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I teach because...

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Close your eyes and imagine yourself in your classroom. Now as you imagine yourself there i want you to take into consideration some outside factors as contrary to popular belief there is ore to us than teaching. We have families, love ones, friends and all the good and the bad that comes with living our lives. Now imagine that you are exhausted from lack of sleep as you adjust to a newborn in your household. And as the tiredness pulls at you, imagine yourself standing in a room of 28 teenagers. 50% of these students took your class, with another teacher the year prior and now they are taking it again with you. Since it is early in the your teaching career your tool box lacks the tools to support diverse learning needs. And so as you imagine the tiredness of ife and the frustration of not knowing how to help also imagine the frustration of the learners in your classroom and the behaviours that result from such frustrations. And as you stand in the midst of the chaos, your eyes shift to the back of the classroom you notice your principal is there for your evaluation...now open your eyes. Turn and talk to someone next to you about any thoughts or feelings that surfaced for you in this imaginary moment.

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@TomSchimmer

www.instruct-innovate-inspire.com

Twitter:

@DrStephensEdD

Instagram: @drcharitystephens

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Edutopia Article

New insights =

= Easier said than done

= Same here

Wonder if I could =

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Tiering Reflections

Click the Padlet link above and add your comments/thoughts on Tiering for Levels of Student Readiness

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To reach the Padlet

Go to

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Padlet

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1 How can changes in existing instructional practices related to tiered instruction enhance a teacher’s sense of efficacy as measured by efficacy scores and as described through perceptions of teachers?

1.1 What changes in teachers’ perceptions regarding tiered instruction occurred while participating in professional learning focused on tiered instruction?

1.2 What changes in teachers’ pedagogy occurred for teachers as a result of their participation in the professional learning series on tiered instruction?

1.3 Are there changes in teachers’ sense of efficacy as a result of their participation in professional learning focused on tiered instruction?

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District (2015). Top five vision priorities.

Hattie, J., Masters, D., & Birch, K. (2015). Visible learning into action: International case

studies of impact. Routledge.

Charity Stephens

http://bit.ly/ShowMeTLM

Tiered Learning Matrix

The common thread between KTPS’s focus on Hattie’s instructional effect sizes, the AdvancED committee’s call for common definitions of grades, the teacher’s need assessment survey, and the five vision priorities was instruction specifically related to teacher clarity. Missouri’s Educator Evaluation System aligns Hattie’s (2009) research proven practices with Missouri’s Teacher Standards and Quality Indicators. This MMAR study’s focused on teacher efficacy and clarity of instruction and aligned with Hattie’s proven effect sizes related to Collective Teacher Efficacy (1.57) and Teacher Clarity (.75) (Fisher, Frey, & Hattie, 2016). The proposed solution was a PL series that incorporated a TLM for participants to tier learning targets, identify learning progressions, for a unit of study. The PL series included teaching participants how to tier learning targets, tier practice, tier formative and tier summative assessments. This PL series provided teachers instructional strategies to alter lesson planning practices. The district currently offers PL related to learning targets and success criteria. Fisher, Frey, and Hattie (2016) associate learning targets and success criteria to teacher clarity. According to the authors, the effect size of teacher clarity is 0.75. However, if teachers are to achieve clarity of grades, I assert they will first need to know what students should be able to know and do for each level of readiness. My intervention hopes to support teachers in identifying learning progressions by tiering learning targets, practice, and assessments for levels of student readiness. The hope is to provide clarity for instruction and learning.

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Tiered Learning Matrix 1.0

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http://bit.ly/TLMtemplate

“

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SUBSCALE INSTRUCTIONAL STRATEGIES
QUESTIONS	How well can you respond to difficult questions from your students?	How much can you gauge student comprehension of what you have taught?	To what extent can you craft good questions for your students?	How much can you do to adjust your lessons to the proper level for individual students?	How much can you use a variety of assessment strategies?	To what extent can you provide an alternative explanation or example when students are confused?	How well can you implement alternative strategies in your classroom?	How well can you provide appropriate challenges for very capable students?
PRE- & POST-TSES DIFF	DIFF Q7	DIFF Q10	DIFF Q11	DIFF Q17	DIFF Q18	DIFF Q20	DIFF Q23	DIFF Q24
MEAN	0.38	0.78	2.38	0.17	0.32	-0.36	-0.36	-0.65
MODE	1.00	0.00	2.00	2.00	1.00	-1.00	-1.00	-2.00
MEDIAN	0.00	0.00	2.00	0.00	0.00	0.00	0.00	-1.00

Participants showed the highest increase in efficacy, 2.38, related to crafting good questions for students.
The second highest increase in efficacy was 0.78 related to gauging student comprehension about what was taught.

Tschannen-Moran, M., Woolfolk Hoy, A., & Hoy, W. K. (1998). Teacher efficacy: Its meaning and measure. Review of Educational Research, 68 (2), 202-248.

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TLM Gallery Walk

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https://PollEv.com/charitysteph214

Poll Everywhere

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Tiered Learning Matrix Template

http://bit.ly/TLMatrix

http://bit.ly/PLSession1

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Tiered Learning Matrix for Tiering

Practical: Categorize a learning target to show what students should know & be able to do for the 4 levels of readiness	Creative: Synthesize your tiered matrix with a student activity to develop or transform it into the 4 levels of readiness.	Analytical: Gather, organize, & analyze student resources for a unit to differentiate them for the 4 levels of readiness and create activities and assessments
Basic: Identify the taxonomy you prefer and tell why. Bloom’s taxonomy, Depth of Knowledge, and or Hess’ Cognitive Rigor Matrix

http://bit.ly/ShowMeTLM

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Practical

Categorize a learning target to show what students should know & be able to do for the 4 levels of readiness.

Example: The TLM for Tiering (Slide 10)

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TLM PROTOCOL

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Final Reflections

Thinking about the examples that you explored,

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Do you think it is possible to create tiered targets for your content? Explain.

How might students benefit as a result of tiered targets/activities?

How might teachers benefit?

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