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Student Work Products by Quadrant
PG page 29
(Participant Guide pg. 21)
Teacher Question Stems by Quadrant
CHow are these similar/different?
How is this like…?
What’s another way we could say/explain/express that?
What do you think are some reasons/causes that…?
Why did…..changes occur?
What is a better solution to…?
How would you defend your position about that?
A
What is/are…?
How many…?
How do/does…?
What did you observe…?
What else can you tell me about…?
What does it mean…?
What can you recall…?
Where did you find that…?
Who is/are…?
How would you define that in your own terms?
D
How would you design a…to …?
How would you compose a song about…?
How would you rewrite the ending to the story?
What would be different today, if that event occurred as…?
Can you see a possible solution to…?
How could you teach that to others?
If you had access to all the resources, how would you deal with…?
What new and unusual used would you create for…?
B
Would you do that?
Where will you use that knowledge?
How does that relate to your experience?
What observations relate to…?
Where would you locate that information?
How would you illustrate that?
How would you interpret that?
How would you collect that data?
How do you know it works?
PG page 30
(Participant Guide pg. 22)
A B
C D• Lecture• Demonstration• Mnemonic devices• Guided practice• Games• Recognition / rewards• Summarizing• Advance organizers• Graphic organizers
• Similarities / differences• Compare / contrast• Metaphors / analogies• Analyzing perspectives• Cause / effect• Brainstorming• Inquiry• Literature• Research• Writing prompts
• Collaborative pairs• Problem-based learning• Review / re-teaching• Physical response• Instructional technology• Internship• Cooperative learning• Community service• Role play / simulation
• Presentation / exhibition• Project-based learning• Investigation• Invention• Experimental inquiry• Decision making• Abstracting• Work-based learning• Writing• Socratic seminar
Instructional Strategies by Quadrant
Inclusion ofa strategy in a
particular Quadrant is flexible, not absolute. It
indicates thatthe strategy
would be mosteffective in
supporting the level of student learning
associatedwith that quadrant.
(Similar to Participant Guide pg. 16)
Three Questions to Ask: Two Actions to Take:• Which quadrant does
your lesson plan reflect?
• Which quadrant did student performance reflect when you delivered the lesson?
• How do you know and what will you do as a result?
• End all lessons at higher rigor levels (analysis, synthesis, evaluation).
• Make certain students act upon or apply relevance in lessons frequently.
Making Rigor and Relevance Part of Every Day
Characteristics of a Performance TaskConsider the following when evaluating a Performance Task:• Essential: Measuring a key concept or skill (standards based)• Valid: Effectively measuring multiple standards• Authentic: Connecting learning to the world outside of school• Integrative: Synthesizing different aspects of learning• Engaging: Keeping ALL students involved• Structured: Giving clear, concise directions and
understandable outcomes• Equitable: Allowing for different learning styles• Scorable: Using a teacher-created rubric• Rigorous: Demanding higher-order thinking skills
6
Steps in Developing a Performance Task
7
Step 1
Determine a Focus1. Choose a standard2. Determine evidence of learning
Step 2
Create a Context1. Develop a background scenario2. Choose significant question or important
problem
Step 3
Write the Directions1. Write what students are to do2. Describe the product or performance
students are expected to develop
Step 4Processing of Content
1. Decide on an audience2. Develop a scoring guide
Lots of Questions…
How does this apply to me? Where do I fit in?
Schools and districts that have successfully gone down
the path of transforming learning and teaching have
learned that we cannot meet the challenges of bringing
all students to higher levels of achievement unless every
teacher and staff member lifts together.
Professional development and coaching will focus on
providing everyone with the examples, the time, and
the help they need to play their important part.
Where do I get the time to teach more rigorousand relevant lessons?
First, this effort to transform learning and teaching in every
CDSD classroom is a marathon, not a sprint. Successful
schools and districts have committed themselves to a steady,
gradual process of learning and implementing together.
Not every lesson is a ‘Quadrant D’ lesson. Critical ‘Quadrant A’
building block new knowledge and skills are always being
introduced and supported as students extend their
understanding.
Where do I get the time to teach more rigorousand relevant lessons? (continued)
Together we will all learn to think about questions like, ‘Which
quadrant does my lesson plan reflect?’ ‘Which quadrant did
student performance reflect when I taught the lesson?’
“How do I know and what will I do as a result?’
Another step toward more rigorous and relevant learning
and teaching is to end all lessons at higher levels of rigor
(analysis, synthesis, evaluation), and to apply some simple
strategies to make every lesson more relevant to all students.
Where do I get the time to teach more rigorousand relevant lessons? (continued)
Another lesson we can learn from other schools and districts
that have transformed learning and teaching is the old adage
‘form follows function.’ They have adjusted the way they do
things, how they use time and resources, so they can support
teachers as they work to meet their new goals.
This is all part of transforming what we do by everyone ‘getting
on the same page.’
Self-Reflection
• What will you do to help make
this three-year effort successful?
• What are steps you will take to help
transform learning and teaching in your
school?
From a Traditional Approach To a Transformed Approach
“Deliver" Instruction
Teacher centered
Classroom learning
Standardized approach
Learn to do
Content focused
Looking for the right answer
Teaching segmented
curriculum
Passive learning
opportunities
“Facilitate” Learning
Student centered
Learning anytime / anywhere
Personalized, differentiated
Do to learn
Application focused
Develop thinking
Integrating curriculum
Active learning
opportunities
Transforming Learning and Teaching
From a Traditional Approach To a Transformed Approach
Position (principal)
Manage the current system
Use experience to solve problems
Replicate practices with fidelity
Look to supervisors for answers
Rely on individual expertise
Authority
A shared team dis-position
Change the system
Learn new ways to adapt / change
Choose practices for learner
needs
Empower staff to take action
Share each other’s expertise
Collaboration
Transforming Instructional Leadership
From a Traditional Approach To a Transformed Approach
Vision set by top leadership
Priorities based on short-term results
Rigid structures to accommodate
adult needs
Top down management for ease of
administration
Teachers are object of change
Manage the system effectively and
efficiently
Vision set through collaboration
Priorities based on long-term
improvement
Flexible structures to support
learner needs
Top down support for bottom-up
change
Teachers are agents of change
Reinvent the system to support
powerful learning and teaching
Transforming Organizational Leadership
