Improving Instruction For :

Increased Expectations, Engagement, and Rigor Series

The ARIN and Riverview Curriculum Departments have developed...

a series of asynchronous training designed to guide educators in learning about how to take the skills they have mastered over the years and tweak them to impact key factors of student learning: having high expectations of ALL learners, fostering student engagement, actively and consistently monitoring student progress, and providing opportunities for greater depth of content understanding. These sessions are all available in a self-paced, asynchronous format. On-site support is available as needed and requested for these sessions as well. Find more information about each session in the series below:

The Achievement Mindset (4 Hours)

When we think about reaching and teaching students in poverty, what are the greatest factors in their success? Where does individual teacher expectations of their students' success fall in the ranking of factors? Through this four hour training, teachers will assess their understanding of how poverty impacts student learning and learn how to set gutsy goals for ALL of the students in their classroom. Participants will also learn key strategies for how to set micro-goals for their students and how to ultimately help students self-manage these goals on the path to reaching high expectations.

Participants will be able to:

  • Assess their understanding of how poverty affects student achievement

  • Identify the importance of teacher mindset and expectations for student success

  • Identify what “gusty goals” are, why they are important, and how to create your own “gusty goals”

  • Create gutsy result, process, and student relational goals

  • Identify how to use micro goals and feedback through the 3M process and SEA strategy

Tapping into the Four Lenses of Learning to Increase Student Engagement (7 Hours)

In order to effectively keep students engaged in our classrooms, we can use this framework to help us design lessons in a meaningful way. By tapping into the human, social, meaning-centered, and language-based lenses of learning, students will be able to find relevance in daily lessons, make connections with their learning from day to day, construct meaning of reading, and interact with each other in efforts to make real meaning out of our content. This training explains the four lenses of learning and asks participants to deep dive into each lens by exploring various instructional strategies designed to support each concept. Included in this training are resources for technology integration and reflection questions designed to promote thought around strategy implementation in a virtual environment.

Participants will be able to:

  • Identify the four lenses of learning
  • Consider the implications of reading and writing process across each lens
  • Identify instructional strategies that support lesson design through each lens
  • Reflect on using strategies in face-to-face and virtual environment
  • Develop a lesson plan implementing learned strategies for each lens

Formative Assessment at its BEST (7 Hours)

When developing engaging lessons, educators incorporate formative assessments to determine

where students are in the learning process and what supports can be provided to move the

learning forward. In the Google Classroom “Formative Assessment at It’s BEST!” participants

will learn how to effectively develop, administer, and assess formative assessments in a virtual,

blended, or face to face classroom environment.

Participants will be able to:

● Determine how they may use the four attributes of formative assessment: clarify intended

learning, elicit evidence, and interpret evidence in their lessons.

● Plan their own learning intention by using the information learned.

● Reflect on their current practices, and make a plan to guide learning using formative

assessments.

Webb's DOK (3 hrs)

In this session, participants will learn what concepts to re-associate with the term "rigor" and how Webb's Depth of Knowledge enables us to deepen levels of complexity within tasks that we assign to students. Teachers will have the opportunity to show their learned knowledge in a variety of activities, including the cumulative activity which asks participants to reflect on a specific lesson and revise it to reach higher levels of Webb's DOK.

Participants will be able to:

  • Reflect on what they know about DOK and what they learned.
  • Sort questions at each DOK level.
  • Write questions at each DOK level.
  • Describe potential learning activities to support thinking at each DOK level.
  • Determine products that assess learning at each DOK level.
  • Assess a lesson for DOK and revise it to reach higher levels of DOK.

PA Core Math Shifts (1.5 Hours)

The Common Core State Standards require us to make shifts in our Math

instruction. In this course, participants will describe the shifts in mathematics and determine the grade level(s) that the significant shifts or additions occur. At the end of this course, participants will reflect on their current teaching practices and consider changes that might be made to help students reach the high demands of the Common Core.

Participants will be able to:

● Identify and describe the shifts in mathematics.

● Determine the grade level(s) that the significant shift or additions occur.

● Reflect on current teaching practices and consider changes that might be made to help students reach the high demands of the Common Core.

PA Core ELA Shifts (1.5 Hours)

The Common Core State Standards require us to make three shifts in our ELA/Literacy

instruction. In this course, participants will describe the shifts in ELA and determine the grade

level(s) that the significant shifts or additions occur. At the end of this course, participants will

reflect on their current teaching practices and consider changes that might be made to help

students reach the high demands of the Common Core.

Participants will be able to:

● Identify and describe the shifts in ELA.

● Determine the grade level(s) that the significant shift or additions occur.

● Reflect on current teaching practices and consider changes that might be made to help students reach the high demands of the Common Core.

Unpacking the Standards (1.5 Hours)

In this course, participants will walk through the step by step process of

unpacking the standards and will unpack a standard independently. Steps in the process include: reviewing standards above and below grade level, reading a standard to identify what students have to do, have to know, and/or what they have to produce. Participants will also identify prerequisites skills and determine the depth of knowledge of the standard. This process will help participants to have a clear understanding of the standard to create focused learning targets for your students.

Participants will be able to:

● Review standards above and below grade level.

● Read a standard to identify what students have to do.

● Read a standard to identify what students have to know or what they have to produce.

● List concepts and skills that need to be mastered in order to reach the level of the standard.

● Determine the depth of knowledge of the standard.

Gradual Release of Responsibility (2.5 Hours)

The Gradual Release of Responsibility is an instructional framework that shifts the cognitive

load from the teacher as a model, to the joint responsibility of teacher and learner, to independent practice and application by the student. In the Google Classroom, The Gradual Release of Responsibility Model, participants will learn about and incorporate the components of the Gradual Release model into a lesson plan that checks for monitoring of learning.

Participants will be able to:

● Describe the characteristics of the components of the Gradual Release of Responsibility

Model.

● Create a lesson plan that incorporates the Gradual Release of Responsibility components

and check for understanding.