A NEIGHBOR HAS A DIFFERENT TIME HORIZON THAN AN INDIVIDUAL. HER ACTIONS ARE NOT ORIENTED TOWARD MAKING THIS PLACE BETTER TOMORROW. HER ACTIONS ARE GEARED TO MAKE THIS PLACE BETTER THIRTY YEARS FROM NOW. THIS CHILD SHE IS MENTORING WILL BE A TOWN LEADER IN THIRTY YEARS. THIS FESTIVAL SHE IS ORGANIZING WILL BE A TRADITION GOING STRONG IN HALF A CENTURY. SHE PLANTS TREES THAT WILL BEAR FRUIT SHE WILL NEVER EAT, AND CAST SHADE SHE WILL NEVER ENJOY.

FOR PREPARING THE NEXT GENERATION OF LEARNERS

-- RAPID CHANGE, EMERGING TECHNOLOGIES, AND GLOBAL COMPLEXITY REQUIRES NEW PROCESSES FOR KNOWLEDGE BUILDING. CHARISTMASTIC HEROES WILL NOT SAVE THE DAY. LEADERS NEEDED WHO CREATE A CULTURE OF GROWTH, ENGAGE THE HEARTS AND MINDS OF EVERYONE,AND FOCUS THEIR COLLECTIVE INTELLIGENCE, TALENT, AND COMMITMENT TO SHAPE A NEW PATH FOR THE NEXT GENERATION.

SHARED �STRATEGY

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CHALLENGE�TEAMS

COMMUNITY WIDE �LEADERSHIP

RANDOM

SILOS

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WHAT BENEFITS DO WE WANT FOR ALL NEXT GENERATION PROFESSIONALS?

PURPOSE: Supports the development of of both the mentor and the mentee to expand knowledge, broaden perspective,

and enhance professional skills.

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Example: Partnering experienced teachers

or Design Lab Leaders with emerging professionals

PURPOSE: Principals, APs, BPLs and Collaborators play a key role in facilitating teacher growth and reflection. Frequency of classroom visits are closely linked to collective

efficacy of teachers and regard for professional development. Customized support, action steps, and inquiry to accomplish Semester Key Results from the Instructional Backpack and C3 Observation Tool.

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Example: Weekly C3 Classroom Observations, Written feedback on the C3, Teacher Instructional Backpack, & C3 1:1 Collaborations

PURPOSE: Builds connection, opens communication, enable collaboration, build capacity. Collaborative work towards addressing problems of practice, building priorities, examining student success signals, and developing next steps.

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Example Teams:: Design Labs, Next Gen Challenge Teams, HOUSE Teams, BP Days, Leadership Pathways

PURPOSE: Growth from assuming responsibility for the development of an idea, implementation, and sharing leadership.

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Example: Design Lab Leader, HOUSE Leader, Mentor, Teacher-led PD

PROFESSIONAL PARTNERSHIPS FOR NEXT GEN PROFESSIONALS

TO CHECK OUT MORE ABOUT THE WORK OF NEXT GEN PROFESSIONALS AND LEARNERS, CHECK OUT NCUNWRAPPED.COM

TO VIEW MORE RESOURCES ON PEDAGOGY & PROFESSIONAL LEARNING OPPORTUNITIES, CHECK OUT THE DESIGN LAB TAB ON NCUNWRAPPED.COM

NEXT GEN PROFESSIONALS ENGAGE IN NEXT GEN DESIGN LABS. EACH SCHOOL AS NEXT GEN LEARNING PRIORITIES, UNIFIED LEARNING DESIGN, ASSESSMENTS, AND SIGNALS THEY ARE WORK TOWARDS TOGETHER TO UNITE FOR SUCCESS.

ASSESSMENT OF LEARNING

STANDARDS OF SUCCESS

VISION FOR LEARNING

WHAT BENEFITS DO WE WANT ALL STUDENTS TO EXPERIENCE?

HOW DOES OUR TEAM PLAN FOR STUDENT SUCCESS?

WHAT EVIDENCE AND SIGNALS DO WE HAVE TO DETERMINE

IF WE ARE CREATING THESE BENEFITS?

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HOW DOES OUR TEAM UNITE FOR SUCCESS?

PARTNERSHIPS & RENEWAL

The NEXT GENERATION of LEARNERS and PROFESSIONALS are experiencing the rapid change and acceleration of information access, learning, and connection of the world. The NEXT GEN Learning Ignite Book, shares design strategy, methods, and power skills important to what the future demands of our LEARNERS in Nelson County Schools to prepare for a future ready COMMUNITY.

WHAT IS NEXT GENERATION LEARNING DESIGN?

The complexity of the world requires us to view the classroom as an agile, flexible, and adaptive space. Now, more than ever NEXT GENERATION PROFESSIONALS are embracing a future in education that is not only exciting, but innovative and visionary. At Nelson County Schools, we seek to embody NEXT and BEST schools of thought to not only think differently about what school could be (NEXT), but we embrace in engage in evidence based pedagogy practices (BEST)—making learning more relevant, rigorous, and effective for students. These approaches are all working towards building deeper learning competencies in our graduates, skills that are useful in the classroom and in real life and that allow students to take ownership of their learning. We want to push students to think, to apply what they know, and to create new ideas, instead of just receiving information. As we engage deeply in the benefits we want Nelson County Schools to provide for our students, Some of the first things you may notice in a NEXT GENERATION classroom are:

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COLLABORATION: NEXT GEN Learners engage in peer-to-peer conversations about big issues that defy yes/no answers. We ask students to think analytically and solve difficult problems using a team approach with shared goals and planned outcomes.

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COMMUNICATION: NEXT GEN Learners are effective VERBAL and NONVERBAL COMMUNICATORS. They can read, write, think, speak, and design to create effective messages based on PEOPLE, PLACE, and PURPOSE.

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CRITICAL THINKING: NEXT GEN Learners are able to analyze data and information to make meaning, come to decisions, and take action. They work for consistent process and product improvement.

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CONTRIBUTION: NEXT GEN Learners employ integrity and work ethic to build trust in others. They contribute in and outside of the classroom with genuine respect and awareness of PEOPLE and PLACE. NEXT GEN Learners have respect.

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OKH Studen Taylor Hayest

BMS Student Kristie Day

AS NEXT GENERATION PROFESSIONALS,

WE ASK OURSELVES

WHAT IS A PURPOSE IGNITE PAMPHLET?

YOUR CLASSROOM STORY & WHY

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WHAT COMPELLING STORY DO WE WANT TO TELL ABOUT THE CLASSROOM EXPERIENCE YOU ARE LEADING?

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WHAT NARRATIVE ABOUT THE WHY BEHIND OUR WORK IS MOST IMPORTANT FOR STUDENTS AND FAMILIES TO UNDERSTAND ABOUT YOUR CLASS?

THE CLASSROOM/COURSE EXPERIENCE

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WHAT DRIVING COMMUNITY QUESTIONS & CHALLENGES ANCHOR THE CLASSROOM/COURSE?

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WHAT KEY EXPERIENCES, CONTENT, & SKILLS WILL STUDENTS IMMERSE IN AS A PART OF THE CLASSROOM/ COURSE?

WHAT ARE THE BUILDING BLOCKS OF YOUR COMMUNITY?

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WHAT VALUES & EXPECTATIONS WILL BUILD THE COMMUNITY YOU ARE CREATING IN YOUR CLASSROOM?

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WHAT EXPECTATIONS NEED TO BE CLARIFIED TO STUDENTS AND PARENTS?

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*BONUS: HOW MIGHT YOU PLAN TO IGNITE THESE EXPECTATIONS IN YOUR CLASS THE FIRST WEEK?

CONNECT W/STUDENTS & FAMILIES

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WHAT COMMUNICATION STRUCTURES WILL YOU UTILIZE TO CONNECT WITH FAMILIES? HOW WILL THEY ACCESS THESE STRUCTURES?

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WHAT DO PARENTS NEED TO KNOW ABOUT CONTACT METHODS, GRADING, ETC?

HIGHLIGHT YOUR COURSE/ CLASS

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HOW MIGHT YOU HIGHLIGHT THE PLACES/ CONCEPTS YOUR CLASS/ COURSE IS CONNECTED WITH?

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WHAT IMAGES MIGHT HELP YOU BUILD ENERGY AROUND YOUR CLASS/COURSE AND CELEBRATE IT’S STRENGTHS?

NRGBACKPACK (RESOURCE FOR IMAGES)

PURPOSE ACTION STEPS:

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1. REFLECT ON THE COMPONENTS OF THE IGNITE PAMPHLET.
2. CREATE YOUR IGNITE PAMPHLET.

AUDIENCE= STUDENTS & FAMILIES

3)SHIP IT! WE WILL BE SHIPPING IGNITE PAMPHLETS JULY 12. BRING A PRINTED COPY!

CLASSROOM CULTURE & CARE

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CONSISTENCY is CARING. As NEXT GEN Professionals, we create classroom environments of CARE and HIGH ACADEMIC EXPECTATIONS. We do this through WARM/STRICT relationships with our students. Our students must know that we support them enough to not expect anything less than their best. We must follow through with these expectations through consistency each and every day.

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WHAT DOES CULTURE & CARE LOOK LIKE IN A NEXT GENERATION CLASSROOM?

CLASSROOM CULTURE EXPECTATIONS

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Desired VOICE LEVELs, TIMERs, and NORMS should all be embedded into your daily weekly slide decks. Making your expectations explicit and scaffolded will help to clearly communicate the culture you want to create in your classroom. Every school has school-wide expectations that should be reinforced with students as well. Different learning experiences may require different norms and modeling. These will also need to be included with CLEAR WTD directions.

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TEACH LIKE A CHAMPION TECHNIQUE 52:CLEAR WTD

They should be specific and broken down into manageable steps that students can take. Example “Pencils down and track me.” Or, “Go ahead and check in with your neighbor. You have thirty seconds. Go.”

They are concrete with clear actionable tasks that students know how to execute.

They include sequential directions that are paced.

WTD directions are observable. The more observable you make a direction the more you can follow-through and if necessary reinforce accountability. Example, instead of saying “pay attention” you would say “Caleb, pick up your pencil please.” then watch for his follow through.

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CLICK THE IMAGE ABOVE FOR EXAMPLES

CLASSROOM COURTESY

NEXTPECTATIONS

NEXT GEN Professionals and Students should use formal and courteous language with one another. Professionals should be addressed as “Mr. or Mrs.” with responses as “yes, yes ma’am, no, no sir…etc.” If students answer with “yea, nah” or address teachers in a non professional manner, they should be addressed

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Student/ student and student/professional conversations should be polite using phrases such as, “please, thank you, pardon, etc.” Students nor professionals should speak ill of other students or professionals within their classrooms.

Students will rise to whatever expectation we set for them. As NEXT GEN Professionals we must set classroom environments that celebrate and foster academic achievement.

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Instructional strategies such as No Opt Out and 100% help to ensure all students are held accountable to high academic expectations.

TEACH LIKE A CHAMPION TECHNIQUE 20: DO NOW

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The way we start class sends a strong message to students about expectations of the classroom COMMUNITY they are members of. We must be intentional about how students begin class with THRESHOLD and “Do Nows”. Your school may call them a “Scholar Start” or “Bell Ringer”. Beginning class consistently and quickly with a quality task is essential to setting the tone. Do Nows should be able to be completed in a familiar format without directions from you that are not already written on the slide. This gives you a chance to take attendance, and make and final preparations you need to . Do Nows should be posted in the same place every day and should take no more than 5 minutes to complete and is most often work completed on LEVEL 0. There should be a written product from it, meaning it shouldn’t just say “think about..”, it would say things like “Consider the final line of the text “Sometimes it is also a place of opportunity and transformation-the hero enters the forest and discovers something about him-or herself.” What does the pronoun “it” refer to? What might Annemarie have discovered about herself during their journey through the forest? Why might Lowry have chose to have Annemarie journey through a forest instead of say, through a town, or a field? Underline any words or phrases in the text above to support your thinking. (Example from TLAC)

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DO NOWS CAN:

1. PREVIEW THE DAY’S LESSON
2. REVIEW A RECENT LESSON
3. BUILD BACKGROUND KNOWLEDGE THAT WILL BE NECESSARY

FOR THE UPCOMING LESSON

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“WITH CULTURE, GETTING IT RIGHT AND KEEPING IT RIGHT ARE MUCH EASIER THAN FIXING IT ONCE IT GOES WRONG. THRESHOLD ENSURES THAT YOU MAKE A HABIT OF GETTING RIGHT AT THE START” - TLC #45 - DOUG LEMOV

THRESHOLD

DO NOW

MEET YOUR STUDENTS AT THE DOOR

NEXT GEN PROFESSIONALS are intentional about the first interaction they have with their students each day. Plan to greet your students at the door with a smile, a handshake, and a greeting.

THRESHOLD SHOULD ACCOMPLISH TWO THINGS:

CONNECT WITH YOUR STUDENTS TO HELP ESTABLISH RELATIONSHIPS.

“I saw you were absent yesterday. Don’t forget to check the website for the link to the lesson from yesterday. Remember you have the number of days absent, plus one to make up your work.”

RE-ESTABLISH HIGH EXPECTATIONS FOR YOUR STUDENTS BEFORE THEY ENTER THE CLASSROOM.

START STRONG BY:

• Greeting students at the door
• Consistency is caring
• Students should be seated at at a level 0 when class begins
• As teacher, you set the conditions for engagement following the bell. a common slide is essential.
• Begin a do now immediately at level 0. set the conditions for the activity as needed.
• As your transition to instruction review the learning target, essential question, and calendar.

END STRONG BY:

• Be consistent with closure.
• Assessment summary
• Learning target connections
• Community question (eq) connections
• Connections tomorrow's lesson
• Announcements/notifications/reminders

“I went to the fall performance last night. You did amazing on your solo! I bet you practiced hard to get ready for that.”

“Yesterday didn’t end as well as we wanted it to. Today is a fresh start. I’m looking to see amazing things from you today.”

CLASSROOM PHYSICAL SPACE

100%/ NO OPT OUT

WORK THE CLOCK

CREATE A CONSISTENT PLACE AND SYSTEM FOR STUDENTS TO PICK UP AND TURN IN THEIR WORK. (FOR THE DAY AND MAKE-UP WORK WHEN ABSENT) CONSIDER WHAT THIS MIGHT LOOK LIKE FOR DIGITALLY COMMUNICATED WORK.

CONSIDER WHERE STUDENTS WILL PUT THEIR BACKPACKS OR JACKETS WHEN THEY ARE IN YOUR CLASSROOM? STUDENT PERSONAL ITEMS SHOULD BE CLEAR FROM THE CLASSROOM FLOOR AND WALKWAYS.

DISPLAY YOUR CLASSROOM EXPECTATIONS ON THE WALL

CELEBRATE STUDENT WORK ON YOUR WALLS W/ THE CRITERIA FOR SUCCESS

• MAINTAIN SPACE FOR TEACHER CIRCULATION AROUND DESKS. STRONG CLASSROOM MANAGERS “BREAK THE PLANE” AND ARE CONSTANTLY CIRCULATING.
• CREATE A SEATING CHART FOR YOUR CLASS(ES).
• HAVE ASSIGNED SEAT CLEARLY POSTED ON BOARD OR THE DESKS WHEN STUDENTS ENTER YOUR CLASSROOM THE FIRST DAY OF SCHOOL.

WHAT IF SOMETHING IS NOT WORKING CORRECTLY?

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• EACH DAY, WHEN YOU ENTER YOUR CLASSROOM, MAKE SURE NOTHING IS IN DISREPAIR (LEAK, PAINT CHIP, BROKEN CHAIR, ETC.). IT IS IMPORTANT OUR STUDENTS WALK INTO A WELL KEPT ROOM EACH AND EVERY DAY. IF SOMETHING IF BROKEN SUBMIT A REPAIR REQUEST AT YOUR SCHOOL. MAINTENANCE@NELSON.KYSCHOOLS.US.

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• ENSURE YOUR TECHNOLOGY IS WORKING PROPERLY BEFORE THE START OF EACH SCHOOL DAY. IF YOU ARE HAVING INTERNET, DEVICE, OR PRINTING ISSUES, SUBMIT A TICKET AT HELPDESK@NELSON.KYSCHOOLS.US.

Doug Lemov states that, "In a high-performing classroom, a verbalized or unspoken “I don’t know” is cause for action. When a student begins by being unable or unwilling to answer, you should strive to make the sequence end as often as possible with the student giving a right or valid answer." We can both hold students to high academic expectations and embrace “Warm/Strict” methods while doing so. Below are three methods you can use to embrace 100% and No Opt Out.

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1. Cold Call

Cold Call is the practice of calling on students whether they have their hands raised or not. This can be a powerful technique when used effectively. A few tips: cue the class Cold Call is about to be utilized, be warm and smile while you are utilizing this technique, and keep it universal (don’t single anyone out, Cold Call comes to everyone).

• Wait Time

The typical teacher only waits a second before taking an answer. Wait Time is the practice of inserting a short amount of waiting to allow for deeper thinking and reflection before answering. This allows more hands to go up, enables a wider range of students to raise their hand, supports more rigorous answers, allows the teacher to prompt more cognitive work during the “wait”, and increases use of evidence in student response.

• Normalize Error

Students can be worried about stating an incorrect answer in front of their peers. As NEXT GEN Professionals we must create classroom environments in which students know that failing forward and learning through mistakes is not only okay, but are a part of the learning process. Be intentional about celebrating students who lean into challenging tasks and problems.

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TIGHT TRANSITIONS

BELL TO BELL INSTRUCTION

1. PLAN OUT TRANSITIONS SUCH AS:
1. TURNING IN WORK
2. MOVING TO NEW WORK STATIONS
2. USE TIMERS AND PROCEDURES TO ENSURE TRANSITIONS ARE TIGHT

1. INSTRUCTION TAKES PLACE FROM THE TIME STUDENTS ENTER THE CLASSROOM UNTIL THE TEACHER DISMISSES STUDENTS FROM CLASS.
2. HAVE PROCEDURES IN PLACE TO ENSURE STUDENTS DO NOT PACK UP EARLY OR PROCRASTINATE GETTING STARTED FOR THE DAY.

IT TAKES A VILLAGE

CARE CONNECT RESOURCES

RELATIONSHIP BUILDING

THE MOST IMPORTANT WORK YOU CAN DO IN CARE & CONNECT IS TO BUILD POSITIVE & MEANINGFUL RELATIONSHIPS WITH YOUR STUDENTS, HELP THEM BUILD POSITIVE & MEANINGFUL RELATIONSHIPS WITH EACH OTHER AND ENGAGE THEM IN THE PROCESS TO SUPPORT THE DEVELOPMENT OF THESE RELATIONSHIPS AND CONNECTIONS. THE TRUTH IS, KIDS KNOW WHEN YOU ARE BEING AUTHENTIC. THEY KNOW WHEN YOU CARE. BUILDING RELATIONSHIPS IS MORE INTUITIVE AND MORE OF AN INNATE PRACTICE FOR SOME. SO, WHETHER YOU STRUGGLE WITH THIS OR YOU ALREADY HAVE A GOOD GRASP, THIS RESOURCE WILL HELP YOU ENGAGE STUDENTS IN YOUR CARE AND CONNECT AND IN YOUR CONTENT CLASSES. RELATIONSHIPS ARE FOUNDATIONAL TO ALL THE WORK WE DO. RELATIONSHIP BUILDING STRATEGIES FOR THE CLASSROOM IS ANOTHER QUICK ACTIVITY RESOURCE GUIDE YOU MAY FIND HELPFUL.

DAILY ANCHORS

DAILY ANCHORS HELP STEER THE HAPPENINGS IN CARE & CONNECT. EACH SCHOOL SHOULD HAVE ALREADY ESTABLISHED ANCHORS. CLICK ON THE IMAGE TO THE LEFT TO FIND YOUR SCHOOL ANCHORS. THEY CAN HELP DETERMINE WHAT TYPE OF ACTIVITY YOU MIGHT DO.

EASY TO IMPLEMENT ACTIVITIES

CLICK THE IMAGE ABOVE TO FIND SOME SIMPLE ACTIVITIES TO TEAM BUILD, RELATIONSHIP BUILD, AND HAVE FUN WITH YOUR C&C.

SOCIAL EMOTIONAL LEARNING

SOCIAL EMOTIONAL LEARNING (SEL) SUPPORTS STUDENTS WELL-BEING BEYOND ACADEMIC SUCCESS. SEL SUPPORTS SELF AWARENESS AND SELF GROWTH, BUT ALSO HELPS BUILD STRONGER RELATIONSHIPS. CLICK ON THE IMAGES BELOW TO GO TO ELEMENTARY, MIDDLE, OR HIGH SCHOOL EASY TO IMPLEMENT SEL LESSONS IN YOUR C&C.

CLICK HERE

The classroom should be a safe place for students to fail forward without feeling embarrassed, intimidated, or inept. Even if it is the start of the year and you have not been able to develop relationships with students, you can still show you care and you can still make your classroom a safe place for kids to learn.

CONSISTENCY IS CARING

ALWAYS UPHOLD THE WHOLE SCHOOL COMMON CULTURAL PROCEDURES & PRACTICES IN YOUR CLASSROOM. NEVER MAKE IT ABOUT “THE PRINCIPAL SAYS WE HAVE TO.” DO SO BECAUSE THEY ARE THE RIGHT THINGS TO DO FOR CONSISTENCY FROM CLASS TO CLASS. KIDS FEEL SAFE WHEN THEY KNOW WHAT IS EXPECTED. WHEN THEY DON’T HAVE TO GUESS WHAT TO DO FROM CLASS TO CLASS, THEY’LL FEEL EVEN SAFER.

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EXAMPLES OF WHOLE SCHOOL COMMON CULTURAL PROCEDURES & ROUTINES MAY INCLUDE:

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• THRESHOLD
• DO NOW/WARM-UP/BELLRINGER
• 10/10 FOR RESTROOM
• VOICE LEVELS
• ATTENTION SIGNALS
• DISMISSAL ROUTINES
• NO WARNINGS
• SEATING CHART

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THE MORE CONSISTENT YOU ARE WITH THESE ANCHORS, THE MORE IT SHOWS YOU CARE.

CHECK OUT PRINCIPLE 5 IN “TEACH LIKE A CHAMPION 3.0” - TEACHING WELL IS RELATIONSHIP BUILDING - PG 26

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“NOT BEING ABLE TO RUN THE ROOM IS ONE OF THE FASTEST WAYS TO LOSE THE RESPECT OF STUDENTS. THEY MAY STILL BE FRIENDLY WITH YOU, KNOWING YOUR LESSONS ARE SIMPLISTIC OR YOU ARE EASILY MANIPULATED BY MISCHIEVOUS CLASSMATES, BUT THOSE RELATIONSHIPS ARE NOT ONES THAT LEAD TO LEARNING AND GROWTH FOR YOUNG PEOPLE.”

LEMOV, TEACH LIKE A CHAMPION 3.0, PG 29-30

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YOU SHOW CARE FOR AND DEVELOP RELATIONSHIPS WITH STUDENTS THROUGH YOUR TEACHING, NOT SEPARATE FROM YOUR TEACHING. THESE RELATIONSHIPS ARE ABOUT YOUR INDIVIDUAL CARE FOR STUDENT LEARNING, AND NOT ABOUT INDIVIDUAL STUDENT’S PERSONAL LIVES..

CHAPTER 12, BUILDING STUDENT MOTIVATION AND TRUST SHOWCASES 5 TECHNIQUES FOR BUILDING RELATIONSHIPS THROUGH TEACHING.

POSITIVE FRAMING

PRECISE PRAISE

WARM/STRICT

EMOTIONAL CONSTANCY

JOY FACTOR

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TEACH WITH CARE & HUMANITY

PURPOSE

STANDARDS

OF SUCCESS

ASSESSMENT

OF LEARNING

PLANNING WITH END IN MIND: UNIT CALENDAR &

DAILY AGENDA

BEGINS WITH THE END IN MIND

• COMMUNITY CHALLENGE QUESTIONS ARE:
• Engaging & relevant
• Aligned to daily learning throughout the unit
• Address where you want to take your learners

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• Unit Challenge Questions are provided on the Standards of Success Compass 6-12.

UNIT COMMUNITY CHALLENGE QUESTION & TASK

ASSESSMENT ALIGNMENT TO WEEKLY �SUCCESS SIGNALS

BUILDING BLOCKS OF AN EFFECTIVE LESSON

• POST IT: 4M LEARNING TARGETS
• Manageable, Measurable, Made First, Most important
• Post it= visible, discussed, & articulated
• BUILDING BLOCKS OF AN EFFECTIVE LESSON
• Student Success Clarity
• Multiple Entry Points & Build Ration through questioning, discussion, and writing.
• Create Success Together

PILLAR

STRATEGIES

EFFECT SIZE

• I
• Are not yes or no
• Should not be “Googleable”
• Discussed Daily

PLANNING

• SLIDES THAT GUIDE:
• UNIT CALENDAR: Clear Pathway to success shows learners the learning milestones of the unit, where they are, where they are headed, and how they will get there including what will need to be turned in, etc.
• DAILY AGENDA: Shows, in order, what the students can expect for the progression of the learning. For example: 1)Do Now, 2)Cells Anticipatory Set 3)Cellular Case Study Jigsaw 4)Exit Ticket.

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• WEEKLY SIGNAL:
• Provides student performance data on Standards & Next Gen Skills contained in the 4M Learning Targets for the week.
• Reflects the learning of the Daily 4M targets to align and translate into an IC grade.
• QUARTERLY SIGNAL:
• Derived from the Quarterly Community Assessment on the Standards of Success Compass.

*effect size is based on John Hattie’s research and scales from -.9 to 1.57 from negative learning impacts to desired learning impacts. Elements .4 or higher is considered a zone of desired effects.

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*Strategies 4M Learning Target, Do Now, Exit Ticket, Chunking (Take The Steps), At Bats, & Total Participation Strategies (Setting High Academic Expectations), are from Teach Like a Champion..

For more in depth examples and information on the strategies listed, scan the QR code to access the Design Lab Backpack on NCUnwrapped.com

1.29

1.29

DAILY INSTRUCTIONAL EXCELLENCE PILLARS

ASSESSMENT FOR LEARNING PILLARS

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ALIGNS TO PURPOSE

• Students should be able to speak to the PURPOSE, BENEFITS, and importance of the assessment.

ALIGNS TO PROCESS

• Students know where they are today in the process and and where they are going in the future.

ALIGNS TO PRODUCT

• Students know how today’s work builds towards the end products of the unit.

ALIGNS TO PERFORMANCE

• Students know they are going to be graded and evaluated throughout the process.

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SEE SUCCESS THROUGH MODELS

• Students can articulate clear expectations before, during, and after the assessment.
• Modeling of high expectations and quality work is ongoing and is embedded into everything we do.

SEE SUCCESS THROUGH RUBRICS OR PROGRESSIONS

• RUBRICS/PROGRESSIONS: Students use self assessment along with modeling, clear expectations, and protocols to revise their work.
• Students use PEER ASSESSMENT to think, discuss, and reflect on the work of their peers.

WEEKLY SIGNALS OF SUCCESS

• Provides student performance data on Standards & Next Gen Skills contained in the 4M Learning Targets for the week.
• Reflects the learning of the Daily 4M targets to align and translate into a “grade” that can signal success on the most important skills within the course.

QUARTERLY DASHBOARD SIGNALS

• Derived from the Quarterly Community Assessment data on the Standards of Success Compass.
• Drives team and content design lab data summaries that inform families and community about the most essential benefits and signals of success.

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*effect size is based on John Hattie’s research and scales from -.9 to 1.57 from negative learning impacts to desired learning impacts. Elements .4 or higher is considered a zone of desired effects.

EFFECT SIZE

• -

HOW ARE “WE” DOING TOGETHER?

WHAT DOES SUCCESS LOOK LIKE?

HOW DOES EACH PART ALIGN WITH THE NEXT?

ALIGNMENT, ALIGNMENT, ALIGNMENT

OUT OF SIGHT

OUT OF MIND

TOGETHER WE CAN

DAILY & UNIT ASSESSMENT

LEARNING PATHWAY TO SUCCESS

HOW DO WE KNOW STUDENTS ARE GROWING?

4M LEARNING TARGET

WEEKLY SIGNAL

EQs, SUSTAINED DEEP INQUIRY & CRITICAL THINKING

CHUNKED INSTRUCTION

POWERFUL MODELS & SCAFFOLDING

PATHWAYS TO STUDENT SUCCESS

NEXT GEN STANDARDS OF SUCCESS & 4CS

INSTRUCTIONAL PRACTICES

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Context……

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WHAT DO LEARNING EXPERIENCES LOOK LIKE IN A NEXT GENERATION CLASSROOM?

MANAGEABLE As with any lesson, it is important to decide before beginning a lesson if it is manageable for the class and for the time allotted.A manageable objective may be to learn about the three different types of triangles. Part of this strategy is being able to predict how much practice the class needs with material in order to master new concepts. Instead of using the objective of learning about triangles for three weeks, it is more manageable for you to teach a little bit each day, just as it is easier for the class to understand what it expected of them each day.

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MEASURABLE This strategy suggests that teachers create objectives in such a way that the outcomes can be measured at the end of the day. This lets the teacher measure how well he or she achieved the objective, based on how well the students grasped the material. This also lets the teacher know if the class is ready to move on or needs to spend more time on the material.

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MADE FIRST This aspect addresses a common mistake amongst teachers – choosing an objective off of a pre-planned activity. The book uses the example of deciding to play Jeopardy, and therefore picking an objective that could be assessed in that format. “Made first” suggests that teachers choose the objective before anything else. By doing this, it allows for teachers to base the activities around the material that needs to be learned, which is the most effective way to design a lesson.

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MOST IMPORTANT Only the most important information needs to be presented, in order to leave room for other information that is considered most important as well.

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Once you have developed your ANNUAL OR QUARTERLY COMPASS, your UNIFYING ASSESSMENT and SIGNALS FOR SUCCESS, it is time to bring the ART and SCIENCE of teaching to life through your INSTRUCTIONAL PRACTICES. You can use your google slide deck as both your lesson plans and what you will use with your students in your class. when developing your DAILY/WEEKLY lesson plans (MAPPING), it is important to plan our and include the following: (Insert checklist)

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TEACH LIKE A CHAMPION TECHNIQUE: 4 M LEARNING TARGET

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The 4 Ms are: Manageable, Measurable, Made First, and Most Important. Each aspect is simple, which makes this an easy strategy to implement, yet extremely effective in classroom planning. By combining the four aspects, it ensures that a lesson is effective from start to finish.

I CAN TEACH THIS CONCEPT IN ONE CLASS PERIOD

THE OBJECTIVE CAN BE MEASURED (IDEALLY IN ONE CLASS PERIOD)

THE OBJECTIVE GUIDES THE LEARNING ACTIVITY, NOT THE OTHER WAY AROUND

THE OBJECTIVE IS ORIENTED TOWARDS COLLEGE/CAREER READINESS

ALWAYS CONNECT TO LARGER THEMES & THE COURSE PURPOSE

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• Place your Driving Community Question (EQ) in your slides for a daily connection. This will remind students of the purpose and where you are headed with your Unifying Assessment. Students should not only be aware of what the Driving Community Question is, but they should internalize the explicit connection they see in what they are being asked to do each day.

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• When creating a driving question, or as we call it, a Community Question, going back to the PURPOSE is key.

The question:

• Shouldn't be Googleable
• Shouldn't be yes or no
• Should be engaging or provocative
• Should endure learning design from beginning to end
• Should address where you want to take your learners

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• Include a monthly calendar of where your class is headed. Students need to see the bigger

picture to understand how one experience builds upon another. Students benefit from the

structure and predictability of knowing what is coming, where they are headed, and the

trajectory of the learning.

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Examples: Students can plot two variable data points on a scatter plot.

Students can describe the political, social, and economic events that

affected the Sacco and Vanzetti using a primary source document.

NEXT GEN LEARNERS SHOULD BE ABLE TO CLEARLY UNDERSTAND AND EXPLAIN THE LEARNING TARGET AND CRITERIA FOR SUCCESS.

UNITING FOR SUCCESS NEXT LEVEL CRITICAL THINKING

LOW DEGREE OF APPLICATION

NEXT LEVEL APPLICATION

NEXT LEVEL DEPTH

LOW DEPTH LEVEL

REMEMBERING

UNDERSTANDING

APPLYING

ANALYZING

EVALUATING

CREATING

KNOWLEDGE IN ONE DISCIPLINE

APPLICATION IN DISCIPLINE

APPLICATION TO REAL-WORLD PREDICTABLE SITUATIONS

APPLICATION TO REAL-WORLD UNPREDICTABLE SITUATIONS

DEPTH OF KNOWLEDGE

APPLICATION

APPLICATION ACROSS DISCIPLINES

*NOTE: THERE ARE DIFFERENT STAGES AND TIMES IN THE LEARNING CYCLE IN WHICH UNDERSTANDING AND IDENTIFYING “CONTENT” WILL BE NECESSARY. HOWEVER, THAT IS NOT WHERE THE LEARNING SHOULD STOP WITH THE MATERIAL BEFORE MOVING FORWARD. IT SHOULD THEN EXTEND INTO HIGHER LEVEL LAYERS OF CRITICAL THINKING AND ACTION BEFORE MOVING FORWARD TO NEW CONTENT.

PROTOCOL:

PART ONE:

1. WRITE YOUR 4M LEARNING TARGET HERE:: ___________________________________________________________________________
2. WRITE THE ALIGNED ASSESSMENT OF THAT 4M LEARNING TARGET HERE: _______________________________________________________________________
3. PLOT THE 4M LEARNING TARGET & ASSESSMENT ON THE MATRIX BELOW.

TO INCREASE DEPTH & APPLICATION HERE ARE SOME STRATEGIES YOU CAN TRY:

1. CHECKING: HAVE STUDENTS RECORD A SCREENCAST THAT DETAILS THE GROUP’S PROBLEM-SOLVING STEPS. HAVE STUDENTS CHECK THEIR WORK AND IDENTIFY ERRORS.
2. INSTRUCT STUDENTS TO EXAMINE THE INFERENCES OF A PEER’S ANALYSIS.
3. CRITIQUING: INSTRUCT STUDENTS TO USE THEIR KNOWLEDGE TO CRITIQUE THE DECISION-MAKING OF A HISTORICAL FIGURE. (EX:JIGSAW WITH CASE STUDIES)
4. CREATE: DESIGN TASK INTENDED TO HAVE STUDENTS ORGANIZE INFORMATION IN A NEW WAY TO DESIGN A PRODUCT.
5. GENERATE:USING THE “QUADS”STRATEGY, INSTRUCT STUDENTS TO GENERATE SEVERAL POTENTIAL THESIS STATEMENTS IN RESPONSE TO AN ARGUMENTATIVE PROMPT, THEN PLAN THEIR OWN THESIS FOR THEIR ESSAY.
6. USING THE “SCAMPER” STRATEGY, INSTRUCT STUDENTS TO PRODUCE SOLUTIONS TO REAL, NOT JUST REALISTIC, PROBLEMS.

*TO INCREASE DEPTH OF AWARENESS, ALL ASSESSMENTS SHOULD INCLUDE A CRITERIA FOR SUCCESS. STUDENTS SHOULD BE ABLE TO SPEAK TO THE CRITERIA FOR SUCCESS PRIOR TO ENGAGING IN THE ASSESSMENT.

PART TWO:

REFLECT:

1. WHERE DOES THE LEARNING FALL ON THE MATRIX?
2. WHAT WAS THE INTENTIONS BEHIND THE ASSESSMENT OF LEARNING?
3. WHAT ARE POSSIBLE NEXT STEPS IN DEEPENING THE LEARNING & APPLICATION?

THINK-JOT:

REMEMBER

UNDERSTAND

APPLY

ANALYZE

EVALUATE

CREATE

DEFINE

LIST

RECALL

RESTATE

SUMMARIZE

EXPLAIN

ILLUSTRATE

GIVE EXAMPLE

MATCH

CLASSIFY

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CHOOSE

DRAMATIZE

EXPLAIN

ORGANIZE

PREPARE

PRODUCE

DEMONSTRATE

SKETCH

SOLVE

USE

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CATEGORIZE

CLASSIFY

COMPARE

DIFFERENTIATE

DISTINGUISH

POINT OUT

SELECT

SUBDIVIDE

SURVEY

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APPRAISE

JUDGE

CRITICIZE

DEFEND

COMPARE

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CONSTRUCT

CREATE

DESIGN

DEVELOP

FORMULATE

HYPOTHESIZE

INVENT

MAKEUP

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ORIGINATE

ORGANIZE

PLAN

PRODUCE

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PRACTICE EXERCISES

DEMONSTRATIONS

PROJECTS

SKETCHES

SIMULATIONS

ROLE PLAY

TEACH BACK

INFORMATIVE WRITING

PROBLEMS

EXERCISES

ANALYSIS A CASE STUDY

ANALYSIS DISCUSSIONS

ANALYSIS QUESTIONS

TEST HYPOTHESIS

ARGUMENTATIVE WRITING

PROJECTS TO EVALUATE

PROBLEMS TO EVALUATE

EVALUATE 2+ CASE STUDIES

SIMULATIONS

APPRAISALS

CRITIQUES

DEBATES

ARGUMENTATIVE WRITING

DEVELOP PLANS

CREATIVE EXERCISES

PROJECTS

CONSTRUCTS

LOW DEPTH & APPLICATION

NEXT LEVEL DEPTH & APPLICATION

TEACHER LEARNING DESIGN: 4M LEARNING TARGETS

LECTURE

VIDEOS

EXAMPLES

ANALOGIES

DIRECT NOTES

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QUESTIONS

DISCUSSION

REVIEW TEST

REPORTS

LEARNER PRESENTATIONS

SUMMARY WRITING

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UNITING FOR SUCCESS NEXT LEVEL

CRITICAL THINKING

*NOTE: THERE ARE DIFFERENT STAGES AND TIMES IN THE LEARNING CYCLE IN WHICH UNDERSTANDING AND IDENTIFYING “CONTENT” WILL BE NECESSARY. HOWEVER, THAT IS NOT WHERE THE LEARNING SHOULD STOP WITH THE MATERIAL BEFORE MOVING FORWARD. IT SHOULD THEN EXTEND INTO HIGHER LEVEL LAYERS OF CRITICAL THINKING AND ACTION BEFORE MOVING FORWARD TO NEW CONTENT.

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CRITICAL THINKING CLASSROOMS:

• WRITE FREQUENTLY WITH COMMON WRITING SCAFFOLDS (MEAL/ CERCA)
• IMPROVE, DEVELOP AND REVISE WORK UNTIL IT IS HIGH QUALITY.
• UTILIZE NEW AND ADVANCED VOCABULARY FREQUENTLY TO ENGAGE AND DISCUSS TOPICS AND CONTENT.
• READ CHALLENGING TEXTS WITH A PEN IN HAND AND ANSWER TEXT-DEPENDENT QUESTIONS.
• ACTIVELY PARTICIPATE THROUGH TOTAL PARTICIPATION STRATEGIES.
• RECALL & APPLY AND KEY KNOWLEDGE INTO LONG-TERM MEMORY.

STUDENT OUTCOMES: PATHWAYS TO SUCCESS

CHUNKING INSTRUCTION

CHUNKING:

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Learning goals can be broken down into bite-size chunks. It is not uncommon for a deeper learning experience to have several different components. For example, a learning task might include research, planning, prototyping, and writing. Each of these separate stages can be scaffolded with templates, procedural structures, models, etc. Chunking the learning improves not only the product, but project management skills for students. We can demonstrate how any given task can be approached in this way, instead of seeing the process as an overwhelming task. Whether you are working in an online learning environment or in a classroom, this student-centered learning approach enables students to take more ownership of their learning. Learning goals don't need to be seen as these distant destinations that only the chosen few arrive at. Break the journey down so all the students can come with you. Effectively, a learning task can be broken down into a series of mini - lessons.

WHAT’S THE PURPOSE OF SCAFFOLDING?

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1. The purpose of using scaffolds is to make sure that every student is able to learn the content, thus opening the path for Critical Thinking.

2.Having multiple at-bats with a scaffold increases likelihood of mastery for the student.

3. Both academic and procedural experiences need scaffolding.

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To read about more scaffolding techniques, click HERE.

MODELING

PURPOSE & BIG IDEAS:

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1. The purpose of using scaffolds is to make sure that every student is able to learn the content, thus opening the path for Critical Thinking.

2.Having multiple at-bats with a scaffold increases likelihood of mastery for the student.

3. Both academic and procedural experiences need scaffolding.

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• The Hunter Method: I do (modeling), we do (together as a class), you do (independent practice).
• A fishbowl activity can be used, by selecting a small group of students to stand in the middle and the rest of the class surrounds it. The fishbowl, or students in the middle, performs a task, model how the task is done for the bigger group.
• Teachers can show the final product or outcome of a task, before asking students to perform the task. For example: teachers can show a model essay and a criteria chart or rubric before giving the task of writing a persuasive essay. Teachers can teach students through every step of this process using the model of the final product in hand.
• Teachers can use think alouds, to model their thought process as they design a project, solve a problem or read text. Since children’s cognitive skills are still in development phase, so it is essential for them to see developed, critical thinking.

VISUAL AIDS & NOTETHINKING ORGANIZERS:

Visual scaffolding is performed through words and images that can be viewed as well as heard to give comprehensible information to the students. The following are some of the ways to use visual aids as the scaffolding strategy.

• Graphic organizers, charts and pictures, can all be used as scaffolding tools. Graphic organizers help students visually synthesize information, illustrate ideas, and understand concepts such as cause and effect and sequencing. Some examples of graphic organizers are:
1. Frayer Model
2. Cornell Notes
3. Venn Diagram
4. Hierarchical
• Introducing a new concept through a short excerpt of a video
• Having a real object or model of the concept.

Guiding students how to perform a task by first performing it by the teachers themselves can be a useful teaching strategy. Teachers can also utilize a small group of students model for other students. Following are some of the ways to use modelling as a scaffolding strategy in education.

ACTIVATING PRIOR KNOWLEDGE

CRITERIA FOR SUCCESS

CRITERIA FOR SUCCESS

The path to success should not be a mystery for students. A suggested best practice is to not only establish the criteria for success for the assignment, but to review, and engage in discussion about the criteria for success with students before they begin the assignment.

Success criteria is most effective when it:

• Is aligned with the 4M LEARNING TARGET (what they will learn, not what they will do)
• is specific, tangible, and measurable to the task
• is discussed or co-constructed prior to the learning experience
• uses learner friendly language
• is visible and referred to during the learning experience
• is used as the basis for feedback between learner and teacher and during peer and self assessment

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CRITERIA FOR SUCCESS CAN LOOK LIKE:

• Rubrics
• Learning progressions
• 4M Learning Targets

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CLICK THE LINKS ABOVE & TO THE RIGHT FOR EXAMPLES & VIDEOS OF CRITERIA FOR SUCCESS

Students come to school with the experience and knowledge of many different topics. By connecting prior life experiences with new knowledge, teachers can help students understand new details more quickly. Students grasp and retain new knowledge more easily when they can relate it to something they already know. Additionally, having awareness of prior knowledge allows for the teacher to know what scaffolds may be necessary when approaching a new task or content. The following are some of the ways to use prior knowledge as a scaffolding strategy:

• Teachers can ask students to share past experiences, ideas, and feelings about the concept or content taught in the class and connect and relate it to their life.
• Entry/exit tickets can be used as a method of classroom instruction with a discussion question or prompt on it for the learners to reflect upon or answer the question within the context of the prior knowledge.
• Technology platforms and apps such as Google Classroom polls, Google Forms, Padlet, Quizizz, etc. can be used to gauge prior knowledge.

DAILY/WEEKLY SIGNALS

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What is a DAILY/WEEKLY SIGNAL

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A DAILY/ WEEKLY SIGNAL is a formative assessment or assignment is a tool teachers use to give feedback to students and/or guide their instruction. In the teaching and learning a process, we know just because we taught it, doesn’t necessarily mean all students learned it. That is why formative assessment and checking for understanding is so important throughout the learning process. Formative assessment allows for the student and teacher to gain an awareness of learning to be informed of progress, set goals, and provide supplemental supports or accelerations where necessary. Integrated DAILY/ AND OR WEEKLY SIGNALS are essential to combating the “forgetting curve”.

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Click HERE for 70 examples of formative assessment.

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Annotated Forgetting Curve from TLAC

Click the image for more information.

DAILY/WEEKLY (FORMATIVE) ASSESSMENT

DAILY/ AND OR WEEKLY SIGNALS FOR CRITICAL THINKING INFORM STUDENTS OF:

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• WHERE AM I GOING?
• WHERE AM I NOW?
• WHAT STEPS DO I NEED TO TAKE?

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When it comes to DAILY/ WEEKLY SIGNALS for CRITICAL THINKING, NEXT GEN PROFESSIONALS are seeking to assess HIGHER ORDER THINKING SKILLS of their students.

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WHAT IS A HIGHER ORDER THINKING SKILL?

NEXT GEN LEARNERS must not only be able to recall information, but seek to truly understand. HIGHER ORDER THINKING incorporates levels of processing, analysis, synthesis, systematic evaluation, and finally creating, which incorporates all of these elements into a coherent final product, which reflects several layers of in-depth learning. This process is based on the principles of Bloom’s Taxonomy.

You may also see these concepts organized into the Webb’s Depths of Knowledge chart: recall, skill/concept, strategic thinking, and critical thinking. NEXT GEN PROFESSIONALS seek to transition students from the recall thinking into the CRITICAL THINKING. Here, students take the content they are studying and transform it into a cohesive application. They are CRITICALLY evaluating numerous platforms of information in order to produce an assessment that shows thorough depth in design and thinking. (PASSINGER)

It is important to establish clear CRITERIA FOR SUCCESS for evaluating CRITICAL THINKING SUCCESS SIGNALS. Even though many of us may be able to identify CRITICAL THINKING when we see it, explicitly stated criteria helps both NEXT GEN LEARNERS and PROFESSIONALS know the goal toward which they are working. An effective criterion measures which skills and content knowledge are present, to what extent, and which skills and content require further development. The following qualities may be used in DAILY/WEEKLY SIGNALS to assess effective CRITICAL THINKING:

• Accurately and thoroughly interprets evidence, statements, graphics, questions, literary elements, etc.
• Asks relevant questions.
• Analyses and evaluates key information, and alternative points of view clearly and precisely.
• Fair-mindedly examines beliefs, assumptions, and opinions and weighs them against facts.
• Draws insightful, reasonable conclusions.
• Justifies inferences and opinions.
• Thoughtfully addresses and evaluates major alternative points of view.
• Thoroughly explains assumptions and reasons.

Formative assessments should be used throughout a course, not just at the end. It is more useful to assess learners throughout, so you can see if criteria require further clarification. Also consider distributing your criteria with your assignments so that students receive guidance about your expectations. This will help them to reflect on their own work and improve the quality of their CRITICAL THINKING. (UNIVERSITY OF WATERLOO)

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QUESTIONING & DISCUSSION

TOTAL PARTICIPATION

QUESTIONING & DISCUSSION

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A NEXT GEN classroom is one that is lively with questioning and discussion. When examining what types of questions to utilize with students, the NEXT GEN Professional should reflect on where students are in the process of learning. Are new concepts being presented? Is the focus on deepening the understanding of foundation knowledge?

A FEW QUESTIONING STRATEGIES:

TEACH LIKE A CHAMPION 34: COLD CALL

Cold Call is the pedagogy strategy of calling on students regardless if they have their hands raised and can be especially effective in creating an environment in which students know they will be responsible for the learning. Used correctly, COLD CALL should be positive, predictable, universal, and intentional. Cold Call increases voice equity and shared ownership amongst students, creates a culture of engagement, attention, and warm accountability, checks for understanding, and helps to pace out the lesson.

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To see this strategy in action CLICK HERE.

TEACH LIKE A CHAMPION TECHNIQUE 33: WAIT TIME

Wait time if the practice of inserting a short amount of waiting before taking an answer. This allows for more hands to go up, and allows more thinking time to support better more rigorous answers. When engaging in Wait time, consider narrating hands (Two, hands, three hands. Take your time but push yourself to share.”. Prompt thinking skills (“I’m seeing people thinking deeply and jotting down thoughts. I’ll give everyone a few more seconds to do that.”). Make your wait time transparent (“Let’s take 30 seconds….)

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TO LEARN MORE ABOUT STRUCTURES FOR

CLASSROOM DISCUSSION CLICK HERE.

“One of the things that we tend to fall back on as teachers is the traditional Q&A, where we shoot out a question, and basically whoever raises their hand gets to answer the question. Total Participation Techniques changes that,” There are instances when you can simply call on students, but not for higher-level thinking prompts that require more time to process. “The whole idea behind The Ripple is that I am no longer just calling on a kid. When the question is something that I want every student to show me evidence that they understand, then calling on someone is not the first thing I do. I’m going to want to get evidence from every individual student, and then I’m going to let them process it together quickly, and then call on them. “When you call on a student absent of total participation strategies, everyone else is off the hook. It’s really got to be a mindset of, ‘I want evidence that every student is learning. How am I going to do that?’ When it’s important enough for everyone to learn, you ought to make sure that every single student is going to give you that evidence.” (Persida)

Click the image above for a closer look at Total Participation Strategies

ALL STUDENTS READING, WRITING, THINKING, SPEAKING, EVERYDAY.

CLICK THE IMAGE TO THE LEFT TO ACCESS MORE TIPS & STRATEGIES ABOUT QUESTIONING.

Our brains are wired for speech and visual design. In their everyday lives, our NEXT GENERATION students utilize speech and visual design as the primary way they create and communicate meaning. A feature of good discussions and VERBAL COMMUNICATION in the classroom setting is high student engagement, as indicated by attentive listening and eagerness to contribute. Good classrooms discussions contain students discussion claims, warrants, and conclusions related to a topic or question. Just like in reading verbal and visual communication require background knowledge and purposeful direction. To have students who can successfully utilizer VERBAL & VISUAL COMMUNICATION, we must build habits and principles of discussion and visual communication.

HABITS OF VERBAL COMMUNICATION FOR NEXT GEN LEARNERS

The following habits of VERBAL COMMUNICATION can be utilized in classroom discussion, discourse, or in other professional settings.

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• Project- Speak audibly and make eye contact with all stakeholders.
• Share- Speak in turn and invite others to engage.
• Speak- Speak as an informed COMMUNICATOR. Use names of your audience. Utilize complete sentences. Address questions succinctly.
• Listen- Listen as an COMMUNITY member. Show mutual respect and awareness of multiple perspectives through making eye contact, nodding, and focusing on the speaker.
• Take Notes- Take Notes as an active COMMUNICATOR. Write down/summarize ke information, evaluate the information, annotate the information to dig deeply.
• Build- Build on the discussion by agreeing, disagreeing, or examining the perspectives in a different way

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HABITS OF VERBAL STAGE SETTING FOR NEXT GEN PROFESSIONALS

During classroom discussions and discourse, the NEXT GEN Professional plays a crucial role in engaging, livening, and digging deeper for student understanding. Here are a few key steps:

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• Activate-Activate knowledge in the COMMUNICATION ( “I’d like to connect Larry’s interpretation of the article to what we read about…)
• Revoice- Capture what a student is saying “If I understand you correctly….)
• Press for Reasoning- Prompt students to use evidence. A claim without evidence is just an opinion.
• Problematize- Name the contradiction, or introduce a counterclaim
• Sophisticate- Prompt students to dive deeper into the text or apply within a next context (Let’s turn to page….Does it support…)
• Stamp- Stamp the learning at the end of the discussion. (Using cold call, ask students to voice key points of the discourse, then ask them to retrieve through connecting it to previous learning.)

Think Pair Share is a Total Participation Strategy used to help students to think individually about a topic or answer to a question, teach them to share ideas with classmates, build VERBAL COMMUNICATION skills, and focuses attention to engage students in comprehending the topic at hand.T- (Think)- Ask a questions about the text or topic. Students have a timed period to “think” about what they know and have learned. This may include them referring back to a text or previous learning.P- (Pair)- Each student should be paired or in a small group with other students.S- (Share)- Students will VERBALLY COMMUNICATE their thinking with their partner or small group. Teachers can expand sharing to the classroom after the pair and small group discuss.

To watch the Total Participation Strategy, Gallery Walk, in action, click on the video to the right. You can use Gallery Walk in the following ways:

• After reading a text to discuss ideas, themes, and characters
• After completing a lab to discuss findings and implications
• To examine historical documents or images
• Before introducing a new topic to determine students’ prior knowledge
• After students have created a poster or any other type of display project, or even before they submit it for a grade, use I Like, I Wonder, Next Steps (see below)
• To solve a math problem collaboratively
• To generate ideas or pre-writes

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SETTING THE STAGE

THINK PAIR SHARE & GALLERY WALK

THINK PAIR SHARE

GALLERY WALK

S E E IT. N A M E IT. D O IT.

The SEE IT, NAME IT, DO IT framework is from the book Leverage Leadership. It describes the process of learning a new skill effectively. We first must SEE the model of what a successful product or process looks like in clear detail. Then we must NAME the characteristics that make that model effective. Finally, we must DO those same actions repeatedly (or as Teach Like a Champion calls it, create multiple at-bats). Creating successful COMMUNICATORS requires this same framework. Instead of simply saying “read this Chapter”, we must allow students to SEE effective interactive reading strategies to dig deeply into complex texts, we must NAME the strategy to give identity to the process and create a common language (Read with a Pen in Hand, SMART Reading, etc). Finally, students need practice to DO these interactive reading strategies often. To create readers beyond middle school and high school, we must now teach them the process so when they enter into our COMMUNITY as professionals, they can do so as confident COMMUNICATORS.

NEXT GENERATION STUDENTS READ WITH A PEN IN HAND

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Close reading or active reading structures are essential to creating a culture of focus and purposeful reading. When planning instruction around reading, As Love & Literacy states, students can use annotations to better understand texts. Teachers can use them to better understand students. As you plan for purposeful annotation, ask yourself these questions:

• Start with the END IN MIND: What do I want students to be able to COMMUNICATE about this text?
• What tasks or questions will require students to closely read the text to be able to answer it?
• In what ways does the close reading or active reading structure I am using promote students having to refer to the text multiple times?
• What background knowledge or context (thematic, historical, literary) do students need before reading the text?
• What claim, theme, or author’s craft are we reading for?
• To see if students get it, see if they can write about it. Write first, talk second.

CLICK HERE TO ACCESS CLOSE/ ACTIVE READING STRUCTURE EXAMPLES

CLICK HERE TO ACCESS CLOSE/ ACTIVE READING STRUCTURE EXAMPLES

NEXT GENERATION MIDDLE SCHOOL STUDENTS WRITE CERCA

Writing and reading go hand in hand. In partnership with purposeful reading comes opportunities to engage in text dependent writing tasks. Writing too needs structures with common language. CERCA provides that common language and writing scaffold for our NCS Middle School COMMUNICATORS to build capacity and stamina to make claims, utilize essential text-dependent evidence, dig into counterclaims, and examine audience. The CERCA writing approach can be used for argumentative, informational, or narrative writing.

• CLAIM-Students develop a claim to an essential question.
• EVIDENCE-Students utilize credible and essential evidence to support their claim.
• REASONING-Students connect their evidence to their claim through reasoning (or analysis).
• COUNTERARGUMENT-Students examine other points of view and why their claim is stronger.
• AUDIENCE-Students consider their audience and use appropriate language while writing their formal argument.

NEXT GENERATION HIGH SCHOOL STUDENTS USE MODL WRITING

High school writing takes the CERCA approach to deepen and extend the writing into a multiple paragraph and longer form writing with MODL writing. MODL writing requires students create meaning, utilize organization, fully develop ideas through evidence and analysis, and link paragraphs through themes and through story-lines to craft their writing, all while using professional and appropriate language for their audience.

• MEANING & IDEA DEVELOPMENT-Students develop a claim to an essential question using essential evidence with awareness of other perspectives and audience throughout.
• ORGANIZATION-Ideas logically and purposefully build upon one another through well organized paragraphs and introduction, body, conclusion formatting.
• LANGUAGE-Students utilize powerful and persuasive language to address their audience.

READING WITH A PEN IN HAND

WRITING WITH PURPOSE

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TECH RESOURCES FOR VISUAL COMMUNICATION

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The following tech tools and resources can be used to provide students an opportunity to engage in visual COMMUNICATION design to effectively communicate ideas.

• Canva
• WeVideo
• YouTube
• Screencast
• Animoto

VISUAL COMMUNICATION PRINCIPLES

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Visual Design COMMUNICATION was once seen as a skill for “artists” and “creatives”. However, the emerging economy of entrepreneurship and marketing makes visual design COMMUNICATION a powerskill in high demand. Students can practice visual design COMMUNICATION as another form of demonstrating their understanding. When students are engaging in visual design for COMMUNICATION purpose to an audience or to demonstrate understanding, the following principles may be useful.

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• CLARITY- The design should be clear in what message it is attempting to convey.
• SIMPLICITY- The rule of three. The more concise the message or visual is, the better. Three is typically the threshold for a visual design project.
• IMPACT- The visual design should evoke thought and response from it’s audience.

INFOGRAPHICS

VIDEO CREATION

DIGITAL SHOWCASE OF LEARNING ARTIFACTS

STUDENT CREATED ADS & MARKETING

VISUAL COMMUNICATION PRINCIPLES

RESOURCES

BUILDING PROJECT MANAGEMENT

POWERSKILLS IN YOUR STUDENTS

For NEXT GEN LEARNERS to become effective CONTRIBUTORS they must have opportunities to build those NEXT GEN POWER SKILLS. We seek to allow NEXT GEN LEARNERS an opportunity to work in a manner that they are able to build trust with others through consistent integrity and work ethic. In this process, we want our NEXT GEN LEARNERS to show genuine respect for and awareness of the PEOPLE & PLACE in which they are working with whether it be peer, NEXT GEN PROFESSIONALS, or other COMMUNITY PARTNERS. Structures for CONTRIBUTION can be used to build capacity in students to develop these POWERSKILLS. PROJECT MANAGEMENT skills can be used as a vehicle to build such capacity. PROJECT MANAGEMENT means that learners plan projects as carefully as they can, rather than just diving in. It means deploying resources appropriately, dividing up work when completing group assignments, and setting specific goals and deadlines. When students learn to manage projects well, they also learn the great skill of flexibility, which comes from adjusting expectations, work assignments, goals and deadlines while work is in progress. (STUDENT RESEARCH FOUNDATION)

If you would like NEXT GEN LEARNERS to be able to manage their time, work, and complete tasks by deadlines, approaching it from a PROJECT MANAGEMENT perspective may be beneficial. Consider the following when approaching an upcoming project in your class. Have NEXT GEN LEARNERS intentionally think through and create:

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PROJECT BENCHMARKS

Project benchmarks are specific check-in points where a significant part of the final end products are due. If you know the benchmarks that will get the groups to successful final product, this is a great place to insert tangible goals into a COLLABORATIVE CONTRACT. You can include the due dates or have NEXT GEN LEARNERS assign their own due dates. You can make space for NEXT GEN LEARNERS to include who will be responsible for making sure that benchmark gets completed.

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ACTION STEPS

This is a space for the NEXT GEN LEARNERS to write their next action steps for the project down. They should refer to their COLLABORATIVE CONTRACT often throughout the project and add to their next action steps list. NEXT GEN PROFESSIONALS can use this section at the beginning of the class to help learners organize their thoughts and plan for their work time. However, it also works as a great check-in at the end of work time so they can record what they need to work on next and what they accomplished during their time. (MAGNIFY LEARNING)

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Consider what type of structures students will use to record and reflect on their project management skills. Two examples from Magnify Learning include:

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PROJECT MANAGEMENT TEMPLATE FROM MAGNIFY LEARNING (1) & (2)

HIGH ACADEMIC & CULTURAL EXPECTATIONS

Another opportunity to build capacity of work ethic and respect is through the CLASSROOM CULTURE you create. Every 6-12 school has common expectations to uphold classroom culture. However, as a NEXT GEN PROFESSIONAL in the classroom, having high expectations without apology (TLAC TECHNIQUE 19) builds the foundation for work ethic. We should never accept less than quality work from our NEXT GEN LEARNERS. Ask students to revise their work if it is not of high quality or incomplete. Never accept anything less than CARE and RESPECT from learners in your classroom, whether they are speaking to one another, you, or a COMMUNITY PARTNER.

To view more structures and tips on PROJECT MANAGEMENT for LEARNERS, check out this WEBSITE.

BUILDING COLLABORATION

FOR STUDENTS & COMMUNITY

GROUP CONTRACT EXAMPLE FROM COLUMBUS SIGNATURE ACADEMY

GROUP CONTRACT EXAMPLE FROM MAGNIFY LEARNING

GROUP ROLES EXAMPLE FROM MAGNIFY LEARNING

CONSENSUS MAPPING TEMPLATE

SETTING UP YOUR CLASSROOM FOR COLLABORATION:

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Students learning collaborative working skills are essential for our modern economy. When we think about setting a classroom up for collaborative learning experiences, we are thinking beyond group work. Not every task in your classroom needs to be collaborative. However, NEXT GEN LEARNERS need ample practice at working interdependently towards a shared goal. Sometimes this looks like students at a table together discussing next steps, other times it looks like role definitions and NEXT GEN LEARNERS working on pieces on the project independently to contribute towards a larger product. As you think through the scaffolding required to promote a successful collaborative environment, consider COLLABORATION contracts, roles, agreements/norms, and a plan for absences.

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COLLABORATION CONTRACTS:

COLLABORATION contracts are a formalized document (digital or paper) of norms and agreements NEXT GEN LEARNERS complete out at the beginning of the COLLABORATIVE task. This document is completed together by all group members and outlines how they will work together as how well as how they will successfully complete the end product(s) of the task COLLABORATION contracts promote the responsibility to the NEXT GEN LEARNERS to facilitate their group. Having a plan documented when the task begins helps keep the NEXT GEN LEARNERS on track, hold each other accountable and overall have more effective COLLABORATION. However, when there are group issues, consider having the group refer to their contract to see how well they are working together based on their plan at the beginning of the task. This contract should also include a plan for how the group will move forward if there is an absence.

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COLLABORATIVE ROLES:

COLLABORATION roles refer to how each person will function within the group. They can help NEXT GEN LEARNERS divide the work more equally. By describing the role of each person, NEXT GEN LEARNERS are given some voice in how they are going to tackle the task. When you and your learners get comfortable, you can begin to have each group create their own roles and responsibilities. For example, one group may need a construction worker and another group may need a community partner liaison. Not all groups will necessarily have the same needs so you can begin to let them make those choices. It is then important for each group member to feel comfortable discussing their strengths and weaknesses with their group members. This will allow for learners to begin thinking through which roles are best suited for which learner. (Example if someone’s gift is visual design, perhaps they would pick a role of GRAPHIC DESIGNER for the presentation. If another learner’s gift is connecting with COMMUNITY PARTNERs, perhaps their role would be COMMUNITY LIAISON. (MAGNIFY LEARNING)

COMMUNITY PARTNERSHIP COLLABORATION IN THE CLASSROOM:

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COMMUNITY PARTNERS can serve as strong networks to industry expertise, mentorship, and authenticity within the classroom. These connections can make a lasting impact on NEXT GEN LEARNERS to expose them to career possibilities, knowledge, and wisdom. Intentional partnerships help to expand learners’ social networks which endure beyond the school experience.

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If you are establishing a COMMUNITY PARTNERSHIP for a project consider the following:

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• Projects should be ‘real’ for both NEXT GEN LEARNERS and COMMUNITY PARTNERS, with benefits for both
• Pair NEXT GEN LEARNERS with community initiatives that are “nice-to-have,” but not crucial, in case learners run into issues and areas for growth
• Work with COMMUNITY PARTNERS to develop projects that appeal to learners and map onto learning goals
• Ask your learners what issues they’re passionate about in their COMMUNITY
• Connect students with COMMUNITY experts related to their interests
• Provide opportunities for learners to COMMUNICATE their work to COMMUNITY PARTNERS to see its impact

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If you are establishing COMMUNITY PARTNERSHIP for mentoring consider the following:

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Mentors can serve as professional resources, academic supports, role models, and encouragers for students. To set up mentorships that are meaningful and effective, check out this step-by-step guide from MENTOR on how to approach:

• Recruitment
• Training
• Monitoring and Support

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(TRACE PICKERING-IOWA BIG)

Check out this video to see what establishing COMMUNITY PARTNERSHIP in a project setting can look like.

NEXT GEN COMPETENCIES & POWERSKILLS

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In Nelson County Schools, we know for our students to be NEXT, we must create learning experiences that enable our students to eb COMMUNICATORs, CRITICAL THINKERS, COLLABORATORs, and CONTRIBUTORs. As NEXT GEN PROFESSIONALs we create these opportunities through careful learning design, intentional planning, and thoughtful strategy around both content and POWER SKILLS we want our students to have. Together, these make up the benefits we want for the students of Nelson County Schools.

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WHAT ARE OUR NEXT GEN SIGNALS FOR SUCCESS?

Beginning in November of 2022, NEXT GEN CHALLENGE TEAMS comprised of students, teachers, parents, and community members came together to ask the question, “WHAT BENEFITS DO WE WANT FOR OUR STUDENTS?” Within these challenge teams, a subteam focused on creating vibrant learning pathways for our students meet to determine the following priorities.

COMMUNICATOR

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The Next Generation student is a COMMUNICATOR. In Nelson County Schools, communication is not just focused on what happens in English class, but is embedded into everything they do in their courses. Both VERBAL and NON-VERBAL COMMUNICATION is a NEXT GEN focus including: reading, writing, speaking, listening,and visual design communication skills transcend beyond the classroom and permeate into all career and college opportunities. COMMUNICATOR is the number one power skill in demand according to economists.

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WHAT DOES COMMUNICATION LOOK LIKE IN A NEXT GENERATION CLASSROOM?

L E A R N I N G D E S I G N S T R A T E G Y C O N N E C T I O N S

In Bloomfield Middle School’s Student NRG Team Course creates authentic communication pieces through the Blazin’ Bulletin (a family communication newsletter), live streams of school events, photography, and Community Meeting videos for Care Connect. Students in Mr.Mahoney’s course are not only researching the audience’s needs for communication (awareness of PEOPLE & PURPOSE), but they consistently publish for authentic public and community audiences. Each week Mr.Mahoney guides students through peer feedback and revision processes for future publications. The BMS NRG Team is building Next Generation student’s ability to be COMMUNICATORs through the power skills of listening, speaking, writing, and designing.

Common language framing Standards of Success and communication scaffolds such as the Toulmin Method (you may see this in NCS as MEAL or CERCA) are displayed clearly for students to gauge, utilize, and speak to progress towards success.

Student Gift Showcases (Multimedia portfolios of student work) can are used to communicate learning artifacts.

Students can be seen reading independently with student selected books as well as reading with a pen in hand through nonfiction or fiction pieces that support the learning design.

This photo was taken by BMS Students. Pictured: Nolan Distler, Aiden Norvang, and Austin Swift

NCHS Student Sydney Crume

Outside the classroom, you can see students meeting with public officials, nonprofits, and other community members,where students showcase their findings and recommendations on an issue they’ve researched.

To see a teacher scaffolding close reading with students in action, Click HERE.

For a blog-post about note-taking strategies, Click HERE.

For formative assessment ideas from Read Write Think,

Click HERE.

CRITICAL THINKING

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CRITICAL THINKING is essential to deepening the learning experiences for our students. To be a NEXT GEN CRITICAL THINKER means the student is able to analyze, synthesize, and interpret data to make meaning, take action, and create solutions. CRITICAL THINKERS relentlessly pursue growth in both process and product improvement.

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WHAT DOES CRITICAL THINKING LOOK LIKE IN A NEXT GENERATION CLASSROOM?

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In the Nelson County ATC Welding Class, led by Tim Brown, students are applying welding techniques and skills through real-world projects provided by local industries (ARMAG, HEC, & Tomrook Steel). This summer Mr. Brown spent two weeks with these industries to learn about their work and ways to create engaging experiences for our students. As a result, students are collaborating with industry professionals to solve local problems related to the world of manufacturing.

Teachers serve as activators and learning success coaches with students talking and thinking more and often working in teams on long-term projects that require critical thinking and inquiry.

The ATC Welding Class went on

The “Blue Collar Tour” to learn welding techniques from Community Partners.

L E A R N I N G D E S I G N S T R A T E G Y C O N N E C T I O N S

Lessons expose students to a variety of tools to formulate and solve real-world problems, including data analysis, statistical reasoning, and scientific inquiry, as well as creativity, nonlinear thinking, and persistence.

Instead of only reading about history, students get to be participants—using mock trials, re-enactments, and other projects to bring the past to life. Instead of just learning scientific formulas, students are doing science conducting experiments and proving their hypotheses.

Lessons end with reflection and renewal, where students and teachers synthesize and reflect on their learning .

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SCAN THE QR CODE TO SEE READ A WHITE PAPER ON ACADEMIC MINDSET

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SCAN THE QR CODE TO SEE EXAMPLE STRATEGIES TO MAKE THINKING VISIBLE FOR STUDENTS FROM HARVARD.

COLLABORATION goes beyond group work. It is about moving past dividing and conquering to accomplish a task and more about contributing to the work and learning of others to co-create. Cultivating and maintaining relationships and social networks inside and outside our school walls are crucial to the future of work and school of the Next Generation. NEXT GEN COMMUNICATORS unite PEOPLE toward a common goal through understanding perspectives and building on STRENGTHS. A COLLABORATOR is able to develop a plan to ensure best use of time and energy for high level completion of tasks for the team.

COLLABORATOR

Students working in collaboratively—often on projects that involve authentic impact (taking water samples, conducting surveys, etc.), creating products (from wind turbines to tiny houses), or delivering a multimedia presentation. Collaborative work occurs not only from student to student, but also with students and industry experts.

Students Communicating COMMUNITY CHALLENGE Results Together

Collaborative problem solving allows for student learning from their peers’ different backgrounds and perspectives (including English language learners and diverse learners)

You will see students working both interdependently and collaborative towards shared project goals. Students are encouraged to recognize and build on each team member’s unique strengths.

WHAT DOES COLLABORATION LOOK LIKE IN A NEXT GENERATION CLASSROOM?

In the Engineering Community Collab, students from Nelson County High School and Thomas Nelson High School work collaboratively alongside Community Partner’s Boston School and Buzick’s Construction to apply the Engineering Mindset. Through collaborative inquiry and design thinking, these Engineering students led by Bryan Hurst, Christin Roberson, Hannah Shields, and Josh Bunch designed, constructed, and installed a new bridge for the Nature Park behind the Boston School. This bridge and Nature Park is open to the public.

Students offering constructive feedback on each other’s work, pushing each other to explain their thinking

This photo features Engineering Collab Students from Nelson County & Thomas Nelson High School installing the bridge they designed and constructed into the Boston Nature Park.

BMS Students Violet Smith & Khloe Livers

L E A R N I N G D E S I G N S T R A T E G Y C O N N E C T I O N S

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SCAN THE QR CODE TO SEE EXAMPLE STRATEGIES & TOOLS FOR WORKING WITH OUTSIDE EXPERTS, CREATING GROUP NORMS, AND DEVELOPING COLLABORATIVE ROLES

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SCAN THE QR CODE TO SEE AN EXAMPLE MATH ASSESSMENT DESIGN LEVERAGING COLLABORATION.

How do stories

define our world?

Evidence of student artifacts showing progress and growth around content and Next Generation skills are displayed in the classroom.

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To be a CONTRIBUTOR means to make impact on community. Next Gen students make contribution through working on not just realistic work, but real COMMUNITY CHALLENGES. Throughout the process to solves these real challenges, Next Gen students do so with strong work ethic, all while showing genuine respect and awareness for PEOPLE and PLACE.

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WHAT DOES CONTRIBUTION LOOK LIKE IN A NEXT GENERATION CLASSROOM?

CONTRIBUTOR

Students can be seen applying their knowledge. Perhaps students are using their foundational knowledge of simple machines to build a prototype for a community business before writing a reflection in their design process.

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In Renee Shannon’s Science classroom, students aren’t just reading about the scientific method, they are actively applying their foundational knowledge and extending through scientific inquiry. In Mrs.Shannon’s class, students aren’t just reading about proteins and their presence in food, they are actively discovering the presence of protein in everyday foods to make informed decisions about nutritional choices. Have you ever wondered how much protein is actually in a McDonald’s Big Mac? Have you ever thought about the validity of information sources in company literature? These students are actively discovering through research, inquiry, and science.

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Renee Shannon- NCHS Science Teacher

The KY Standard Reporter Julianna Leach, TNHS Student Olivia Miller, & TNHS Student Jillian Minter

Community questions are displayed.

Instead of teachers saying, “This will be on the test at the end of the Chapter,” they are regularly assessing students to show what they’ve learned and how learning design might need to be tailored to reflect the data through renewal processes.

L E A R N I N G D E S I G N S T R A T E G Y C O N N E C T I O N S

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SCAN THE QR CODE TO WATCH A BRIEF VIDEO ON CREATING COMMUNITY QUESTIONS

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SCAN THE QR CODE TO SEE EXAMPLE ASSESSMENT DESIGNS THAT DEMONSTRATE CONTRIBUTION

For Vanderbilt’s description and strategies behind scaffolding, Click HERE.