teacher
msbromine
Almost 6 years ago
Notes: Cue Do Review not just for devices - Creneti and Medici
5/30/18 Cue Do Review
– it’s not just for devices
Janice
Creneti and Cindy Medici – Florida
These gals coach in Florida – when checking for
fidelity there were issues
Cue-Do-Review:
“Cue = why, expectations, getting them ready”, “Do = the learning,
seeing students interact, teacher facilitating, co-constructing, immediate
corrective feedback” “Review = reviewing what they’ve learned, checking for
understanding, how does this help you? – setting them up for tomorrows learning”
Model, model, model – don’t just assume they
know how to use a unit organizer to review – model for them how to use a unit organizer
for review
A lot of audience interaction – how they used
it, issues they had, challenges
Move Cue-Do-Review
Biggest effect size of 2.71 = theory +
demonstration + practice + feedback + coaching
Coaches in Florida goal: “Teachers with use Cue-Do-Review with
fidelity”
Procedurally CDR – checklist
Conceptual CDR – co-construct, explicit
instruction, partnership learning, etc.
Factual CDR – facts they need to know
Assessments?
Gals reflected on best ways to get teachers to
implement CDR – practice, triads (teacher, student, checklist checker)
Applying CDR to classroom activities brainstorm:
hard to hear/framing routine,
Overall a lot of idea sharing – I had a hard
time concentrating on what the audience was saying. It was echo-y and I had to concentrate to
comprehend. Honestly, sounded like blah
blah blah after awhile.
Review is critical
msbromine
Almost 6 years ago
Hattie keynote watched 5/30/18
Hattie – watched
5/30/18
“I don’t care how you teach, I care about the
impact of your teaching”
Visible learning – when teachers SEE learning
through the eyes of the student
High impact teachers (developing expertise):
Non experts – drawn to details that confirm
their own beliefs, think they know what others are thinking, notice flaws in
others more easily than themselves
Experts – notice patterns of meaningful
information, attribute success and failure to themselves, having high
expectations for ALL students (effects .50 to 1.44)
Differentiation: experts think – same success
criteria but give students different ways to get there – and the success
criteria is defined up front.
Worked with National Boards (those who passed
(experts), those who didn’t (experienced)).
Watched these teachers
Experts = much more deep work that surface
work. Experienced (just the opposite)
DIE – Diagnose, Interventions,
<implementation>, Evaluation
Change teaching attitudes
Assessment as informing my impact and next steps
I collaborate with peers & students about my
conceptions of progress and my impact
I am a change agent and believe all students can
improve
I strive for challenge and not ‘doing your best’
How do we get the challenge of learning back
into the classroom??!!!
Feedback question: Feed up (where am I going); Feedback (How am
I going); Feed forward (where to next).
Engage in dialogue (with students) just as much
as monologue (students listening to you)!!
STOP TALKING SO MUCH! Teachers talk at 148 words
per minute (2 grade levels above where they are at),
Teachers ask 131 questions, students ask 10
questions
Teacher interactions are 56% procedural speak
Explicitly inform students what successful
impact looks like from the beginning
Explicitly build relationships and trust so
learning can occur in a safe place
safe to make mistakes and learn from others
Focus on learning and language of learning
Practice testing (consolidation and time
management)
Inquiry based methods, individualized
instruction, visual/audio-visual methods had larger effect size on student
learning than problem based learning or whole language
Summary of
Evaluative Thinking
Diagnostician builds climate of trust, errors,
questions, problem solving (diagnosing
students, subject matter progressions, working with others)
Problem Solvers – the thinkers of the classroom
Knows multiple interventions, evidence, choses
between alternatives, recognizes errors are opportunities
Leader of Learning
Collaborator
Collective ability to promote successful student
outcomes within their school
You’re entirely bonkers, but I’ll tell you a
secret – all the best people are – Alice in Wonderland
Summary: The data was
good to see. For example, how much
teachers talk As a NBCT and coach, most
of this information was not news to me.
I noticed Hattie describes what expert teaching is, but not how to get
there. I couldn’t help but think – yep,
I do that. Nope, I could do better at
that. How do you get teachers to build
that reflective mindset? It seems to be
there or it’s not (like growth mindset).
But most teachers need help getting there, and perhaps that is a coach’s
job, but I feel it’s the type of person they are and it’s hard to change (at
least in my experience). HOW do we teach
teachers to teach students students to trust and be unafraid to make
mistakes? How do we get teachers to be
more collective with their colleagues?
How do we help new teachers build those trusting relationships and to be
that Clinical Practitioner?
msbromine
Almost 6 years ago
Comments about session and my experience are below.
My top two favorite sessions were John Hattie and Skills that Matter: Interpersonal and Interpersonal. I was also excited to seeing the connections between the Word Mapping Strategy and Routine from Monica. I thought the online SIM session introduced something we should be working towards in LS as well.
This was my first Virtual Conference. I appreciated the great video options and organization of this process. However, I have learned that I much prefer learning in person. I am much more engaged and benefit from the discussion in the room and at the table. I look forward to my next annual conference-in person!
jaherzog
Almost 6 years ago
Thoroughly enjoyed the session by Pam Leitzell re: Leadership Teams and creating change - downloaded and am using the handouts.
mcassidy
Almost 6 years ago
comment of overall conference
I liked it The videos were good, and I got some materials I am already distributing
SMARTER for collaboration
john
Almost 6 years ago
session on micro credentialing
I'm taking this to mean badges. Still trying to get it for the virtual conference I think it's all updated
Actually helped a lot Still a lot of work, but now I understand the website better
having trouble posting a picture--it posts sideways--can't edit
john
Almost 6 years ago
I most enjoyed John Hattie's keynote, all the data he presented, and the passion he had for learning and teaching.