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New Tech Network

Deeper Learning Practices

Welcome!

We will need groups of 4.

Sit as much as you can with your departments.

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Big Picture & Our Day Today

Introductions • Norms

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Meet Your Facilitator: Shannon Doody

Resides in Chicago with husband and dog, Collin
Passionate around engaging students to prepare for their future

Indiana - scaled statewide early college career pathways
Tulsa, OK - teacher leadership and middle school engagement across 80 schools
Chicago - virtual school and high school grading strategies

Celebrating 2 years at New Tech Network!

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Who are we?

At New Tech Network, our partnerships with schools drive everything we do. Together we are transforming teaching and learning around the country. Our shared vision for student success – college and career readiness for all students – has a very specific meaning in the Network. What we mean is that every graduate of a New Tech school leaves aware, eligible and prepared to pursue postsecondary education or training.

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NTN students reported more frequent �engagement in authentic learning activities:

Projects requiring them to interact with people outside their school

Connecting ideas across classes and subjects

Applying school-based knowledge to everyday life

Understanding why what they are �learning in school will be important �in life

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COLLEGE & CAREER READY OUTCOMES

Prepare each student for postsecondary success with the knowledge, skills, and mindsets to be ready for college and career: Collaboration, Knowledge and Thinking, Written Communication, Oral Communication, and Agency.

SUPPORTIVE & INCLUSIVE CULTURE

Foster a school-wide culture of belonging, care, community, and growth for adults and students. This type of culture helps ensure that students and teachers alike have ownership over the learning experience and school environment.

MEANINGFUL & EQUITABLE INSTRUCTION

Center the instructional approach on authentic, complex thinking, and problem-solving. Based on our experience, high-quality, relevant project-based learning (PBL) is the best way for students to experience deep, contextual, and shared learning and acquire and demonstrate proficiency in college and career ready outcomes.

PURPOSEFUL ASSESSMENT

Cultivate shared, school-wide understandings of equitable, purposeful assessment and grading practices that inform teacher instruction, emphasize individual student growth, and demonstrate progress towards college and career readiness. These include performance assessments for students to demonstrate their learning in age-appropriate ways.

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What NTN Does

Works with school and district leadership teams (that include teachers) on designing sustainable plans for whole school shifts - no one and dones!
Delivers professional development around learner centered practices and project-based learning

We have a number of tools and resources that help teachers plan and design this type of learning
We do not have a curriculum

Coaches teams of teachers on all four areas of the model over a 3-4 year period: learning outcomes, PBL, culture, assessment
Network schools and teachers across the country to share good practices

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2024-2025 School Year

Purpose of the Garber/NTN Partnership this year:

Explore learner-centered strategies that can be practiced right now across any subject, lesson, or grade level
Visit an existing school that has been employing the NTN model for over a decade to hear from teachers and students what it’s like
Work with existing high school leadership team to use the feedback and input from these experiences to develop a plan for moving forward

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2024-2025 School Year

Timeline:

August 21-22 - Learner-centered instructional practices
November 5 - Visit Meridian High School
February 14 - Learner-centered culture practices

A group of teachers will move forward with PBL next year and attend:

New Tech Annual Conference, New School Training - July 14-18th, Oakland, CA

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Journey of an Educator

Continuous units throughout the year are PBL focused, continue to work together on school-wide goals to improve

Refine PBLs, add additional units, continue to build skills in instruction and assessment

Try PBL & incorporate PBL techniques into learning more frequently; integrate concepts across subjects

Emphasize the Portrait of a Graduate in instruction; leverage student centered strategies

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Community Agreements

Be Present
Engage as fully as possible
Look for and embrace new learning
Honor diverse perspectives and funds of knowledge
Share with others

Many teachers would normally kick-off the year co-creating these with each class.

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Let’s Go!

Introductions • Norms

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Connections

Name & What you teach(if you don’t know each other)
Describe a successful lesson you have either observed or taught (keep it to <1 minute for your story)
Look for patterns in the lessons
Plan on sharing any patterns from your group’s discussion. You decide who shares.

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Our path the next two days…

DAY ONE

Learning Outcomes
Bookend Lesson Simulation
Learner-Centered Practices

DAY TWO

Check for Understanding
Design Your Own Bookend Lesson
Next Steps for Implementation

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Logistics Before We Begin

In your table groups you’ll need

One piece of chart paper for the group
Marker for each person (each with different color)

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Protocol

Prompt

THINK - Quiet thinking (15-30 seconds)
WRITE - Each person writes her/his response on chart even if it’s a repeat, silently.
TALK - Once all the writing is done, talk to each other about the connections, and whether anything is missing
WRITE - Add or edit your list as a result of conversation

Total: 5-6 minutes. I may cut you off

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What skills do students need to know to be successful beyond “the standards” ?

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What skills do students need to know to be successful beyond “the standards” ?

THINK - Quiet thinking (15-30 seconds)
WRITE - Each person writes her/his response on chart even if it’s a repeat, silently.
TALK - Once all the writing is done, talk to each other about the connections, and whether anything is missing
WRITE - Add or edit your list as a result of conversation

Total: 5-6 minutes. I may cut you off

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Common Answers

Social-emotional Skills
“Life Skills”
Empathy
Critical Thinking
Collaboration
Communication

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Whip Around - Twice

First - identify a skill or idea (doesn’t have to be yours) on your sheet that you address in your classroom. Tell your group HOW you address it. 1 min/person

Second - identify a skill that you might want to teach, but you are not yet sure how to teach. If you can share what is keeping you from teaching it, that is best. 1 min/person

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Our North Star

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Deeper Learning Outcome	New Tech Learning Outcome
Mastering Rigorous Academic Content	Knowledge And Thinking
Learning How to Think Critically and Solve Problems	Knowledge And Thinking
Working Collaboratively	Collaboration
Communicating Effectively	Oral Communication
Communicating Effectively	Written Communication
Directing One’s Own Learning	Agency
Developing an Academic Mindset	Agency

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THE FIVE LEARNING OUTCOMES

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Crosswalking Portrait of a Graduate

Other components of PBL will also connect to your Portrait of a Graduate – for example, Explorer is a key piece of the Spectrum of Authenticity; Scholar would be heavily supported by goal-setting emphasized in Bookend Lessons.

New Tech Network	Essexville-Hampton
Knowledge & Thinking	Scholar
Agency	Explorer Achiever
Collaboration/Oral Communication/Written Communication	Emotionally Intelligent
Collaboration/Oral Communication/Written Communication	Collaborator

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Crosswalk Portrait of a Graduate

On your table you will find a printed Essexville Profile of a Garber Graduate.

I’m going to put the NTN Portrait of a Graduate back up.

Individually:

Go through the Garber Profile and mark-up where you see connections.

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Crosswalk Portrait of a Graduate

Now as a group:

Grab a piece of chart paper.
Visualize the connections you see between the two - either with words or pictures (but labeled so I can tell later what you meant).

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One of the primary challenges in assessment: Describing the behaviors in a predictable way.

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Deeper Learning Outcome	New Tech Learning Outcome
Mastering Rigorous Academic Content	Knowledge And Thinking
Learning How to Think Critically and Solve Problems	Knowledge And Thinking
Working Collaboratively	Collaboration
Communicating Effectively	Oral Communication
Communicating Effectively	Written Communication
Directing One’s Own Learning	Agency
Developing an Academic Mindset	Agency

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How Do You Define...

Collaboration?

Oral Communication?

Agency?

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Website for Resources

bit.ly/3QnizwB

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NTN Learning Outcome Rubrics - Updated 2024

Describes behaviors for each of the outcomes

Provides scaffold for student goal setting

Provides a tool for tracking growth

Students see a pathway to successful

skill development

Teachers have learning objectives to

teach to and provide feedback to students

Performance Levels

Skills or

Behaviors

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NTN Learning Outcome Rubrics - Dig In

Dig into each of the three rubrics.

Identify one row from each that you think would be useful to the students in your classrooms in the fall.

Performance Levels

Skills or

Behaviors

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Pause & Reflect

Generally, what stood out to you in these rubrics? (Comments can be about format, content, organization, etc.)
What do you want your students to work on? Be specific about which rubric, and the name of the descriptor.

For example, “I would love my students to work on the skill of Equal Participation from the Collaboration rubric.”

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How do people learn best?

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Instructions and Prompt

Prompt

THINK - Quiet thinking (15-30 seconds)
WRITE - Each person writes her/his response on big sheet even if it’s a repeat of what someone else wrote.
TALK - Once all the writing is done, talk to each other about the connections, and whether anything is missing
WRITE - Add some summarizing or synthesizing thoughts as a result of conversation

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How do people learn best?

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How do people learn best?

Prompt

THINK - Quiet thinking (15-30 seconds)
WRITE - Each person writes her/his response on big sheet even if it’s a repeat of what someone else wrote.
TALK - Once all the writing is done, talk to each other about the connections, and whether anything is missing
WRITE - Add some summarizing or synthesizing thoughts as a result of conversation

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Share out

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Possible Answers

Learn by doing

With Examples

Making mistakes

By learning with others

Metacognition?

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Metacognition?

Meta = “Among, with, after” (from Greek)

Cognition = “Thinking”

Metacognition = Being aware of or analyzing your own thinking or learning

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Key Finding from “How People Learn”

Published by National Academy of Sciences, 2000

A “metacognitive” approach to instruction can help students learn to take control of their own learning by defining learning goals and monitoring their progress in achieving them.

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The Story of a NM Coach

Don Flanigan

HS Girls Basketball Coach

11 State Championships (record 401-13)

Winningest coach in NM history

All practices started and ended the same way…

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Designing for Deeper Learning

CONTENT STANDARDS	LEARNER-CENTERED PRACTICES	NTN LEARNING OUTCOMES

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Designing for Deeper Learning

CONTENT STANDARDS	LEARNER-CENTERED PRACTICES	NTN LEARNING OUTCOMES

What critical content will students engage with?	How will students interact with the content and each other?	How is the activity support the development of the learning outcomes and lifelong learner profile?

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Bookend Lesson Process

Identify skills that need work
Rate self
Set Goals

Prepare with Rubric

Do the work
Enact goal
Brief reminder mid-activity
Assess content

Learning Activity

Did I meet the goal?
How do I rate now?

Reflect with Rubric

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PROJECT BASED LEARNING

Planning for high-quality, relevant project-based learning (PBL) so that students experience deep, contextual,

and shared learning and acquire and demonstrate proficiency in college and career ready outcomes.

Activities

Workshops

Lectures

Homework

Research

Labs

Simulations

Discussions

Modeling

Reading

Interviews

Quiz

Culminating Event and Presentations

Authentic demonstration

of deeper learning

Creating

Feedback

Building

Writing

Preparing

Drafts

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Project Launch

Engaging and authentic task designed to provide the context for learning

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Evidence for Bookend Lessons

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Jigsaw

Nex+Gen Academy �11th graders�Physics Course - Electromagnetic induction�Krystal Irby and Kevin Gant facilitating

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Students chose 1 of these 3 rows

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Rating System

1 2 3 4 5 6 7

Students could rate themselves 1-7 along this spectrum with each rubric.

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Students then set a goal

Instruction from Teacher: Using the row from the rubric that you just chose, please set a goal such that if you achieve the goal, it would move you up in the rubric.

Example, from a student who chose Clear Presentation of Ideas

“When I share an idea, I will ask if it makes sense to the people in my group”

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Process

Identify skills that need work
Rate self
Set Goals based upon indicator

Prepare with Rubric

Do the work
Enact goal
Brief reminder mid-activity
Assess content

Learning Activity

Did I meet the goal?
How do I rate now?

Reflect with Rubric

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Interpersonal Communication Self-Assessments

Before Jigsaw

After Jigsaw

Recall that 5 = “Proficient”

Self-assessed score on rubric

# students

What do you notice?

What do you wonder why..., wonder if..., wonder whether..., and wonder how…

It was interesting to hear people make the comment in debriefing this slide that “Students rated themself higher.” This is, of course, an accurate generalization. However, what I didn’t hear is anyone give voice to the notion that students increased their capacity and skill through the student centered learning activity. The learning activity essentially amounts to the same thing the research and literature on improvement theory defines as “intentional practice.” I want to make sure that teachers don’t see this as students just becoming more self-aware but the template for the process by which they improve at almost anything/everything. One of the foundational findings of the improvement literature is that you don’t get better generally, you get better specifically.

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�Socratic Seminar

Nex+Gen Academy

11th graders

Humanities Course / Article on Emmett Till & Civil Rights Movement

Lisa Davis and Kevin Gant facilitating

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Collaboration - students chose 1 of the rows

	Emerging	ED	Developing	DP	Proficient	PA	Advanced
Contribution and Development of Ideas	Ideas lack supporting reasoning Limited acknowledgement of others’ thinking		Shares ideas, and explains the reasons behind them Acknowledges others’ thinking		Provides ideas or arguments with convincing reasons Builds on the thinking of others		Acknowledges the strengths and limitations of their ideas Builds on the thinking of others and checks back for agreement
Equal Participation	Shares ideas without listening or listens without sharing ideas		Allows for equal participation by both sharing ideas and listening to the ideas of others		Encourages equal participation by asking clarifying or probing questions, paraphrasing ideas, and synthesizing group thinking		In addition to proficient, actively invites others to participate equitably, promoting divergent and creative perspectives
Respectful Tone and Style	At times, words and tone indicate respectful intent, but not consistently		Words and tone indicate respectful intent, but might not be sensitive to others		Words and tone indicate respect and sensitivity to others		In addition to proficient, provides gentle feedback about others’ words and tone to foster an environment of respect

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Collaboration Self Assessment - Socratic Seminar

BEFORE SOCRATIC

SEMINAR

AFTER SOCRATIC SEMINAR

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How do we design lessons that make this happen?

LEARNER-CENTERED INSTRUCTION

NTN LEARNING OUTCOMES

CONTENT STANDARDS

=

BOOKEND LESSON

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Bookend Lesson

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Bookend Lesson Time!

Identify skills that need work
Rate self
Set Goals based upon indicator

Prepare with Rubric

Do the work
Enact goal
Brief reminder mid-activity
Assess content

Learning Activity

Did I meet the goal?
How do I rate now?

Reflect with Rubric

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What is it that we wish to teach/learn?

Content to be covered in lesson: Student-Centered Teaching Techniques

Skill we want the participants to practice: Oral Communication

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Jigsaw Simulation

Individual learning time

Expert Groups

Synthesis or teaching groups

Assessment

1

2

3

4

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Bookend Lesson Process

Identify skills that need work
Rate self
Set Goals

Prepare with Rubric

Do the work
Enact goal
Brief reminder mid-activity
Assess content

Learning Activity

Did I meet the goal?
How do I rate now?

Reflect with Rubric

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Bookend Lesson Starts with a Rubric

Prepare with Rubric

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Step 1: Choose a focus row to work on

Prepare with Rubric

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Step 2: Rate yourself on the rubric

Prepare with Rubric

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Set a Goal

From among these, please discuss: which will be most effective? Why would it be most effective?

Goal A: “I want to become Proficient on this rubric”

Goal B: “I will show positive body language”

Goal C: “Any time someone is speaking, I will put down my pencil and look at them.”

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From one of the first MS experimenters…

A good goal states HOW you will achieve the outcome, rather than WHAT level you are trying to reach

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Sentence-Starters for Goals

Row	Possible Goal-Starters
Listening And Comprehension	I will listen and write down… I will try to connect ideas by… I will list shared ideas according to...
Clear Presentation of Ideas	Before I talk, I will write down… After I share an idea, I will ask others… Before I share an idea, I will ask others...
Asking Questions	When someone has shared an idea, I will ask… The questions I ask will try to connect… I will ask ___ questions during...

Set

Your Goals

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Choosing Your Jigsaw Research Topic

Go to your strengths

Something you might want to improve on

OR Go with what is interesting

Something you’ve heard of but haven’t tried yet

OR Choose at random

bit.ly/3QnizwB

Socratic Seminar + Fishbowl
Concept Attainment + Chalk Talk
Card Sorts + Concept Mapping
Book talk + Interactive Lecture

Each person in the group choose a different one:

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Bookend Lesson Process

Identify skills that need work
Rate self
Set Goals

Prepare with Rubric

Do the work
Enact goal
Brief reminder mid-activity

Learning Activity

Did I meet the goal?
How do I rate now?

Reflect with Rubric

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Jigsaw Process

(1) Individual Research

(2) Expert Groups

(3) Synthesis Groups

(4) Assessment

1

2

3

4

Learning Activity

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Jigsaw: Individual Research

Use curated resources as a start, but don’t limit yourself to just those resources

Bring to your Expert Group:

Add’l resources or your own experiences.

Questions you have, so you can figure them out in your group

1

2

3

4

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Jigsaw Process

(1) Individual Research

(2) Expert Groups

(3) Synthesis Groups

(4) Assessment

1

2

3

4

Learning Activity

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Phase 2: Expert Groups

Introduce/connect with yourselves

Required: name/what you teach/your goal from rubric

Optional: your actual superpower/what superpower you wish you had

Learning Activity

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Phase 2: Expert Groups

Split into two smaller groups - share your goal with this group if you haven’t yet.
Come to a common understanding of the teaching techniques
Make a plan for teaching (8-10 min) the techniques to your home group
Create a visual for your explanation
*Bring your own experience
I will visit your groups

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Break!

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Jigsaw Process

(1) Individual Research

(2) Expert Groups

(3) Synthesis Groups

(4) Assessment

1

2

3

4

Learning Activity

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Phase 3: Synthesis Group Peer Teaching

PRESENTERS - 8 to 10 minutes each

Remember that you have a goal!
Share out carefully: everyone will be quizzed on ALL aspects.
If you need help presenting, let me know, and I can help out.

LISTENERS - There will be an open note quiz.

Questions to consider as a group (not formal, just examples)-

What is it?
When might you use it? With what content?
Which learning outcome (agency, collaboration, communication) do you think it would pair with?
What questions do you have?

Learning Activity

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Jigsaw Process

(1) Individual Research

(2) Expert Groups

(3) Synthesis Groups

(4) Assessment

1

2

3

4

Learning Activity

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Phase 4: Content Assessment

Quiz on the agenda

The last open-ended questions are there as an example, and are optional.

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Final reflection on your goal

Revisit the rubric and re-evaluate yourself.

Did your rating stay the same or change? How?
What might you do in the future to continue to your progress?

Reflect with Rubric

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Debrief the Jigsaw

MAKE SENSE OF THE EXPERIENCE IN THE JIGSAW

What did the teacher do?
What did you do?
What was the effect of teacher and your actions?

THINK ABOUT THE OUTCOMES

How was your focus on the skill?
Did you find that you had opportunities to practice the skill you chose?
What effect did focusing on the skill have on how you learned the content?

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Learner Centered Practices

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What is a Learner Centered Practice?

ACTIVITY DRIVEN BY STUDENT

LEARNER DOING THE ACTION

NOT WHAT WE AS TEACHER KNOW BUT WHAT STUDENTS CAN APPLY

DIFFERATIONS

FREEDOM AND CREATIVITY TO COME UP WITH A CONCLUSION

BENEFITS STUDENTS - ENGAGED, LEARNING, AND ENJOYING IT

DOING THE READING, WRITING, AND THINKING INDIVIDUALLY

STUDENT CONNECTIONS

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CHARACTERISTICS OF THE LEARNER CENTERED METHODS OF TEACHING

“Student centered methods have repeatedly been shown to be superior to the traditional teacher centered methods of instruction as it is revealed by (Blumberg, 2012) in the features below:

A. Engage students in the learning process. On traditional teaching in most classes teachers are working much harder than students. Students don’t develop sophisticated learning skills without the chance to practice and in most classroom the teacher gets far more practice than the students. With learner centered teaching students have the opportunity to implement a real task and acquire 21st century skills and key competences through the process.

B. Learner centered teaching includes explicit skill instruction, students learn how to think, solve problems, decision making, team work, evaluate evidence, analyze argument, generate hypotheses all those learning skills essential to mastering material in the discipline.

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CHARACTERISTICS OF THE LEARNER CENTERED METHODS OF TEACHING

C. Learner centered teaching encourages students reflect on what they are learning and how they are learning it.

D. Learner- centered teaching motivates students by giving them some control over learning process.

E. It encourages collaboration among students; students learn from each other which results to shared commitment in the teaching and learning process.” Olugbenga, Michael. (2021). The Learner Centered Method and Their Needs in Teaching. 10.1016/IJMRE.2021831851.

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A Continuum of Engagement: Moving Towards a Learner Centered Environment

ACTIVE PASSIVE ACTIVE
DISRUPTING	AVOIDING	WITHDRAWING	PARTICIPATING	INVITING	DRIVING
Distracting Others Disrupting Learning	Looking for ways to avoid working Off-task Behavior	Being Distracted Physically Separating from group	Doing work Paying Attention Responding to Questions	Asking Questions Valuing the Learning	Setting Goals Seeking Feedback Self Assessment
DISENGAGEMENT			ENGAGEMENT

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Types of Engagement

Behavioral Engagement

The quality of students’ participation in the classroom and school community.

Cognitive Engagement

The quality of students’ psychological engagement in academic tasks, including their interest, ownership, and strategies for learning

Relational Engagement

The quality of students’ interactions in the classroom and school community

Affective Engagement (various overlap with relational)

The quality of a student's interest level, enjoyment, positive attitude, the positive value held, curiosity, and a sense of belonging (and the less the anxiety, sadness, stress, and boredom) towards learning

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What’s Next?

LOOKING FORWARD TO TOMORROW

Check For Understanding
Design Time and Feedback Protocol
Measuring Progress
Planning to Bring the Learning Back

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Closing the Day

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See You Tomorrow!