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Improving Student Success Through PDAS
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Setting the Stage for Our Work Together

• Introductions
• Ground Norms
• Logistics
• Materials

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Objectives

• Evaluate the effectiveness of our own teaching
  practices
• Analyze classroom domains observed in PDAS
• Understand how to improve student success through
  PDAS

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A Vision for Success of My Student
My Special Student

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Definition of an Effective School

• An Effective School is one in which all the
  students learn the specified curriculum
  regardless of factors in their backgrounds which
  have ordinarily been identified as those which
  prevent such learning.

Lawrence Lezotte Learning for All
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A Vision of Success for ALL TEXAS Students
Success for EACH Texas Student
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Texas A Leader for the21st Century

• When comparing Texas student performance with
  that of other state student populations, what is
  most impressive is that Texas excels while
  serving one of the toughest (student
  populations) in the nation because of the high
  percentage of low-income families and large
  number of parents with limited education.

David Grissner Texas Lone Star
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A Shift in Teaching and Learning
National Perspective on the Shift in Teaching and
Learning

• Decrease
• Only whole-class, teacher-directed instruction
• Student passivity and prizing and rewarding of
  silence in the classroom classroom time devoted
  to fill-in-the-blank worksheets and other
  seatwork
• One-way transmission of information from teacher
  to student
• Only rote memorization of fact and details
• Teachers thinly covering large amounts of
  material in every subject area
• Tracking or leveling students into ability
  groups
• Use of and reliance on standardized tests

• Increase
• Experiential, inductive, hands-on learning
• Active learning in the classroom
• Diverse roles for teachers, including coaching,
  demonstrating, and modeling
• Emphasis on higher-order thinking, learning key
  concepts, and principles
• Deep study of a smaller number of topics
• Grouping, collaborative activity
• Choice for students
• Attention to the varying learning styles and
  other needs of individual students

Zemelman, Daniels, Hyde (1998) Adapted from
Best Practices New Standards for Teaching and
Learning in Americas Schools, 2nd edition
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A Shift in Teaching and Learning
Texas Perspective on the Shift in Teaching and
Learning

• Isolation
• Learning is other-directed
• Sort and select students
• Student differences are masked or acted upon when
  problematic
• A relatively narrow sense of intelligence
  prevails
• Whole-class instruction dominates
• Tests for pieces of learning
• Learning bits of information
• Time driven
• A single form of assessment
• Assessment most common at end of learning

• Collaboration and communication
• Learning is self-directed
• All students will learn
• Student differences are studied as a basis for
  planning
• A focus on multiple forms of intelligences is
  evident
• Many instructional arrangements are used
• Assess for continuous improvement
• Learning is relevant and connected to life and
  other disciplines
• Results driven
• Multiple forms of assessment are used
• Assessment ongoing and diagnostic

Adapted from various Texas Education Agency
documents
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3-2-1 Strategy
1) Recall your special student. 2) Select 3
practices that you feel would positively
impact your student. 3) Discuss 2 of the
practices with a partner. 4) Highlight the 1
practice that you feel would have the
potential for the most positive impact on your
student.
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Blooms Taxonomy
LEVEL
DEFINITION
Knowledge emphasizes rote recall
Recite the Pledge of Allegiance.
Comprehension requires students to
State the meaning of the rephrase information in
their own words Pledge. i.e. interpret
and rephrase
Application requires students to use info
How would you act if you to solve problems
were living by the Pledge?
Analysis requires students to take ideas
Compare the Pledge the Boy issues apart and
analyze their Scouts Oath.
Identify simila- components
rities and
differences.
Synthesis focuses on taking existing
Create a pledge for your elements and creating
something new school or class.
Evaluation requires judging the quality
Is a school or class pledge of of items based on
existing standards any use? Why or
why not?
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Development of State Curriculum
ESSENTIAL ELEMENT
TEKS
(SSGr. 4)
Explain basic facts about the founding of Texas
as a republic and state.
Analyze the causes, major events, and effects of
the Texas Revolution, including the battles of
the Alamo and San Jacinto.
(SSMiddle)
Describe the major events leading to the
independence and establishment of the United
States.
Analyze causes of the American Revolution,
including mercantilism and British economic
policies following the French and Indian War.
(SSHigh)
Analyze the division of powers between national
and state governments (federalism).
Evaluate the limits on the national and state
governments in the U.S. federal system and
explain why this new form of federalism was
adopted instead of a unitary system.
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Structure of Knowledge
Theory
Principle Generalization
Concepts
Concepts
Topic
Topic
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
FACTS
H. Lynn Erickson Adapted from Structure of
Knowledge
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Examining the Structure of Knowledge
Theory Is a conceptual idea that is yet to be
proven. Principle A form of generalization, but
is a truth that holds consistently through time.
Generalization Connection/relatedness of two
or more concepts. Concept An organizing idea,
represented by one or two words. Examples have
common attributes. Topic A category of study
with a body of related facts to be learned.
Fact A statement of truth.
H. Lynn Erickson Adapted from Structure of
Knowledge
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From ILT to ILD Moving Texas Forward
Examining the Structure of Knowledge,
Continued
LEVEL
EXAMPLE
Migration is a psychologically-driven response to
meet an internal need.
Theory
Principle/Generalization
People migrate to meet a variety of needs.
Migration may lead to new opportunities or
greater freedom.
migration needs opportunity freedom
Concept
Topic
Westward Movement
Early American settlers migrated west. Early
American settlers looked for new opportunities.
Fact
-from H. Lynn Erickson
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Level of Complexity
Evaluation
Synthesis
Level of Difficulty
Analysis
Application
Comprehension
Knowledge
Facts
Topics
Concepts
Generalizations/ Principles
Analysis Tool Blooms Taxonomy and Ericksons
Structure of Knowledge
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Role of Assessment
Assessment isnt something that comes at the end
of a unit to find out what students learned
rather it is todays means of understanding how
to modify tomorrows instruction.
Assessment always has more to do with helping
students grow than with cataloging their
mistakes.
Tomlinson (1999) The Differentiated Classroom
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Begin with the End in Mind
Adapted from Wiggins and McTighe, Understanding
by Design
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Curriculum/Instruction/Assessment
Thinking at High Cognitive Levels and Making
Connections
Instruction How (lesson attributes, designs,
strategies)
Curriculum What (TEKS/TAKS, district, campus,
teacher)
Quality Student Performance
Addressing the Varied Needs and Characteristics
of All Learners
Alignment of Learning Objectives
Assessment To what extent (TEKS/TAKS, district,
teacher)
Assessing Student Progress
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Lesson Attributes

• Objectives and Goals
• Engagement and Motivation
• Connections and Relevance
• Questioning and Inquiry
• Feedback and Reinforcement
• Monitoring and Assessment
• Application

Quality Student Performance
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Lesson Attributes
Objectives and Goals The teacher knows what
he/she wants the students to know and be able to
do at the end of the lesson. Objectives are
clear, specific, and include basic
knowledge/skills and central themes/concepts of
the discipline.
Quality Student Performance
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Lesson Attributes
Engagement and Motivation Research makes it
clear that all information taken into the brain
must first pass an attentional threshold. The
student must be engaged and interested in the new
learning in order to be self-directed/intrinsicall
y motivated and successful in learning.
Quality Student Performance
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Lesson Attributes
Connections and Relevance New learning must
build on prior knowledge, the hook on which to
hang the new. Teachers will be most successful
when they can connect new information to prior
knowledge and to various disciplines, as well as
make the learning relevant to the lives and
interests of the learners.
Quality Student Performance
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Lesson Attributes
Questioning and Inquiry The key to minds-on
learning and a strong check for understanding is
effective questioning and inquiry, both by the
teacher and by the student. Instruction should
be student-focused, inquiry-based, and directed
to students as thinkers and problem solvers.
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Lesson Attributes
Feedback and Reinforcement Timely, specific,
quality feedback helps students understand why
they are successful or unsuccessful in learning
and results in a higher level and frequency of
student commitment to the learning. Students are
then able to repeat their effort and succeed or
make adjustments in order to be more successful.
Reinforcing prior learning helps students retain
knowledge and extend learning as they apply
skills in multiple contexts.
Quality Student Performance
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Lesson Attributes
Monitoring and Assessment Effective monitoring
enables the teacher to have a conscious awareness
of where each student is in relation to the
learning objective. Formative and summative
assessment takes place during and after the
teaching of the lesson objective to provide data
regarding mastery of the learning to both the
teacher and the student.
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Lesson Attributes
Application Brain research supports the
opportunity for students to apply new learning,
thus making stronger connections and driving the
knowledge into long-term memory. Many of the
TEKS/TAKS skills require the application of
learning.
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Relationship Between Levels of Impact and
Components of Training
Levels of Impact
Knowledge
Application
Skill
Components of Training
National Staff Development Council Adapted from
Standards for Staff Development
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The Classroom Domains
Domain I Active, Successful Student
Participation in the Learning Process Domain II
Learner-Centered Instruction Domain III
Evaluation Feedback on Student Progress Domain
IV Management of Student Discipline,
Instructional Strategies, Time and
Materials Domain V Professional Communication
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Curriculum/Instruction/Assessment
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Would you like to be seen as
-Well advanced in an art, occupation, or branch
of knowledge -Adept -Skilled -Skillful -Expert -
having great knowledge and experience in a trade
or profession, -or having a thorough competence
derived from training and practice.
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Websters Ninth New Collegiate Dictionary
Proficient Well advanced in an art,
occupation, or branch of knowledge Synonyms
Adept, skilled, skillful, experthaving great
knowledge and experience in a trade or
profession, proficient implies a thorough
competence derived from training
and practice.
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Sample Lesson
View the following lesson from either the student
or the teachers point of view.
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Domain I and II
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Domain III, IV and IV
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Domain I and II
Domain I and II
Domain VIII
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Everyday is an opportunity
Success for EACH Texas Student
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Why do we need to improve everything?
All Tests ST AA H W 2006 66 48 53 80
2005 60 41 45 75 Source Texas
Education Agency
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Percent of Texas Population by Age Groupand
Ethnicity, 2000
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Percent of Texas Population by Age Groupand
Ethnicity, 2040
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Projected Percent of Net Change Attributable to
Each Race/Ethnicity Group for 2000-2040
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Projected Percent of Public Elementary and
Secondary Enrollment by Race/Ethnicity in 2000
and Projections for 2040
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Future Demands for Specific Programs
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A Vision of Success for ALL TEXAS Students
Success for EACH Texas Student
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Curriculum/Instruction/Assessment
Thank you for your attention and participation
today. Michael Webb, Administration
Specialist michael.webb_at_esc20.net
Quality Student Performance