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Navigating Phases of Learning through Interdisciplinary Practices

October 27, 2023

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What? Define Phases of Learning (Surface, Deep, and Transfer) Define interdisciplinary teaching Establish your PD direction	Why? This format of professional development is designed to personalize opportunities for teachers to grow. Surface-level knowledge, deep understanding, and goal setting will result in more purposeful growth/transference.
How? Share Intros/Intentions - Speed Dating Define Phases of Learning Define Interdisciplinary models/design Work Time: Plan/Collaborative doc Write PPG→ What is your actual goal?	Success Criteria Today: Teachers have written a PPG which reflects their goals for engaging in PD. By Spring 2024: Teachers will deepen their knowledge of phases of learning and/or interdisciplinary practices and develop an artifact to demonstrate their learning and classroom application.

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Speed-Round Intros

Brian Sniff

Nelson Brownell

Jenny Klemme

Jane Matter

Shawn Upton

Melinda Larson-Horne

Interdisciplinary connections
Coaching support for phases of learning in lessons, assessments, and proficiency scales

Levels of learning for literacy in business
Concept mapping

Interdisciplinary knowledge in practice
Understanding bridges/connections between disciplines.

Bridging content across discipline from observations

Interdisciplinary knowledge in practice, research, and leadership
Better understanding of middle school offerings/framework

Phases of Learning Progressions +
Proficiency scales

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Speed Dating

Name
Primary school and subject(s)
What are you hoping to gain/learn from this PD?

Look for a “match” for future collaboration

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PD Progression

5/3

Deep

Strategies

Transfer:

Artifact Sharing

Establish

PPG Goal

Know-Do-Be

Bridge

Lessons +

Strategies

Collaboration

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Phases of Learning Overview

SURFACE

“I know things.”

DEEP

“I can do things.”

TRANSFER

“I can apply things.”

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Phases of Learning Overview

Learning is a process, not a hierarchy. Learning is cyclical, not linear.

Surface, deep, and transfer are fluid - all three are equally important.

Teaching and learning require a balance of surface, deep, and transfer opportunities.

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Phases of Learning Overview: SURFACE

“Surface learning does not mean superficial learning. Rather, surface learning is a time when students initially are exposed to concepts, skills, and strategies. Surface learning is critical because it provides a foundation on which to build as students are asked to think more deeply.”

- Hattie, Fisher and Frey (Visible Learning for Mathematics, 2017)

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Phases of Learning Overview: SURFACE

Surface = Knowing

Building knowledge

Checking for understanding

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Phases of Learning Overview: DEEP

“We define deep learning as a period when students consolidate their understanding and apply and extend some surface knowledge to support deeper conceptual understanding… We think of this as a ‘sweet spot’ that will often take up more instructional time, but can be accomplished only when students have the requisite knowledge to go deeper.”

- Hattie, Fisher and Frey (Visible Learning for Mathematics, 2017)

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Phases of Learning Overview: DEEP

Developing conceptual understanding

Applying conceptual understanding

Consolidating Learning

You can’t teach deep learning;

Students have to communicate

(speaking, writing)

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Phases of Learning Overview: TRANSFER

“Transfer learning [is] the point at which students take their consolidated knowledge and skills and apply what they know to new scenarios and different contexts. It is also a time when students are able to think metacognitively, reflecting on their own learning and understanding.”

- Hattie, Fisher and Frey (Visible Learning for Mathematics, 2017)

Water

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Phases of Learning Overview: TRANSFER

Water

Making meaning

Building contextual understanding

Solving complex problems

Expanding breadth of learning

(vs. depth)

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Interdisciplinary Teaching: Defined

Multidisciplinary

Juxtaposing disciplines in order to add to student understanding.

Interdisciplinary

Synthesis of two or more disciplines.

Integration of knowledge

Transdisciplinary

Themes which subordinate disciplines. Whole systems.

Curriculum Integration

Organized around significant problems and issues identified by both educators and students, with no regard for subject. Think inquiry.

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Approaching Interdisciplinary Opportunities

Step 1:

Look for moments of curricular overlap

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Approaching Interdisciplinary Opportunities

Step 2: Choose a theme and a shared summative assessment

Theme: Scientific research and argument

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Approaching Interdisciplinary Opportunities

Step 3: Build knowledge and inquiry for each discipline

Student choice and voice

Creating an open- ended theme or topic (Not too specific)

Informed consent, medical records privacy, and communication with tissue donors and research participants.

Racial conflict, evolution, speech capabilities in apes, primate physiology, primate intelligence

Social justice and women's rights, toxins, makeup/beauty product testing, safety laws

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2nd Date

Reflect on reviewed learning
Reflect on new learning
How could this influence your classroom practices?

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PPG-Centric PD

Phases of Learning

Interdisciplinary Collaboration

PPG Goal

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For Next Time…

Submit your PPG doc here.
Finalize PPG: What is the classroom initiative, strategy, product, learning that you are hoping to really focus on as your main artifact?
Brainstorm artifact→How are you hoping to show that you can transfer what you have learned here into your classroom?
Gather materials for adding depth, establishing baseline resources

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Your Feedback…

Check your email from Danielle
Help Us Help You

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PPG-Centric PD

Phases of Learning

Interdisciplinary Collaboration

PPG Artifact

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Navigating Phases of Learning through Interdisciplinary Practices

November 27, 2023

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What? I can evaluate how concept mapping might most benefit my practice I can apply generate, sort, connect, and elaborate procedures to create a concept map I can practice and implement the Know-Do-Be Bridge OR surface learning strategies	Why? This format of professional development is designed to personalize opportunities for teachers to grow. Surface-level knowledge, deep understanding, and goal setting will result in more purposeful growth/transference.
How? Concept Mapping - Modeling and surface-level practice Differentiated Mini-Lessons and Practice: Collaborative understanding of alignment methods which can be used when structuring interdisciplinary curriculum Surface learning strategies jigsaw Independent or collaborative work time	Success Criteria Today: Teachers will employ strategies to organize ideas, to teach at the surface level, and/or to recognize interdisciplinary opportunities. By Spring 2024: Teachers will deepen their knowledge of phases of learning and/or interdisciplinary practices and develop an artifact to demonstrate their learning and classroom application.

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Today’s Agenda

11:00-11:05	Intro + Clarity
11:05-11:35	Guided Instruction: Concept Mapping Warm-up/Benefits (5 minutes) Generate (5 minutes) Sort (5 minutes) Connect (5 minutes) Elaborate (5 minutes) Questions/Closure (5 minutes)
11:35-12:05	Direct + Guided Instruction (PHS 237): Interdisciplinary Practices: Know-Do-Be Bridge Phases of Learning: Strategies for Surface-Level Learning
12:05-12:45	Collaborative or Independent Learning

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Thanksgiving Throwdown:

Goal: With a partner, develop a list of > 15

Concepts
Terms
People
Places

Related to 🦃 break

🤔 Cadence, Dennis, home gym, clips

💡 Shoes, screen, HIIT, Kendall

🚀 Music, strength, leaderboard, yoga

🎉 Low impact, high fives, scenic, meditation

🌟 Weights, classes, resistance, output�😱 Intervals, avg., best, cooldown

��

Social Share: With another duo…

How many terms?
What was it like combining your thoughts with a peer?

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The Magic of Concept Mapping

What if I told you that there was a thinking routine that can be used in ANY classroom and enables students to….

Visualize their thinking without slides or docs
Activate prior knowledge
Create a more holistic understanding of a topic
Have richer discussions
Continually self assess:

What are the goals for learning?
How am I progressing towards them?
What should I do next?

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The Magic of Concept Mapping in 4 Steps

Concept Mapping Step	What's Happening?	Connection with Learning Phases
1. Generate	Generating a list of ideas & initial thoughts about the topic.	Surface: Activating prior knowledge & generating ideas provides a foundational basis for a topic.
2. Sort	Categorizing: Similar ideas grouped. Organizing: Prominent ideas at the center, tangential ideas toward the outside.	Surface: Understanding meaning of concepts provides categories. Deep: Sorting involves evaluating ideas, promoting a deeper understanding of relationships between concepts.
3. Connect	Drawing lines between ideas that have a connection. Explaining connections in a short sentence.	Deep: Creating connections further promotes understanding relationships between concepts and a more holistic understanding of the topic.
4. Elaborate	Adding new ideas that add, expand, or extend initial thoughts.	Transfer: Elaborating pushes students toward application of knowledge in diverse and complex situations, as well as self-reflection.

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The Magic of Concept Mapping in 4 Steps

Concept Mapping Step	What's Happening?	Connection with Learning Phases
1. Generate	Generating a list of ideas & initial thoughts about the topic.	Surface: Activating prior knowledge & generating ideas provides a foundational basis for a topic.
2. Sort	Categorizing: Similar ideas grouped. Organizing: Prominent ideas at the center, tangential ideas toward the outside.	Surface: Understanding meaning of concepts provides categories. Deep: Sorting involves evaluating ideas, promoting a deeper understanding of relationships between concepts.
3. Connect	Drawing lines between ideas that have a connection. Explaining connections in a short sentence.	Deep: Creating connections further promotes understanding relationships between concepts and a more holistic understanding of the topic.
4. Elaborate	Adding new ideas that add, expand, or extend initial thoughts.	Transfer: Elaborating pushes students toward application of knowledge in diverse and complex situations, as well as self-reflection.

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Sort: Categorize, Organize, and Visualize �for Deep Learning

Categorize:

Organize:

Visualize:

Review your generated concepts
Place common concepts together
Title your category

Review categories: Rank from most central to least
Review concepts: Rank from most central to least

Topic is the 🌞
Central categories & terms
Marginal categories & terms

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Shawn’s Model for Sorting: �How He Sees Peloton

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Sort Application

Categorize

Organize

Visualize

Review terms and develop 2 categories

Rank categories: Most/least
Rank concepts,: Most to least

Canva templates make it

Pretty!
Easy!

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The Magic of Concept Mapping in 4 Steps

Concept Mapping Step	What's Happening?	Connection with Learning Phases
1. Generate	Generating a list of ideas & initial thoughts about the topic.	Surface: Activating prior knowledge & generating ideas provides a foundational basis for a topic.
2. Sort	Categorizing: Similar ideas grouped. Organizing: Prominent ideas at the center, tangential ideas toward the outside.	Surface: Understanding meaning of concepts provides categories. Deep: Sorting involves evaluating ideas, promoting a deeper understanding of relationships between concepts.
3. Connect	Drawing lines between ideas that have a connection. Explaining connections in a short sentence.	Deep: Creating connections further promotes understanding relationships between concepts and a more holistic understanding of the topic.
4. Elaborate	Adding new ideas that add, expand, or extend initial thoughts.	Transfer: Elaborating pushes students toward application of knowledge in diverse and complex situations, as well as self-reflection.

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Connect: Draw a Line, Explain, Discuss �For Deep Learning/Transfer

Draw a line: Identify two concepts that have something in common

Explain: Write a short sentence that sheds light on connection

Discussion: Have a STRONG basis for meaningful discussion

Goes beyond memorization
Promotes creativity
How does last week’s class connect to today?

Active and visual
Compare and contrast
Co-create: How do we see it?

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Connect Model

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Connect Application

Draw a line: Identify one pair with a creative or non obvious commonality

Explain: Write a short sentence that sheds light on the connection

Discussion: In a group of six

Category to category
Concept to concept

In group of six: Social share
Nominate: Who had most creative?

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The Magic of Concept Mapping in 4 Steps

Concept Mapping Step	What's Happening?	Connection with Learning Phases
1. Generate	Generating a list of ideas & initial thoughts about the topic.	Surface: Activating prior knowledge & generating ideas provides a foundational basis for a topic.
2. Sort	Categorizing: Similar ideas grouped. Organizing: Prominent ideas at the center, tangential ideas toward the outside.	Surface: Understanding meaning of concepts provides categories. Deep: Sorting involves evaluating ideas, promoting a deeper understanding of relationships between concepts.
3. Connect	Drawing lines between ideas that have a connection. Explaining connections in a short sentence.	Deep: Creating connections further promotes understanding relationships between concepts and a more holistic understanding of the topic.
4. Elaborate	Adding new ideas that add, expand, or extend initial thoughts.	Transfer: Elaborating pushes students toward application of knowledge in diverse and complex situations, as well as self-reflection.

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Elaborate: Add, Expand, and Extend �For Transfer with Sentence Stems

Add: Focuses on what can be done with concept in future

Expand: Reflects on personal experiences and metacognition

Extend: Shares additional context and learner’s perspective

A scenario when I might use [concept] is…

I used to think [x] about this concept and now I think [y].

I think [concept] is central to [topic] because…

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Elaborate Model: Expand

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Concept Map Closure

Big Concepts

3 phases of learning in 4 steps

Generate: What do you know about a topic?
Sort: What’s in common? What’s important?
Connect: What are the relationships?
Elaborate: What will I do? What do I think?�

Benefits: 👀🧠🗣👂�

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Concept Map Closure

Exit Ticket:

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Today’s Agenda

11:00-11:05	Intro + Clarity
11:05-11:35	Guided Instruction: Concept Mapping Warm-up/Benefits (5 minutes) Generate (5 minutes) Sort (5 minutes) Connect (5 minutes) Elaborate (5 minutes) Questions/Closure (5 minutes)
11:35-12:05	Direct + Guided Instruction: Interdisciplinary Practices: Know-Do-Be Bridge (Room Phases of Learning: Strategies for Surface-Level Learning
12:05-12:45	Collaborative or Independent Learning

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PD Progression

5/3

Deep

Strategies

Transfer:

Artifact Sharing

Establish

PPG Goal

Know-Do-Be

Bridge

Lessons +

Strategies

Collaboration

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Phases of Learning Overview

Learning is a process, not a hierarchy. Learning is cyclical, not linear.

Surface, deep, and transfer are fluid - all three are equally important.

Teaching and learning require a balance of surface, deep, and transfer opportunities.

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SURFACE Learning in Practice

Surface = Knowing

Building knowledge

Checking for understanding

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SURFACE Learning in Practice

Integrating prior knowledge (0.93)
Summarization (0.79)
Mnemonics (0.76)
Leveraging prior knowledge (0.65)
Direct instruction (0.6)
Organizing (0.6)
Note taking (0.51)

Integrating prior knowledge (0.93)
Summarization (0.79)
Mnemonics (0.76)
Leveraging prior knowledge (0.65)
Direct instruction (0.6)
Organizing (0.6)
Note taking (0.51)

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SURFACE Learning in Practice

Asking students to work together in a jigsaw builds comprehension, encourages cooperation, and improves communication and problem-solving skills.

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SURFACE Learning in Practice

Jigsaw guided questions:

Define surface strategy
Share benefits
Describe best practices
Example or application

Mnemonics

Summarization

Leveraging Prior Knowledge

Integrating Prior Knowledge

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SURFACE Learning in Practice

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Heterogeneous Discussions

Define surface strategy
Share benefits
Describe best practices
Example or application

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SURFACE Learning in Practice

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SURFACE Learning in Practice

Surface Learning Recap

Surface = Knowing
Building knowledge
Checking for understanding�

Strategies honed:

Integrating prior knowledge
Summarization
Mnemonics
Leveraging prior knowledge

What did you learn today that you can use tomorrow in your classes?

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Phases of Learning Overview

Learning is a process, not a hierarchy. Learning is cyclical, not linear.

Surface, deep, and transfer are fluid - all three are equally important.

Teaching and learning require a balance of surface, deep, and transfer opportunities.

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Know-Do-Be Bridge

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Know-Do-Be Bridge

The WHY

Hidden Connections

Who do you want your students to BE?

INTENTIONAL

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Know-Do-Be Bridge

All about YOU

Start where it makes sense

Bridge Pillar

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Know-Do-Be Bridge

WHAT ARE WE DOING TODAY? (Learning Target and/or Essential Question) Understand what blueing means when it comes to metal. Safely operate an angle grinder	HOW ARE WE DOING THIS? (Agenda) Learn and understand how to safely operate an angle grinder while sharpening a lawn mower blade.
WHY ARE WE DOING THIS? Understand the process of sharpening a blade for when you own a lawnmower. Understanding what happens to metal when heated to certain temperatures.	SUCCESS CRITERIA: (How will we demonstrate what we learned?) Safely sharpen a lawnmower blade to desired edge without blueing the metal.

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Know-Do-Be Bridge

How?

Authentic & Relevant Step

Bridge Pillar

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Know-Do-Be Bridge: English/Science

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Know-Do-Be Bridge: English

Contributors to society with global perspective regarding their impact.

Connectors who promote positive change.

Creators who promote compassion and Care.

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Know-Do-Be Bridge: English

What rhetorical knowledge must students possess in order to understand how people are persuaded to believe/support certain movements?
What rhetorical strategies must students be able to utilize in their own writing in order to persuade others?
What technical writing techniques will be utilized in developing a sustainability plan?
What are areas for local improvement or growth with regard to sustainability?

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Know-Do-Be Bridge: English

Formulate an inquiry-based plan for sustainable development.
Develop a proposal for the plan using technical writing techniques
Develop propaganda to promote the plan and garner community support
Create an event/space/project which reveals research, planning, and execution of a plan has occurred.
Write a reflective piece regarding learning, insight, and next steps

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Know-Do-Be : In Practice

1) Think of one unit in your course. What is your “Be” for this unit?

2) Write your content area “Know” for this unit. Essential questions.

3) Write what students need to “do” for this unit. Learning targets & Assessment.

4) Discuss and write down, considerations for interdisciplinary opportunities. How could you build standards and skills from other content areas into your know-do-be bridge?

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Today’s Agenda

11:00-11:05	Intro + Clarity
11:05-11:35	Guided Instruction: Concept Mapping Warm-up/Benefits (5 minutes) Generate (5 minutes) Sort (5 minutes) Connect (5 minutes) Elaborate (5 minutes) Questions/Closure (5 minutes)
11:35-12:05	Direct + Guided Instruction: Interdisciplinary Practices: Know-Do-Be Bridge Phases of Learning: Strategies for Surface-Level Learning
12:05-12:45	Collaborative or Independent Learning

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Collaborative

or Independent

Learning Time

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Navigating Phases of Learning through Interdisciplinary Practices

January 22, 2024

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Deep Discussions: A Model

Goal: To share, reflect, and revise PPGs based upon discussion findings.

To gain understanding of a different discussion technique which can be used to promote deep learning in the classroom.

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Socratic Book Clubs

Break Students into even groups dependent on a multitude of factors: Similar books, personalities, balance of knowledge/academia, etc.

Always give disclaimer about loving and being overly enthused about group

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Socratic Book Clubs

2) Students form a circle around an inner circle of desks where they will meet with their assigned book club in regular book club format.

While meeting with this book club, students share initial insights, ask analysis questions, and help to build understanding.

Typically, 5-7 minutes.

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Socratic Book Clubs

3) After 5-7 minutes, send one group member to the inner circle to share out what your group discussed, help each other build on different ideas, and question each other’s thinking.

During this time, outer circle group members are to be taking notes and developing ideas for discussion when their group member returns.

New ideas should arise from this inner circle meeting that group members can discuss upon their return.

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Socratic Book Clubs: In-Practice

Get with a group of 4
Sit around the room in a circle-ish form
With your group, discuss the PPG you started your PD with this year.
Has this changed? What progress have you made towards your PPG? Share feedback.

Send group representative into inner circle.
Share what was discussed with groups. Provide feedback

Book Club

Socratic Circle

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Today’s Agenda

11:00-11:05	Intro + Clarity
11:06-11:11	Check-point PPG
11:15-12:00	Direct + Guided Instruction: Interdisciplinary Practices: Guest Speaker Phases of Learning: Strategies for Deep-Level Learning
12:01-12:45	Collaborative or Independent Learning

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What? I can practice and implement deep learning strategies. I can recognize the steps for implementation of interdisciplinary systems within current curriculum.	Why? This format of professional development is designed to personalize opportunities for teachers to grow. Surface-level knowledge, deep understanding, and goal setting will result in more purposeful growth/transference.
How Interdisciplinary Guest speaker - Erica Dimka Lessons and strategies in interdisciplinary setting Whole group: Questions and reflection Deep Learning: Reflection + Mini-Lessons Deep learning strategies: Think-Pair-Share Deep learning strategies: Academic Discussions	Success Criteria Today: Teachers will have resources and strategies for implementing interdisciplinary practices. Teachers will learn new strategies for engaging students in deep learning opportunities By Spring 2024: Teachers will deepen their knowledge of phases of learning and/or interdisciplinary practices and develop an artifact to demonstrate their learning and classroom application.

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PD Progression

5/3

Deep

Strategies

Transfer:

Artifact Sharing

Establish

PPG Goal

Collaboration

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Effect Size of Phases of Learning (Deep = .75)

(.40 = one year’s growth in one year’s time)

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Today’s Focus: Deep Learning

Deep Learning:

Overview + Reflection

Strategy #1:

Think, Pair, Share

Strategy #2:

Academic Discussion

Accountable Talk

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Phases of Learning Overview

SURFACE

“I know things.”

DEEP

“I can do things.”

TRANSFER

“I can apply things.”

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Phases of Learning Overview: DEEP

Developing conceptual understanding

Applying conceptual understanding

Consolidating learning

Communicating/Collaborating

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Quick-Write

How do you promote deep learning in your classroom?

3 mini-prompts

1:00 each

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If I submitted an artifact of deep learning, it would look like…

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If you walked into my classroom during a discussion, you would see…

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If you walked into my classroom during a discussion, you would hear…

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Strategy Review: Think-Pair-Share

Think Mode (Quick-Write)

How do you use deep learning in your classroom?
Three focused prompts on deep learning

Pair Mode

Find someone you do not work with and share your thoughts from the four think mode prompts

Share Mode

Be prepared to share something you heard your partner say.

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T-P-S: How do you use deep learning?

If I submitted an artifact of deep learning, it would look like…

If you walked into my classroom during a discussion, you would see…

If you walked into my classroom during a discussion, you would hear…

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Today’s Focus: Deep Learning

Deep Learning:

Overview + Reflection

Strategy #1:

Think, Pair, Share

Strategy #2:

Academic Discussion

Accountable Talk

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What is an Academic Discussion?

Using talk in order “to figure something out”

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How To: Academic Discussions

Step #1: Introduce students to the concept of an academic discussion through an exemplar video

What do academic discussions…

Look like?
Sound like?
Feel like?

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How To: Academic Discussions

Step #2: Show how this process will be done in YOUR class…often

Medication Training

Research medication
Understand medication mechanism

Pharmacology Master Class Gallery Walk

Present info
Learn about other medications

Care Team Discussion

Diagnose patient
Treat patient

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How To: Academic Discussions

Step #3: Define Roles

Moderator	Summarizer	Recorder
Introduces patient case Keeps things on-task and moving forward	Ends the discussion at an appropriate time by summarizing final group consensus	Sets up phone recording Uploads file to drive; shares

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How To: Academic Discussions

Step #4: Establish Expectations

Listen Carefully with Respect and Empathy All idea are serious.	Collaborate, Don’t Compete We are expected to find an answer as a team.
Support Your Answer with Evidence Text-to-Text Text-to-World Text-to-Self	Participate by Using Accountable Talk Stems State a new idea Agree-Disagree-Add on Ask for clarification Rephrase/Restate

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Accountable Talk:

Student 1: I’d be so mad if we had to wear uniforms to school.

Student 2: Same. Imagine how bored you’d be by September after seeing the same outfit 1,000x a day.

Student 3: And aren’t they expensive? I’m not trying to spend my own money on clothes I don’t even want to wear.

Student 1: I’m going to write down that we all agree. I think we’re done early.

Student 2: I have a different point of view. While I understand the idea of equality, I think uniforms stifle individuality. Students should have the freedom to express themselves through their clothing.

Student 1: I believe that school uniforms should be mandatory because they create a sense of equality among students. When everyone wears the same uniform, there's less focus on who looks the best and more on academics.

Student 3: If I understand you correctly, your opinion is that individuality is important, and uniforms might limit that expression. Can you elaborate on why you think expressing individuality is crucial?�

School Uniforms: Counterexample & Example

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Accountable Talk

What: Provide sentence stems that give students a place to start voicing their thoughts.

Why: When ALL participants have an entry point that is meaningful, the discussion and learning goes deeper. ��How:

Share sentence stems
Practice and praise
Model and make it matter

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Accountable Talk Stems

State a New Opinion: “I think/believe that…” “In my opinion…” “From my perspective…” “Based on…, it seems that…”	Paraphrase or Restate Your Opinion: “So what you are saying is that…” “In other words, you think…” “I noticed that…” “If I understand you correctly, you are saying…”
Ask for Clarification: “What do you mean by…” “Why do you think that?” “Will you explain that again?” “I have a question about…” “I don’t quite understand. Can you explain a little bit more?”	Agree, Disagree, or Add on “I agree with you because…” “That answer makes sense because…” “I respectfully disagree with you because…” “I would like to add…” “To expand upon what…said, …” “This reminds me of…” “To piggyback on what…said, …”

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Strategies for Integrating

Accountable Talk in Your Classroom

Start with non-academic: Chipotle vs. Qdoba, animals should not be kept in zoos, etc.
Make stems visible: Discussion table, pre-write.
Model: Muscle in when you can.
Praise: Teacher→student, student→student feedback when stems used.
Restate: Teacher→student: “I like what I’m hearing…what stem/try again”
Make it authentic: What’s the future of work? WFH vs. Office

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Today’s Agenda

11:00-11:05	Intro + Clarity
11:06-11:11	Check-point PPG
11:15-12:00	Direct + Guided Instruction: Interdisciplinary Practices: Guest Speaker Phases of Learning: Strategies for Deep-Level Learning
12:01-12:45	Collaborative or Independent Learning

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What? I can practice and implement deep learning strategies. I can recognize the steps for implementation of interdisciplinary systems within current curriculum.	Why? This format of professional development is designed to personalize opportunities for teachers to grow. Surface-level knowledge, deep understanding, and goal setting will result in more purposeful growth/transference.
How Interdisciplinary Guest speaker - Erica Dimka Lessons and strategies in interdisciplinary setting Whole group: Questions and reflection Deep Learning: Reflection + Mini-Lessons Deep learning strategies: Think-Pair-Share Deep learning strategies: Academic Discussions	Success Criteria Today: Teachers will have resources and strategies for implementing interdisciplinary practices. Teachers will learn new strategies for engaging students in deep learning opportunities By Spring 2024: Teachers will deepen their knowledge of phases of learning and/or interdisciplinary practices and develop an artifact to demonstrate their learning and classroom application.

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Conclusion + Homework

Opportunity for Reciprocal Teaching:

Bring an example of deep learning to share or

a proficiency scale that exemplifies the phases of learning

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What is deep learning? Why is it important?

How can we implement it in our classrooms?

Independent Learning

Graphic Organizer

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Navigating Phases of Learning through Interdisciplinary Practices

February 23, 2024

4

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What? I can practice and implement deep learning strategies. I can outline collaborative interdisciplinary options for students.	Why? This format of professional development is designed to personalize opportunities for teachers to grow. Surface-level knowledge, deep understanding, and goal setting will result in more purposeful growth/transference.
How Assessing phases of learning and interdisciplinary learning opportunities. Interdisciplinary collaboration Use know-do-be bridge and other artifacts to brainstorm interdisciplinary options for students Form collaborative ideas and relationships amongst staff for course offerings Deep Learning Strategies Learn about a variety of deep learning strategies from peers	Success Criteria Today: Teachers will have resources and strategies for collaborating with staff to create interdisciplinary practices. Teachers will learn new strategies for engaging students in deep learning opportunities By Spring 2024: Teachers will deepen their knowledge of phases of learning and/or interdisciplinary practices and develop an artifact to demonstrate their learning and classroom application.

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PD Progression

5/3

Transfer:

Artifact Sharing

Establish

PPG Goal

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Today’s Agenda

11:00-11:05	Intro + Clarity
11:06-11:21	Assessing Proficiencies: Creating and Using Hybrid Feedback Tools
11:25-12:00	Direct + Guided Instruction: Interdisciplinary Practices: Strategies for Brainstorming & Collaboration Phases of Learning: Strategies for Deep-Level Learning Share-Out
12:01-12:45	Collaborative or Independent Learning

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ASSESSING PROFICIENCIES

Click here for a digital copy of these guidelines and here for a blank template.

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ASSESSING PROFICIENCIES

Click here for a digital copy of these guidelines and here for a blank template.

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Interdisciplinary Planning and Collaboration

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Planning Documents and Examples

Sarah’s Know-Do-Be Sample

Complete a Know-Do-Be bridge

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Planning Documents and Examples

English and Science Interdisciplinary Course Folder

1 Teacher: 3 Subjects

Research and Composition

Inquiry, Seminar, or Literacy-Infused

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Planning Documents and Examples

Curriculum Connections Sample

Cross-categorize courses:

In which classes does the most natural overlap occur?
Is there a way two teachers could facilitate the course without interfering with student/teacher schedules?
If there is too much scheduling overlap, how can you still utilize interdisciplinary standards within your classroom?

Cross-Categorizing Curriculum

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Planning Documents and Examples

Melinda’s Proficiency

Planning

End of Year Reflection Questions-PPG

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Homework

Add links to planning document to your PPG Document

Foreshadowing: Artifact Sharing(5/3)

Exit Ticket: Fill out PD Pathway Feedback Form

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Phases of Learning:

Claim Support Question�Deep Learning Share-out

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ICYMI:

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Phases of Learning Overview: DEEP

Developing conceptual understanding

Applying conceptual understanding

Consolidating learning

Communicating/Collaborating

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Today’s Focus: Deep Learning Share-Out

Deep Learning:

Share-Out

Next Steps?

Deep Learning

Strategy: CS?

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Deep Learning Thinking Routine:�Claim, Support, Question

From Harvard’s Graduate School of Education�
New twist on an old favorite (CER)�
Deepen student conceptual understanding:

Writing
Speaking�

Promotes ideas that inquiry is:

Collaborative
Ongoing

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Deep Learning Thinking Routine:�Claim, Support, Question

Hounds & Tap: All Things Dog�
All heart!...but missing some structure and processes

One on ones�

Global business students: (Developing, applying conceptual understanding)

Book study/Podcast/Guest speaker
Interviews/Research�

Use CS? as basis for presentation (comm./collab.)

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Advancing Conceptual Understanding with a Claim

Claim Look Fors

Deep Claim

1st Claim

Make it SAPpy

Specific�
Assertive�
Provable

Regular one on one meetings in business are beneficial.

Depth →�Analysis

Synthesis

Evaluation

A biweekly one on one meeting cadence is best for timely feedback, employee engagement, and problem solving.

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Advancing Conceptual Understanding with Support

Support Look Fors

Deep Support

1st Support

Studies�
Stories�
Statistics

I talked to my mentor and he said he likes meeting every other week.

��Depth: →

Critical thinking�Perspectives�Consolidation

My mentor, Jim Martinson, a sales manager with 20 years experience leading one on one meetings, told me about a time he hadn’t met with an employee for two months. That employee disclosed a major issue that could’ve been solved, but had been festering for weeks…

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Advancing Conceptual Understanding with Questions

Question Look For

Deep Question

1st Question

Stress test: �-Claim(s)�-Supports��What’s next?�-I don’t really understand…�-What am I curious about?

Would Hounds & Tap prefer to meet weekly or monthly?

Depth: →�Develop conceptual�Reflect�Evaluate self/learning�Further reasoning

How would I have felt if I was in Jim’s/ employee’s shoes?

What challenges are common when adopting a biweekly cadence?

Why do employees say that meeting weekly is too frequent?

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Claim Support Question Conclusion

Deep Learning Through Inquiry

Matching Proficiency Scale

Claim �Make it SAPpy

Support �Go beyond 4 walls: Studies, stories, stats

Question �Stress test?�What’s next?

Includes phase (deep)��Descriptive of an ongoing progression of learning.�-Where am I?�-Where am I going?�-How will I get there?�

Questions allow students to reflect on their own learning, set goals, and identify next steps.

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Today’s Focus: Deep Learning Share-Out

Deep Learning:

Share-Out

Next Steps?

Deep Learning

Strategy: CS?

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Deep Learning Strategies

Repository

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Deep Strategies Repository

Submit your artifacts if you

have not already done so.

Application: CS?, add’l strategy,�P Scale revision?

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Final PD Foreshadowing

Review of Transfer Learning Strategies

Finalize PPG

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Navigating Phases of Learning through Interdisciplinary Practices

May 3, 2024

5

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What?

I can become aware of transfer learning opportunities.
I can create and share my ideas and plans for implementing interdisciplinary learning in my classroom.

Why?

This format of professional development is designed to personalize opportunities for teachers to grow. Surface-level knowledge, deep understanding, and goal setting will result in more purposeful growth/transference.

How

Assessing phases of learning and interdisciplinary learning opportunities.
Interdisciplinary collaboration

Understand how other disciplines are making interdisciplinary practices happen in their classrooms.
Provide feedback on interdisciplinary offerings/ideas

Transfer Learning Strategies

Showcase progression of learning phases
Discuss metacognition of transfer skills

Success Criteria

Today:

Teachers will develop transfer opportunities from deep learning artifacts and student metacognition�
Teachers will share resources and plans they have created using the interdisciplinary strategies shared throughout the year

By Spring 2024: Teachers will deepen their knowledge of phases of learning and/or interdisciplinary practices and develop an artifact to demonstrate their learning and classroom application.

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PD Progression

5/3

Transfer

Strategies

Establish

PPG Goal

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Today’s Agenda

11:00-11:05	Intro + Clarity
11:05-12:00	Direct + Guided Instruction: Interdisciplinary Practices: Sharing and Feedback Phases of Learning: Transfer Learning Strategies
12:01-12:45	Finalize PPG Exit Ticket

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Interdisciplinary Sharing and Feedback

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Round Robin

Subject(s)
Artifact & Interdisciplinary Tie

What did you choose?
Why did you choose this?
How do you think this will impact your students?
How do you think this will impact your teaching practice?

Feedback
Look for a “match” for future collaboration

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Phases of Learning: Transfer Strategies

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Phases of Learning Overview

SURFACE

“I know things.”

DEEP

“I can do things.”

TRANSFER

“I can apply things.”

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ICYMI:

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What is Transfer?

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Phases of Learning Overview: TRANSFER

“Transfer learning [is] the point at which students take their consolidated knowledge and skills and apply what they know to new scenarios and different contexts. It is also a time when students are able to think metacognitively, reflecting on their own learning and understanding.”

- Hattie, Fisher and Frey (Visible Learning for Mathematics, 2017)

Water

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Phases of Learning Progression

Water

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Degrees of Context

In-Discipline Contexts

Out-of-Discipline Contexts

Compare 2 texts that convey similar themes (TKAMB, LOTF)

Students listen to a number of podcasts to understand recurring themes of the human condition

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Degrees of Transfer

Near Transfer

Near-to-Far Transfer

Far Transfer

Applying knowledge within one subject to one context related to the subject

Applying knowledge within one subject to more than one context related to the subject

Applying knowledge across multiple subjects to different contexts

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Transfer Opportunity

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Government

Surface

Deep

Near Transfer

Far Transfer

How do we provide checks and balances on governmental power?

Why do we provide checks and balances on governmental power?

In what ways does the Constitution attempt to limit abuse of power?

Where should limits be set with regard to special education rights and individuals; and educational institutions; responsibilities?

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Transfer Opportunity

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Transfer Opportunity

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Phases of Learning Overview: TRANSFER

“Transfer learning [is] the point at which students take their consolidated knowledge and skills and apply what they know to new scenarios and different contexts. It is also a time when students are able to think metacognitively, reflecting on their own learning and understanding.”

- Hattie, Fisher and Frey (Visible Learning for Mathematics, 2017)

Water

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Metacognition

The often overlooked piece of transfer

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“I think, therefore I am”

--René Descartes

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Metacognition Preview

What is metacognition?
When to tap into metacognition
Student self assessment
6 ways to promote metacognition
The need for speed

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What is Metacognition?

2. Figuring out the best strategies for learning

Thinking About Thinking in 3 Parts

1. Understanding the goals of the learning process

3. Assessing if the learning goals were met

“I can independently skate for 1 Taylor Swift song at Skateland”

Youtube�Model�LET ‘ER RIP!

Scream sing during Cruel Summer!

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When to Tap Into Student Metacognition

Before (and/or) after a learning target

Learning target
Lesson plan
Unit

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Student Self Assessment

What do you see as the the main objective of this lesson?
How does this lesson connect to what you already know?
Could you apply what you’ll learn to a real life situation?

Understanding the goals of the learning process

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Student Self Assessment

What strategies did you use to learn?
How well did those work out for you?
What resources did you use to learn?
How would you rate your effort from 1-5?

Figuring Out the Best Strategies for Learning

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Student Self Assessment

Can you describe any aha moments you’ve had?
Are there any concept you still find unclear or confusing?
How does your work compare to the proficiency scale?

Assessing if the Learning Goals Were Met

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Metacognition Effect Size (0.69)

Metacognition

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The Need for Speed

Why “Pressing Pause” for Metacognition can be hard

-What’s limited

-What’s (seemingly) unlimited

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“I think about my thinking, therefore I am a learner”

--Shawn Upton

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Metacognition Review

What is metacognition?
When to tap into metacognition
Student self assessment
6 ways to promote metacognition
The need for speed

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PD Pathway Exit Ticket

(Link)

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