Looking into Daily Practice

Looking into Daily
Practice ~
Identifying Routines that Strengthen
Student Achievement
Session Goals:
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Review “organizational routine theory” –
Assess our daily, weekly, monthly, quarterly
routines
Determine purposes and strengths of routines
enacted
Determine which routines contribute to student
growth and which do not contribute
Design Teaming Time discussion
4/30/2012
CELES/UCSB/VCSSO/SAIT
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Organizational Routine Theory
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Organizational routines are repeated patterns of
behavior that are bound by rules and customs and that
do not change very much from one iteration to
another (Feldman, 2000).
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Habitual routines exist when a group repeatedly
exhibits a functionally similar pattern of behavior in a
given situation without selecting it over other ways of
behaving (Gersick and Hackman, 1990).
4/30/2012
CELES/UCSB/VCSSO/SAIT
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What are some routines that we
practice that are organizational?
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Providing a syllabus
Assigning materials
Midterms, finals
Classroom policies
Taking Roll
Responding to tardies
4/30/2012
CELES/UCSB/VCSSO/SAIT
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What are routines that we practice that
are habitual?
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Daily class opening: Sponge, review homework,
collect assignments
Daily time structures: Teach, explain, model, provide
guided practice, provide independent practice, reteach, explain . . .
Weekly time structures: Open concept, teach concept,
assign homework about concept, test concept, pen
new concept . . .
Monthly/Quarterly Structures: Lessons and chapters,
tests and grades, . . .
4/30/2012
CELES/UCSB/VCSSO/SAIT
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Survey of Self
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What do I do each day:
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That supports students who are below grade level
in reading?
That supports students who are learning English?
Are there changes I might need to make to
impact achievement for these students?
If yes, what might these changes look like?
If no, how can I strengthen what I already do?
4/30/2012
CELES/UCSB/VCSSO/SAIT
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Survey of Content Area
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What do we do each day:
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That supports students who are below grade level
in reading?
That supports students who are learning English?
Are there changes we might need to make to
impact student achievement?
If yes, what might these changes look like?
If no, how can we strengthen what we already
do?
4/30/2012
CELES/UCSB/VCSSO/SAIT
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Inquiring into our Routines
We can acknowledge:
 that routines make our complex lives work.
 that routines provide a framework for our
instruction.
 that routines provide a framework for time
management.
 that routines provide opportunities for equity.
4/30/2012
CELES/UCSB/VCSSO/SAIT
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Inquiring into our Routines
In a profession such as ours, with the demands of
content expertise, high numbers of student
contacts per day, multiple levels of language
proficiency and reading proficiency of students,
and high stakes testing routines can be seen as
providing an infrastructure that supports teaching
and learning and manages time and tasks.
4/30/2012
CELES/UCSB/VCSSO/SAIT
9
Inquiring into our Routines
In pairs, work to explore the strengths of the
current routines you use in your daily practice.
Ask your partner to recall specific routines that
he/she has used successfully to impact student
achievement. Give your partner 5-7 minutes to
tell you the story of this success. Take notes,
switch places, and be prepared to share with the
larger group.
4/30/2012
CELES/UCSB/VCSSO/SAIT
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Inquiring into our Routines
Once each pair has shared their stories, join
another pair (group of four), and each take 2
minutes to retell parts of your partner’s success
with routines in the classroom.
Regroup as whole group and begin to identify
common themes of successful routines.
Chart for later reference.
4/30/2012
CELES/UCSB/VCSSO/SAIT
11
Responding to the Inquiry
If we have found strengths in our routines:
 how might we make more of these successes
happen?
 how might we come to agreement as content
area teams about how to replicate successful
routines that support student learning?
 how can our discoveries impact our content
area teaming meetings?
4/30/2012
CELES/UCSB/VCSSO/SAIT
12
Housekeeping ~ Routines that Bind
When do routines interfere with our work:
 Do we know the origin of our routines?
 Have we tested their impact lately?
 Do we have a better plan to test?
 Can we get our content area colleagues to hear
new routine idea or plan?
 Will new routines better serve our changing
student population?
4/30/2012
CELES/UCSB/VCSSO/SAIT
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Thanks, and good luck with
your daily routines!
4/30/2012
CELES/UCSB/VCSSO/SAIT
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