Effective Teaching Strategies Make a Difference

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Effective Teaching Strategies Make a Difference

• Assistance
• for
• Quality Instruction
• Frank D. Smith
• frank_at_franksmithconsulting.com

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GOALS OF THIS TRAINING

• Build instructor knowledge of effective teaching
  research
• Develop school capacity to support
  research-validated effective teaching practices
  and active engagement
• Provide a model to maximize instruction that
  helps ensure success for all students

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EFFECTIVE AND INEFFECTIVE APPROACHES FOR SHAPING
STUDENT BEHAVIORADAPTED FROM STRUCTURING YOUR
CLASSROOM FOR ACADEMIC SUCCESS

• EFFECTIVE
• Preventive
• Whole Class
• Analytical
• Standardized

• INEFFECTIVE
• Reactionary
• Individual
• Emotional
• Random

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EFFECTIVE INSTRUCTION

• DELIVERY OF INSTRUCTION
• DESIGN OF LESSON
• MANAGEMENT OF THE CLASSROOM

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Delivery of InstructionAdapted from Anita Archer

• Gain and maintain attention
• Elicit responses active engagement
• Monitor students responses
• Provide corrective feedback
• Stay on topic

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HOW TO GAIN AND MAINTAIN ATTENTION

• Cue or words to ask for attention
• Start only when you have attention
• Maintain close proximity
• Keep a perky pace
• Connect with students
• Add joy
• Teach with enthusiasm

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OTHER WAYS TO MAINTAIN ATTENTION

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MONITOR STUDENTS RESPONSES

• Walk around
• Look around
• Talk around
• Trying to be the omnipresent teacher

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BENEFITS OF CONSTANT MONITERING

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Arthur Costa 5 Teacher Frustrations

• They blurt out the answers
• They depend on the teacher for the answers
• They give up quickly on difficult tasks
• They dont apply their existing knowledge
• They dont work well in groups

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Some Interesting Facts

• Students are not attentive to what is being said
  in a lecture 40 of the time.
• Students retain 70 of the information in the
  first ten minutes of a lecture but only 20 in
  the last ten minutes.
• Meyer Jones, 1993.

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What is active learning?

• Active learning involves providing opportunities
  for students to meaningfully talk and listen,
  write, read, and reflect on the content, ideas,
  issues and concerns of an academic subject.
• Meyers Jones, 1993

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Benefits of Active Engagement
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Types Active Engagement

• Group responses
• Paired partner responses
• Individual responses oral
• Individual responses written
• Physical responses
• - Anita Archer

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Group Response Advantages and Disadvantages

• Advantages
• Disadvantages

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Paired WorkAdvantages and Disadvantages

• Advantages
• Disadvantages

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Individual Oral ResponsesAdvantages and
Disadvantages

• Advantages
• Disadvantages

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Individual Written ResponsesAdvantages and
Disadvantages

• Advantages
• Disadvantages

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Types of FeedbackHattie and Timperley (2007)

• Task Level High Effect
• Processing Level High Effect
• Self-regulation High Effect
• General personal Low Effect
• Within these studies, the highest individual
  effect size was for students receiving feedback
  in special education settings.

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Video Segment 1

• Good Practices
• Questions/Suggestions

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DESIGN OF LESSON

• INTRODUCTION
• Student friendly statement of the objective
• Connect to previous learning
• Review or teach crucial background knowledge
• BODY
• I do it!
• We do it!
• You do it!
• CONCLUSION
• Assess
• Practice for fluency
• Generalize

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LESSON OBJECTIVE

• Stated clearly in student friendly language
• Overt
• Can be measured
• Related directly/indirectly to Big Idea
• Useful
• Generalizes to new settings

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REVIEW OR TEACH BACKGROUND KNOWLEDGE

• Related to objective
• Specific rather than general
• Necessary to be successful in body
• May build interest
• Should not replace objective
• Short as possible

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BODY..THE HEART

• MODEL I DO IT!
• LEAD WE DO IT!
• TEST YOU DO IT!
• ADAPTED FROM ANITA ARCHER

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MODEL

• Tell them exactly what to dobe direct
• Show them what you dotalk what you think
• Gain Responsesengage the students

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LEAD/PROMPT

• Guides studentsscaffold
• Can be done togetherprobably more than once
• Must be faded

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CHECK

• Check for understanding
• Can be group, paired or individual
• Verifies understanding before independent work
• Monitor for corrective feedback
• Continue until students reach mastery

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Whole Class DifferentiationorSmall
GroupDifferentiation
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Whole Group Versus Small Group

• Whole group components should focus on grade
  level skills and concepts
• Small group instruction should focus on
  scaffolding skills and strategies that support
  the core instruction
• Intervention should be provided for students 2 or
  more grade levels below instruction in an
  additional time segment

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MANAGEMENT OF ...

• Room arrangement
• Attention - interactions
• Student time
• Classroom rules

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HOW TO ARRANGE THE ROOM

• All students facing teacher
• All students see board/overhead
• All students accessible to teacher
• All parts of the room can be seen by teacher
• All necessary materials are accessible

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MANAGING YOUR ATTENTION

• Give positive attention to what you want
• Ignore what you dont want, when possible
• Be present continually
• Make eye contact
• Move around the room regularly
• Use all inclusive questioning

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Basic Truths

• Intelligence is not fixed
• Intelligence can be improved
• Dont praise for intelligence
• Praise for effort
• Carol S. Dweck, 2007

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MANAGING STUDENTS TIME

• Anticipate and remove distractions
• Be prepared for lesson
• Increase actual time
• Increase academic learning time
• Use instructional routines
• Avoid the void! Anita Archer

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WAYS TO INCREASE ACTUAL TIME

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Classroom rules should be..

• Explicit
• Simple
• Observable
• Practiced
• Consistently applied
• Reviewed