Characteristics of Effective Instruction

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Characteristics of Effective Instruction
Iowa Core Curriculum Leadership Development
Series Year Two
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Welcome Back!
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Year Two Objectives

• To deepen understanding of Iowa Core Curriculum
• To increase foundational knowledge of Alignment,
  Instruction, and Assessment in order to determine
  future direction of district
• To obtain materials and information for
  replication back in district and to support
  initiative and district (10-10 -80)
• To complete Self-Study for baseline data to
  create draft version of Implementation Plan

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Tough Questions for Journey Ahead

• Can we change and make improvements in education?
  Will we?
• What does it look like in the classroom?
• HOW are we going to go about it?
• What can be done that will get us there?

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LUNCH

• 1140 am 1250 pm
• We will start on time!

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Motivation

• When I Become a Teacher . . .

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• Roll-Out
• Document

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Year TwoStages of Work for Districts

• Stage 1 Initial Awareness of Iowa Core
  Curriculum
• Stage 2 Introductory Work in Content,
  Instruction, and Assessment AND Making
  Connections
• Stage 3 Digging Deeper with the Iowa Core
  Curriculum
• Stage 4 Making Iowa Core Curriculum a Reality
• Stage 5 Full-Implementation Continuous
  Improvement

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Charting Progress
Stage Attributes Time Frame Training Focus Activity
Stage 1 Initial Awareness of Iowa Core Curriculum Attributes of Stage 1 Participants are . . . . Aware of the basic structural design of the Iowa Core Curriculum (ICC) Able to articulate intents purposes of ICC Understands the implications of ICC in the classroom Documentation Initial rating from Self-Study obtained or reviewed (6 Outcomes) August 2008 December 2010 Introduction to ICC and its Magnitude for Change 1st and 2nd Order Change Overview of Five Characteristics of Effective Instruction Local, State, National, Global rationale for ICC Creation of ICC Vision (district) Introduction to Implementation Plan Self-Study Rubrics Round One, District Self-Study Option 1 Participants attend initial six modules, Leadership Development Series (LDS). Option 2 Training provided by district staff.
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Activity 1 AEA Roll-Out

• DISCUSS
• How does this document fit with what you have
  done?
• What will you need to do?
• What needs clarified?
• How will you know youve made progress?

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• Making Connections to Iowa Core Curriculum

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SINA/DINA Connection

• Audit Process
• Content, Instruction, and Assessment addressed
• Element Standards, item 3
• Element Materials, item 2
• Element Instruction, item 4
• Element Assessment, item 3
• Professional Development use of IPDM
• Plus more . . . . . . .
• Action Plan
• Actions and Activities can and should address the
  Iowa Core Curriculum! Specifically HOW you assure
  it happens for each and every student.

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Professional Learning Communities or Data Teams

• SCHOOLS engaged in collecting, sharing,
  reviewing, and analyzing data for direction of
  work

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Professional Learning Communities or Data Teams
(cont.)

• Committed LEADERSHIP actions
• The challenge of change leadership is to create
  a system for continuous improvement of
  teachers/ lesson and supervision rooted in a
  common vision of performance standards students
  must meet ICC.
• COLLABORATION!
• Teachers working alone, with little or no
  feedback on the quality of their lessons, will
  not be able to improve significantly- no matter
  how much professional development they receive.
• Tony Wagner, 9/17/9

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Building Initiative Example 6 1 Trait Writing
Primary Intermediate Writing Essential Concept
with Skill Use an effective writing process
(prewrite, draft, revise, edit, publish)
The need to review, reflect, and discuss
introduces students to the concept of being
critics. Students are used to being the ones
whose work is reviewed and corrected. Reviewing
work is a complex task students must analyze a
piece of writing, evaluate its strengths and
weaknesses, then predict how it would be
different if changes were made.
Evaluation of Ideas, Organization, Voice,
Word Choice, Sentence Fluency, Conventions
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Activity 2 Making Connections

• Groups of 2-4
• Choose a prevalent initiative in your district
  or building
• Make the connection with Iowa Core Curriculum
• Discuss as table group
• 20 minutes

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• Review of Five Characteristics of Effective
  Instruction

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Activity 3

• Five Characteristics Review
• Think-Pair-Share
• Working with Examples
• Establishing a Definition

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Think-Pair-Share

• Review Characteristics of Effective Instruction
• 1. Teaching for Understanding (Review-Module 2,
  Read Article, Teaching for Understanding, by
  David Perkins and completed 4-box Frayer Model
  with small group)

Teaching for Understanding
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T-P-S

• Characteristics of Effective Instruction
• 5. Teaching for Learner Differences (Module 5)

Teaching for Learner Differences
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T-P-S

• Characteristics of Effective Instruction
• 4. Student-Centered Classrooms (Module 5)

Student-Centered Classrooms
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T-P-S

• Characteristics of Effective Instruction
• 3. Rigor Relevance (Module 4, Matrix of what it
  is and is not)

Rigor Relevance
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T-P-S

• Characteristics of Effective Instruction
• 2. Assessment for Learning (Module 3, Read
  Article, Fair Test, and looked at different
  vignettes of what is and is not formative
  assessment)

Assessment for Learning
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Activity Directions

• Step 1
• Number off 1-5
• Step 2
• Read definition of the characteristic of
  effective instruction (found on blue sheet).
• Step 3
• Read through the cards and place under the
  appropriate column on your poster

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Activity Directions (cont.)

• Step 4
• Rotate clockwise when you hear signal
• If you think one of the cards is incorrect,
  place a on the poster and write which poster
  you believe where the card would be better
  placed.
• Repeat rotation
• Step 5
• Return to your original chart
• Group decides final placement of cards

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Activity Directions (cont.)
Step 6 Write a group summary Teaching for
Understanding means to us __________. (Replace
underlined phrase with the effective instruction
you began and ended with)
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• BREAK
• (10 minutes)

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• Differentiated Instruction
• Linda Mannhardt
• Chuck Solheim
• Nicole Peterson

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LUNCH

• 1140 am 1250 pm
• We will start on time!

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• IOWA CORE CURRICULUM
• LESSON SAMPLE

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The Grant Proposal Project

• Sarah Brown Wessling, Johnston, Iowa
• English Teacher
• Assignment Students create a nonprofit
  organization, currently unavailable in central
  Iowa, that will support a verified need in the
  community they will fund this organization by
  asking for fictitious grant monies from a grant
  panel.

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Activity 4 During Video Discussion Questions

• View Video Segment
• Step One Individually apply Information to Five
  Characteristics Sheet complete during video
• Can you identify five characteristics?
• Step Two Following video, In a group of 2-4,
  choose at least two discussion questions and
  discuss.
• Share out
• 25 minutes

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Effective Instruction Briefs
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(No Transcript)
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Review Guiding Questions and Review These
Important Questions

• Can we change and make improvements in education?
  Will we?
• What does it look like in the classroom?
• HOW are we going to go about it?
• What can be done that will get us there?

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• PROCESSING EVALUATION