Title: Guide for Planning and Monitoring Effective Instruction
1Guide for Planning and Monitoring Effective
Instruction
- Butler County Schools
- Rita Wright
2- If The Fish
- Keep
- Getting
- Sick
- Change
- The Water
3Schools Do Make a Difference
- Effective Schools Research of Ron Edmonds,
Larry Lezotte, Wilbur Brookover, Michael Rutter,
and others concluded - all children can learn
- and the school controls the
factors to assure student mastery of the core
curriculum
4Schools Do Make a Difference
- An analysis of research conducted over a
- thirty five year period demonstrates that
- schools that are highly effective produce
results that almost entirely overcome the effects
of student backgrounds. - Robert Marzano, What
Works in Schools, 2003
5Factors Influencing Achievement
1. Guaranteed and Viable Curriculum
2. Challenging Goals and Effective
Feedback 3. Parent and Community
Involvement 4. Safe and
Orderly Environment
5. Collegiality and Professionalism
School
6. Instructional Strategies 7. Classroom
Management 8. Classroom Curriculum Design
Teacher
9. Home Environment 10. Learned Intelligence/
Background Knowledge 11 Motivation
Student
6Impact on learning at the end of a year
- Figures represent the impact on an average
student scoring at the 50th percentile when
entering school
96
78
63
50
37
3
7Whatever It Takes
- What do students need to know and be able to do?
- How will we know when each student has acquired
the intended knowledge and skills? - How will we respond when students experience
difficulty?
- COS, AHSGE Standards, ADAW, ACT/SAT, AP, College
Readiness, Job Readiness - Assessment daily, weekly, by unit or concept,
high stakes - Intervention, re-teaching, varied instructional
strategies, accommodations
8Failure to plan is planning to fail.
9Lesson Plan Minimum Requirements
- Objective(s) to be met and/or skills to be
mastered - Correlations
- Student activities to be used to meet the
objectives or to master the skills (including
classwork and/or homework assignments) - Instructional strategies to be used by the
teacher - Resource materials noted
- Enrichment activities / Remediation activities /
Differentiated Instruction - Assessment
- All 7 should be in STI Classroom.
- First 3 should be posted in classroom.
10Specific written student objective(s) to be met
and/or skills to be mastered
- Objectives are important in the teaching of a
lesson. - Objectives are classroom learning targets. The
students know what they are aiming for, thus,
they know what they are responsible for
learning. - Objectives remove the mystery to students. If
they do not know where they are going, they wont
be able to get there. So they moan, but rightly
so, Boring! - Objectives give students a focus and enable them
to check for their own understanding. They are
more likely to know if they know something or
not. - Students are more likely to buy into the lesson
and are more likely to participate in activities
if they understand why they are doing it.
11Specific written student objectives to be met
and/or skills to be mastered
- Objectives
- are descriptions of observable student behavior
or performance that are used to make judgments
about learning - the ultimate aim of all teaching - use behavioral or learning verbs
- they clarify the intent of instruction for the
teacher - provide a basis for making the best possible
inferences about whether learning has occurred - clarify the purposes and intent of instruction
for all who have an interest in the outcomes of
instruction - (example know the continents)
- Communicate
- Are tied to standards (AL COS, AHSGE, etc.)
- Are NOT
- Activities
- Assignments
- Assessments
12(No Transcript)
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14Example
- AL COS Social Studies 10th Grade
- 7 Describe the development of a distinct culture
within the United States between the American
Revolution and the Civil War, including the
impact of the 2nd Great Awakening and writings of
James Fenimore Cooper, Henry David Thoreau, and
Edgar Allan Poe. - AHSGE
- Standard III Objective 2
- Identify and evaluate the Era of Expansion.
Note Use map on territorial expansion.
15Lesson Objective?
- Discuss chapter 7
- Lecture Western Expansion
- Test Ch. 7
- Complete worksheet on Indian Removal Act
- Understand Western Expansion
- Explain Western Expansion
16Lesson Objective?
- Compare and contrast events in Alabama and the
rest of the nation between 1781 and 1823 that
were the result of the growing population and
westward expansion.
17Assessment
- Is how each objective or skill will be measured
or evaluated (i.e. written test item, project,
homework, classwork, research paper, essay, group
discussion, individual conference, etc.). - Should measure appropriate cognitive levels of
understanding - Should often have items similar in format to the
state assessments (i.e. open-ended and/or gridded
response items similar to ARMT, questions worded
as in AHSGE, reading of charts/graphs required,
writing prompts similar to ADAW, etc). - Is NOT to surprise or get students.
- Is NOT always a test.
- Should usually be developed before planning
instruction. - Can be daily, weekly, unit, quarter, etc.
- May need to be re-taught, re-given, accommodated,
etc.
18Example
- Students will complete a multiple choice test
which demonstrates their knowledge of important
events in western expansion - AND/OR
- Students will use their notes to construct a
timeline showing events in Alabama and the
nation. They will write a one page paper
explaining the similarities and differences in
the two timelines - Accommodation allow students with difficulty
writing to have a private conversation with you
to explain. - Students will complete a graphic organizer which
compares and contrasts the Trail of Tears to
similar events in world and U.S. History.
19Student activities to be used to meet the
objectives or to master the skills should
- Contribute in a direct and effective way to the
lesson objective. - Don't have your students engaged in activities
just to keep them busy. - Focus on learning the skill or content NOT test
items - Use varied instructional/learning strategies
- Incorporate best practice strategies for
teaching/learning - Be differentiated based on student readiness,
interests, and learning profile - Give students some choice
- Vary within a class period (especially blocked
periods) - Lead to mastery of content as expected on the
assessment(s) - Accommodate for student needs/differences
- NOTE
- ANY child may receive accommodations.
- ONLY students working toward a certificate exit
document should receive modifications. - Be flexible
- Address what STUDENTS will do.
- Should include writing, editing, revising work,
strategies for increasing content area
comprehension
20Teaching Strategies
- May be included in the student activities
- Focus on what you will do in direct instruction
- Are not as important as what the students will
do
21Impact on learning at the end of a year
- Figures represent the impact on an average
student scoring at the 50th percentile when
entering school
96
78
63
50
37
3
22Marzano, Robert J., et al. Classroom Instruction
that Works. ASCD. 2001. p 7.
23Expected Heart Attacks With and Without Aspirin
Heart Attack No Heart Attack
Aspirin 48.3 51.7
No Aspirin 51.7 48.3
Rosnow. R.L. Rosenthal, R. (1989).
Statistical Procedures and the Justification I
Know in Psychological Science. American
Psychologist 44, 1276 - 1284
24Lesson Plan Minimum Requirements
- Objective(s) to be met and/or skills to be
mastered - Student activities listed to be used to meet the
objectives or to master the skills (including
classwork and/or homework assignments) - Instructional strategies to be used by the
teacher - Resource materials noted
- Enrichment activities / Remediation activities /
Differentiated Instruction - Assessment
- Correlations
25Resources
- Alabama Learning Exchange (lesson plans
correlated to AL COS) - http//alex.state.al.us/
- Teaching Resources
- http//www.aptv.org/Learning/APTPlus/
- Teacher.net (Harry Wong)
- http//teachers.net/wong/MAY06/wongprint.html
- ADPRIMA (lesson plan help)
- http//www.adprima.com/mainmenu.htm
26Plans are only good intentions unless they
immediately degenerate into hard work.
- Peter DruckerAmerican (Austrian-born) management
writer (1909 - 2005)
27Its kind of fun to do the impossible.Walt Disney
28Life is like a ten-speed bike. Most of us have
gears we never use.
29Inspect What You Expect