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Guide for Planning and Monitoring Effective Instruction

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Title: Guide for Planning and Monitoring Effective Instruction


1
Guide for Planning and Monitoring Effective
Instruction
  • Butler County Schools
  • Rita Wright

2
  • If The Fish
  • Keep
  • Getting
  • Sick
  • Change
  • The Water

3
Schools 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

4
Schools 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

5
Factors 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
6
Impact 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
7
Whatever It Takes
  1. What do students need to know and be able to do?
  2. How will we know when each student has acquired
    the intended knowledge and skills?
  3. 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

8
Failure to plan is planning to fail.
9
Lesson 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.

10
Specific 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.

11
Specific 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)
13
(No Transcript)
14
Example
  • 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.

15
Lesson Objective?
  • Discuss chapter 7
  • Lecture Western Expansion
  • Test Ch. 7
  • Complete worksheet on Indian Removal Act
  • Understand Western Expansion
  • Explain Western Expansion

16
Lesson 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.

17
Assessment
  • 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.

18
Example
  • 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.

19
Student 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

20
Teaching 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

21
Impact 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
22
Marzano, Robert J., et al. Classroom Instruction
that Works. ASCD. 2001. p 7.
23
Expected 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
24
Lesson 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

25
Resources
  • 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

26
Plans are only good intentions unless they
immediately degenerate into hard work.
  • Peter DruckerAmerican (Austrian-born) management
    writer (1909 - 2005)

27
Its kind of fun to do the impossible.Walt Disney
28
Life is like a ten-speed bike. Most of us have
gears we never use.
  • Charles Schulz

29
Inspect What You Expect
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