Beyond Monet

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Beyond Monet

• The artful science of instructional integration

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Instructional Intelligence

• Implies instructional integration

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instructional integration

• Is about student learning

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Implies integrating multiple instructional
methods in the design of learning environments

• Integrate for power

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Day One

• Overview of Instructional Intelligence
• What is meant by instructional integration
• Change and Systemic Change
• Experience instructional integration
• How II connects to curriculum
• Look at sample lessons
• Discussion, questions

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Overview of Instructional Intelligence

• Instructional intelligence involves
• Knowledge of the learner
• Knowledge of curriculum
• Knowledge of assessment
• Knowledge of instruction
• Knowledge of change
• Knowledge of systemic change

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Knowledge of the Learner

• Students at risk -- 1 in 5 in Canada
• Multiple Intelligence
• Learning Styles
• Learning Disabilities
• Ethnicity
• Gender
• Brain Research
• Etc.

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Curriculum

• Understand objectives
• What level of thinking is explicit - the level
  the student will be assessed at
• What level of thinking is implicit - the level
  you have to teach at
• What type of thinking is required
• Match that knowledge to instructional methods

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a sample provincial outcome

• By the end of grade six students will demonstrate
  their understanding of the four types of motion
  oscillating, linear, reciprocating, and
  rotational.
• This has explicit and implicit implications.

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You need to understand types of thinking and
levels of thinking

• Types of Thinking
• Inductive
• Deductive
• Ranking
• Predicting
• Sequence
• Inquiry
• Prioritizing

• Levels of Thinking
• Evaluation
• Synthesis
• Analysis
• Application
• Comprehension
• Knowledge

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Explicit Level of Thinking re assessment

• This outcome tells kids they will be assessed at
  the comprehension level of Blooms Taxonomy --
  they will have to explain each in their own words
  and be able to generate examples of each type of
  motion

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Implicit level at which the teacher will have to
teach

• This outcome tells teachers that they will most
  likely have to teach it at the analysis level of
  thinking re Blooms Taxonomy as the students will
  have to understand the similarities and
  differences between the four types of motion.
  SO

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What instructional methods do you have that push
analysis?

• Venn Diagrams
• Fish Bone Diagrams
• Mind Maps
• Concept Maps
• Concept Formation
• Concept Attainment

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Implicit type of thinking

• This outcome ask teachers to design a learning
  situation where students have to compare and
  contrast these types of motion -- perhaps
  classify them. This means teachers have to
  encourage inductive thinking.
• So ..

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What instructional methods would encourage
analysis and inductive thinking?

• Venn Diagrams
• Fish Bone Diagrams
• Mind Maps
• Concept Maps
• Concept Attainment
• Concept Formation

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Assessment

• For learning (formative)
• Of learning (summative)
• Matching our instruction with our assessment
• Applying instruction in assessment

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Knowledge of instruction

• Instructional concepts
• Instructional skills
• Instructional tactics
• Instructional Strategies
• Instructional Organizers

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Concept Attainment

• Concepts (only)
• Safe
• Accountable
• Novelty
• Authentic
• Motivation
• Active Participation

• Skills
• Framing questions
• Applying wait time
• Suspending judgment
• Discussing the purpose of the lesson
• Responding to a no response

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Concept Attainment

• Tactics
• Think Pair Share
• Brainstorming
• Venn Diagram
• Flow Chart
• Round Robin
• 3 Step Interview
• PMI
• Six Thinking Hats

• Strategies
• Concept Attainment
• 5 Basic Elements
• Mind Mapping
• Concept Mapping
• Jigsaw
• Academic Controversy
• Group Investigation
• Reading Recovery

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Concept Attainment

• Organizers
• Multiple Intelligence
• Gender
• Ethnicity
• Culture
• Brain
• Child Development
• Learning Difficulties
• At Risk Environment

• Others
• Fish Bone Diagram
• Word Web
• Enthusiasm
• TRIBES
• PWIM
• Community Circle
• Lesson Design
• Cooperative Learning
• Critical Thinking

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Knowledge of Change

• Implementation Dip, Drop, Ditch, and Blip
• How to initiate, implement, sustain change
• Concerns Based Adoption Model (CBAM)
• - stages of concern
• - levels of use
• Principal Principal
• Space Probe
• Change over time

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CBAM (Concerns Based Adoption Model)

• Levels of Use
• Non-User
• Orientation
• Preparation
• Mechanical
• Routine
• Refined
• Integrative

• Levels of Concern
• No Concerns
• Awareness
• Information
• Personal
• Impact on Students
• Collaborative

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Systemic Change

• Eight Districts
• - York Region District School Board (195) - 6
• - Thames Valley District School Board (190) - 3
• - Peel District School Board (220) - 3
• - Western Quebec School Board (40) - 4
• - North Vancouver School District (40) - 3
• - Prince Edward Island (78) - 2
• - Western Australia (858) - 6
• - Tasmania (220) - 15

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