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Document Sample
Elements of Effective Instruction and
Responding to Student Needs
What do you want to see?
Activity
1. With your shoulder partner, reflect on
the instructional activities in your
building:
a) On your worksheet under column A, list 3-
5 things you observe in classrooms that
leads to improved student performance.
b) Under column B of the worksheet, list 3-5
things you observe in classrooms that is a
barrier to improved student performance.
2. Highlight the three ideas for each area
that you most agree on at your table.
2
Session Objectives
• Discuss methods for effective lesson
planning and delivery
• Discuss how assessments and
differentiation of instruction leads to
improved student performance
• Discuss the importance of data and
problem solving and how it impacts
effective teaching
• Explain a model for explicit instruction
and effective teaching 3
DA Instructional Review Elements
• Classroom Culture & Environment
• Instructional Tools & Materials
• Lesson Planning & Delivery
• Higher Order Questioning & Discourse
• Student Engagement
• Rigorous Tasks & Assessments
• Differentiated Instruction
• Cross Content Reading & Writing Instruction
• Florida Continuous Improvement Model
• School & District Leadership
4
Activity
• On your table there is a set of 10 cards.
Each card is labeled with one of the
Instructional Review Elements.
• In your group, rank them in order of
importance from 1 (highest) to 10 (lowest)
in terms of effective instruction in your
school.
5
Video
• How to eat a banana…huh?
• http://www.youtube.com/watch?v=caK06f6
prmY&playnext_from=TL&videos=4BFdAZ
d2910
6
Key Questions To Get Started
• Does our instruction meet the needs of all students?
How do we know?
• What processes and strategies do we consistently
employ to meet the needs of all students?
• Are these processes and strategies chosen and used by
individual teachers or formalized as school-wide
approaches to instruction/intervention?
• How do we respond when our students do not respond
to our instruction/intervention?
7
How do you know what’s happening?
• By conducting regularly scheduled
walkthroughs and provide feedback to your
teachers on what you saw: good, bad and
indifferent!
• By participating in regularly scheduled data
chats/reviews in PLCs, SLCs, leadership
team meetings, etc.
• By communicating regularly with faculty, staff,
students and parents and community
partners.
8
Video
• Baby Steps
– http://video.yahoo.com/watch/1713260/57279
56
• What can we do now and how much
should we tackle at one time?
• Begin with the Sunshine State Standards!
9
Activity
Think-Pair-Share
• Turn to your shoulder partner and share
your thoughts on the purpose of the
NGSSS.
• Decide together two purposes for the
standards.
• What is the greatest challenge for
teachers in using the Benchmarks?
10
11
Lesson Planning:
The Heart of
Instruction/Intervention
Begin With The End In Mind
FCAT
EOCs
Explicit Instruction
Student Engagement
Differentiated Instruction
Instructional Strategies
Tools & Resources Lesson
High Order Questions Delivery
Rigorous Tasks & Assessments
FCIM
Lesson Unpacking the Benchmarks
Planning Curriculum Maps
Assessments
(Diagnostic, Summative, & Formative)
Standards,
Benchmarks
& Course
Descriptions
13
Standards, Benchmarks and
Course Descriptions
• Unpacking the standards/benchmarks
– Knowledge
– Skills
– Vocabulary
– Cognitive Complexity
– Possible Misconceptions
• Curriculum Map
• Assessments/Data
– Goal Setting (Acceptable levels of mastery)
– Grading and Rubrics
– Item Difficulty
– Diagnostic
– Summative
– Formative
14
Lesson Planning
• Learning Objectives
• Essential Questions
• Instructional Strategies
• Tools & Resources/Technology
• Higher Order Questions
• Rigorous Tasks & Assessments
• FCIM
• Differentiation
• Interventions/Accommodations
15
Interventions
• What does it look like?
• Always pull back to problem-solving.
• Everything is purposeful, systematic and
planned.
• Anticipate barriers based on goals.
• Engage in “intervention mapping.”
16
Lesson Delivery
• Explicit Instruction
• Focus Lesson
• Student Engagement
• Differentiated Instruction
• Gradual Release of Responsibility
• Reflection
17
Structured Teaching
Gradual Release of Responsibility Model
--Doug Fisher & Nancy Frey
TEACHER RESPONSIBILITY
Focus Lesson
T
“I do it” (You Watch)
(Explicit Instruction)
E
Guided Instruction A
(Shared Instruction) C “We do it” (Together)
H
Collaborative “You do it together”
Learning (I Watch/Guide)
“You do it alone”
Independent Learning
(Student
Ownership)
STUDENT RESPONSIBILITY 18
FCIM Overview: Components
• Plan PDCA Inst ruct ional Cycle
– Data Disaggregation
– Instructional Focus Calendar PLAN DO
• Data Disaggregation • Direct Instructional
• Do • Calendar Development Focus
– Instructional Focus Lessons
• Check ACT CHECK
– Mini-Assessments
• Tutorials • Assessment
• Enrichment • Maintenance
• Monitoring
– Maintenance
– Monitoring
• Act
– Tutorials and Enrichment
19
19
Summative Assessment
I did it!!
20
Video Activity
• View videos
– Then:
• http://www.youtube.com/watch?v=C-
S54bbX6eA&playnext_from=TL&videos=QZ31fSRN89U
– Now:
• http://www.youtube.com/watch?v=N9leUP-
yrW8&playnext_from=TL&videos=bYlIoX6MrrU
• Table Talk
21
Differentiated Instruction:
The Pulse of Intervention
Differentiated Instruction
Misconception Alert
Differentiation is not a particular strategy, or
something you do from time to time. It’s a way of
thinking about teaching and learning.
23
Differentiated Instruction
• Student data guides instruction
– Use of partnered, triad, quad, and small group is varied
– Target AYP groups
• Teacher-Coach collaborate on strategies
• Modifications, accommodations and extensions
of content, tools and materials are implemented
• Groups for intensive, maintenance and
enrichment are formed
• “Unit menus” (project choices), leveled tasks,
and/or tiered learning activities are utilized
• Anchor activities are in place
“Differentiated instruction is when we stop to reflect on who we are teaching.”
-- Carol Ann Tomlinson
24
Differentiated Instruction
Teachers can
differentiate:
According to
Content students’:
Process
Product Readiness
Interests
Learning Profile
25
Differentiated Instruction
Content
• In small group instruction…
– Vary the content (e.g., different texts)
– Vary the rate
– Extend the lesson (enrichment)
• Decisions based on formative
assessments
26
Differentiated Instruction
Process
• Vary types of prompts used
• Vary questions
• Vary level of support
• Increase/decrease visual support
• Use books on tape
• Show “previews of coming
attractions”
27
Differentiated Instruction
Product
• Conversations with teachers
• Read and write
• Performance or project
Use a “menu” system of choices
“If two students can reach the same understanding…
…what does it matter if one student takes the
shortcut and another takes the long road?”
28
Video Activity
Video Activity
• The Greatest Teacher
– http://www.teachertube.com/viewVideo.ph
p?video_id=6171&title=The_Greatest_Tea
cher
• Table Talk
29
Differentiated Instruction
What does it feel like when classes move too slowly?
Middle School responses:
• I always play with my shoes.
• I read ahead in the book.
• I try my best to pay attention, but it can be really hard. I try
to copy down absolutely everything so I can maybe learn
something.
• I draw tanks and airplanes.
• Sometimes I try to answer a question and explain things in a
different way so we can move the class forward, but it
makes teachers mad sometimes.
• I plan out my day.
• I color my nails with my pen.
• When I had braces, I used to play with my braces, and I had
braces for four years!
30
Differentiated Instruction
Differentiated Instruction is an alternative to…
• “sit & git” (Student engagement)
• passive behavior (Student questioning)
• traditional rows (Flexible grouping)
• teach-teach-teach-then-assess (Ongoing assessment)
31
Differentiated Instruction
What’s it like when you feel lost in class?
Elementary responses:
• I feel scared. Sometimes I try to listen harder but mostly it
doesn’t work.
• I get mad.
• I want to go home and watch TV.
• After a while, I give up.
• I wish the teacher would know how I feel and would help
me.
• I feel dumb.
• I daydream.
• Sometimes I get in trouble.
• I play with my hair. My mom doesn’t like when I do that.
• I wish I was smart.
32
• “You’ll be gaining your students’
trust by showing that you genuinely
care about them and take a personal
interest in each individual.”
-- Betty Hollis
33
Differentiated
Differentiated InstructionInstruction
Summarizing the ABC’s
• ATTITUDE
• BELIEF
• COMMITMENT
34
Data Analysis:
The Muscles of
Instruction/Intervention
Data is defined as…
factual information:
information, often in
the form of facts or
figures obtained from
experiments, surveys
or assessment, used
as a basis for making
calculations or
drawing conclusions
and informing next
steps.
36
Plan:
Data Disaggregation
Data Analysis
• Systematic
• Systemic
• Continuous
Improvement
37
Lack of focus on guiding principles
will lead to random acts of
improvement.
--Victoria Bernhardt
38
Plan:
Data Disaggregation
PLAN
PLAN ►►
►►
IMPROVE
►►
Guiding Principles
►►
IMPROVE
Vision
Mission
Purpose
IMPLEMENT
►►
IMPLEMENT Values and Beliefs
►►
Standards
EVALUATE
EVALUATE ►►
►►
Random Acts of Improvement Focused Improvement
Figure 2.1 from Data Analysis for Continuous School Improvement
Victoria Bernhardt (2004)
39
Data Disaggregation
Points to Consider
• Analyze data to identify strengths and weaknesses
• Target and prioritize areas that need improvement
• Disaggregate data to the classroom and student
level
• Use data to align instruction and assessments
• Share data with ALL stakeholders, including
students
40
Data Disaggregation
Using data to make decisions:
• Leads to quality instruction for all students
• Ensures equity for all subgroups
• Helps to identify root causes of problems
• Replaces hunches with facts
• Supports efforts to close the achievement gap
41
Activity
TABLE TALK
– Identify a recorder for your group
– Brainstorm within your group
different data types
– Make a list of these ideas
– Share with the whole group
42
Data Disaggregation
M
U
L
T
I The focal point
P DEMOGRAPHICS of all decision making
L
E
M
E
A SCHOOL
S PERCEPTIONS
U PROCESSES
R
E
S
o
f
STUDENT
D LEARNING
A
T
A – Victoria Bernhardt 43
Data Disaggregation
Demographics
Clarifies who we are: students, teachers and
overall system
Builds the context of the school
Helps to predict future conditions
44
Data Disaggregation
Perceptions
An Observation
Opinion
View (subjective opinion)
Belief
Conviction (firmly held belief)
Persuasion
Sentiment (opinion reflected in feelings)
45
Data Disaggregation
Student Learning
Traditional measures of student
achievement
– Standardized tests
– Criterion-referenced measures
– Teacher-made tests
– Grades
– Performance assessments
– Standards-based assessments
46
Data Disaggregation
School Processes
WE control these measures
programs
practices
instructional strategies
Processes produce results
47
Data Disaggregation
Why Schools Don’t Use Data Well
• Lack of cultural emphasis on use of data in decision
making
• Lack of training in data analysis and use of data
tools
• Lack of data sources, such as mini-assessments
• Fear of what the data might say about them as
professionals
• Resistance to doing the unknown
48
Adapted in part from the work of Victoria Bernhardt
How good is good enough?
Reading Mathematics
8th Grade DSS Score 1696 (lowest Level 2 1733 (lowest Level 2
score) score)
Annual Learning Gain More than 77 points More than 54 points
from 8th to 9th Grade
9th Grade DSS Score 1696 + 78 = 1774 1733 + 55 = 1788
(Low Level 2) (Low Level 2)
Annual Learning Gain More than 77 points More than 48 points
from 9th to 10th grade
10th Grade DSS 1774 + 78 = 1852 1788 + 49 = 1837
Score (lowest Level 2 score) (Low Level 2)
Met Grad NO – 1852 is short NO – 1837 is short
Requirement? of 1926 of 1889
Activity
Data Analysis Activity
• Within your group, review the data
sample provided.
• Respond to the questions on the
provided worksheet.
• Prepare to share your responses
with the whole group.
50
AYP Data Chart
51
Never forget…behind every set of
data lies the face of a child
52
When learning has a fever
The PROBLEM-SOLVING MODEL
Step 1 – Problem Identification
What is the problem?
Step 4 – Response to Intervention Step 2 – Problem Analysis
Is the problem being solved? Why is the problem occurring?
Step 3 – Intervention Design
What are we going to do about the problem?
54
Response to Intervention
55
Response to Intervention
The three tiers of
service are stacked
resources so that
they are layered and
aligned with each
other.
56
Problem-solving
Critical Components
• Data • Hypotheses
• Goals
• Analytical Thinking
• Progress monitoring
• Evidence-based
• Decision points activities
57
Problem-solving
DOMAINS
I Frequency/Consistency of Interaction, Reinforcement,
Instruction Presentation Style, and Fidelity of Instructional Delivery
C
Difficulty Level, Length, Format, Relevance
Curriculum
School – Classroom – Home
Peers Adults
E Expectations/Rules Values/Supports
Environment Reinforcement/Distractions Seating
Schedule Setting
L
Learner Skills, Motivation, Health, Attendance/Mobility
58
Problem-solving
The Framework lets you…
• evaluate effectiveness of educational strategies
frequently,
• communicate accurate information about student
progress regularly,
• provide opportunities for all children to achieve their
goals, and
• find the best educational strategy – the one that
59
works!
Problem-solving
What is necessary for it to work?
• Having access to and use of data
• Planning systematically and purposefully
• Making accurate instructional decisions
• Creating an intervention map of enrichment
and tutorial resources
• Establishing realistic goals
60
Bringing it all together:
Building a brighter future
Standards/Benchmarks
Lesson Planning
Lesson Delivery
Assessment
PDCA Inst ruct ional Cycle
PLAN DO
• Data Disaggregation • Direct Instructional
• Calendar Development Focus
ACT CHECK
• Tutorials • Assessment
• Enrichment • Maintenance
• Monitoring
61
61
Bringing it all together:
Building a brighter future
Maximizing Student
Achievement
Taking Control
of Outcomes
Driven by Student Results
62
62
If not now, when?
-- Talmud . 63
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