Welcome To: GLEEM Grade Level Expectations Educational Model

1
Welcome To GLEEMGrade Level Expectations
Educational Model

• Presented by
• Livingston Parish
• Public Schools

2
Louisiana Components of Effective Teaching

• GLEEM Module 2 Effective Classroom Practices

3
Pre Module Survey

• You were given 5 stickers and there are 5
  posters.
• Using the stickers you were given place one
  sticker on each poster
• Rate yourself on the scale of 0-5 with 5 being
  the highest

4
Quick Review of Role of School Representatives

• Expectations
• Participation in training on Modules 1-3 in
  Summer 2005
• Redelivery of Module 1 on one of the first two
  inservice days in August
• Tentative Future Schedule
• Redelivery of Module 2 3 during the school year
  (may be delivered online)
• Summer of 2006 training on Modules 4 5
• Redelivery of Modules 4-5 during the school year

5
Remember To

• Focus on the information and how it is being
  presented
• Focus on asking questions to help you redeliver
  the information

6
ASK questions!

• That is the only way for you to acquire the
• Abilities,
• Skills, and
• Knowledge
• needed to redeliver successfully!

7
Course Essentials
8
GROUND RULES

• Honor Time
• Respect opinions and ideas of colleagues
• Limit side bar conversations
• Be an active listener
• Be fully present
• Place cell phones/pagers on silent
• Freedom to take breaks as needed

9
House Keeping

• You must stay at your session all day to get full
  credit and to receive your certificate of
  completion.
• Lunch will be on your own.
• You must return at the scheduled time

10
GLEEM Modules
Module 1 GLEs An Introduction Module 2
Effective Classroom Practices Module 3
Enhancing a Standards-Based Lesson
Plan Module 4 Effective Assessment
Practices Module 5 Making the GLE Connection
11
Questions and Answers
12
Lets Mingle
13
What is your learning Style

• Page 13 - Highlight the cells of the table that
  describe your learning style.
• Read pages 14-15 to find out more

14
What is your teaching style?

• Go to the sign in the room that represents your
  learning style
• Read the GLE
• Discuss how you would teach that GLE to your
  learning style
• Have a group reporter record your ideas.

15
Grade 2 Social Studies

• GLE 26
• Describe actions individuals or groups may take
  to improve their community.
• (C-1D-E4)

16
(No Transcript)
17
Question?

• What do you think about when you
• Hear
• Read
• Observe
• Effective Classroom Practices?

18
Learning Objective

• To identify the 3 domains of LCET
• Planning
• Management
• Instruction
• To identify how the 3 domains of LCET result in
  Effective Classroom Practices

19
Plan

• Review the Louisiana Components of Effective
  Teaching
• Discuss the 3 Domains
• Memory Match
• LCETAttributesECP
• Report Out

20
What is Effective Teaching?

• Not generic practices
• Not same set of practices for every lesson
• Rather it is
• A set of context driven decisions
• Reflecting about teaching
• Observing students learning
• Adjusting practices accordingly

21
Effective Classroom Practices

• Most educators and researchers agree that in
  order for schools to improve student outcomes,
  teachers must
• Provide instruction that is engaging
• Plan instruction that is grade/level appropriate
  for all students.

22
Louisiana Components of Effective Teaching

• The Louisiana Components of Effective Teaching
  are
• a three-tiered structure of skills
• knowledge essential to effective instruction
  i.e., instruction that results in high student
  achievement.

23
Louisiana Components of Effective Teaching

• There are 5 Domains
• Planning
• Management
• Instruction
• Professional development
• School improvement

24
The Vehicle for Effective Classroom Practices -
LCET
LA Comp. Curriculum
V. School Improvement
IV. Professional Development
25
Louisiana Components of Effective Teaching

• Content Standards
• Benchmarks
• GLEs

• Domain
• Components
• Attributes

26
Effective Classroom Practices

• Measuring and evaluating effective classrooms can
  be challenging because of the
• Variety of techniques and activities
• Disparities in the implementation of practices
• Different program and implementation goals based
  on context (e.g., location, grade configuration,
  percentage of free/reduced lunch students)
• Situation where no two schools are alike in their
  priorities or implementation choices.

27
Effective Classroom Characteristics and Practices

• Successful Classroom Practices include
• Careful preplanning
• Effective classroom management and instruction
• Positive teacher-student interactions
• Regular assessment

28
Planning (Domain I.)

• The teacher plans effectively for instruction

• Planning is
• Important for teaching and learning
• Primarily a mental activity
• Should make sure all goals of instruction are
  covered

29
Develop Planning and Learning Goals

• Use the preplanned curriculum to guide
  instruction
• Louisiana Content Standards
• Louisiana Benchmarks
• Louisiana GLEs
• Provide instruction that integrates traditional
  school subjects
• Thematic Units
• Project-based learning
• Performance and authentic assessment

30
Management (Domain II.)

• Component A. The teacher maintains an environment
  conducive to learning.
• Component B. The teacher maximizes amount of time
  available for instruction.
• Component C. The teacher manages learner behavior
  to provide productive learning opportunities.

• Management is
• The organization of the learning environment
• The maintenance of student behavior.
• A focus placed on teacher behavior

31
Classroom Management and Organization

• Form instructional groups that meet students'
  academic and affective needs
• Utilize whole group learning when introducing new
  skills.
• Provide opportunities for cooperative learning
  groups.
• Utilize peer tutoring when needed.
• Make efficient use of learning time
• Allocate appropriate time allotments for
  activities.
• Keep non-instructional time to a minimum.
• Provide immediate feedback and correctives.

32
Classroom Management and Organization

• Establish smooth and efficient classroom routines
• Plan rules and procedures and present during
  first days of school.
• Circulate around the room to keep students on
  task.
• Make smooth, rapid transitions between
  activities.
• Teachers set clear standards for classroom
  behavior and apply them fairly and consistently
• Teach and reinforce positive behavior.
• Establish rules that are clear and specific.
• Provide written behavior standards.

33
Instruction (Domain III.)

• The teacher is
• The Expert
• Best-suited to determine effective instruction
  for his/her classroom

• Component A. The teacher delivers instruction
  effectively
• Component B. The teacher presents appropriate
  content
• Component C. The teacher provides opportunities
  for student involvement in the learning process
• Component D. The teacher demonstrates ability to
  assess and facilitate student academic growth.

34
How to Develop Effective Practices Instruction

• Carefully orient students to lessons
• Post or review learning objectives for each
  lesson
• Communicate enthusiasm for learning
• Relate lessons to real-life situations
• Provide clear and focused instruction
• Give clear written and verbal directions
• Take note of learning style differences among
  students
• Use validated strategies to develop students'
  higher-level thinking skills

35
How to Develop Effective Practices Instruction

• Routinely provide students feedback and
  reinforcement regarding their learning progress
• Give students immediate feedback on all
  assignments.
• Make use of peer evaluation techniques.
• Give praise and other verbal reinforcements for
  correct answers and progress
• Review and re-teach as necessary to help all
  students master learning material
• Address learning style differences during review
  and re-teaching.
• Use different materials and examples for
  re-teaching.
• Re-teach priority lesson content until students
  show they've learned it.

36
How to Develop Effective Practices Instruction

• Use validated strategies to help build students'
  critical and creative thinking skills
• Provide instruction in study skills
• Ask higher-order questions
• Teach strategies for problem solving, decision
  making, and hypothesizing
• Use effective questioning techniques to build
  basic and higher-level skills
• Structure questions on key elements in the lesson
• Ask a combination of lower-cognitive (fact and
  recall) and higher-cognitive (open-ended and
  interpretive) questions
• Allow generous amounts of "wait-time" when
  questioning

37
Domain IV Professional Development

• Component A. The experienced teacher plans for
  professional self-development.
• Component B. The new teacher plans for
  professional self-development.

38
Domain V. School Improvement

• Component A. The teacher takes an active role in
  building-level decision making.
• Component B. The teacher creates partnerships
  with parents/caregivers and colleagues.

39
Strategies for Effective Teaching

• Designed to assist teachers in
• Their understanding of the Louisiana Components
  of Effective Teaching
• Is intended to improve specific teaching skills
• Each attribute is accompanied by suggested
  strategies, evidence of completion, and resources
• The Strategies are specific suggestions for
  gaining knowledge about teaching skills and
  practicing them
• The suggested Evidence of Completion consists of
  observable means by which teachers and principals
  can document professional development activities
• The Resources section of Strategies for Effective
  Teaching lists those materials and persons
  essential for the successful completion of the
  activity

40
Instructions for Beach Ball Attributes LCET

• 1. Beginning with slide 2, toss ball from person
  to person. Each person identifies which domain
  the listed attribute comes from.
• 2. Answers Colored coded star at end of
  attribute
• Blue-Instruction
• Green-Planning
• Purple-Management

41
Produces evidence of student academic growth
under his or her instruction
42
Accommodates individual differences
43
States method(s) of evaluation to measure learner
outcomes
44
Uses techniques which develop lesson objectives
45
Establishes expectations for learner behavior
46
Develops an IEP and/or ISFP as needed for the
lesson
47
Sequences lessons to promote learning
48
Provides timely feedback to students
49
Presents accurate subject matter
50
Organizes available space, materials, and/or
equipment to facilitate learning
51
Encourages student participation
52
Promotes positive learning climate
53
Presents content at a developmentally appropriate
level
54
Specifies learner outcomes in clear, concise
objectives
55
Teacher integrates technology into instruction
56
Includes activities that develop objectives
57
Uses monitoring techniques to facilitate learning
58
Consistently monitors ongoing performance of
student
59
Adjusts lesson when appropriate
60
Manages and/or adjusts time for activities
planned
61
Uses appropriate and effective assessment
techniques
62
Manages routines and transitions in a timely
manner
63
Demonstrates ability to communicate effectively
with students
64
Identifies and plans for individual differences
65
Stimulates and encourages higher order thinking
at the appropriate development levels
66
Relates relevant examples, unexpected situations,
or current events to the content
67
Identifies materials, other than standard
classroom materials, as needed for the lesson
68
Uses available teaching materials to achieve
lesson objectives
69
Domain Sort and Discussion

• Break into 5 groups
• Assign each group a domain
• Brainstorm teacher behaviors for each domain
• Present to group

70
BREAK
71
Worksheets

• Dont Grow Dendrites

Marcia L. Tate
72
Brainstorming Discussion

• WHY?
• Research Rational

• Students learn 90 of what they say or discuss as
  they complete an activity. (Dale, 1969)
• Better quality questions result in more challenge
  to the thought processes of the brain. (Berliner,
  1984)
• Learning increases when students have the
  opportunity to talk about it in their own words
  to make it their own. (DOE, 1986)
• Learner performance scores improved when learners
  were asked questions of greater depth. (Redfield
  Rousseau, 1981)

73
Drawing Artwork

• WHY?
• Research Rational

• Thinking in art precedes improvements in thinking
  in other curricular areas.(Dewey, 1934)
• Students who have spatial intelligence are
  picture smart with the ability to graphically
  represent visual or spatial ideas. (Armstrong,
  1994)
• Drawing figures helped improve critical thinking
  and verbal skills in learning-disabled children.
  (Jing, Yuan, Liu, 1999)
• Students enrolled in visual arts programs,
  including painting classes and sculpture,
  consistently report gains in self-discipline,
  work ethic, and teamwork. (Jensen, 2001)

74
Field Trips

• Field trips have existed for thousands of years
  since some of the greatest teachers, Aristotle
  and Socrates, used them as instructional tools.
  (Krepel Duvall, 1981)
• Students experience a greater benefit when the
  educational experience is closer to reality.
  (Millan, 1995)
• The field trip must be linked to a curricular
  objective. (Millan, 1995
• Results of numerous research studies
  overwhelmingly concluded that experience outside
  the classroom consistently provides significant
  gains in both cognitive and affective achievement
  for all students, for all grade levels, and
  particularly for students categorized as at-risk.
  (Rudman, 1994)

• WHY?
• Research Rational

75
Games

• Even adults are activating the brain when they
  participate in Jeopardy! shows. (Jensen, 1995)
• Games use the most basic level of active
  processing, creative rehearsal. (Canine Caine,
  1997)
• Human play fulfills the bodys need to express
  emotions, to bond with others socially, and to
  explore new learning with challenge, feedback,
  and success. (Beyers, 1998)
• The effectiveness of a game is enhanced when
  students actually help to design or construct it.
  (Wolfe, 2001)
• Play is the brains link from the inner world to
  reality and the foundation of creativity.
  (Jensen, 2001)

• WHY?
• Research Rational

76
Graphic Organizers
         

• Graphic organizers meet the needs of students
  with a variety of learning styles and ability
  levels since they contain both visual and verbal
  information. (Bromley, Irwin-De Vitis, Modlo,
  1995)
• They provide connections among bits of
  information, make information easier to remember,
  and allow students to break information into
  meaningful chunks. (Parry Gregory, 1998)
• Mind mapping engages all the brains functions
  and captures the total picture. (Buzan Buzan,
  1994)
• They help students make content connections that
  show how the information is related. (Kagan, 1998)

• WHY?
• Research Rationale

77
Humor

• Researchers at Stanford University have
  discovered that laughter causes biochemical
  changes in the body, such as an increase in white
  blood cell activity and chances in the chemical
  balance of the blood, resulting in an increase in
  the bodys production of neurotransmitters
  necessary for alertness and memory. (Jensen,
  1995)
• A good laugh has the ability to lower brain and
  body stress resulting in a better learner.
  (Jensen, 1995)
• When students laugh together, they bond together
  and create a community spirit conducive to
  learning. (Sousa, 2001)
• Laughter and humor maintain students attention,
  reduce mental and physical tension, relieve
  stress, and make the school day shorter.
  (Burgess, 2000)

• WHY?
• Research Rationale

78
Manipulatives, Experiments, Labs, Models

• Kinesthetic actions energize students by allowing
  increased oxygen and glucose to get to the brain.
  (Gregory Chapman, 2002)
• Kinesthetic learners are at their best when
  engaged in physical movement or when completing
  meaningful real-life learning activities.
  (Gregory Chapman, (2002)
• There should be materials in the classroom that
  provide opportunities for students to manipulate,
  build, or encounter other hands-on-experiences.
  (Armstrong, 1994)

• WHY?
• Research Rationale

79
Metaphors, Analogies, SimilesIf the brain were
a piece of jewelry, it would be a chain because
it has many links.

• Students should make new learning fit into their
  personal world by capitalizing on the brains
  ability to connect the new to the known. (Caine
  Caine, 1994)
• Making associations forms new connections between
  neurons and encodes new insights similar to a
  tree growing new branches. (Sousa, 1995)
• Metaphors link abstract, difficult to understand
  concepts with personal experiences and promote a
  sense of creativity. (Whitin Whitin, 1997)
• Comparing, contrasting, classifying, an using
  metaphors are all instructional strategies that
  increase student achievement. (Marzano,
  Pickering, Pollack, 2001)

• WHY?
• Research Rationale

80
Mnemonic Devices

• WHY?
• Research Rational
• GBDFA
• Good Boys Do Fine Always

• Factual information can be more easily applied
  when mnemonic devices are used to acquire the
  information. (Levin Levin, 1990)
• Mnemonic tools work because they provide the
  brain with powerful cues for recalling chunks of
  information. (Markowitz Jensen, 1999)
• Mnemonics create links or associations between
  new information the brain is receiving and
  information already stored in long-term memory.
  (Wolfe, 2001)
• According to research, people who use mnemonic
  devices learn two to three times more than those
  who learn normally. (Markowitz Jensen, 1999)

81
Movement

• Standing appears to provide a 5-15 greater flow
  of blood and oxygen to the brain, thereby
  creating more arousal of attention (Jensen, 1995)
• Having students stand up, walk, jump, and clap as
  they review, understand, or master material will
  strengthen their procedural memories. (Sprenger,
  1999)
• Movement involves more of a students brain than
  does seatwork since movement accesses multiple
  memory systems. (Jensen, 2001)
• Neuronal connections made through movement of the
  body help children develop the neuronal systems
  they will need when ready to read. (Hannaford,
  1995)

• WHY?
• Research Rationale

82
Music, Rhythm, Rhyme, and Rap

• Music is a powerful carrier of signals that
  activate emotions and long-term memory. (Webb
  Webb, 1990)
• Music activates and synchronizes neural networks
  which increases the brains ability to reason
  spatially, think creatively, and perform in
  generalized mathematics. (Jensen, 2001)
• Brain scans taken during musical performances
  show that virtually the entire cerebral cortex is
  active while musicians are playing. (Weinberger,
  1998)
• Music appears very valuable as an aid to memory

• WHY?
• Research Rationale

83
Adding DecimalsTune Are You Sleeping

• Adding decimals, adding decimals,
• Line them up, Line them up.
• Line up all the decimals. Every number has one.
• Line them up. Line them up.

84
Adding Decimals

• When youre adding or subtracting,
• Line them up. Line them up.
• Line up all the decimals. Every number has one.
• Line them up. Line them up.

85
Adding Decimals

• Now subtract them, Now subtract them.
• Line them up, Line them up.
• Line up all the decimals.Every number has one.
• Line them up. Line them up.

86
Project-Based Instruction

• Projects enable students to plan their time,
  develop research skills, and become responsible,
  independent, and self-directed, as well as to
  think abstractly. (Gregory Chapman, 2002)
• Brain research is confirming what many teacher
  already know When learning is linked to
  real-life experiences, students retain and apply
  information in meaningful ways. (Westwater
  Wolfe, 2000)
• Student involvement in a project appears to be a
  much way to learn if the project relates directly
  to a clearly defined objective or
  standard.(Wolfe, 2001)
• Projects integrate curriculum across disciplines
  so that students see connections and
  interrelationships. (Uchida, Cetron, McKenzie,
  1996)
  
  

• WHY ?
• Research Rationale

87
Reciprocal Teaching Cooperative Learning

• In a study of 40 middle school students,
  performance on weekly quizzes was significantly
  improved following reciprocal peer tutoring.
  (Malone McLaughlin, 1977)
• Math test scores of academically at-risk urban
  students were significantly higher following
  reciprocal peer tutoring. (Ginsburg-Block
  Fontuzzo, 1977)
• Students who work in cooperative groups learn to
  respect and value each others different
  strengths, styles, and needs. (Bromleu et al.,
  1995)
• A student struggling to make sense of an idea may
  understand it better when it is explained by a
  peer (who only recently figured it out him or
  herself) rather than by an adult. (Kohn, 1999)

• WHY ?
• Research Rationale

88
Role Plays, Drama, Pantomimes, Charades

• Role play affords students the opportunity to
  reach social, artistic, emotional, and academic
  goals. (Bandura, 1986)
• The use of role play makes learning more
  enjoyable, gives learners more choice and
  creativity, and results in little pressure from
  evaluation. (Jensen, 1995)
• Role play provides students with the opportunity
  to organize information, create or re-create
  meaningful situations, and use their verbal and
  interpersonal skills. (Gregory Chapman, 2000)
• Simulations increase meaning, are highly
  motivation, and facilitate transfer of knowledge.
  (Wolfe, 2001)

• WHY ?
• Research Rationale

89
Storytelling

• Storytelling, following intense learning, allows
  the brain to relax and more easily retain the
  newly acquired material. (Jensen, 2000)
• Students who used narrative chaining, linking
  items to be remembered into a story framework,
  could recall more than 90 of a list of 120
  unrelated words compared to a control group who
  remembered only 13. (McGee Wilson, 1984)
• Good storytelling engages young children intently
  in the learning process and stimulates their
  interest in reading. (Goetz Sadowski, 1996)
• Stories provide a script for us to tie
  information to in our memory. (Markowitz
  Jensen, 1999)

• WHY ?
• Research Rationale

90
Technology

• Computers and all forms of technology must be
  fully integrated into the curriculum-NOW! (Uchida
  et al., 1996)
• Computer technology and databases are crucial for
  actively engaging students in conducting
  research, accessing information and using
  resource to problem-solve or answer questions,
  (Darling-Hammond, 1994)
• In this age of teacher accountability,
  technology-rich schools are at a definite
  advantage, (Lieberman Miller, 2000)
• Technology enriches the curriculum by providing
  additional sources of knowledge and supplementing
  the textbook with various forms of multimedia.
  (Dede, 1998)

• WHY ?
• Research Rationale

91
Visualization Guided Imagery

• Everything is created twice-once in a persons
  mind and once in reality. Visualizing something
  organizes ones ability to accomplish it. (Covey,
  1996)
• Students can be taught to locate images in their
  minds or be shown how to select appropriate
  images that facilitate learning and retention.
  (Sousa, 1995)
• Visualizing is a comprehension strategy that
  allows readers to make the words real, like
  playing a movie of the text inside your head.
  (Keene Zimmerman, 1997)
• In a series of studies, training young readers in
  visualization while reading enhanced
  comprehension and memory for text. (Gambrell
  Bales, 19860)

• WHY ?
• Research Rationale

92
Visuals

• Studies appear to indicate that the brains
  capacity for long-term memory of pictures is
  almost limitless. (Bahrick, Bahrick,
  Wittlinger, 1976)
• Since 90 of the brains sensory input comes from
  visual sources, it stands to reason that the most
  powerful influence on learners behaviors is
  concrete, visual images. (Jensen, 1994)
• Linking verbal and visual images increases
  students ability to store and retrieve
  information. (Ogle, 2000)
• When students attention shifts from the teacher,
  having relevant visuals on the wall will ensure
  that students are still looking at material
  related to the lesson. (Allen, 2002)

• WHY ?
• Research Rationale

93
Work Study Apprenticeships

• Schools must link with businesses that can share
  resources, expectations, and vision. (Uchida et
  al., 1996)
• Businesses and others who hire graduates need to
  pay more attention to what students have studied
  and how they accomplish knowledge in the work
  setting, (Uchida et al., 1996)
• The goal of school-to-career initiatives should
  be to make the educational experience relevant
  and allow students to transition successfully to
  the world of work or higher education. (Thiers,
  1995)
• Adolescents schoolwork must carry them into the
  dynamic life of their environments, (Brooks,
  2002, p72)

• WHY ?
• Research Rationale

94
Writing Journals

• Students must be involved in the total process of
  reading and writing and should read literature
  and write for various real-life purpose. (Au,
  1994)
• Students future success in an information
  society depends on their abilities to become an
  attentive listener, an articulate speaker, a
  clear writer, and a critical reader. (Fogarty,
  1997)
• Writing journals, newspaper articles, editorials,
  essays, posters, or short stories are examples of
  ways to access emotional memories (Sprenger,
  1999)
• Teaching students to use writing to organize
  their ideas about what they are reading is a
  proven procedure that enhances comprehension for
  text, (Report of the National Reading Panel, 2000)

• WHY ?
• Research Rationale

95
Reflection

• What strategies can I integrate into my lesson
  plans so that my students brains are engaged?
• 15 minutes

96
Share

• We will have one representative from each school
  discuss their instructional strategies with the
  group.

97
Lunch
98
Centerpiece Activity

• Brainstorm Strategies covered in the Marsha Tate
  slide show.
• There were 20 covered.
• How many can your group remember?
• Write what you can remember on the sheet.
• No talking

99
Match a Strategy to a GLE

• Choose a GLE from each of the four content areas
• On a 3x5 card, Describe how you would use a
  strategy to teach each of the GLE s
• Place it near the content area on the Strategy
  Table
• Take a gallery walk and look at the strategies
  suggested for the GLEs.

100
Reflective Reading

• Foundations for Refining Instructional Practices
• 4 Groups, one for each foundation
• Review assigned Foundation
• Create a visual to accompany your group report

101
Multiple Intelligences and Classroom Practice

• Surveys and Discussion
• Howard Gardner Web Site

102
Wrap up Activity

• Complete the strategies Graphic organizer

103
End of Day

• Make sure you initialed the sign-in sheet after
  lunch
• Evaluations
• Certificates
• Supplemental Pay Forms
• Clean your area
• Push you chair under