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FocusMike SchmokerLearning Targets:To increase learning we need coherent curriculum, with fewer standards, and deep, rich discussion about issuesTo increase student learning we need common assessments that a team of teachers design, reflect upon, and use to gather data to change instructionHow to teach literacy skills in all content areasHow to create interactive lecturesHow to use best practice lesson design ALWAYSHow to use formative assessments CONSTANTLY“The argument of this book is simple: If we choose to take just a few well-known, straightforward actions, in every subject area, we can make swift, dramatic improvements in schools. Some believe we could virtually eliminate the achievement gap within a few years.” P. 1But the price for such swift improvement is steep: Most schools would have to stop doing almost everything they now do in the name of school improvement. Instead they would have to focus only on implementing “what is essential.” Hardest of all, they would have to “ignore the rest” (Collins, 1002, p. 91 The reason schools really haven’t made astonishing progress in the last 30 years of “reform” is quite simple: very few schools ever implemented “what is essential” the most powerful, simple actions and structures that would dramatically increase the proportion of students prepared for college or classes.” P. 2What is essential? 3 things: reasonably coherent curriculum, sound lessons (how we teach) and far more purposeful reading and writing in every discipline or authentic literacy (integral to both what and how we teach). P. 2 If we understand and embrace the concept of simplicity, which starts with a recognition that “less is more,” then our schools will achieve what previous generations never thought possible. P. 3Look at concepts—simplicity, clarity, and priority. Thought Questions: What part of this discussion resonates with you? Why?What part do you need to pay attention to in your practice? What do you need to change?Section 1:First Things First: What we teach, How we teach—and Literacy3 elements:What we teach—decent, coherent curriculum with topics and standards collectively selected by a team of teachers from the school or district—that is actually taught. Should contain HALF of what is contained in our standards (Marzano, 2003). P. 10 Allows us to teach in depth. “Guaranteed and viable curriculum” (Marzano, 2003, p 22) is perhaps the most significant school factor that affects learning. But such a curriculum is found in very few schools. P. 10 How we teach—We know how to teach that makes a difference, but we don’t do it consistently. This has to stop. P. 11Authentic literacy—Integral to what and how we teach. Literacy –still unrivaled and under-implemented key to learning both content and thinking skills. P. 11 Emphasizing here—the above elements will benefit immeasurable when teachers work in teams—that is, in true “professional learning communities” where curriculum and lessons are continuously developed, tested, and refined on the basis of assessment results (Dufour, DuFour, Eaker & Manhy, 2006; Schomoker, 2006 in Schmoker 2011) p. 11.Content-rich curriculum, sound lessons, and authentic literacy would wholly redefine what public schools can accomplish with children of every socioeconomic stratum. P. 11 Their implementation should be the focus of every meeting, conversation, etc. p. 11 Power of simplicity—Can’t push new stuff until what we know works is implemented with fidelity e.g. football team and hospital; Actual curriculum varies too muchToo few authentic literacy activitiesNeed to make sure all students are learning, not just those who raise their hands3 books that emphasize simplicity:Good to Great by Jim Collins—hedgehogKnowing/Doing Gap by Jeffrey Pfeiffer and Robert Sutton –says leaders resist simplicity because it distracts them from seeing when goals are accomplished. “Best practice is rarely new practice.” P. 17The One Thing you need to Know by Marcus Buckingham—establish clarity by having ONE goal. “Clarity is antidote to anxiety.” P. 17Leadership for Simplicity, Clarity in one school: (Adlai Stevenson)Direct teacher to create and help each other implement a quality, common curriculum for every courseDirect teams to improve constantly –using common quarterly assessments and meeting with administrationWe need to communicate that this is what we want: What we want from our schools is precisely what we communicate Thought Questions:There are 3 parts to providing focus: what and how we teach, and using authentic literacy. Plus, this must be done in a context of professional learning communities. Plus, leadership must help provide focus and concentration on what matters. What do you see as your first step?How can you, as a teacher leader, help disseminate this message and provide this focus?Chapter 2What we Teach“Curriculum may be the simple largest factor that determines how many students in a school will learn (Marzano, 2003) in Schmoker, p. 25Adequate amounts of essential subject area content, concepts, and topics.Intellectual/thinking skills e.g. arguments, problem-solving, reconciling opposing views, drawing one’s own conclusion.Authentic literacy—purposeful reading, writing and discussion at primary modes of learning both content and thinking skills. P. 26Preparation for College/Work Place—All content should prepare students and they should be able to go to college or work no matter what they decide to do.Need to redirect the hundreds of hours that are spent on non-academic or weak academic studies, p. 28“Content matters.” P.30ED Hirsch, Willingham, Rotherham—need rich content with discussions about conflict—“Can’t understand, evaluate ideas in textbook, newspaper or magazine if they contain too much unfamiliar information.” P. 31Willingham—we learn and remember most when we have time to think about and evaluate it. Literacy as Spine: High level of college-oriented levels of reading, writing, and speaking cannot be overemphasized in K-12 education. P. 32It is impossible to overstate importance of literacy. P. 33Our schools simply don’t require students to read complicated texts to gain knowledge, p. 34.Students need to read textbooks—Need to read and use questions too. Need to teach students to read and question deeply. Need comprehensive writing in every course. P. 36 Need to make presentations. “If we could institute only one change to make students more college ready, it should be to increase the amount and quality of writing students are expected to produce.” (2007, p. 27 Conley in Schmoker. Need to have COMMON ASSESSMENT results [capitals mine] p. 40Guide to Selecting Essential Standards:Ravitch, Ainsworth, Reeves all say there are too many standards and they are too complicated. They really don’t help us teach essentials—No one really knows how to put the standards into place. P. 41. If we have poor curriculum materials aligned with complicated standards, the issue of unclear instruction is compounded. P. 41. Should reduce number of standards by 50% Marzano says reduce by 2/3. Particularly in language artsHow to Select Essential StandardsEliminate verbs and concentrate on nouns and topics. Strip away non-essentials with 3 criteria:Endurance –endure beyond single testLeverage—link to multiple disciplinesReadiness for the next level—foundation for future learning.“Power” the standards. Lay out standards on quarter grid and decide how much time each will takeCommon standards take 15-16 weeks leaving 2 weeks for favorite of teacher. Then develop common lessons and assessments—quarterly that are used to monitor learning and instruction. P.48Leader’s job is to make sure that this happens. Thought Questions:Have you powered your standards?Have you been part of a learning community to talk about common curricula, standards, and assessment?Where do you need to take your next steps for your classroom?Where can you take next steps as teacher leader in your building?Chapter 3How we TeachLinda Darling Hammond—“single most important determinant of success for students I the knowledge and skills of that child’s teacher” ) Goldberg, 2001, p. 689) in Schmoker p. 51Good teaching consists of using best practice lesson strategies and then practicing the art. Effective lessons: clear learning objective-with effort to provide background knowledge or create interest in the topicTeaching and modeling,Guided practice, checks for understanding/formative assessmentIndependent practice/assessmentClear Learning ObjectiveTopic or skill, or concept selected from agreed-upon curriculumClear, legitimate, derive from decent, agreed-upon curriculum p. 53Teaching/Modeling/DemonstratingExplain, demonstrate, instructSimultaneous guided practice and checks for understanding (formative)Guided Practice: Practice throughout the lesson Checks for understanding/formative assessmentCrucial to success of lessonNeeds to be implemented with consistencyIncreases probability of student successIf these effective practices are implemented consistently, we would take a quantum leap toward the goal of “learning for all.” P. 55Research on Elements of Effective Lessons:Madeline Hunter: Could be boring if formulaicEffective practices—guided practice and checking for understand occurring multiple times during the lessonDoug Fisher and Nancy Frey—Checking for Understanding advocate for “gradual release of responsibility”—need plenty of opportunity to work in pairs and groupsFormative assessment is key pivotal point for effective lessonsMarilyn Burns—Math expert—more fail in math than any other subjectDylan Wiliam’s—if we implemented elements of effective lesson design US would move up to top 5 in international rankings in math. P. 58Advocates checks for understand and “think-pair’-share.” P. 59Robert Marzano—Clear learning goalChunking instruction to optimize learning.Checking for understanding between goalsImpact of Effective Lessons:Effects of formative assessment on learning are “among the largest ever reported” (p. 2 my emphasis Schmoker, p. 60Technology has limited impact on student learning so far.Important facts p. 61Is it too much to suggest that we declare a temporary moratorium on all new initiatives until this game-changing lesson structure is fully understood and consistently implemented by professional educators in any given school—perhaps in all schools? Pp. 63Should employ common template throughout school and district to increase student performance2 Templates:Interactive lecture and direct teachingIf done correctly, lecture can be highly engaging and effectiveNeeds to be interactiveUse clickers, lecture for a while, let students interact, check for understanding Lecture—begin with “hook—interesting questions, students have chance to respond, interact in pairs, teacher do random check for understandingUse small steps –“periodic thinking reviews”—think-pair-share, notes, reflection, Information should be “chunks” Teachers should talk “no more than five minutes.” P. 72 before students have opportunities to interact and think, p. 72 Every few minutes should let students process by: a. reviewing notes and adding new insights or connections, b. summarizing last learning, c. pairing up to compare or contrast notes and perceptions.Failure to give students these opportunities is what makes most lectures boring and ineffective. P. 72Checking for Understanding and Engagement: stopping points allow teaching to formatively monitor and assess learning (and on-task behavior) by calling on random students and walking around the room. If this seems slow, it can account for as much as “400 percent speed of learning differences and an additional six to nine months of learning growth per year (Wiliam, 2007, p. 186 in Schmoker, p. 73). Template for Authentic LiteracyAlways teach any vocabulary that impedes understandingEstablish purpose for reading. —question, prompt, --Quality and availability of good questions is essential to engagement and interest as students read, discuss, and write. P. 78Must teach students explicitly to do active reading. P. 79Modeling Higher-Order Reading—Model how you read, and analyzeModel underlining, and annotating. Whole Class Discussion and Debate—83% said they enjoyed this. 1. Citing text, 2, disagree civilly, 3, be concise and be on point, 4, avoid verbal tics such as “like” or “you know” Fishbowl discussions could example Student writing has a lot of effect, especially if they have exemplars to follow.“The Madeline Hunter Model ”--modified What is the lesson objective? Learning Targets(What will the students learn and/or demonstrate?)Anticipatory Set (What question/”hook” will get students engaged in upcoming learning?Formative Assessment: What will you use to judge what your students already know so that you can target instruction accordingly?Standards addressed and expectations of students: What standards preceded your grade level? What standard must you address? What standards come after you? In other words, what are you building upon, what are you teaching, and what are you preparing students for? Teaching/Instructional Process:(Input, modeling, and checking for understanding how will you differentiate based on your formative assessment? What differing activities will you provide? )Guided practice and monitoring:(Monitor orally individually or together; monitor via written language or via a task performance; monitor via group sampling or visual answers, e.g., “thumbs” -- you monitor to know if students are learning and lesson objectives are being met. How will you reteach if students have not mastered the learning target? )Assessment: How will you assess whether or not students have mastered the content? Reteaching: (How will you reteach if students have not mastered the concepts? How will you extend activities for those who already know? This could include Independent Practice:(This can be a question or problem for students to ponder on their own or in small groups or pairs. The aim is to reinforce and extend the learning beyond the lesson and ideally into real world settings.Reassessing: How will you reassess the new learning? Thought Questions:Do you design your lessons using the “Hunter” model?How often do you use interactive lectures? How could you use it more?How could you incorporate authentic literacy into your lessons? Section IICurriculum, Instruction, and Literacy in the Content AreasEnglish Language Arts Made Simple“English/l.a., more than any other discipline, has lost its way. It is in desperate need of clarity.” P. 93Advocates for very simple model of both what and how we teach l.1. p. 94E.D. Hirsch says that “literacy is the most important single goal of schooling” p. 94It begins with reading. Wide abundant reading is the surest route out of poverty and the limitations that impose themselves on the less literate. Reading changes everything. “ 95There are no shortcuts. Literature is not primarily about “figuring out” symbolism or figurative language or setting or mood or structure.” P. 967 It is about people seeking to understand ourselves and the world we share.” Unfortunately, fiction is too often taught as though it is an abstract game or code. “ p. 96Lit. allows us to reflect, recognize subtle ideas and forces operating in our own lives, and thus to shape them. P. 97Lit, art, and poetry enlarge us and refine our values and sensibilities. P. 97Nonfiction and Literary Nonfiction—Willingham found that content knowledge and critical thinking are inseparable and reciprocal. Newspapers and magazines in the Classroom—we should redouble our efforts to integrate current readings into the curriculum p. 99. Current events animate student interest in literature, politics, and history “Controversy of the week.” P. 100 Kids enjoy controversyTrouble with Skills and StandardsSchmoker would argue that many, if not most, of the current language arts standards are not literacy standards at all; they are pseudo-standards that divert precious time and attention from the most simple, authentic kinds of literacy activities.Skills Kill: The Elementary YearsState standards and popular basal programs have rendered reading into finer and more inane subskillsEffective instruction—whole-class with minimal time spent in ability groups. This means all students are learning almost all of the time. P. 103 2nd—students in effective classrooms, never, ever engage in cut, color, or paste activities that now occupy the majority of early grade reading programs. 3rd—excellent teachers implement elements of good lessons with checks for understanding throughout. Classrooms that work Where Time is SacredHigh performing teachers never waste a minute of class time. Aren’t distracted by skills worksheets and coloring.50,000 Words ASAPStudents aren’t truly mature readers until they can read and recognize about 50,000 words. They have to have enormous unprecedented amount of reading material. By 2nd or 3rd grade virtually every student could be reading 15-20 chapter books per year, some self-selected. Much would be for pleasure.Readicide: When Pseudo-Standards Kill Authentic LiteracyStudents should spend a minimum of 60 minutes per day reading, and 40 minutes per day writing. National StandardsWillingham—says we try to teach to the standards. We learn to read by reading a lot for meaning, not by being taught reading skills.Diane Ravitch—No state should adopt these standards until they have been pilot-tested and refined for a period of years. P. 111FinlandInstructional technology has played no role in their success. Radically Reconceiving Standards in Language ArtsWe should: specify number of common books and readings per coursePurposes for teaching common readingsNumber and length of papers we assign, with common scoring criteria p.112Standards that Count: Reading: reading would be in the argumentative/interpretive mode requiring response to readingsRecommend 15-20 books, multiple poems and short storied, 30-40 newspaper/magazine readings Divided among—fiction—40-60%, nonfiction/literary nonfiction—40-50% of which 25-40 % is self-selected.Discussion: Critical companion to reading. At least 3 discussions a week about reading.Always cite text when making argumentBe concise and stay on pointAvoid distracting verbal tics.Handling Paper Load: Teach students to grade each other by rubric.Don’t have to grade everythingPower Standards in English Simple curriculum mainly of established number of same carefully selected booksWriting every weekDiscussion/Simple Redundant LiteracyFor every assignment that starts with reading we shouldTeach vocabularyEstablish purpose for reading (and hence for talking and writing)Teach and model how to annotate/underline/take notesDiscuss the work (using a rubric like the one described above)Write about the work, after reviewing and organizing annotation, underlinings, or notesUse student and professional exemplars as teaching tools.Brief Note on Textbooks:Shanahan—students are not taught how to read textbooks and they must be. Each subject area has its own specific demands.Thought Questions:How can you incorporate more interactive literacy in your classroom?How can you add more relevant readings?How can you teach students how to interact with a textbook?How can you work with a team to decrease number of standards? Have common assessments? Use data to change instruction?Chapter 5Social Studies with Reading and Writing at the CoreTaught right, social studies and history should be among students’ favorite courses. P. 131 Must put reading and writing at its core. P 133Overabundant, Poorly Written StandardsDocuments never field testedNot a single pilot group of teachers ever tried to construe, organize, and teach to these. Select essential standardsWork always begin with reducing number of standards—p. 138Organize around task, text, and talk Select most essential, divide by grading period, and then into instructional unitsCome up with engaging questions or tasks that establish the purpose for reading, talking and writing Then employ steps in literary template for each set of readingEnlist students as experts—utilize important probing questionsHelps students make connections to past and events already studiesMakes connections to current issues, people, or eventsDo independent research Writing in social studies10-12 short papers per year based on readings, lectures and would constitute the assessment for each unit.Writing should be done in class in “open book” environment p. 144Develop one unit paper per grading period or each semester. –2-5 pagesBrief everyday writings don’t have to be handed in. Close Reading in Social StudiesUsing close reading is how students learn to think. Checking for UnderstandingCheck students thinking to see if they are underlining important information.Are they using abbreviations to take good notesCan they pair up and explain their thoughts?Interactive Lectures in Social StudiesLectures, if done well, allow us to impart copious amounts of knowledge and supplement what is lacking in a bookLectures should: begin with provocative idea, stay focused, utilize formative assessments to make certain students are on task, last only 5-7 minutes, ensure that students discuss throughout the lecture, reteach and clarify what is confusing. Must be based on severely reduced, viable diet of standards and topics. P. 151.None of the above have to be done perfect to have an immense and immediate impact. P. 151.Perhaps the most promising development in social studies is the effort to more routinely incorporate documents that supplement—and often undermine (as they should) the textbook: primary source documents, newspapers, magazines and articles all of which are so available online. P. 253Primary Sources and Current Events?Must infuse primary source documents, alternative histories, and also current issues and events found in newspaper and magazine articles. These should be introduced no later than upper elementary. P. 152Ask following questions: Do you agree/disagree with the author?What inferences, interpretations, or connections can you make using the text?Do you approve or disapprove of this past or present policy, person, or movement? What lessons can we learn from it/them?What problem(s) does the study of this person or policy help us solve?What can we infer from this text about this particular time, place, or culture. 153Write on the textAny true education must include regular opportunities to mark up, annotate, or highlight one-to-three page articles and documents. Writing on the text itself is a primary, essential intellectual experience. P. 153. Historical and Primary Source DocumentsAbout once a week, at most grade levels students should have the chance to read from eyewitness or contemporary accounts or from official or notable documents from the historical periods they are studying. P. 154Short Online BiographiesReadable 1-2 page documents give deeper look than textbook. P. 156Alternative HistoriesRich variety of alternative viewsLies my Teacher Told me—James Lowewen’Michael MedvedHoward ZinnCurrent EventsShould be weekly Creates opportunity for analysis and discussion—elementary tooIgnore ever-present questions, activities, and worksheets that accompany Weekly readers. Instead, have students read careful to argue, infer, and make their own connections and conclusions as they read. Resources for Ongoing Issues, Controversies andCultureMany possibilities to create powerful learning and discussion. Thought Questions:How can you add more interactive lectures?How can you teach students how to read textbooks?How can you use more source documents?How could technology be incorporated to increase the literacy and content knowledge?Chapter 6Redefining Inquiry in ScienceSimple, essential ingredients for the majority of effective science curricula are: Close reading of selected portions of science textbooksRegular reading and discussion of current science articlesInteractive lectureWriting from short, almost daily pieces to longer more formal piecesReasonable number of carefully designed science labs and experiments that reinforce content being learnedLess is More: Fewer Science StandardsCountries who do better than us have fewer core concepts and standards in science by half Our teachers are required to teach too many topics.Trouble with Hands-on scienceMuch of lab work has limited value. This often supplants mastery of essential content, which is learned largely through interaction with text, effective lectures, and discussion. More Literacy, Fewer labsShanahan found that true “essence’ of scientific disciplines was learned not as much from labs as from the slow, close reading of science textbooks (2008 p. 54) in Schmoker, p. 167.Countries with highest achievement devote less time to labs and more to content. Good science labs, richly connected to science content, are essential but we need to have rich contentEffective Science Inquiry—Through LiteracyTrue science inquiry occurs when students engage in “reading, writing and oral language to address questions about science content.” P. 169Socratic method powerful in exploring ideas Can’t just assign chapter to read, must use questioning, modeling, guided practice, etc.Has to be grounded in literacyHas to use whole class instruction.Why we fail: Erosion of literacy“Erosion of literacy is one of most profound but insidious developments in modern schooling.” P. 173 Gomez and Gomez found that students’ difficulties with reading textbook materials were among the chief reasons for low performance in science and social studies (2007) in Schmoker p. 173One cannot learn a discipline (Alberts, 2006-2007, McConachie etc. Al.2006) without being a close, habitual reader in that discipline. P. 174.“Slow Reading” and EqualizerTextbooks can actually help slow readers catch up, provided we teach students how to use them. Interactive Lecture—Powerful in science particularly if stays focused on questionsBe sure to stay focused on powered standardsEstablish pacing in common with other teachers. P. 179Create common assessments to have data dialogue. P. 181Teachers need to choose common readings and common supplementary texts Thought Questions:How can you teach fewer concepts/standards more deeply?How can you work with your team to decrease standards and establish a common curriculum and assessments?How can you teach literacy skills?Chapter 7Making Math MeaningfulMath content needs to be coherent, taught with good instructional strategy, and infused with literacy. P. 194Need to reduce number of standards, emphasize mathematical thinking, teach fewer topics, teach topics that have visible connections to meaning and applications, p. 196Lynn Steen—“It is not yet clear whether the best option for all is the historic algebra-based mainstream that is animated primarily by the power of ‘abstraction’” (2007, p. 12) in Schmoker p. 197 Abstraction is the enemy of connecting mathematics to meaning.Working world seldom requires algebra. Arnold Packer. Schools should abandon a “a failed [math] curriculum that insists on advanced coursework but ‘relegates applications to an afterthought” (1997, pp. 138-139) p. 198Packer found that only 4 % of population—pure mathematicians, astronomers, physicists, and tiny subset of engineers—uses advanced algebraic concepts in their work.Who Needs Math?80% of highest-paying, most prestigious careers will never use anything beyond addition, subtraction, multiplication, and division. “ p. 199.Less than 5% of workforce will make extensive use of Algebra II or other advanced courses. P 199Math more of a rite of passage than a career preparation. Do we need Algebra II ??? What to do now?Have teams create leaner standards for every math course at every grade level.Use effective teaching strategies K-12Create and integrate opportunities for students to understand and apply essential math conceptsMath is “marvel of order and elegance. P. 203A facility with numbers helps us understand elections, power bills, etc but we seldom need algebra-based math. P 204Need to understand quantitative data in current articles (need for data and statistics, not algebra p. 206Need to have slow, carful, reiterative reading in all content areas, including math. Need reading, and writing in math—best practice.Thought Questions:How can you work with your team to increase depth of content, not width? Decrease numbers of standards? Have common assessments? Use the data to inform instruction?How can you teach literacy skills in math?ConclusionThis Time, Let’s Do ItWe know what a sound, coherent curriculum is. Let’s build one for every course with common assessment and monitor that it’s being taughtWe know that structurally sound lessons will literally multiply the number of students who will be ready for college careers, and citizenshipWe know that students need to do lots of meaningful reading and writing.We know that we have to commit to monitor the implementation of the above and have teachers work in teams Key Concepts:Need coherent curriculumNeed common assessments that a team of teachers design, reflect upon, gather data to change instructionNeed to teach literacy skills in all content areasNeed interactive lecturesNeed to practice well thought out lesson design ALWAYSNeed to use formative assessments CONSTANTLYCurriculum:Fewer standardsCoherent, powered in a team of teachers ................
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