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Workshop ii vl teachers(presentation deck)
- 1. Developing Teacher and Administrative Leadership through the VL Mind frames Michael McDowell, Ed.D. #vlconf2014
- 2. #vlconf2014 Dialogue: https://todaysmeet.com/VLMindframe Twitter: @mmcdowell13 ; #VLConf2014 Email: michaelmcdowell@icloud.com
- 4. Theory of action – If all students have clarity regarding outcomes, success criteria, knowledge of current performance, and voice and choice in the learning process, then students will substantially improve in their learning and take greater responsibility over their learning.
- 5. How do we develop and enhance teacher and administrative leadership so that we may actualize a “theory of action” that substantially enhances student learning? #vlconf2014
- 6. OUTCOMES • Model- Understand how the VL mind frames and VL research were utilized as the foundational elements of a system-wide distributed leadership model • Approach- Understand the implementation pathway for the relational and tactical aspects of leadership development. • Lessons Learned- Review implementation milestones and challenges associated with leadership work • Next Steps- Relate current system-wide efforts in embedding the VL Mindframes and VL research with the work of the Tamalpais Union High School District. #vlconf2014
- 7. Our Story
- 8. Our Story Learning System Infrastructure Daily operation
- 10. Expectations
- 11. • Model Understand how the VL mind frames and VL research were utilized as the foundational elements of a system- wide distributed leadership model
- 12. • “Its unbelievable how much you don’t know about the game you’ve been playing all your life” - Mantle
- 13. • Teachers are among the most powerful influences on learning
- 14. Teachers need to be directive, influential, caring, and actively engaged in the passion of teaching and learning
- 15. • Teachers need to be aware of what each and every student is thinking and knowing, to construct meaning and meaningful experiences in light of this knowledge, and have proficient knowledge and understanding of their content to provide meaningful and appropriate feedback such that each student moves progressively through the curriculum levels
- 16. #vlconf2014 - Where is the learner going? - Where is the learner now? - What are the learner’s next steps? - In light of the evidence, what approaches appear to efficiently and effectively enhance the learning process?
- 17. • Teachers need to move from the single idea to multiple ideas, and to relate and then extend these ideas such that learners construct and reconstruct knowledge and ideas. It is not the knowledge or ideas, but the learner’s construction of this knowledge and these ideas that is critical.
- 18. School leaders and teachers need to create school, staffroom, and classroom environments where error is welcomed as a learning opportunity, where discarding incorrect knowledge and understandings is welcomed, and where participants can feel safe to learn, re-learn, and explore knowledge and understanding.
- 19. Research Guidance Strategy Effect Teachers working together to evaluate their impact and responding to that impact 0.93 Teachers conduct pre-assessments, utilizing data to inform instruction, and providing students with a clear understanding of expectations for meeting learning outcomes (Where are we going?, where are we now?, and what’s next? 0.77 Teachers using practices in the classroom that values errors and trust 0.72 Teachers receive feedback on their impact on student learning 0.72 Teachers are providing an appropriate proportion of surface and deep level knowledge 0.71 Providing students with challenge and practice at the right level 0.60
- 20. Research Guidance Strategy Effect Teachers working together to evaluate their impact and responding to that impact 0.93 Teachers conduct pre-assessments, utilizing data to inform instruction, and providing students with a clear understanding of expectations for meeting learning outcomes (Where are we going?, where are we now?, and what’s next? 0.77 Teachers using practices in the classroom that values errors and trust 0.72 Teachers receive feedback on their impact on student learning 0.72 Teachers are providing an appropriate proportion of surface and deep level knowledge 0.71 Providing students with challenge and practice at the right level 0.60
- 21. Know thy Impact Know thy Impact
- 23. What do we want all students to know and be able to do? How do we know when students are learning? What do we do based on such results? How do we work together to review and respond to student learning?
- 24. What do we want all students to know and be able to do? What do we do based on these results? How do we work together to review and respond to student learning? Common Outcomes Common Scales Common Intervention Criteria Common Culture and Work How do we know when students are learning?
- 25. A culture & climate conducive to improving teaching and learning
- 26. Common Outcomes Customized Instruction Customized Assessment Customized Collaborative Structures Customized Intervention Common Scales Common Intervention Criteria Common Culture and Work
- 27. Common Outcomes Customized Instruction Customized Assessment Customized Collaborative Structures Customized Intervention Common Scales Common Intervention Criteria Common Culture and Work
- 28. What do we want all students to know and be able to do? What do we do based on these results? How do we work together to review and respond to student learning? Common Outcomes Common Scales Common Intervention Criteria Common Culture and Work How do we know when students are learning?
- 30. Project Relational • “We are change agents” • Talk more about learning than teaching • Engage in dialogue not monologue • Enjoying the challenge • Positive relationships Tactical • Evaluate the effects of their teaching • Assessment as feedback regarding their impact • Inform all about the language of learning
- 31. #vlconf2014 • “We are change agents” • Talk more about learning than teaching • Engage in dialogue not monologue • Enjoying the challenge • Positive relationships
- 32. #vlconf2014 • “We are change agents” • Talk more about learning than teaching • Engage in dialogue not monologue • Enjoying the challenge • Positive relationships • Hiring Practices • Creating a CIA defined autonomy Infrastructure • Meeting Structure and Function • Codifying Capacity Building • Developing a Distributed Leadership Team
- 35. Mental Models
- 36. Ready, Fire, Aim
- 39. • Create an agreed upon decision-making process • Use that process to check for disagreements and to discuss “undiscussables” • Use questions to address potential conflicts and to explore ideas • Always check in on each member of the group to make sure they understand group process • Each group member will explain their actions or beliefs to the group • Each group member is responsible for all other group members in understanding the task and coaching each other to perform at a high level • Each group member will explain important words and provide specific examples when needed • All group members will question other members when they encounter “jump to conclusion” comments • When sharing ideas all members will advocate their ideas and ask questions about other ideas.
- 40. Seven guideposts: • Be behaviorally specific (e.g. look fors) , e.g. each group member will explain their actions or beliefs to the group. • Stay small, stay focused: test drive a few agreements, 2-3
- 41. Seven guideposts: • Focus on conversational agreements- no need for “be on time”, everyone knows that • Create roles- create a viewpoint coach (summarizes what folks are saying) and a process observer (reviews agreements and monitors process) .
- 42. Seven guideposts: • Use agreements to intervene: The strategy I’ve seen work the best is the following: state facts, test assumption, ask if assumption is correct, discuss infraction OR move on. • Call out “critical moments”- think of those moments where the use of agreements are critical, did you or your teammates take action? Process these critical moments, they are usually in the undiscussable range. • Arrange meetings for tough conversations, nuts and bolts go into memos or in short 5-10 minute sequences.
- 43. Seven guideposts: • Be behaviorally specific (e.g. look fors) , e.g. each group member will explain their actions or beliefs to the group. • Stay small, stay focused: test drive a few agreements, 2-3 • Focus on conversational agreements- no need for “be on time”, everyone knows that • Create roles- create a viewpoint coach (summarizes what folks are saying) and a process observer (reviews agreements and monitors process) • Use agreements to intervene: The strategy I’ve seen work the best is the following: state facts, test assumption, ask if assumption is correct, discuss infraction OR move on. • Call out “critical moments”- think of those moments where the use of agreements are critical, did you or your teammates take action? Process these critical moments, they are usually in the undiscussable range. • Arrange meetings for tough conversations, nuts and bolts go into memos or in short 5-10 minute sequences.
- 46. Unhealthy Motives Motives of Dialogue Be right Look good/safe face Win Punish, blame Avoid conflict Learn Find the truth Produce results Strengthen relationships
- 47. #vlconf2014 • “We are change agents” • Talk more about learning than teaching • Engage in dialogue not monologue • Enjoying the challenge • Positive relationships
- 48. Ready, Fire, Aim
- 49. #vlconf2014 • Evaluate the effects of their teaching • Assessment as feedback regarding their impact • Inform all about the language of learning
- 50. Teaching [and learning] in the dark is a questionable practice” (Taba, 1966)
- 51. #vlconf2014 - Where is the learner now?
- 53. Score Description 4 Extension Applying Understanding 3 Relational Making Meaning 2 Single/Multiple Building Knowledge 1 Direct Support Proficiency Not Yet Proficiency
- 54. Score Description 4 Extension Applying Understanding 3 Relational Making Meaning 2 Single/Multiple Building Knowledge 1 Direct Support DEEP SURFACE
- 58. Connections Limited Growth (0.0- 0.39) Expected Growth (.40 +) Not Yet Proficient (0.0- 2.25) Proficient (2.5-4.0)
- 59. Limited Growth (0.0-0.39) Expected Growth (.40 +) Not Yet Proficient (0.0-2.25) Make A Change! • Review & Make Changes to Instructional Strategies Keep it up! • More Time • Same Instructional Program • Celebrate Success Proficient (2.5-4.0) Cruising • Review & Make Changes to Instructional Strategies Success • Capture Instructional Strategies • Celebrate Success • Continue Practices
- 60. Limited Growth (0.0-0.39) Expected Growth (.40 +) Not Yet Proficient (0.0-2.5) Make A Change! • Review & Make Changes to Instructional Strategies Keep it up! • More Time • Same Instructional Program • Celebrate Success Proficient (2.5-4.0) Cruising • Review & Make Changes to Instructional Strategies Success • Capture Instructional Strategies • Celebrate Success • Continue Practices Capture Success/Replicate Change
- 62. Where are we? What’s next? Where are we going? How are we ensuring voice and choice? What’s working? What needs improvement?
- 63. Single/Multiple Ideas- What instructional approaches will support students in understanding foundational knowledge (e.g. facts, vocabulary terms) related to learning outcomes? Relating ideas- What instructional approaches support students in connecting and contrasting ideas? What are generalizations and principles that can be made about these ideas? Extending ideas- What instructional approaches support students in applying the learning outcomes to project expectations? Next Steps
- 64. Aligning “High Probability Strategies” from the Art and Science of Teaching to Progression Levels. Outcome Questions Activities Applying understanding What do I typically do to engage students in cognitively complex tasks involving hypothesis generation and testing? Experimental-inquiry tasks Problem-solving tasks Making meaning What do I typically do to organize students and deepen knowledge? Venn diagrams Comparison matrix Building knowledge What do I typically do to identify critical information? Identifying critical input experiences
- 70. What? So What? Now What? Moving from Data Analysis to Response
- 71. Be honest with where I am at on learning progressions. I definitely am honest with where I am in this class. This way of assessment has completely made me feel alright with being in the pit because I know that I am not stuck there and that I can get myself out of it. I really appreciate all that you have done to make us feel comfortable with progress.
- 72. Be open to struggling…Before this class I was not open to struggling at all, so this took me a while to get used to. Now I know that I can get myself out of the pit, so I feel comfortable being in it! I just wish it was this way in the rest of my classes. ):
- 73. My annotations and thoughts on written pieces were at about a 1 level at the beginning of the semester, but with guidance in class and a lot of practice I have grown to getting a four on the last annotation. Next semester I hope to grow further.
- 75. A story of infusion
- 76. Why meaningful change is hard It makes no sense, unless you think back to Lawrence’s long march across the desert to Aqaba. It is easier to dress soldiers in bright uniforms and have them march to the sound of a fife-and-drum corps than it is to have them ride six hundred miles through snake-infested desert on the back of camels. It is easier and far more satisfying to retreat and compose yourself after every score— and execute perfectly choreographed plays— than to swarm about, arms flailing, and contest every inch of the basketball court. Underdog strategies are hard.
- 77. What?
- 78. What?
- 80. Stories of Change • What are the key stories that emerge when facing second order changes?
- 81. Stories of Change I. Look like an extension from the past (We have done this before). II. Things become worse, people are uncomfortable (e.g. communication has broken down) III. Ready, fire, aim (what’s needed in process is opposite to the perception of buy in) IV. Assumptions, mental models, are challenged (sacred cows)
- 82. Underlying Assumptions • The ability to learn at high levels • The actual causal and correlational variables that influence high levels of learning • The burden of responsibility for learning • The aspects to be learned; the culminating deliverables of an education • The structure and function of delivery and inspection
- 83. Our perception of material advantage
- 84. Reality
- 85. How does the conversation shift?
- 86. 1.We have material advantage (we can reduce class size) 2.We have maximized such an advantage yet perpetuate the same story (we don’t see the U shape curve) 3.We have political, social, and personal investment to reinforce past practice (we were successful in this game) 4. Focusing on finance and class size moves us away from difficult conversations (we can’t say “we can’t”. We have to say “we won’t” and then provide a rationale) 5.The much more difficult change efforts required (Lawrence of Arabia) is taxing and difficult to execute over time 6. Facts are funny things. Paradoxes (both/ands) exist in student achievement, leadership, and change. These complexities are hard to understand and challenge current many times “collective” thinking.
- 90. Stay small
- 91. Stay focused
- 97. Systemic Professional Learning Community Framework
- 100. Differentiation
- 101. Learning Centered Culture and Climate
- 103. What do you need to know?
- 104. #vlconf2014 Dialogue: https://todaysmeet.com/VLMindframe Twitter: @mmcdowell13 ; #VLConf2014 Email: michaelmcdowell@icloud.com
- 105. "Every teacher needs to improve, not because they are not good enough, but because they can be even better.”- Dylan Wiliam
- 106. Eugene o Neil The people who succeed and do not push on for a greater failure are the spiritual middle classers
- 107. Learn more about Visible Learningplus at www.corwin.com/visiblelearning
Editor's Notes
- Driving Question of the presentation/workshop Pre-Assessment: https://www.youtube.com/results?search_query=khan+academy+and+the+effectiveness+of+science&sm=1
- The key words are voice, choice, access, clarity, progress and proficiency
- Driving Question of the presentation/workshop
- Relate current system-wide efforts in embedding the VL Mindframes and VL research with the work of the Tamalpais Union High School District
- Golden Circle
- Confronting content and 21st Century skills and knowledge
- It turns out its not about who teachers are, its not about what teachers do, its not who the students are, what really matters think about their impact on their students.
- High yield approaches, aligning to LSI features
- High yield approaches, aligning to LSI features
- Habits of Practice; Mind frames
- Hiring
- Hiring
- Understand how the VL mindframes and VL research were utilized as the foundational elements of a system-wide distributed leadership model “We are change agents”
- Two key factors appear to emerge relating to the concept of power (as it relates to teaching and learning). 1. Is the concept of disclosure of intention, 2. Is the concept of direction (students will push on the direction of the class if they find it uncomfortable or different from prior expectations) Brookfield Talk more about learning than teaching Engage in dialogue not monologue contradictory dynamic: attending assiduously to building trust and being transparent by making full disclosure in advance of one’s agenda (which is something that is supposed to increase learners’ openness to new learning) is often canceled out by the equally justifiable need to conceal significant information about the learning agenda (to avoid learners deciding prematurely to exit the activity).Brookfield, Stephen D. (2013-02-19). Powerful Techniques for Teaching Adults (p. 30). Wiley. Kindle Edition. most valuable learning that people experience often happens when they are forced to consider perspectives, information, and realities they would prefer to avoid. Brookfield, Stephen D. (2013-02-19). Powerful Techniques for Teaching Adults (p. 30). Wiley. Kindle Edition. Two key factors appear to emerge relating to the concept of power (as it relates to teaching and learning). 1. Is the concept of disclosure of intention, 2. Is the concept of direction (students will push on the direction of the class if they find it uncomfortable or different from prior expectations) Brookfield contradictory dynamic: attending assiduously to building trust and being transparent by making full disclosure in advance of one’s agenda (which is something that is supposed to increase learners’ openness to new learning) is often canceled out by the equally justifiable need to conceal significant information about the learning agenda (to avoid learners deciding prematurely to exit the activity).Brookfield, Stephen D. (2013-02-19). Powerful Techniques for Teaching Adults (p. 30). Wiley. Kindle Edition. most valuable learning that people experience often happens when they are forced to consider perspectives, information, and realities they would prefer to avoid. Brookfield, Stephen D. (2013-02-19). Powerful Techniques for Teaching Adults (p. 30). Wiley. Kindle Edition.
- most valuable learning that people experience often happens when they are forced to consider perspectives, information, and realities they would prefer to avoid. Brookfield, Stephen D. (2013-02-19). Powerful Techniques for Teaching Adults (p. 30). Wiley. Kindle Edition. Pre-Assessment
- Leader Retention “Hits” – Gladwell people don’t seek out challenges…they are apt to take on and plunge into new tasks because of the erroneously presumed absence of a challenge- because the task looks easier and more manageable than it will turn out to be.” Gladwell goes further to discuss that perhaps ignorance is not an impediment to progress; rather ignorance is a precondition for progress
- Dialogue: Creating A culture & climate conducive to improving teaching and learning
- In difficult situations, most people think in ways that lead us to actions that create unintended negative consequences and we are unaware that we are doing so. All people have mental images, some hidden, that govern our actions. We may state things differently than how we act and we may not realize “the gap.”
- Hiring
- Leader Retention “Hits” – Gladwell people don’t seek out challenges…they are apt to take on and plunge into new tasks because of the erroneously presumed absence of a challenge- because the task looks easier and more manageable than it will turn out to be.” Gladwell goes further to discuss that perhaps ignorance is not an impediment to progress; rather ignorance is a precondition for progress
- Review implementation milestones and challenges associated with leadership work “...pre-assessment is often used only to compare pre and post unit results, thus serving little more than a thief of instructional time and discouraging exercise for students” (Hockett and Doubet, 2013) “The most useful pre-assessments serve as an invitation to the coming learning experience”
- Gladwell, Malcolm (2013-10-01). David and Goliath: Underdogs, Misfits, and the Art of Battling Giants (Kindle Locations 315-319). Little, Brown and Company. Kindle Edition.
- https://www.youtube.com/watch?v=eVtCO84MDj8 Knowledge-base Assumption of knowledge- we already know this…
- Differentiation
- Tools- Limitations of the metaphor Prior Knowledge must be tested, and that’s tough. “Small ball” is great for an individual
- BEGIN WITH THE END IN MIND. What are the “enduring” skills and dispositions that you want your students “to develop” before they graduate?
- BEGIN WITH THE END IN MIND. What are the “enduring” skills and dispositions that you want your students “to develop” before they graduate?
- Next Steps Relate current system-wide efforts in embedding the VL Mindframes and VL research with the work of the Tamalpais Union High School District.
- Driving Question of the presentation/workshop