PARTICIPANT HANDOUTS
Three Keys to “Get Better”
Teaching and Learning
DATAG Summer Conference
Saratoga Springs, New York
July 13, 2016
Candi McKay, Facilitator
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Connect, Extend, Challenge
Consider what you have just read, then reflect:
CONNECT: How are the ideas and information presented CONNECTED to your
prior knowledge or beliefs?
EXTEND: What new ideas did you get that EXTENDED or pushed your thinking?
CHALLENGE: How does this reading challenge your knowledge and beliefs?
What questions or wonderings do you now have?
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Give One, Get One, Move On (GoGoMo) Protocol
Directions: What are the attributes of student engagement in learning? What would you expect to see
and hear from teacher and students in a classroom where students are highly engaged? What did you
notice in the video you just watched? List two ideas in boxes 1 and 2. Pass the sheet to another
participant at your group who will silently read what was written in the first two boxes and add an idea
of their own. Fill in boxes 1-5 at your table, then get up with your handout and exchange ideas with
others across the room. Continue until all spaces on the handout are filled in.
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Using the Three Step Strategy
1. Begin with a positive statement regarding something you saw or heard. This is your
opportunity to celebrate the teacher’s “islands of competence” and verbally recognize
what’s working with the teacher. It includes a positive aspect of the evidence or data such
as the learning environment, the energy and excitement of the students, or the teacher’s
organization and management of the class. It may include something you learned from the
lesson, such as an instructional strategy, an interesting fact, a new skill or even a creative
way to handle a non-instructional routine such as taking attendance.
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It was impressive to see (hear) your students…..
It’s obvious you’ve been successful with….
I really liked the way…..
It’s apparent that you’ve mastered the strategy of (a way to, how to) ……
I enjoyed learning about …..
2. The next step “opens the door” to the topic, by restating a piece of evidence or data. This is
a critical step that many leaders unknowingly omit when talking to teachers. They jump
right to the question, without opening the door. Consider this example. If a leader or coach
asks a teacher, “What are some ways you can check for student understanding after giving
directions for an activity?” the teacher may not see the relevance in the question, and
wonder what the leader is after. However, if the question is preceded by a statement such
as, “I noticed several students began the experiment without getting the right materials”,
the teacher understands the relevance and meaning of the question. This is also an
opportunity to provide information that guides the teacher’s thinking. In this example, the
leader may add, “When students are following a new procedure, they typically need to
review the directions before getting started. Knowing that not all students are auditory
learners, what are some other ways to provide students access to the directions for the
activity?”
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I noticed (saw)….
I heard….
3. The final step is to ask a question that invites the teacher to think about a topic of
conversation. The question should not assign judgment, but invite additional information
and thinking that clarifies the events observed in the classroom. Leaders and coaches who
know their teachers are able ask questions at the “just right” level in a way that respects
teachers’ level of expertise and confidence. In cases where questions are asked following a
brief, unannounced visit, it is critical to refrain from making a final judgment before talking
with the teacher. If evidence was gathered without context there are likely to be many
gaps that need to be filled in before a complete picture is formed.
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How might…
What would it look like if…
What strategies….
What are some ways….
 I wonder….
 Tell me more about
 What are some resources
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Using the Three Step Strategy
Choose one of the examples below to practice the Three Step Strategy. Be ready to share with a
partner.
1. Begin the conversation with a positive statement, celebrating what’s working.
2. Follow with a bridging statement that leads with a piece of evidence you observed.
3. Ask a question that invites the teacher to thing about the evidence presented.
1. During a whole group discussion about the value of learning a second language in middle
school and whether or not it should be required, the teacher stepped aside during the
discussion, allowing students to speak out randomly. Three of the twenty six students
dominated the discussion.
2. The lesson objective was written on the board, “Students will understand the functions of
the United Nations”. During seat work, several students were asked by the observer, “What
are you learning about today?” Although students were able to say what they were doing
(We are making flags for a United Nations Day bulletin board), none of the students were
able to relate the activity to the objective that was posted.
3. Upon entering the 10th grade Biology classroom, three students were in the front of the
class making a presentation entitled, “Careers in Science”. They were using a PowerPoint
presentation and had prepared handouts listing resources for learning more about each
career presented. The student audience was seated at their desks. Most students were
looking at the presenters, without any notes, handouts or directions. Two students at the
back of the room were completing a math assignment.
4. During a high school English class, students were working in groups to research the
historical context behind The Crucible. The teacher provided six questions for students to
answer that would drive their research. Students divided the questions among the group
members to distribute the work. Some students were able to quickly access internet
resources to answer their question. Other students needed additional help to find
information that would address their question.
5. A 6th grade science lesson on electricity included a Bill Nye video about electric circuits. All
students appeared to enjoy the video, watching Bill Nye’s entertaining explanations and real
life examples of the flow of electrons.
6. During a 3rd grade Art class, students were working to complete their assignments. Some
students were finishing their painting of a sunflower as part of their study of Van Gogh, and
others were putting finishing touches on their watercolor of a desert landscape. Students
who were finished with both projects were given free choice. Several students were making
Valentines, one student was copying a picture of a flag, and two students were making
paper cutouts.
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Write your conversation starter using the Three Step Strategy below:
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After the conversation, feed professional learning by thinking out loud about next steps.
1. What did you learn from the evidence?
2. What did the teacher learn from the conversation?
3. What did the leader or coach learn from the conversation?
4. Did the conversation result in the teacher having a clear sense of next steps to take?
5. Does the leader or coach have the means to support the teacher in taking these next steps?
What will that look like?
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Reflect and Apply
Three Keys to “Get Better” Teaching and Learning
1. Adopt the Mindset: You Don’t Have to Be Bad to Get Better!
2. Understand Key Components of Teaching and Learning
3. Use Evidence to Lead Courageous Conversations
Today’s Learning Targets:
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I can implement strategies to change existing mindsets about professional learning
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I can identify evidence of student engagement in learning
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I can lead with evidence when engaging in professional conversations
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I can use conversation as a tool to put teacher’s in the driver’s seat of their learning
Here’s what I learned…
Here’s how this applies to my setting…
Here are my next steps…
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