Improving Outcomes for Students Effective Instructional Practices Using Microteaching

1
Improving Outcomes for Students Effective
Instructional Practices Using Microteaching
Research Based Curriculum

• Summer Jump Start
• New Teacher Staff Development
• July, 2006

2
Opening Activities

• Brief Introductions
• Box Elder
• Ogden
• Weber
• Davis
• Facilities overview
• Housekeeping

3
Why The Jump Start Staff Development

• Provide new teachers with. . .
• Support BEFORE entering the classroom
• Staff Development in effective practices
• Materials to use in reading instruction
• Practice in small group settings with curriculum
  coaches
• Ongoing Support when implementing new practices
  and curriculum in the classroom setting with
  students

4
Course Outline

• Day 1 Effective Instructional Practices
• Time Management, Teaching Functions, Academic
  Feedback
• Effective Reading Instruction Dr. Gordon Gibb
• Day 2 Effective Instructional Practices, Small
  Group Instruction Reading Content Instruction
• Phonemic Awareness Tammy Pettigrew
• Handwriting

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Course Outline (cont.)

• Day 3 Reading Content Application of Effective
  Practices in Reading Instruction
• Overview of Reading Programs
• Small group practice coaches model lessons
• Day 4 Further application of practices
  content
• Small group practice participants deliver
  lessons
• Jump Start Backpackers Guide to Survival Dr.
  Hofmeister
• Working with Parents
• Jumpstart website
• Ongoing Support phone, email, on-site coaching

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Participant Expectations

• Participate in all classroom activities and
  assignments
• Conduct Microteaching lesson 15-20 minute
  lesson with peer feedback
• Participate in peer observations
• Solicit support from curriculum coaches as needed
• Enjoy the journey!

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What is Microteaching?

• Microteaching is organized practice teaching.
• Goals of Microteaching
• Give instructors confidence, support feedback
  by letting them try out (among friends and
  colleagues) a snapshot of what/how to teach
• Provide an opportunity to try teaching strategies
  you may not have used regularly or effectively
• Provide a safe forum for practicing strategies
  and receiving feedback

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Why the Microteaching Model?

• Rationale
• No Child Left Behind (NCLB) requirements have
  one major goal namely, increasing the
  effectiveness of instruction to all students, and
  particularly to students at risk of failure in
  reading and math.

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Why the Microteaching Model?

• Two Problems With the Present Staff Development
  Practices
• Lack of Transfer
• Lack of Viable, Aligned Solutions

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Lack of Transfer

• The more traditional in-service model generates
  less than 10 transfer to classroom practices
• The How Do You Know? question is often not
  addressed.
• Staff development activities must provide an
  ongoing way to monitor the impact of staff
  development, as measured by changes in the
  learner.

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Lack of Viable, Aligned Solutions

• Many staff development efforts fail to address
  the availability of classroom instructional
  materials.
• Teachers feel disappointed by the promises of
  practical support implicit in staff development
  programs.

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Steps in Microteaching

• Step One
• Select Intervention
• Select the specific pedagogical and curriculum
  domains research validation for at-risk
  students (Research Into Practice, Reading for All
  Learners)

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Steps in Microteaching

• Step Two
• Peer-to-Peer Microteaching Practice
• Conduct microteaching sessions until
  competency in a non-student setting is
  demonstrated (small group practice with
  curriculum coaches)

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Steps in Microteaching

• Step Three
• Classroom Practice with Representative Samples
• The teacher implements representative samples
  of the intervention program with students, under
  close mentoring supervision (in authentic school
  setting).

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Steps in Microteaching

• Step Four
• Implement Total Intervention Plan
• After demonstrated success with the selected
  representative samples of the intervention
  program, the teacher implements the total program
  with feedback from the mentor, the flow of
  student monitoring data, and self-evaluation
  (continued implementation in school setting).

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Steps in Microteaching

• Step Five
• Validation Based on Student Outcomes
• The teacher documents instructional
  effectiveness using student monitoring outcomes
  (use student data to make decisions about
  programming)

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Course Objectives

• Increase knowledge of and skills in
• Utilizing research-based curriculum
• Implementing effective instructional practices
• Direct Instruction Teaching Cycle
• Providing Praise Statements
• Providing opportunities for student responses
• Effective error correction
• Developing implementing lesson plans
• Collecting and interpreting student data

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Ground Rules for This Training

• Respect confidentiality concerning what we learn
  about each other.
• Respect agreed-upon time limits.
• Maintain collegiality were in this together.
• Stay psychologically physically present and on
  task.

19
Ground Rules for This Training

• Respect others attempts to experiment and take
  risks.
• Listen and speak in turn, so everyone can hear
  all comments.
• Enjoy the journey and learn from the process!

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Balance Effective Instructional Practices
Research-Based Curriculum
Positive Student Outcomes
Effective Instructional Practices
Research-based Curriculum
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Research Into Practice

• How to use this book
• Chapter One Planning For Instructional
  Improvement
• Additional Chapters
• Two Time Management
• Three Teaching Functions
• Four Academic Feedback
• Five Academic Monitoring
• Six Classroom Management

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Effective Student Learning Experiences

• Teacher performance
• Student learning experiences
• Student outcomes
• Ask yourself, What am I doing to create learning
  experiences that result in positive student
  outcomes?

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Research Into Practice

• Chapters briefly covered in this training
• Two Time Management
• Three Teaching Functions
• Four Academic Feedback
• Sections of each chapter
• A Research literature
• B Knowledge quiz
• C Self-evaluation checklist
• D Information gathering
• E Practical suggestions
• F Self-Improvement plan

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Is There a Better Way To Get Clear Directions?
Yes, Its called using materials in
Research Into Practice!
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Time Management

• Quiz
• Self-Evaluation
• What does the research say?
• Practical Application How do I use it?
• Guided notes individual work
• Self-Improvement Plan

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Guided Notes

• Technique to increase academic learning time
  on-task behavior
• Provides scaffolding support for learners
• Consider level for your own class
• Gets students into learning behaviors
  listening, writing, reading,
• Provides template for disseminating content
• Easy to create copy white out!

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Teaching Functions

• Quiz
• Self-evaluation
• What does the research say?
• Practical Application How do I use it?
• Sample direct instruction lesson
• Develop lesson plan small group work
• Self-Improvement plan use self-evaluation
  checklist and evaluation with three recording
  periods

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Small Group Work

• Objective Complete lesson plan together as a
  small group
• Consider completed lesson plan template
• Look at lesson objective
• Use template to guide lesson plan development
• Make certain teaching functions are included

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Techniques for Working Cooperatively
(Okay, so this is a non-example)
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Small Group Work Outcomes

• What did we learn about lesson plan development?
• How important is a clear objective?
• Does the lesson plan template include the
  teaching functions?
• Could anyone pick up the lesson plan and teach
  the lesson? (stranger test)

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Direct Instruction Principles

• Heart of EVERY Lesson
• I do it teacher directed instruction
• We do it guided practice (80 accuracy)
• You do it independent practice
  
  (90-100 accuracy)

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Direct Instruction Principles

• Group individual responses
• At least four student responses per minute
• Include group and individual responses (80 group
  to 20 individual)
• Signals
• Error Correction
• Identify error
• Model
• Test
• Delayed test

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Effective Teaching Cycle

• Teacher-directed instruction
• Learning set
• Review previously taught material
• Tells you where to go forward or reteach
• Enables you to control outcome
• New material
• Small increments of material
• Guided practice
• Independent practice

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Teacher-Directed Instruction I Do It

• Learning Set
• Sets stage for new learning
• Builds instructional momentum
• Feedback/reinforcement
• Reduces off-task behavior
• Students will persist through learning
• Error detection reduces probability of
  errors/increases student achievement
• Builds on prior knowledge

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Teacher-Directed Instruction

• New Material
• Acquisition stage
• Linked to prior knowledge
• Presented in small segments
• Demonstration/present new material (rule of
  thumb 3 examples)
• Sequence examples presented
• Integrate with guided practice

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Guided Practice We Do It

• More guided practice (added support)
• Student completes task with you
• Provide response prompt response direction
• Provide three examples
• Less guided practice (decreased support)
• Student completes task with you
• Provide response direction only
• Provide three examples
• High rates of opportunities to respond with
  feedback

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Independent Practice You Do It

• Fluency
• Consolidation
• Mastery
• Application
• Monitor provide feedback
• Praise/error correction
• Practice How many student responses can be
  expected in about one minute?
• Lets try it! reader data keeper 6 seconds

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Remember T.G.I.F.

• T Teacher Directed Instruction
• I Do It
• G Guided Practice
• We Do It
• I Independent Practice
• You Do It
• F Feedback

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Small Group Practice

• Objective Practice direct instruction teaching
  cycle
• Roles in small groups
• Teacher, student, timer, observer
• What will you be doing?
• Instruct student using direct instruction
  techniques (I, We, You)
• Solicit student responses
• Provide praise statements

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Academic Feedback Error Correction

• Quiz
• Self-evaluation
• What does the research say?
• Practical Application How do I use it?
• Whole group practice
• Small group practice
• Error Correction
• Identify error
• Model
• Test
• Delayed test

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Small Group Practice

• Objective Practice providing error correction,
  using direct instruction principles and error
  correction techniques
• Roles in small groups
• Teacher, student, timer, observer
• What will you be doing?
• Student reads the passage of leveled text and
  makes 2-3 errors
• Teacher listens and engages in error correction
  procedure
• Observer watches and provides feedback

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Research-based interventions are like
lighthouses. They are fixed practices that have
endured the test of time and have proven to be
effective.
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Closing Activities

• Brief Review
• Ah Has
• Big Ideas
• Homework Read E section in chapters 2, 3 4
  of Research Into Practice

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Opening Review

• Learning Outcomes from Homework (Section E in
  Chapters 2, 3 4 in Research Into Practice -
  RIP)
• Ah Has from Day 1
• Reconnect
• Questions ???

45
Course Objectives

• Increase knowledge of and skills in
• Utilizing research-based curriculum
• Implementing effective instructional practices
• Direct Instruction Teaching Cycle
• Providing Praise Statements
• Providing opportunities for student responses
• Effective error correction
• Developing implementing lesson plans
• Collecting and interpreting student data

46
Balance Effective Instructional Practices
Research-Based Curriculum
Positive Student Outcomes
Effective Instructional Practices
Research-based Curriculum
47
Research-based interventions are like
lighthouses. They are fixed practices that have
endured the test of time and have proven to be
effective.
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Dealing with the Gators
49
Dealing with The Gators
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Dealing with the Alligators

• Gators in the group
• Good! And Wants Everybody to Know It!
• Academy Award Specialist
• Majors in Distraction 101
• Tardy City
• Trouble City
• Gators outside the group
• All of the above
• Gators outside the classroom
• Assemblies
• Other adults
• Interruptions

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Effectively Implementing Small Group Instruction

• Task 1 Planning Preparing
• Task 2 Assembling the Group
• Task 3 Initiating Instruction
• Task 4 Maintaining Momentum
• Task 5 Closing the Session

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Working with each student individually is like
spinning plates it can be very difficult . . .
and exhausting!
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Observation Form

• Focus on what we want to have happen!
• Target Behaviors
• Overall learning environment
• Teacher praise rates
• Opportunities for student response
• Error Correction

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Video Observation Focus 1

• Overall learning environment . . .
• Seating arrangement
• Teacher eye contact
• Teacher voice tone
• Access to materials

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Video Observation Focus 2

• Overall learning environment . . .
• Number of praise statements
• Type of praise statements
• Ease of delivery of praise statements
• Method of addressing student errors
• Reinforcement methods

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Video Observation Focus 3

• Overall learning environment. . .
• Student response opportunities
• Verbal responses
• Non-verbal responses
• Group responses
• Individual responses
• Developing routine of responding

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Content Training

• Big Five in Reading
• Phonemic awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension

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Phonemic Awareness

• Presenter Tammy Pettigrew
• Scope sequence
• Content instruction
• Elements of lesson delivery
• Effective teaching strategies
• Program components of Reading For All Learners
  Phonemic Awareness
• Other programs
• Assessment techniques

59
Closing Activities

• Brief Review
• Ah Has
• Big Ideas
• Homework Review Reading For All Learners
  Rewards programs

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Opening Activities

• Brief Introductions of instructors
• Revisit Objectives
• Increase knowledge of and skills in
• Implementing effective instructional practices
• Using research-based curriculum
• Implementing key components of lesson plans
• Learning how to collect and interpret student
  data

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Content Training

• Big Five
• Phonemic Awareness
• Phonics
• Fluency
• Vocabulary
• Comprehension
• Programs
• Phonemic Awareness RALP
• Reading For All Learners Little Books
• Fluency Builders
• Decoding for All Ages
• Radio Dramas
• Rewards

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Content Training

• Secondary
• Decoding for All Ages
• Rewards
• Lesson Plans

• Elementary
• Phonemic Awareness
• Little Books
• Lesson Plans

• Elementary Secondary
• Fluency Builders
• Radio Dramas

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Coaching Sessions

• Objective Learn practices of effective lesson
  delivery of reading content
• What will you be doing?
• Coaches present sample lesson using one of the
  Reading for All Learners Programs or Rewards
• Participants observe lessons and take turns
  either participating as a student or taking data
  on student responses praise statements
• Everyone enjoy learning together!

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Critical Skills in Coaching
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Coaches Can Provide Strong Reinforcement . . .
Theres Nothing Like a Good Pat On the Back!
66
Ground Rules for This Training

• Respect confidentiality concerning what we learn
  about each other.
• Respect agreed-upon time limits.
• Maintain collegiality were in this together.
• Stay psychologically physically present and on
  task.

67
Ground Rules for This Training

• Respect others attempts to experiment and take
  risks.
• Listen and speak in turn, so everyone can hear
  all comments.
• Enjoy the journey and learn from the process!

68
Closing Activities

• Revisit self-evaluations in Chapters 2, 3 4
• Would your rating be the same
• Partner share regarding two Ah Has OR
  self-evaluation
• Identify one strategy youll incorporate into
  your classroom
• Write it down
• Discuss with partner share
• Dont run faster than youre able
• (Video clip)

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(No Transcript)
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Homework

• Participants develop 15-20 minute lesson using
  one of the programs
• Prepare to deliver a practice lesson in small
  group setting
• Bring completed lesson plan template with draft
  lesson plan completed
• Bring any materials that will be needed for your
  lesson

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Reconnect Review

• Group response regarding outcomes of small group
  instruction
• Learning outcomes from preparing to deliver
  microteaching lesson
• Importance of peer feedback
• Data collection techniques on error correction
• Questions???

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Practice in Small Group Instruction

• Elementary or Secondary Focus
• Participants take data on coaches lesson
• Participants deliver lesson to peers
• Topics
• Opportunities for practice
• Implementing small-group instruction effectively
• Error correction procedures
• Content instruction
• Elements of lesson delivery
• Effective teaching strategies

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Additional Elements for Success

• Jump Start Backpackers Survival Guide
• Dr. Alan Hofmeister, Academic Success for All
  Learners

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Additional Elements for Success

• Jump Start web site
• http//iseesam.com/jumpstart/
• Resources available incredible!
• Matching size, shapes colors
• Counting Objects
• Others
• Working With Parents
• Make the relationship work for you and the
  student
• Handwriting

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Handwriting Resource Book

• Appropriate Practices in Handwriting
• Chapter 5 Errors Practices
• Where do I get it?
• http//iseesam.com/jumpstart/
• Online Academy Beginning Language Arts
• Program Interventions
• What is the cost of these materials?
• FREE!!! (just the cost of printing)

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Review of Data Celebrations Objectives
Achieved!

• Increase knowledge of and skills in
• Utilizing research-based curriculum
• Implementing effective instructional practices
• Direct Instruction Teaching Cycle
• Providing Praise Statements
• Providing opportunities for student responses
• Effective error correction
• Developing implementing lesson plans
• Collecting and interpreting student data

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Lets Look at All Weve Accomplished!

• Learning outcomes
• Greater expertise in effective instructional
  practices
• Practice in lesson delivery
• Understanding of curriculum
• Relationships networks developed
• Within district
• Across districts
• Learning outcomes not intended (wonderful
  byproducts of the training)

78
Research-based interventions are like
lighthouses. They are fixed practices that have
endured the test of time and have proven to be
effective.
79
Curriculum Coaches Support to
Participants

• Schedule observation and/or verify contact
  information with curriculum coach
• Participants will . . .
• Conduct lesson with students during observation
• Meet with curriculum coach after lesson for
  feedback and goal review
• Continue to implement program and monitor student
  progress

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Closing Activities

• Future goals
• RIP Self-evaluations
• Strategy you committed to implement
• Others partner share
• Plans for implementation
• Future support during the school year
• Lesson plans for use with program
• Passion for teaching why we do what we do!

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Attitude of Gratitude

• People who make things happen!
• Al Judy Hofmeister staff
• Coaches
• Participants
• Others video clip
• A Heros Journey finding the hero in all of us!