Cambourne`s Seven Conditions of Learning

NESA Fall Training Institute
Literacy Coaches (1st meeting), Day 3
First Next Steps to Literacy Leadership
Date: Friday, October 30, 2009
Location: Crowne Plaza, Bahrain
Outcomes:
Participants will:
 Begin to understand the conditions of learning
 Learn a process to analyze and evaluate student data to inform instruction
 Engage in an inquiry study about interactive read alouds and connect their learning to the gradual release model
 Use a process to plan a learning engagement (assess, plan, teach) and reflect on that plan with colleagues in a structured dialogue
 Reflect on possible uses for the processes engaged in today for future use in their school
Time
8:30 –
9:00
9:00 –
9:10
9:10–
9:30
What do I want participants to know
and be able to do?
Process: How will I get them there?
Resources/Notes
Know: Goals and outcomes for today
Do: Reflect on previous day learning
 Share: goals for overall conference goals for today
and preview the agenda
 Reflect with a partner one thing that you learned
yesterday or that you want to implement soon
 Jot down questions on post it notes for guest literacy
leader
 Group processes chart
 Post it notes
Know: A literacy leader/coach understands
conditions of learning
Do: Reflect on own adult learning styles and
needs
 Reflect on a learning experience and what was
needed personally to support that learning
 Connect to Cambourne’s Conditions of
Learning
 Cambourne’s Conditions
of Learning
 Plenary with NESA conference
Carrie Ekey, NESA Fall Training Institute with Literacy Coaches, Oct. 2009
9:30 –
10:30
Know: Analyzing and evaluating student
assessment data is a necessary part of
planning instruction
Do: Analyze and evaluate student reading
assessment to plan for next steps in
instruction
10:30 –
10:50
Coffee break
10:50 11:20
Know: Learning occurs best in a gradual
release model and often with inquiry
Do: Inquire about interactive read alouds
 Share the data analysis and evaluation
process
 Primary and intermediate groups analyze and
evaluate student data to plan instruction
 Reflect on the process and possible use in school
 Reading
assessments
 Chart paper model
for creating data
charts
 Markers
 Post it notes
 Analyzing and Evaluating
Student Reading
Assessment Data to
Inform Instruction
 Set the stage for an inquiry study about interactive
read aloud based on the student needs uncovered in
the previous data analysis – comprehension
scaffolded through student talk
 Preview of understanding – quick write of what you
already know about interactive read aloud and share
out
 Immersion and demonstration – Observe a clip of a
portion of an interactive read aloud in a classroom
Notice:
 What does the teacher do to scaffold the student
conversation before and during the read aloud?
 What is the students’ response during the
conversation?
 How do you infer that this student response is
supporting high level comprehension?
 How is the teacher collecting evidence about the
student learning to inform instruction?
 Gradual Release Model
Carrie Ekey, NESA Fall Training Institute with Literacy Coaches, Oct. 2009
11:20 –
11:45
Do: Define the qualities of an interactive read
aloud and read professional resource to
learn more
Know: Interactive read aloud is a structure
that scaffolds student comprehension
through guided conversation
 Share out the noticings and record on a chart for
reference
 Read written information about interactive read aloud
 Discuss further understanding of the interactive read
aloud
11:45 12:00
Do: Engage in planning an interactive read
aloud
 Use the read aloud that you brought to plan the
stopping points and the prompts that you will use to
scaffold student comprehension
12:00 –
12:15
Do: Share your thinking and planning
 Partners will share their planning for the interactive
read aloud
 Read aloud with post it
notes
12:15 –
12:30
Do: Reflect on learning
 Reflect on learning about interactive read aloud
 Reflect on learning about using this structure as a
professional learning activity
 Reflect on the gradual release model and the
conditions for learning that were implemented in this
engagement
 Chart paper
 Markers
12:30 –
1:30
Lunch – continued networking
1:30 –
2:30
Know: Literacy coaches engage in diverse
 Listen to literacy leader reflect on your posted
roles
questions and share professional experience
Do: Listen to the coaches’ panel and reflect on
future steps for yourself
2:30 –
2:40
Do: Reflect on learning
 Reflect with a partner or trio what you are learning
about the role of a literacy coach
Carrie Ekey, NESA Fall Training Institute with Literacy Coaches, Oct. 2009
 Chart paper and
markings
 Literacy Workshop
Components –
Interactive Read Aloud
 Sample grade level
scripts
 Read aloud
 Post it notes
 Guest literacy leader
2:40 –
3:00
Know: Literacy leaders/coaches plan
intentionally from assessed needs for
student and professional learning
Do: Brainstorm a learning engagement that is
coming in the future
3:00 –
3:20
3:20 –
4:20
Coffee break
4:10 –
4:20
4:20 –
4:30
Know: Sharing your planning with colleagues
will help clarify your thinking and help
you revise your plan
Do: Engage in a professional conversation to
help you plan some professional work
Do: Reflect on learning
Do: Reflect on today’s learning for yourself.
 Review the assessment, plan, teach cycle
 Share the task of planning for an upcoming event that
will actually happen for you – classroom instruction or
professional learning activity (e.g. team meeting
focused on learning, professional development
workshop, etc.)
 Brainstorm own future classroom or professional
learning engagement
 Share the Planning protocol for planning a learning
engagement
 Assessment, plan,
teach cycle
 Planning protocol
 Materials that might be
needed for learning
engagement
 Use the Planning protocol in a triad to share and
revise your learning plan
 Materials that might be
needed for learning
engagement
 Reflect as a large group on your learning through this
process
 Reflect as a large group on possible uses with your
faculty or teammates
 Exit card
 Discuss what is needed for Day 4
Carrie Ekey, NESA Fall Training Institute with Literacy Coaches, Oct. 2009
 Exit slips
Cambourne’s Seven Conditions of Learning
Dr. Brian Cambourne, Wollongong University in Australia
1. IMMERSION
Use multi-sensory approach ( sights, sounds, tastes, feelings)
Saturate the classroom with meaningful and relevant content
Immerse students in the content and context
2. DEMONSTRATION
Give practical and concrete models
Demonstrate using explicit action, giving a visual or auditory representation of the new
learning
Use multi-sensory approaches
Use frameworks to aid memory
3. EXPECTATIONS
Be clear about what you expect your students to know, be able to do, or value
Start and end every lesson with a focus on the expected learning
Encourage students to reach for the highest level of performance
Provide rubrics when large tasks are assigned
Use anchor charts to define high quality work
4. RESPONSIBILITY
Teach problem solving
Give choices of ways students can demonstrate their learning
Provide leadership opportunities
Speak about students being accountable for their own learning
5.APPROXIMATIONS
Celebrate close approximations
Identify the classes’ “zone of proximal development” in relation to what you are asking
them to learn
Modify expectations as needed for Special Needs students
6. PRACTICE
Keep contexts authentic
Many practice opportunities are needed
Start with near transfer practice and move to far transfer practice as students gain
confidence with the new skill or knowledge
Give practice opportunities that involve whole group, small group, and individual practice
7. FEEDBACK/SUPPORT/ CELEBRATIONS
Give feedback continuously
Be realistic
Be specific about strengths and weaknesses/ next steps for learning
Celebrate!
Carrie Ekey, NESA Fall Training Institute with Literacy Coaches, Oct. 2009
Carrie Ekey, NESA Fall Training Institute with Literacy Coaches, Oct. 2009
Analyzing and Evaluating Student Reading Assessment Data
to Inform Instruction
Prior to the meeting:
 Individual teachers assess students and evaluate assessments with collaborative evaluation to moderate
established proficiency levels
 Individual teachers fill in assessment data on class profile for the assessment
 Charts will be prepared to collect assessment data from the small group
 Charts will be ready for the brainstorming of instructional strategies
Meeting with colleagues:
 Establish the purpose of the meeting: to collaboratively evaluate the assessment data to determine patterns of
student strengths and next steps to plan instruction
 Each teacher will record own class assessment data on the recording charts
 Group will reflect and record patterns of student strengths and next steps for the entire group of students
across the classes
 Partners or trios will brainstorm instructional strategies for at least two of the evaluated next steps for students,
record on paper, and choose the strongest strategies to record on post it notes. Then they will post the post it
notes on appropriate charts
 Large group will listen to colleagues suggested instructional strategies that were posted on the chart for
individual evaluated next steps
 Large group will reflect on how they might collect evidence on future student learning for each of the evaluated
next steps
 Large group will reflect on what was learned through this process
Carrie Ekey, NESA Fall Training Institute with Literacy Coaches, Oct. 2009
Carrie Ekey, NESA Fall Training Institute with Literacy Coaches, Oct. 2009
Decision Making Cycle for
Effective Instruction
Plan based on
student needs
Reflect based on
evidence of
student
achievement
2008, Katherine Casey, www.katherine-casey.com
Carrie Ekey, NESA Fall Training Institute with Literacy Coaches, Oct. 2009
Teach while
checking for
understanding
Decision Making Cycle for
Effective Professional Development
Plan based on
student (teacher)
needs
Reflect based on evidence of
student achievement (teacher
understanding after the
session and resulting effect on
classroom instruction).
2008, Katherine Casey, www.katherine-casey.com
Carrie Ekey, NESA Fall Training Institute with Literacy Coaches, Oct. 2009
Teach (lead the
session) while
checking for
understanding
Planning Protocol
Roles: A timekeeper/facilitator
The facilitator’s role is to help the group to keep focused on how the structure of this protocol.
The use of this protocol is to help teachers/coaches plan learning engagements for the classroom or for
colleagues.
1. Individually brainstorm a plan for an upcoming learning engagement. Think through the
purpose of the learning engagement, the vision for the final result, and then plan backwards
the steps that will move you toward that final result. Think through the processes of each
step.
2. In triads, the first person shares his/her plan orally giving as many specifics as possible but
keeping it succinct. (3 minutes)
3. The rest of the group asks clarifying questions about the details of the plan. (5 minutes)
4. At this point the presenting teacher backs away from the group and takes notes. The other
two in the group analyze what they heard about the presenter’s plan and offers additional
insights about how this plan might be refined. Probing questions are appropriate. (5 minutes)
5. The presenter responds to the groups’ analysis of what made this experience so successful.
(2 minutes)
This 15 minutes completes the round for the first person in the trio.
The process is repeated with each of the other two people in the group.
Total: 45 minutes for three people to present a plan for a learning engagement and get feedback
from colleagues.
Carrie Ekey, NESA Fall Training Institute with Literacy Coaches, Oct. 2009
Pocket Guide to Probing Questions
The distinction between clarifying questions and probing questions is very difficult for most people working with
protocols. So is the distinction between probing questions and recommendations for action. The basic distinctions
are:
Clarifying Questions are simple questions of fact. They clarify the dilemma and provide the nuts and bolts so that
the participants can ask good probing questions and provide useful feedback later in the protocol. Clarifying
questions are for the participants, and should not go beyond the boundaries of the presenter’s dilemma. They have
brief, factual answers, and don’t provide any new “food for thought” for the presenter. The litmus test for a
clarifying question is: Does the presenter have to think before s/he answers? If so, it’s almost certainly a probing
question.
Some examples of clarifying questions:
 How much time does the project take?
 How were the students grouped?
 What resources did the students have available for this project?
Probing Questions are intended to help the presenter think more deeply about the issue at hand. If a probing
question doesn’t have that effect, it is either a clarifying question or a recommendation with an upward inflection at
the end. If you find yourself saying “Don’t you think you should …?” you’ve gone beyond probing questions. The
presenter often doesn’t have a ready answer to a genuine probing question. Since probing questions are the hardest
to create productively, we offer the following suggestions:
 Check to see if you have a “right” answer in mind. If so, delete the judgment from the question, or don’t ask it.
 Refer to the presenter’s original question/focus point. What did s/he ask for your help with? Check your
probing questions for relevance.
 Check to see if you are asserting your own agenda. If so, return to the presenter’s agenda.
 Sometimes a simple “why…?” asked as an advocate for the presenter’s success can be very effective, as can
several why questions asked in a row.
 Try using verbs: What do you fear? Want? Get? Assume? Expect?
 Think about the concentric circles of comfort, risk and danger. Use these as a barometer. Don’t avoid risk, but
don’t push the presenter into the “danger zone.”
 Think of probing questions as being on a continuum, from recommendation to most effective probing question.
For example [on next page— from an actual Consultancy session in which a teacher was trying to figure out why
the strongest math students in the class weren't buying in and doing their best work on what seemed to be
interesting math "problems of the week"]:
1) Could you have students use the rubric to assess their own papers? (recommendation re-stated as a question)
2) What would happen if students used the rubric to assess their own work? (recommendation re-stated as a
probing question)
3) What do the students think is an interesting math problem? (good probing question)
4) What would have to change for students to work more for themselves and less for you? (better probing
question)
In summary, good probing questions:
 are general and widely useful
 don’t place blame on anyone
 allow for multiple responses
 help create a paradigm shift
 empower the person with the dilemma to solve his or her own problem (rather than deferring to someone with
greater or different expertise)
 avoid yes/no responses
National School reform Faculty, Harmony School Education Center, Bloomington, Indiana
Gene Thompson-Grove, Edorah Fraser, Faith Dunne
Further revised by Edorah Fraser, June 2002
Carrie Ekey, NESA Fall Training Institute with Literacy Coaches, Oct. 2009




are usually brief
elicit a slow response
move thinking from reaction to reflection
encourage taking another party’s perspective
Some final hints for crafting probing questions. Try the following questions and/or question stems. Some of them
come from Charlotte Danielson’s Pathwise work, in which she refers to them as “mediational questions.”
 Why do you think this is the case?
 What would have to change in order for…?
 What do you feel is right in your heart?
 What do you wish…?
 What’s another way you might…?
 What would it look like if…?
 What do you think would happen if…?
 How was…different from…?
 What sort of an impact do you think…?
 What criteria did you use to…?
 When have you done/experienced something like this before?
 What might you see happening in your classroom if…?
 How did you decide/determine/conclude…?
 What is your hunch about .…?
 What was your intention when .…?
 What do you assume to be true about .…?
 What is the connection between…and…?
 What if the opposite were true? Then what?
 How might your assumptions about…have influenced how you are thinking about…?
 Why is this such a dilemma for you?
Some Examples of Probing Questions:
 Why is a “stand-and-deliver” format the best way to introduce this concept?
 How do you think your own comfort with the material has influenced your choice of instructional strategies?
 What do the students think is quality work?
 You have observed that this student’s work lacks focus – what makes you say that?
 What would the students involved say about this issue?
 How have your perspectives on current events influenced how you have structured this activity?
 Why aren’t the science teachers involved in planning this unit?
 Why do you think the team hasn’t moved to interdisciplinary curriculum planning?
 What would understanding of this mathematical concept look like? How would you know students have “gotten
it”?
 Why did allowing students to create their own study questions cause a problem for you?
 Why do you think the expected outcomes of this unit weren’t communicated to parents?
 What was your intention when you assigned students to oversee the group activity in this assignment?
 What evidence do you have from this student’s work that her ability to reach substantiated conclusions has
improved?
 How might your assumptions about the reasons why parents aren’t involved have influenced what you have
tried so far?
 How do you think your expectations for students might have influenced their work on this project?
 What do you think would happen if you restated your professional goals as questions?
 What other approaches have you considered for communicating with parents about their children’s progress?
National School reform Faculty, Harmony School Education Center, Bloomington, Indiana
Gene Thompson-Grove, Edorah Fraser, Faith Dunne
Further revised by Edorah Fraser, June 2002
Carrie Ekey, NESA Fall Training Institute with Literacy Coaches, Oct. 2009
Literacy Coaching Cohort,
Fall 2009 Training Institute, Bahrain
Reflection on Day 3
Name ____________________________
1.
What about the conditions of learning do you need to remember as you work with other adults?
2. What did you learn about analyzing, evaluating, and using student reading assessment data? How could
you use this process in your school?
3. What did you learn through the mini inquiry study on interactive read alouds? What type of mini inquiry
study might you do in your school?
4.
What did you learn by listening to a literacy leader that you can use in your work in your school?
5. Now that you have planned an upcoming learning engagement, what did you learn that you will want to
remember as you plan future ones?
6. How could you use the reflective planning conversation process in your school work with teammates?
7. What was a highlight for you today?
Carrie Ekey, NESA Fall Training Institute with Literacy Coaches, Oct. 2009
Concerns or other feedback?