FRAMEWORK FOR Spring 2015 TEACHING AND LEARNING FLINT COMMUNITY SCHOOLS Expect More. Achieve More.
1 Contents Acknowledgements ..................................................................................................................................... 3 Context ........................................................................................................................................................ 4 Teaching and Learning Framework – The Purpose.................................................................................. 5 Flint Community Schools – Framing Questions ....................................................................................... 6 The Role of Danielson .............................................................................................................................. 9 A Sample .............................................................................................................................................. 9 Spheres of Influence .............................................................................................................................. 10 The Final Model ..................................................................................................................................... 11 The Teaching and Learning Handbook ...................................................................................................... 14 The Teaching and Learning Framework for Students ................................................................................ 15 Section I: What should students to know and be able to do? ................................................................... 15 Identifying and Unpacking Standards .................................................................................................... 15 Find the standards ............................................................................................................................. 15 Finding the Instructional Calendars ................................................................................................... 17 Taxonomies........................................................................................................................................ 20 Writing Objectives ............................................................................................................................. 21 Developing and Using Essential Questions ............................................................................................ 21 Helping Students Understand Objectives and Learning Outcomes....................................................... 22 Section II: How will we know when students get there?........................................................................... 23 Backwards Design .................................................................................................................................. 23 Developing and Using Formative Assessments ..................................................................................... 23 Developing and Using Summative Assessments.................................................................................... 25 Section III: How will we get students there? ............................................................................................. 27
2 Equity..................................................................................................................................................... 33 Section IV: What will we do if they are already there or not there yet? ................................................... 35 The Teaching and Learning Framework for Teachers................................................................................ 37 Section I: What should teachers to know and be able to do? ................................................................... 37 Section II: How will we know when they get there? ................................................................................. 37 Section III: How will we get them there?................................................................................................... 37 Section IV: What if teachers are already there or not there yet?.............................................................. 37
3 Acknowledgements The Teaching and Learning Framework was developed by a variety of constituent groups whose names are not indicated here. However, the involvement of the groups is represented by key district leaders indicated below. Dr. Jessie Kilgore, Assistant Superintendent Diana Wright, Director of Professional Learning Shamarion Grace, Curriculum Strategist Ethel Johnson, UTF President Dr. Elizabeth Aitken, McDaniel College Dr. Victoria Bigelow, University of Michigan
4 Context Flint Community Schools (FCS) participated in a Teaching and Learning Audit during the 2013-‐2014 academic year. The findings of the audit identified strengths and areas in need of improvement. One of the recommendations of this report was to develop a Teaching and Learning Framework that would guide the curriculum, instruction, assessment, evaluation, and staff development for the district. This document lays out the Teaching and Learning Framework developed by Flint Community Schools. This work was completed during the summer and fall of 2014. The framework is the result of work developed by teams of teachers, administrators, and district leaders. This work is intended to coordinate the work of Flint Community Schools. This plan is part of a District-‐wide intervention plan that addresses the need for increased student achievement. Figure 1. Intervention Model
5 Each step on the diagram represents both the area of need – under the step – and the intervention action that responds to that area of need. As noted, the Teaching and Learning Framework is integral to the overall plan and is intended to address the inconsistency in Teaching and Learning in Flint Community Schools. The aim of this work is the increase in student achievement. Teaching and Learning Framework – The Purpose A teaching and learning framework is intended foremost to be a functional document. This document is useful only as it is applied to daily practice in all levels of the organization. The framework will highlight district priorities identified in the District Education Plan (DEP) and the District Improvement Plan (DIP). The identification of priorities is at the core of a teaching and learning framework. The goals that are emphasized on a yearly basis can be modified or changed and the framework remains the same since it allows for adjustment in goals. A teaching and learning framework also
6 provides guidance to constituent members of the educational community. It clearly delineates the focus for the district and reinforces the use of a common language. The shared language is critical to the success of the framework. If all groups within the organization are able to link their work to this framework and to use the same language then there is an increase in the ability to interact across groups, to ask questions, and to communicate ideas. This shared language allows those who participate in the development, approval, implementation, and use of the curriculum that occurs in classrooms across the district. The framework also allows for coordination and alignment of goals and resource management. The framework must be implemented. The framework must be understood and developed by a variety of stakeholder groups. The framework must be used to guide work on a daily basis framework. The framework must be clear, simple, and potent. In the end, the framework must be a catalyst for improvement in practice. Flint Community Schools – Framing Questions The Teaching and Learning Framework for Flint Community Schools is structured around 4 key questions. These questions have been part of educational practice for over 40 years. The questions have been adapted over time to meet the needs of different educational communities. The use of the questions indicates a potential power for reform. These questions have been adopted by Flint Community Schools. The essential questions include: 1) What do we want to know and be able to do? 2) How will we know when we get there?
7 3) How will we get there? 4) What do we do if we are not there or are already there? These questions are powerful in that they can guide and direct the work of those who have direct contact with students on a daily basis but also those who support this work in offices within the district as well as those located outside the district offices. To clarify these questions, specific words have been identified to quickly indicate the meaning of these objectives. These are identified in the diagram below.
8 Figure 2. The General Model Each term in the diagram represents the concepts of the 4 key questions. The term “Goals” represents the question, “What do we want to know and be able to do?” The term “Targets” represents the question, “How will we know when we get there?” The third box uses the terms “Implementation Plans” to represent the question, “How will we get there?” The final term “Adaptations” represents the question, “What will we do if we are not there or are there already?” This final term is both responsive and anticipatory. Adaptations are anticipated before implementation begins but are also a part of the ongoing cycle of development. This model is a cycle that represents movement among the concepts and questions.
9 The Role of Danielson FCS has adopted the Charlotte Danielson Framework for Teaching. This framework is used to guide the teacher evaluation process. The role of the Danielson Framework was examined in light of the initial FCS Teaching and Learning Framework. The following elements were discussed: 1) The Danielson Framework for Teaching is appropriate for the evaluation of teacher practice. 2) The Danielson is a Framework for Teaching not a Teaching and Learning Framework. 3) The Danielson Framework deals directly with Teacher practice and describes the types of behaviors expected of teachers. 4) The Danielson Framework does not deal with other groups that participate in the education of students. 5) The Danielson framework cannot guide the development of curriculum. 6) The Danielson Framework does not address ways to “get there” or adapt when teachers are “there” or “not there yet.” 7) The Danielson Framework can be used as an integral part of the FCS Teaching and Learning Framework. A Sample The FCS Teaching and Learning Framework can enhance and make use of the Danielson Framework for Teaching. For example, if the 4 key questions are used to address teacher practice it would look like this:
10 1) What do we want TEACHERS to know and be able to do? 2) How will we know when TEACHERS get there? 3) How will we get TEACHERS there? 4) What if TEACHERS are not there yet or already there? By providing domains of practice, the Danielson model is capable of answering the question, “What do we want TEACHERS to know and be able to do?” Each domain of Teaching has specific descriptors of the categories of behaviors expected of teachers. In addition, the Danielson Framework for Teaching also addresses the second question, “How will we know when they get there?” The Danielson model provides rubrics that describe levels of proficiency for each of the Framework elements. In this case the model can describe exemplary practice from practice that is less than acceptable. This allows the Framework to be used by Administrators in the evaluation of teacher practice. The Spheres of Influence The development process for FCS’s Teaching and Learning Framework included deep discussion around the roles of various stakeholders. The development groups emphasized the need to represent the role that various groups play in the education of students in FCS. The following diagram indicates the representation of these frameworks and also better represents the movement across and among the 4 key areas. The diagram was modified to represent the importance of stakeholder involvement. Figure 3. The Rings
11 At the center of the diagram are students. It is essential to understand that all work is in the service of students and their success and achievement. The students can be represented as a drop of water. As the waterdrop falls there are concentric rings that travel outward and back inward. The concentric rings represent the various groups that have impact on student learning and achievement. The diagram does not intend to represent importance of each group; however, it was noted in the development process that there are those who interact with students on a daily basis and there are those whose work is important but who have less direct interaction with and for students. The rings of the diagram are intended to represent this influence. The Final Model The final Teaching and Learning Framework for Flint Community Schools represents the concepts listed above. It includes the key questions, the key terms and the rings of influence. The model has identified students as the center of the framework. The
12 centrality of students does not in any way preclude all members of the educational community frin Figure 4. The Framework Next Steps In order to ensure the implementation of the FCS Teaching and Learning Framework it is essential to develop the tools and resources needed to take action. Each constituent group needs to answer each of the four questions in light of the DEP and the
13 DIP. Resources need to be developed to identify the Goals, Targets, Implementation Plans, and Adaptations needed within their sphere of influence. For example we may ask students the four key questions, “What do we want you as STUDENTS to know and be able to do?” “How will you know that you as a STUDENT have arrived there?” “How will you as a STUDENT get there?” and “What if you as a STUDENT are not there or already there? The ability of students to answer these questions is contingent upon the ability of instructional leaders to communicate these expectations. This example, like the teacher example listed above, requires reciprocal responsibility. If students are able to answer these questions clearly then the organization is functioning as a dynamic whole. To assist all groups in the implementation of this model, a resource toolkit needs to be developed. The toolkit would include goals, target, implementation plans, and adaptations needed for action. This toolkit is an on-‐going resource that must be modified as goals are changed and targets are reached. This Teaching and Learning Framework will require a multi-‐year approach for full implementation. It will require a change in the practice and culture of the organization. The participation of stakeholder groups is essential to the success of this model. To move this project toward success these actions need to be taken.
14 The Teaching and Learning Handbook
15 The Teaching and Learning Framework for Students The following handbook serves as a resource to improve instruction as related to the teaching and learning framework. Each area of the handbook includes a variety of resources for best practices in education. A description of each resource and a link to electronic support are provided. This handbook is available in electronic format http://flintcurriculum.weebly.com . Section I: What should students to know and be able to do? In order to deliver instruction that best meets the student needs, strategies and practices must be put in place to answer the question, What should students know and be able to do? These resources provide best practices for teachers and educational leaders. Identifying and Unpacking Standards Find the standards The standards for each content area can be found by going to http://flintcurriculum.weebly.com and clicking on the appropriate content area. Standards are also accessible by using the following links: ELA-‐ https://www.michigan.gov/documents/mde/K-‐12_MI_ELA_StandardsREV_470029_7.pdf
16 Math-‐ https://www.michigan.gov/documents/mde/K-‐12_MI_Math_Standards_REV_470033_7.pdf Science-‐ https://www.michigan.gov/documents/mde/Full_K-‐12_Science_Standards_473974_7.pdf Social Studies-‐ K-‐8 -‐ https://www.michigan.gov/documents/mde/SSGLCE_218368_7.pdf 9-‐12-‐ https://www.michigan.gov/documents/mde/SS_HSCE_210739_7_470248_7.pdf Step 1: Open your web browser and type in the following URL: http://flintcurriculum.weebly.com/ .Step 2: Click on the appropriate subject tab.
17 Step 3: Click on the link to the standards found below the page heading. (see example below) Finding the Instructional Calendars The yearly calendars for each content area and grade level can be found by going to http://flintcurriculum.weebly.com . A variety of calendar options are available. Cross content yearly calendars can be accessed by: Step 1 – Click on the Cross Content Tab in the menu bar to access the yearly calendar for all core content areas and grade levels . Step 2-‐ Hover over the Cross Content Tab in the Menu Bar, and hover over Elementary or Secondary.
18 Step 3-‐ Click on a grade level. Step 4-‐ The yearly calendar for all content areas for that grade level will appear.
19 Subject specific yearly calendars can be accessed by: Step 1-‐ Click on the subject tab in the menu bar to access the yearly calendar for all grade levels within that content area (see example below) Step 2-‐ Hover over the content area and choose a grade level from the drop down menu to access the yearly calendar for a specific grade level. Step 3-‐ Yearly calendars will appear by clicking on a subject and/or grade level.
20 Taxonomies \"Taxonomy” simply means “classification”, so the well-known taxonomy of learning objectives is an attempt (within the behavioral paradigm) to classify forms and levels of learning. Bloom’s taxonomy provides an important framework for teachers to use to focus on higher level thinking. By providing a hierarchy of levels, this taxonomy can assist teachers in designing performance tasks, crafting questions for conferring with students, and providing feedback on student work. http://www.learningandteaching.info/learning/bloomtax.htm Read more: Bloom's taxonomy http://www.celt.iastate.edu/pdfs-docs/teaching/RevisedBloomsHandout.pdf http://cft.vanderbilt.edu/guides-sub-pages/blooms-taxonomy/ http://ww2.odu.edu/educ/roverbau/Bloom/blooms_taxonomy.htm http://www.celt.iastate.edu/teaching-resources/effective-practice/revised-blooms- taxonomy/ Lists of verbs and be used to identify different taxonomy levels using Benjamin Blooms taxonomy of learning. http://www.teach-nology.com/worksheets/time_savers/bloom/ http://www.teachthought.com/learning/14-brilliant-blooms-taxonomy-posters-for- teachers/ http://www.bloomstaxonomy.org/Blooms%20Taxonomy%20questions.pdf Images of Bloom’s Taxonomy Verbs http://www.teachthought.com/learning/249-blooms-taxonomy-verbs-for-critical-thinking/
21 Writing Objectives Various researchers have summarized how to use Bloom’s Taxonomy. Following are four interpretations that you can use as guides in helping to write objectives using Bloom’s Taxonomy. http://teaching.uncc.edu/learning-resources/articles-books/best-practice/goals- objectives/writing-objectives These sites contain a presentation that will describe the steps for writing instructional objectives. http://www.personal.psu.edu/bxb11/Objectives/ http://www.assessment.uconn.edu/primer/objectives1.html www.uwsuper.edu/.../Writing-Instructional-Objectives.ppt http://www.nwlink.com/~donclark/hrd/isd/develop_objective.html edtech2.tennessee.edu/.../bobannon/writing_objectives.html www.uvm.edu/.../Inst_Goals_and_Objectives_Lrning_Actites.pdf http://www.wku.edu/ste/objectives/components.php Developing and Using Essential Questions What is an essential question? An essential question is – well, essential: important, vital, at the heart of the matter – the essence of the issue. The following sites will assist teachers in understanding what essential questions are and how they are developed. http://www.authenticeducation.org/ae_bigideas/article.lasso?artid=53 http://www.essentialquestions.org/ http://www.ascd.org/publications/books/109004/chapters/What-‐Makes-‐a-‐ Question-‐Essential%A2.aspx http://www.scholastic.com/teachers/article/essential-‐questions
22 http://www.huffenglish.com/understanding-‐by-‐design-‐essential-‐questions/ Helping Students Understand Objectives and Learning Outcomes Although hundreds of studies have shown that clearly communicating instructional objectives has a positive effect on student achievement, not all techniques for doing so have the same beneficial effects. http://www.ascd.org/publications/educational- leadership/may11/vol68/num08/Objectives-That-Students-Understand.aspx http://www.ascd.org/publications/books/109001/chapters/Know-Where-Your-Students- Are-Going.aspx http://teaching.monster.com/benefits/articles/9441-5-ways-to-teach-with-learning- objectives http://www.acsa.org/FunctionalMenuCategories/media/LeadershipMagazine/2007- archives/SeptemberOctober2007/Standards.aspx
23 Section II: How will we know when students get there? The second question in the Teaching and Learning Framework identifies those strategies and practices that will assist in answering the question, How will we know when students get there? This is a question about assessment, both formative and summative. The answer to this question lies in practice that assists teachers and students in identifying the ways that students are moving toward attainment of the learning goals and objective. Backwards Design http://www.nwlink.com/~donclark/hrd/isd/develop_test.html In this step, tests are constructed to evaluate the learner's mastery of the learning objective. You might wonder why the tests are developed so soon in the design phase, instead of in the development phase after all of the training material has been built. In the past, tests were often the last items developed in an instructional program. This is fine, except that many of the tests were based on testing the instructional material, nice to include information, items not directed related to the learning objectives, etc. The major purpose of the test is to promote the development of the learner. It ascertains whether the desired behavior changes have occurred following the training activities. It performs this by evaluating the learner's ability to accomplish the Performance Objective. It also is a great way to provide feedback to both the learner and the instructor. Developing and Using Formative Assessments The goal of formative assessment is to monitor student learning to provide ongoing feedback that can be used by instructors to improve their teaching and by students to improve their learning. More specifically, formative assessments: • help students identify their strengths and weaknesses and target areas that need work • help faculty recognize where students are struggling and address problems immediately
24 Formative assessments are generally low stakes, which means that they have low or no point value. http://www.cmu.edu/teaching/assessment/basics/formative-summative.html http://www.scholastic.com/teachers/article/what-are-formative-assessments-and-why-should- we-use-them http://www.edutopia.org/blog/comprehensive-assessment-action-5-keys-andrew-miller http://www.edutopia.org/comprehensive-assessment-introduction Examples of Formative Assessment: When incorporated into classroom practice, the formative assessment process provides information needed to adjust teaching and learning while they are still happening. The process serves as practice for the student and a check for understanding during the learning process. The formative assessment process guides teachers in making decisions about future instruction. Here are a few examples that may be used in the classroom during the formative assessment process to collect evidence of student learning. http://wvde.state.wv.us/teach21/ExamplesofFormativeAssessment.html Observations http://wvde.state.wv.us/teach21/Observations.html Questioning http://wvde.state.wv.us/teach21/Questioning.html Discussion http://wvde.state.wv.us/teach21/Discussion.html Exit/Admit Slips http://wvde.state.wv.us/teach21/ExitAdmitSlips.html Learning/Response Logs http://wvde.state.wv.us/teach21/LearningResponseLogs.html Graphic Organizers http://wvde.state.wv.us/strategybank/GraphicOrganizers.html Peer/Self Assessments http://wvde.state.wv.us/teach21/PeerSelfAssessments.html Practice Presentations http://wvde.state.wv.us/teach21/PracticePresentations.html
25 Visual Representations http://wvde.state.wv.us/teach21/VisualRepresentations.html Kinesthetic Assessments http://wvde.state.wv.us/teach21/KinestheticAssessments.html Individual Whiteboards http://wvde.state.wv.us/teach21/IndividualWhiteboards.html Laundry Day http://wvde.state.wv.us/teach21/LaundryDay.html Four Corners http://wvde.state.wv.us/teach21/FourCorners.html Constructive Quizzes http://wvde.state.wv.us/teach21/ConstructiveQuizzes.html Think Pair Share http://wvde.state.wv.us/strategybank/Think-Pair-Share.html Appointment Clock http://wvde.state.wv.us/teach21/AppointmentClock.html Interactive Rubrics as Assessment for Learning http://www.edutopia.org/blog/interactive-rubrics-assessment-for-learning-michelle-lampinen Dipsticks, Effective Ways to Check for Understanding http://www.edutopia.org/blog/dipsticks-to-check-for-understanding-todd-finley Developing and Using Summative Assessments The goal of summative assessment is to evaluate student learning at the end of an instructional unit by comparing it against some standard or benchmark. Summative assessments are often high stakes, which means that they have a high point value. Examples of summative assessments include: • a midterm exam • a final project • a paper • a senior recital
26 Information from summative assessments can be used formatively when students or faculty use it to guide their efforts and activities in subsequent courses. http://www.cmu.edu/teaching/assessment/basics/formative-‐summative.html http://www.education.com/reference/article/formative-‐and-‐summative-‐ assessment/ Additional Information will be inserted by the assessment team. That information will include: • The district assessment calendar. • A description of the district assessments and their purpose • Resources on the principles of summative assessment development
27 Section III: How will we get students there? The third question in the Teaching and Learning Framework identifies those strategies and practices that will assist in answering the question, How will we get students there? This is a question about instructional practices. The answer to this question lies in those strategies and practices that, when used get students to reach the standards. Lesson Planning A lesson plan is the instructor’s road map of what students need to learn and how it will be done effectively during the class time. Before you plan your lesson, you will first need to identify the learning objectives for the class meeting. Then, you can design appropriate learning activities and develop strategies to obtain feedback on student learning. A successful lesson plan addresses and integrates these three key components: • Objectives for student learning • Teaching/learning activities • Strategies to check student understanding http://www.crlt.umich.edu/gsis/p2_5 For over a decade, TeAchnology has been providing free and easy to use resources for teachers dedicated to improving the education of today's generation of students. We feature 46,000+ lesson plans, 10,200 free printable worksheets, rubrics, teaching tips, worksheet makers, web quests, math worksheets, and thousands of other great teacher resources. We are the online teacher resource that is designed to help busy Kindergarten through High School teachers. http://www.teach-nology.com/Instructional Strategies
28 The following strategies are described by the National School Reform Faculty (NSRF). Each of these items can be retried from: http://www.nsrfharmony.org/free- resources/protocols/classroom Affinity Mapping: http://www.nsrfharmony.org/system/files/protocols/affinity_mapping_0.pdf Description: This activity works best when begun with an open-ended analytic question that asks for defining elements of something, or that has many answers and thereby provides many points of entry for deepening a conversation. All Aboard: http://www.nsrfharmony.org/system/files/protocols/all_aboard_0.pdf The All Aboard is a wooden platform approximately 24 inches in square and 8 inches thick. The task for the group is to place all the members of the group on the platform so that everyone in the group is on the platform at the same time and not in contact with the ground for a specified amount of time. ATLAS Looking at Data: http://www.nsrfharmony.org/system/files/protocols/atlas_looking_data_0.pdf Data is the centerpiece of the group discussion. The following guidelines can help in selecting data or artifacts that will promote the most interesting and productive group discussions. Data or artifacts that do not lead to a single conclusion generally lead to rich conversations. Barriers or Bridges: A Matter of Perspective and Attitude: http://www.nsrfharmony.org/system/files/protocols/barriers_bridges_0.pdf It is easy to identify the many obstacles that create frustrations in education. It is just as easy to identify what we feel would be the solutions to eliminate those barriers. The trick is to learn how to create the bridges between the barriers and the solutions. Blind Count http://www.nsrfharmony.org/system/files/protocols/blind_count_0.pdf A group of 7-12 people who are blindfolded must get in sequential order without talking after each person is given a specific number that they are to represent. Blind Polygon http://www.nsrfharmony.org/system/files/protocols/blind_polygon_0.pdf Task: Once blindfolded, group members must find a rope, have each person connect on the rope, and form a geometric shape. Block Party: A Pre-reading Text-Based Activity http://www.nsrfharmony.org/system/files/protocols/block_party_0.pdf
29 Chalk Talk http://www.nsrfharmony.org/system/files/protocols/chalk_talk_0.pdf Charrette http://www.nsrfharmony.org/system/files/protocols/charrette_0.pdf Check in Circle http://www.nsrfharmony.org/system/files/protocols/check_circle_0.pdf Classroom Meeting http://www.nsrfharmony.org/system/files/protocols/classroom_meeting_0.pdf Community Agreements http://www.nsrfharmony.org/system/files/protocols/community_agreements_0.pdf Compass Points Activity http://www.nsrfharmony.org/system/files/protocols/north_south_0.pdf Compass Points Questions http://www.nsrfharmony.org/system/files/protocols/compass_points_0.pdf Connections http://www.nsrfharmony.org/system/files/protocols/connections_0.pdf Constructivist Learning Groups http://www.nsrfharmony.org/system/files/protocols/constructivist_lrng_grps_0.pdf Constructivist Listening Dyad - \"The Dyad\" http://www.nsrfharmony.org/system/files/protocols/dyad_1.pdf Consultancy http://www.nsrfharmony.org/system/files/protocols/consultancy_0.pdf Continuum Dialogue http://www.nsrfharmony.org/system/files/protocols/continuum_dialogue_0.pdf Courageous Conversations Compass http://www.nsrfharmony.org/system/files/protocols/courage_compass_0.pdf Cows, Ducks and Chickens http://www.nsrfharmony.org/system/files/protocols/cows_ducks_chickens_0.pdf Creating Metaphors http://www.nsrfharmony.org/system/files/protocols/creating_metaphors_0.pdf Day in the Life Student Journal http://www.nsrfharmony.org/system/files/protocols/slice_student_journal_0.pdf Description of Open Space http://www.nsrfharmony.org/system/files/protocols/ost_description_0.pdf Descriptive Consultancy http://www.nsrfharmony.org/system/files/protocols/descriptive_consultancy_0.pdf Diversity Rounds http://www.nsrfharmony.org/system/files/protocols/diversity_rounds_0.pdf Dyad - The Constructivist Listening Dyad http://www.nsrfharmony.org/system/files/protocols/dyad.pdf Equity Perspectives: Creating Space for Making Meaning on Equity Issues http://www.nsrfharmony.org/system/files/protocols/12_perspectives_equity_1.pdf Equity Stances Activity http://www.nsrfharmony.org/system/files/protocols/equity_stances.pdf Feedback Carousel http://www.nsrfharmony.org/system/files/protocols/feed_back_carousel.pdf
30 Feedback Nightmares http://www.nsrfharmony.org/system/files/protocols/feedback_nightmares.pdf Final Word http://www.nsrfharmony.org/system/files/protocols/final_word_0.pdf First Ask, Then Listen: How to Get Your Students To Help You Teach Them Better: A Teachers Guide http://www.nsrfharmony.org/system/files/protocols/first_ask_manual_0.pdf Forming a Triangle http://www.nsrfharmony.org/system/files/protocols/forming_triangle.pdf Forming Ground Rules http://www.nsrfharmony.org/system/files/protocols/forming_ground_rules.pdf Fortune Cookie Warm-Up http://www.nsrfharmony.org/system/files/protocols/fortune_cookie_0.pdf Four A's Text Protocol http://www.nsrfharmony.org/system/files/protocols/4_a_text_0.pdf Framing Consultancy Dilemmas and Consultancy Questions http://www.nsrfharmony.org/system/files/protocols/framing_dilemmas.pdf Future Protocol (a.k.a \"Back to the Future\") http://www.nsrfharmony.org/system/files/protocols/future.pdf Ghost Visit http://www.nsrfharmony.org/system/files/protocols/ghost_visit.pdf Group Juggle http://www.nsrfharmony.org/system/files/protocols/group_juggle.pdf Hog Call http://www.nsrfharmony.org/system/files/protocols/hog_call.pdf Ice Breakers and Warm-Ups http://www.nsrfharmony.org/system/files/protocols/icebreakers_0.pdf Individual Monthly Action Plan (I-MAP) http://www.nsrfharmony.org/system/files/protocols/imap_0.pdf Individual Monthly Action Plan for Groups http://www.nsrfharmony.org/system/files/protocols/group_imap.pdf Indoor Volleyball http://www.nsrfharmony.org/system/files/protocols/indoor_volleyball.pdf Inquiry Circles: a Protocol for Professional Inquiry http://www.nsrfharmony.org/system/files/protocols/inquiry_circles.pdf Issaquah Protocol http://www.nsrfharmony.org/system/files/protocols/issaquah.pdf It Takes a Village http://www.nsrfharmony.org/system/files/protocols/it_takes_a_village.pdf Jigsaw Description http://www.nsrfharmony.org/system/files/protocols/jigsaw_0.pdf Jumping Jack Flash http://www.nsrfharmony.org/system/files/protocols/jumping_jack_flash_0.pdf Keep It Up http://www.nsrfharmony.org/system/files/protocols/keep_it_up_0.pdf Learning From Speakers Protocols
31 http://www.nsrfharmony.org/system/files/protocols/speakers_0.pdf Let's Figure It Out... Group Math http://www.nsrfharmony.org/system/files/protocols/group_math_0.pdf Liar's Poker http://www.nsrfharmony.org/system/files/protocols/liars_poker_0.pdf Line Up http://www.nsrfharmony.org/system/files/protocols/line_up_0.pdf Logistics for Open Space http://www.nsrfharmony.org/system/files/protocols/ost_logistics_0.pdf Making Meaning Protocol http://www.nsrfharmony.org/system/files/protocols/making_meaning_0.pdf Making Meaning Protocol: The Storytelling Version http://www.nsrfharmony.org/system/files/protocols/making_meaning_storytelling_0. pdf Microlab Guidelines http://www.nsrfharmony.org/system/files/protocols/microlab_guidelines_0.pdf Mine Walk http://www.nsrfharmony.org/system/files/protocols/mine_walk_0.pdf Mississippi Hot Chocolate Swamp http://www.nsrfharmony.org/system/files/protocols/hot_chocolate_swamp_0.pdf Modeling the Consultancy Protocol Using an Interactive Fishbowl http://www.nsrfharmony.org/system/files/protocols/interactive_fishbowl_0.pdf Multiple Perspectives Protocol http://www.nsrfharmony.org/system/files/protocols/multiple_perspectives_0.pdf Networking Protocol http://www.nsrfharmony.org/system/files/protocols/networking_0.pdf North, South, East and West: an Exercise in Understanding Preferences in Group Work (Compass Points) http://www.nsrfharmony.org/system/files/protocols/north_south_1.pdf Notes on Open Space http://www.nsrfharmony.org/system/files/protocols/ost_notes.pdf Open Space Technology Materials http://www.nsrfharmony.org/system/files/protocols/ost_logistics.pdf Orchard Cove Protocol http://www.nsrfharmony.org/system/files/protocols/orchard_cove.pdf Pair Communication: Active-Listening Exercise http://www.nsrfharmony.org/system/files/protocols/pair_communication.pdf Paseo (or Circles of Identity Activity) http://www.nsrfharmony.org/system/files/protocols/paseo.pdf Peeling the Onion: Developing a Problem Protocol http://www.nsrfharmony.org/system/files/protocols/peeling_onion_0.pdf Ping Pong Protocol: a Consultancy for Groups http://www.nsrfharmony.org/system/files/protocols/ping_pong.pdf Pocket Guide to Probing Questions http://www.nsrfharmony.org/system/files/protocols/probing_questions_guide.pdf ProMISE Protocol: using the Courageous Conversation Compass with a Text
32 http://www.nsrfharmony.org/system/files/protocols/promise_0.pdf Quotes for Closings http://www.nsrfharmony.org/system/files/protocols/quotes_closings.pdf Realms of Concern and Influence http://www.nsrfharmony.org/system/files/protocols/realms_concern_influence_0.pdf Reflections on Adapting/Creating Protocols http://www.nsrfharmony.org/system/files/protocols/reflections_adapting_0.pdf Reflections Sheets http://www.nsrfharmony.org/system/files/protocols/reflections_0.pdf Right Family http://www.nsrfharmony.org/system/files/protocols/right_family_0.pdf Save the Last Word For Me http://www.nsrfharmony.org/system/files/protocols/save_last_word_0.pdf School Walk Protocol http://www.nsrfharmony.org/system/files/protocols/school_walk_0.pdf Scrambled Sentences http://www.nsrfharmony.org/system/files/protocols/scrambled_sentences_0.pdf Ship Into Port http://www.nsrfharmony.org/system/files/protocols/ship_into_port_0.pdf Spider's Web http://www.nsrfharmony.org/system/files/protocols/spiders_web_0.pdf Student Work Gallery http://www.nsrfharmony.org/system/files/protocols/student_work_gallery_0.pdf Success Analysis Protocol http://www.nsrfharmony.org/system/files/protocols/success_analysis_cfg_0.pdf Success Analysis Protocol a Protocol for Reflection and Analysis (Extended Form) http://www.nsrfharmony.org/system/files/protocols/success_analysis_long_0.pdf Success Analysis Protocol a Protocol for Reflection and Analysis (Project Version) http://www.nsrfharmony.org/system/files/protocols/success_analysis_project_0.pdf Success Analysis Protocol with Reflective Questions http://www.nsrfharmony.org/system/files/protocols/success_analysis_reflective_0.pdf Talking Stick Ceremony http://www.nsrfharmony.org/system/files/protocols/talking_stick_0.pdf Text Rendering Experience http://www.nsrfharmony.org/system/files/protocols/text_rendering_0.pdf Text-Based Seminar http://www.nsrfharmony.org/system/files/protocols/text_based_seminar_0.pdf Text-Based Seminar Guidelines http://www.nsrfharmony.org/system/files/protocols/text_based_guidelines_0.pdf Thinking out of the Box http://www.nsrfharmony.org/system/files/protocols/thinking_out_box_0.pdf Thirty-Minute Protocols http://www.nsrfharmony.org/system/files/protocols/30_minute_0.pdf Three Levels of Text Protocol http://www.nsrfharmony.org/system/files/protocols/3_levels_text_0.pdf Together We Can Make a Difference - Classroom Design for Beginning Teambuilding
33 http://www.nsrfharmony.org/system/files/protocols/classroom_teambuilding_0.pdf Touch My Can http://www.nsrfharmony.org/system/files/protocols/touch_my_can_0.pdf Tower of Brahm http://www.nsrfharmony.org/system/files/protocols/tower_of_brahm_0.pdf Traffic Jam http://www.nsrfharmony.org/system/files/protocols/traffic_jam_0.pdf Tuning Protocol http://www.nsrfharmony.org/system/files/protocols/tuning_0.pdf Tuning Protocol Guidelines http://www.nsrfharmony.org/system/files/protocols/tuning_guidelines_0.pdf Tuning Protocol-Tuning a Plan http://www.nsrfharmony.org/system/files/protocols/tuning_plan_0.pdf Twelve Perspectives on Equity - Equity Perspectives: Creating Space for Making Meaning on Equity Issues http://www.nsrfharmony.org/system/files/protocols/12_perspectives_equity_0.pdf Uranium Mine http://www.nsrfharmony.org/system/files/protocols/uranium_mine_0.pdf Village of 100 People http://www.nsrfharmony.org/system/files/protocols/village_100_people_0.pdf Wagon Wheels Brainstorm: Facilitation Notes http://www.nsrfharmony.org/system/files/protocols/wagon_wheels_0.pdf Warp Speed http://www.nsrfharmony.org/system/files/protocols/warp_speed_0.pdf Water Balloon Volleyball http://www.nsrfharmony.org/system/files/protocols/water_baloon_volleyball_0.pdf What, So What, Now What Protocol http://www.nsrfharmony.org/system/files/protocols/what_so_what_0.pdf Writing Workshop Feedback Protocol http://www.nsrfharmony.org/system/files/protocols/writing_workshop_0.pdf Zones of Comfort, Risk and Danger http://www.nsrfharmony.org/system/files/protocols/zones_of_comfort_0.pdf Equity 21 Equity Strategies http://www.lifescied.org/content/12/3/322.full Gender Equity Teaching Strategies http://www.docs-‐archive.com/Gender-‐Equity-‐Teaching-‐Strategies.pdf How Differentiated Instruction Helps Struggling Students http://www.acsa.org/FunctionalMenuCategories/media/LeadershipMagazine/200 7-‐archives/MarchApril2007/Differentiatedinstruction.aspx
34 21 Strategies to Promote Engagement http://www.ncbi.nlm.nih.gov/pmc/articles/PMC3762997/ Equity in the Classroom http://www.nassp.org/Portals/0/Content/48814.pdf Equity Literacy http://www.tolerance.org/blog/imagining-‐equity-‐literacy Rigor Recognizing Rigor in the Classroom http://www.principals.org/tabid/3788/default.aspx?topic=Recognizing_Rigor_in_Cl assrooms_Four_Tools_for_School_Leaders_ How to create Rigor in the Classroom http://www.ehow.com/how_7937949_create-‐rigor-‐classroom.html Practices for Rigor http://doe.sd.gov/readingup/documents/Practices_IncreaseRigor.pdf Rigor in the Classroom http://www.edimprovement.org/rigor-‐in-‐the-‐classroom/ The 4 Rs: Rigor in 21st Century Schools http://www.edutopia.org/envision-schools-rigor Defining Rigor http://www.serve.org/uploads/files/Defining%20Rigor.pdf Literacy Across the Curriculum
35 Section IV: What will we do if they are already there or not there yet? The third question in the Teaching and Learning Framework identifies those strategies and practices that will assist in answering the question, What do we do if students are already there or not there yet? This is a question about differentiating instruction to meet the needs of students at differing levels of achievement on particular objectives. Writing Strategies for Students with ADHD http://www.edutopia.org/blog/writing-strategies-students-with-adhd-tracy-collins Student-Driven Differentiated Instruction with \"I Choose\" http://www.edutopia.org/practice/student-driven-differentiated-instruction-i-choose Reaching All High School Students: A Multi-Tiered Approach http://www.edutopia.org/practice/reaching-all-high-school-students-multi-tiered- approach Academic Success for All Students: A Multi-Tiered Approach http://www.edutopia.org/practice/improving-learning-all-students-multi-tiered-approach Personalizing Engagement: Checking In Before They Check Out http://www.edutopia.org/blog/personalizing-engagement-with-check-ins-johanna-rauhala Olympic Gold in the Classroom: RTI http://www.edutopia.org/blog/intervention-rti-benefits-ben-johnson Supporting Behavioral Needs: A Multi-Tiered Approach http://www.edutopia.org/practice/supporting-behavioral-needs-multi-tiered-approach How to Implement Response to Intervention at the Secondary Level http://www.edutopia.org/blog/response-to-intervention-secondary-school-philip-caposey Intervention for Failing Students: What Matters Most? http://www.edutopia.org/blog/what-matters-most-student-academic-intervention-rebecca- alber
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