Curriculum and Instruction
October 20 district collaboration: Below is a brief description based on some observations around the progress in Konocti's collaborative practice. The elevated discussions around student written work; the sharing of instructional practices; the analysis of student results; are all authentic examples of collective teacher efficacy; cooperative conversations that can have a direct and high-yielding impact on student learning. Teaching is one of the most taking professions. Looking at our recent state data can be tough to digest. Today's meaningful collaborative conversations is a testament to the will, the intentionality, and the perseverance of Konocti staff to do "whatever it takes" to ignite student learning and student efficacy!Thank you for your insights, feedback, quality conversations and important next steps.
How October 31 is taking shape. There are four workshops based on school's goals and next steps.
*Creating Assessment (and solo taxonomy)
*Developing a Visible Learner
*Calculating effect size, and analyzing data
Based on the school's focus areas and next steps, principals assigned their whole school to one workshop, or assigned half the school and half the school to a total of two workshops. A Corwin consultant will facilitate each workshop. The morning portion of the training should include a blend of instruction and interaction around the new knowledge. The afternoon portion of the training should include collaborative work time to implement/apply the new learning into one's units or lessons and assessments.
Data from walkthrus: From visiting classrooms in August, September, and October. Below are some findings around teacher clarity and developing a visible learner. To obtain this information, I asked the teacher or observed the class. I asked students or observed students working. I looked for evidence of the learning intention (learning target) and I looked for evidence of the outcome or success criteria. When appropriate, these were the questions I asked: "What are you learning today? How will you know when you learned this?"
Clarity around learning intentions 63% (of the students asked)
Clarity around success criteria or outcomes 0% ( of the student asked)
Clarity around learning intentions 87% (of the student asked)
Clarity around success criteria or outcomes 50% (of the students asked)
Clarity around learning intentions 88% (of the students asked)
Clarity around success criteria or outcomes 64% (of the students asked)
When asked, here stand some student responses around success criteria or outcomes:
"The teacher and class will go over the correct answers at the end of class." "I don't know." I know I learned it "when I finish the worksheet."
The students referenced the criteria listed on their rubric, justified their current mark and articulated the steps to improve or move from a 2 to a 3. ie. "add more content to my paper. " "Remain focused".
"I will do well on the quiz."
"I will check my answers to what the problem asks."
" I can use a calculator to check my answers."
" I can ask my table group."
Thank you for open door to visit classrooms. Our positive intentions and collective efforts; our focus on data analysis and effective instruction; our perseverance and determination, will surely spring student achievement forward.