Agenda 1. Why were SHLCs created? 2. How were SHLCs created? 3. - - PowerPoint PPT Presentation
S tudent-Led H eterogeneous L earning C ommunities Next slide: Agenda 2 SHLCs = S tudent-led H eterogenerous L earning C ommunities Agenda 1. Why were SHLCs created? 2. How were SHLCs created? 3. What do SHLCs look like? 4. How do SHLCs
Next slide: Agenda
Agenda
SHLCs=Student-led Heterogenerous Learning Communities
1. Why were SHLCs created? 2. How were SHLCs created? 3. What do SHLCs look like? 4. How do SHLCs work? 5. Prerequisites and Implementation Process 6. Additional Benefits from SHLCs
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Next slide: question
1. Why were SHLCs created?
Next slide: hs quote
“Manfre, I know you will make a great math teacher someday, I mean it. And someday you will have a student as you were with
Good Luck. Best Wishes.
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Next slide: classroom concerns
SHLCs came from:
Addressing 2 classroom concerns:
○ Disengaged Students/Off-Task
(high and low) ○ Students lacked communicated reasoning (conceptual understanding of problem solving process)
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Next slide: the big problem
The Big Problem
Schools were made to prepare students for the real world, which in the past, focused on rote knowledge and automation.
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Next slide: influential people acknowledge problem
Influential People Acknowledging the Problem
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Jack Ma - Alibaba Sugata Mitra, Ph.D - New Castle University
“Does knowing really matter?”
Next slide: arne duncan
Influential People Acknowledging the Problem
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Arne Duncan - Former U.S. Secretary of Education “How Schools Work”
“We don’t need wrote knowledge anymore: we have the Internet and Wikipedia for
for the rest of their lives. We need kids who can think, not just recall. We need kids who are comfortable solving problems in a group, working together, supporting and challenging each other, and bringing out the best thinking in each other.”
Next slide: the workplace
Today’s Workplace
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Next slide: addressing the big problem
ADDRESSING THE BIG PROBLEM
How SHLCs were created.
Q: When is there communication and collaboration in a math class?
Next slide: we do
“We Do”
“You Do” “I Do”
A: During the “we do”
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Students facilitate whole class guided practice. Students facilitate small group guided practice. Teacher facilitates whole class guided practice. Next slide: engaged students
Tripod Data From 2017-18 report as teacher at Central Middle School
Engaged Students!
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During non-instructional time students preparing presentations Next slide: confidence
Student Confidence in Mathematical Communication
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Next slide: teacher pathways
Students see teaching as a viable career when they experience the joy as a student and as teacher in guided practice. Working in SHLCs, students grow confidence in their ability to communicate and see what makes makes teaching fun.
Teacher Pathways
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Beginning of 2018-19 SY End of Quarter 1, 2018-19 SY Next slide: what they look like
3. What do SHLCs look like?
Next slide: where they worked
Before Innovation Grant After Innovation Grant
Successfully Implemented in:
Middle Schools High Schools Public Title 1 Schools Private School Honolulu and Leeward Inclusion Classes General Education Classes Accelerated Classes 45 minutes 110 minutes EL Students Students with IEPs GT Students AVID Students +Other Classes
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Next slide: academic performance
Standardized Test Data Students have shown an average of >10% (17% was highest in 2013-14 SY) growth in math proficiency from previous years’ assessments
Student Academic Performance
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Next slide: student data from innovation grant
Student Data Taken This Year (for HIF grant purposes)
Student Perceptual Data of SHLCs
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On left is data taken from beginning of school year, on right is taken from end of Quarter 1.
Next slide: how do they work?
4.
Next slide: structures
Structures
3 Tiers of Understanding Physical Environment Protocols (How to Teach, How to Empathetically Explain)
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Next slide: 3 tiers
3 Tiers of Understanding
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Next slide: physical environment
Physical Environment
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Student-Led
Facilitation
Heterogeneous
By academic ability By social ability By behavior
Learning Community
4-6 students
Next slide: protocols
SHLC Protocols How to Teach
How to Empathetically Explain
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Next slide: how to teach
How to Teach Protocol
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1) Facilitator calls on any student to read the problem (and writes it down, unless it’s a word problem). 2) Learning Community determines what they are looking for and how they’ll get there. 3) Facilitator only writes down what students tell them. Saying “what do we do?”and why did we do that?” Students write down everything facilitator writes on board. 4) Learning Community comes to conclusion on how they know they’re right.
Next slide: scenario
Scenario
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Next slide: empathetic explanation
How to Empathetically Explain Protocol
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1) Listen to the other person. 2) Try to see how they could be correct, maybe both are correct. 3) If they are incorrect, explain A) How you are correct and/or B) How they are incorrect *It is the responsibility of the correct person to rectify the misunderstanding
Next slide: prerequisites and implementation
and Implementation Process
Next slide: prerequisites
Prerequisites
communities can reference (can be on the wall)
whole class adjustments
students understand their value in helping lower level students
misconception (errors are the most teachable moments) THERE CAN BE NO MISTAKE SHAMING
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Next slide: sharing with students
How to Introduce SHLCs to students
1) Review Tiers of Understanding (explaining and empathetic explaining are higher than just “doing”) 2) Review “How to Teach” and its collaborative purpose (everyone can facilitate and all students participate during each problem, emphasizing the “why” in the process) 3) Provide learning communities with low rigor problems at first and make sure they rotate facilitators after each problem
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Next slide: implementation
Implementation Process
remind learning communities that 1 person talks at a time, and the facilitator “directs traffic” in who should do the talking, with students being called on
The Classroom Teacher:
students (especially lower level) during process for each problem
their papers what is written on board (no spectators)
writing down what the learning community tells them (learning community is not copiers, they are collaborators)
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Next slide: additional supports
Additional Supports and Information
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Higher Level Students show most growth in academic performance. Mid and Lower Level Students also show growth, but need more opportunities for explaining and empathetic explanation in other parts of class time. Ex: Homework Gallery Walk Ex: Peer Review of Individual Work Lower Level Students need more frequent individual work for formative self-assessment. Ex: Formative Exit Slips, Homework Next slide: additional benefits
6. Additional Benefits of SHLCs
Next slide: teacher benefits
Teacher Benefits
whole class)
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Next slide: college and career readiness
The job market no longer desires rote knowledge
machines. SHLCs prepare students with the interpersonal collaborative skills of leadership, communication, and problem solving that cannot be automated.
College and Career Readiness
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Next slide: student input
Student Input
“Improves communication skills” “See how everyone thinks”
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Next slide: Takeaway
Takeaways
○ To optimize student work time, heterogeneously group students ○ Have a large board to reference for small group problem solving ○ Consider fully implementing SHLCs
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Next slide: Thanks!
Any questions?
You can find me at joe.e.manfre@gmail.com Access these slides at https://tinyurl.com/SHLC2018
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Credits
Special thanks to all the people who made and released these awesome google slide resources for free: ○ Presentation template by SlidesCarnival ○ Photographs by Unsplash
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