Impact: The Pathway to Student Success

The pathway to student success COACHES.EDUCATORS.STUDENTS. VOLUME 1 ISSUE 3 SPRING 2022

Building Thinking Classrooms in Mathematics Hattie Check: Classroom Discussion

Layering Instructional Strategies Prosper Connects PD Block Party Content Updates: Looking Forward to Next Year

A Note from Your Coaches As the year comes to an end, we need to take time to reflect and celebrate the many accomplishments that have occurred! Learning was visible in classrooms and it was evident that doing what is best for kids is at the forefront of everyone's minds. As always, it is exciting to see the learning that we share with you transfer into the learning experiences that you provide for your students.

Looking forward to next year, our hope is that you are able to transfer the amazing things that you learned this year. We encourage you to take time at the end of the year to reflect on the progress of your students, their accomplishments, and how you can build on your successes in the coming year. When you begin thinking about the goals that you have for yourself and your students, we would love to partner with you to help support your vision!

Wend Lace n o e D r e a e l T iffan y r ek h eign Youn i y y S a G len y B H aney g le n N e ls o n Sover H ens

IMPACT

CONTENTS 4 Instructional Strategies that Support High Quality Instruction

4 How can layering Instructional Strategies provide high-quality ! learning opportunities for your students?

6 What Are You Reading?

8 Prosper Connects 10 Hattie Check: Classroom Discussion 11 Math Content Updates

12 Science Content Updates 13 Social Studies Content Updates

6 What are you reading?

14 ELAR Content Updates

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Instructional Strat High Quality d Pyrami Priority

Plac ema t

Fifth graders in Mrs. Berry's class, utilized a variety of instructional strategies that built on one another when learning about ecosystems. They were able to share their learning with their peers and deepen their own understanding.

t Hot Sea

Con nect Dots the

CALL TO ACTION LACEY GLENN BAYLEE HENSLEY SHARON SOVEREIGN IMPACT MAGAZINE

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DEREK HANEY TIFFANY NELSON WENDI YOUNG

egies that Support Instruction Strategies are....

Process Focused Cross Curricular Can be used multiple times throughout a unit Can be implemented throughout the entire block

Activities are....

Content Focused Specific to One Content Area One and Done Multiple are needed to fill the block

Additional Resources

If you are interested in learning more, check out these resources.

photo courtesy of Amazon

photo courtesy of Amazon

photo courtesy of Amazon

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What We're Reading Photos courtesy of Prosper ISD

Building Thinking Classrooms in Mathematics: Grades K-12

Peter Liljedahl and Marlin May

As teachers, we sometimes find it hard to move beyond rote memorization and implement meaningful, engaging lessons. Author Peter Liljedahl has taken his fifteen years of research in the classroom and developed a practical guide to help teachers move towards a thinking classroom.

Why did you choose to read this book?

We noticed it was getting a lot of attention in secondary, so it piqued our interest. The evidence of student growth and engagement was indisputable.

What did you like about this book?

Each chapter was broken down and explained in an easy-to-understand and apply format for each grade level. It wasn't another "thing" but a better way to do the "things".

Did you race to the end of the book or was it a slow read for you?

I (Kim) actually read about a chapter a day, it unfolded like puzzle pieces and it made me want to keep going.

Which part of the book has stuck with you the most?

The vertical workspace on whiteboards as the thinking tasks! Something so simple can make such a huge impact on student engagement, discourse, and growth.

Was any part of the book so impactful for you that you re-read it?

Yes, the chapter on effective note-taking and the chapter on building student autonomy was great!

How does this book support the work that we are doing?

It aligns with our PISD Math philosophy and research-based best practices.

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Photo courtesy of Amazon

Additional Resources

@Pgliljedahl Peter Liljedahl

Photos courtesy of Peter Liljedahl's personal Twitter account

"Game changer! Math teachers owe it to themselves to read this book."

Check out the Podcast

Photos courtesy of Building Thinking Classrooms

Check out the Building Thinking Classrooms in Mathematics: Elementary Focus Novel in an Hour at Prosper Connects on June 1st from 1:00-2:30

Check out the companion website to access reproducible materials and additional resources.

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Five TO

@ISTE ISTE

@Seidlitz_Ed Seidlitz Education

@Region10ESC Region 10

@Pgliljedahl Peter Liljedahl

FOLLOW

@ArgumentDriven

Argument Driven Inquiry

us t o r o f t n u o c c a r e S h a r e a T w it t fo llo w .

ck! a b d e e f r u o y t We wan our y e r a h s o t m for Complete this ntinue o c n a c e w w o th thoughts abou zine a g a m r u o h g rou to serve you th publication.

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Hattie Check "Classroom d iscussion allow s students to im prove communicatio n skills by voic ing their opinions and thoughts ."

-John Hattie

ut ore abo m t u o k Chec ns by iscussio D m o o Classr visiting ing.org le-learn ib is v / https:/

Through John Hattie's research, we know that classroom discussion has an impressive effect size of 0.82. Through classroom discussion, students are able to share their thinking and voice their opinions with their peers, as well as learn from one another's thinking. As a classroom teacher, classroom discussions can be powerful in helping you to gain clarity on the level of understanding that your students have gained, any misconceptions that they may have, and any areas that you would want to revisit as a class to help your students gain clarity around their learning. Like everything that we do in the classroom, discussions can be powerful when implemented in the right way with intentionality and when the teacher utilizes the information gained to adjust their tier 1 instruction to best meet the needs of their students.

Photos courtesy of Illuminate Education

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Check out this article from I Illuminate Education where Debra Russell shares more about the power of classroom discussions.

How powerful is student dialogue?

Math Content Updates

What has been the biggest takeaway from Collaborator Meetings over the past couple of months? What can we look forward to going into next year?

During our Math Collaborations this year we wanted to focus on instruction and student learning. We centered our work around learning opportunities, student discourse, and the use of CPA (concrete, pictorial, abstract) in the math classroom. We grounded our work in Peter Liljedahl's book, Building Thinking Classrooms in Mathematics, and how simple changes to our instruction can increase student performance. Our teachers were able to participate in using vertical workspaces to solve math problems that included multiple standards, allowed for multiple entry points, and built capacity in all group members because of the discourse that took place. Our big takeaway in math is less is more. What can we put in front of students that promotes critical thinking, problem-solving, and allows for collaboration and exploration? An independent worksheet is not the answer.

However, what if we take a problem that is pulled from a district resource, place it on a vertical workspace, and allow student groups to tackle the work together while we ask questions by popping into each group. Our constant focus on CPA helps students build bridges between the three so that they can make sense of and go back and forth when needed between each connected “island” depending on the context. Let’s get students talking, exploring, and discovering so that they can take charge of their own learning!

If I wanted to spend time this summer diving into new learning, what would you recommend?

If you are looking for a book to read this summer, we would recommend Building Thinking Classrooms in Mathematics by Peter Liljedahl. It is a great book that everyone should check out!

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Science Content Updates

What has been the biggest takeaway from Collaborator Meetings over the past couple of months?

In collaborators, my biggest takeaway was using the learning ladder to break down process standards. In science this was a game changer. Our process standards are overlooked many times, but are truly the foundation of our district philosophy and what science instruction should look like in our classrooms.

What can we look forward to going into next year?

Next year our essential standards will be broken down into success criteria and CFA ideas will be provided in our UFDs. These will be linked in Stage 2 as "Other Evidence of Learning".

If I wanted to spend time this summer diving into new learning, what would you recommend?

For our 3-5th grade teachers, I would recommend reading and learning about Argument Driven Inquiry (ADI). You can learn more about ADI by checking out ______. All grade level teachers should be reading about the new TEKS in Texas that have now been posted on the TEA website. These new TEKS are rooted in the national standards called NGSS that are written around a three-dimensional framework design. Reading up on this, called the K-12 Framework for Science Education, would be beneficial for all teachers since our new standards are similar.

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ELAR Content Updates

What has been the biggest takeaway from Collaborator Meetings over the past couple of months?

Word Talks are all the craze in ELAR! Moving forward, we want to make sure that we are creating opportunities for highly engaging opportunities to be highly intentional in supporting phonics instruction in grades PK-5 across the district.

What can we look forward to going into next year?

We are moving forward with a greater understanding of how to use running records and writing samples to be responsive to our students. This evidence-based data partnered with our understanding from the Reading Academy (Science of Teaching Reading), and we are preparing to make a greater impact for all learners!

If I wanted to spend time this summer diving into new learning, what would you recommend?

Shifting the Balance 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom by Jan Burkins and Kari Yates Although this has a target audience of K-2, it would be a great read for all PK-5 teachers!

Photos courtesy of Stenhouse Publishing

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Collaborator meetings have been great! We have reviewed the curriculum and made small changes as necessary. We've also written CFAs and success criteria for essentials in most grades. In Kindergarten, we talked about meaningful ways to incorporate Purposeful Play.

What can we look forward to going into next year?

Next year, you can expect to see continued greatness in social studies!

If I wanted to spend time this summer diving into new learning, what would you recommend?

Purposeful Play by Kristine Mraz Visible Learning in Social Studies by John Hattie

Photos courtesy of Corwin IMPACT MAGAZINE

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Photos courtesy of Amazon

Social Studies Content Updates

What has been the biggest takeaway from Collaborator Meetings over the past couple of months?

Citations Beene, T. (2019). Teaching Social Studies to ELLs (1st ed.). Seidlitz.

Building Thinking Classrooms: An Interview with Peter Liljedahl. (n.d.). Building Thinking Classrooms.

Retrieved May 20, 2022, from https://buildingthinkingclassrooms.com/podcasts/ Burkins, J., & Yates, K. (2021). Shifting the Balance: 6 Ways to Bring the Science of Reading into the Balanced Literacy Classroom (paperback ed.). Stenhouse Publishers.

Hattie, J., Stern, J., Fisher, D., & Frey, N. (2020). Visible Learning for Social Studies, Grades K-12: Designing Student Learning for Conceptual Understanding (Corwin Teaching Essentials) (1st ed.).

Corwin.

Knight, J. (2019). The Instructional Playbook: The Missing Link for Translating Research into Practice (Illustrated ed.). One Fine Bird Press.

Liljedahl, P. (2020). Building Thinking Classrooms in Mathematics, Grades K-12: 14 Teaching Practices for Enhancing Learning (Corwin Mathematics Series) (First ed.). Corwin.

Silver, H. F., Strong, R. W., & Perini, M. J. (2007). The strategic teacher: Selecting the right researchbased strategy for every lesson (Merrill Education. Association for Supervision and Curriculum Development.

Mraz, K., Porcelli, A., & Tyler, C. (2016). Purposeful Play: A Teacher’s Guide to Igniting Deep and Joyful Learning Across the Day (Illustrated ed.). Heinemann.

Professor Hattie on how to improve learning in the classroom. (2015, December 18). YouTube. Retrieved May 20, 2022, from https://www.youtube.com/watch?v=pnz6Tpm32JM

Russell, D. (2019, April 11). Lessons from John Hattie: Unlocking the Power of Classroom Discussion.

Illuminate Education. Retrieved May 20, 2022, from https://www.illuminateed.com/blog/2019/04/lessons-from-john-hattie-unlocking-the-power-ofclassroom-discussion/

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Your Curriculum & Instruction Team Math Coordinators

Science Coordinator

Erin McWilliams lemcwilliams@prosper-isd.net

kaburch@prosper-isd.net

Kim Burch

Brooke Morphew bmmorphew@prosper-isd.net

@leerinmcwilliams

@kaburch1981

@BrookeMorphew17

ELAR Coordinators

Social Studies Coordinator

jamorris@prosper-isd.net

pamyrie@prosper-isd.net

Tricia Myrie

Lindsey Leeper lbleeper@prosper-isd.net

@Jenfa78Morris

@TriciaMyrie

@leeper_lindsey

Jennifer Morris

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Elementary Coaching Site

In Prosper ISD, we believe that

everybody deserves a coach.

Prosper Independent School District 605 E. Seventh Street Prosper, TX 75078 469-219-2000 www.prosper-isd.net