exploring effective instruction

EXPLORING EFFECTIVE

INSTRUCTION

Math 7,8,9

A NOBLE PROFESSION “Teaching should be such that what is offered is perceived as a valuable gift and not as a hard duty”

-A. Einstein

EFFECTIVE TEACHING =ACHIEVEMENT “…the teacher has proven time and

again to be the most influential school-related force in student achievement.”

-Stronge, 2007 ASCD

“Teaching, not teachers, is the critical factor “

-Bartalo, 2012

WHAT IS EFFECTIVE TEACHING?

SESSION GOAL:

Before

During

After

PLANNING

Before:

Our renewed Curriculum is based on a common framework and is world-class.

PLAN WITH THE END IN MIND

..and: How will I activate prior knowledge? How will I engage learners? How will I incorporate mathematical processes? How will I differentiate? What formative assessment will I use? Do I need a preassessment? What will I do with kids that already know?

LESSON PLAN TEMPLATE

FOCUS AREA· Determine what belongs up front. - Since students spend most of their days facing the front of the classroom, be very deliberate about what you place on the walls up front. Make this primetime space engaging, but not distracting. After all, all eyes should be on you, not necessarily a colorful explosion of words and images that distract from the core instruction at hand. Beth Lewishttp://ritzel.siu.edu/courses/443s/classroom/chalkboard.htm

http://www.ehow.com/how_7616186_use-chalkboard-effective-teaching-tool.html

ON TARGET!Good teaching begins with clear learning targets from which teachers select appropriate instructional activities and assessments that help determine students’ progress on the learning targets.

http://www.marzanoresearch.com/products/catalog.aspx?product=18

“I can”… http://supportingmath.wikispaces.com/Mathematics+Support+K-12

MATHEMATICS

Broad Areas of LearningMath GoalsMathematical Process Standardshttp://www.education.gov.sk.ca/math-

curricula

DURING:

WHAT ARE THE PROCESS STANDARDS?

Group Research and Share

Concept attainment activity

FORMATIVE ASSESSMENT:

http://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html

http://www.livebinders.com/play/play/574194?tabid=f1fed886-6750-423e-9e90-c80a83723e10

ELEMENTS OF AN EFFECTIVE MATH LESSON

In your group, define elements of a strong lesson.

CLASS NORMS How do we allow students to freely

participate? Take ownership of their ideas Honour each others contributions? Understand that we need to make

mistakes in order to learn? Respect each others’ opinions and

ideas? Listen and dialogue with respect? Persist?

http://www.schrockguide.net/assessment-and-rubrics.html

http://www.rcampus.com/rubricshowc.cfm?code=K43989&sp=yes&

WHAT MAKES A DIFFERENCE?

What is effective instruction?

STRATEGIES THAT WORK Multiple differentiated practices 0.7 Metacognitive Strategies 0.69 Self verbalization and questioning 0.64 Teaching through Problem Solving 0.61 Teaching study skills 0.59 Direct Instruction 0.59 Questioning 0.46 Peer Tutoring 0.55 Mastery Learning 0.56 Concept Mapping 0.57 Worked Examples 0.57 Goal Setting 0.56 Advanced Organizers 0.41 Matching Learning Styles 0.41 Cooperative Learning 0.41 Computer Assisted instruction 0.37 Web based learning 0.18 • SPDU, Supporting Equitable Outcomes for all Students; Understanding

and Closing Achievement Gaps

REFLECTION

SCAFFOLDING/DIFFERENTIATING

“Success and Failure are not episodes; they are trajectories” (blatantly plagiarized! Sorry!)

Scaffolding: Model thinking, break down problems, provide the solution ahead of time to focus on process, start with easy steps

Specify steps, model the steps, think aloud, provide cue sheets, guided examples, anchor charts

Practice can offset cognitive overload by transferring learning to long term memory, creating automaticity and freeing up cognitive processing for learning and problem solving

What do we do when they don’t get it?

SOME EFFECTIVE INTERVENTIONS Guided notes Chunking information, including

chunking across problems Interleaving worked examples

Riccomini, 2012

AFTER: Summaries Collaborative constructing of meaning,

concept mapping Conversations around assessment, co-

creating criteria for assessment Gallery walk Group Hosting

SELF REFLECTION AND GOAL SETTING Planning for Learning Monitoring thinking and learning Reflecting on learning

METACOGNITION Thinking about how we think Our ability to be conscious of our own

steps and strategies Reflect on and evaluate our own

thinking Students of all ages and abilities can do

it Teacher supports it through establishing

classroom environment, allowing different approaches, reminding students to focus on learning, modeling metacognition

-SPDU

JOURNALLING

GOAL SETTING Setting and achieving goals is linked to

a sense of satisfaction Leads to intrinsic motivation Improves motivation and engagement

STRATEGIES THAT WORK Multiple differentiated practices 0.7 Metacognitive Strategies 0.69 Self verbalization and questioning 0.64 Teaching through Problem Solving 0.61 Teaching study skills 0.59 Direct Instruction 0.59 Questioning 0.46 Peer Tutoring 0.55 Mastery Learning 0.56 Concept Mapping 0.57 Worked Examples 0.57 Goal Setting 0.56 Advanced Organizers 0.41 Matching Learning Styles 0.41 Cooperative Learning 0.41 Computer Assisted instruction 0.37 Web based learning 0.18 • SPDU, Supporting Equitable Outcomes for all Students; Understanding

and Closing Achievement Gaps

REFLECTION I am feeling… The most valuable thing… From here I can… I still wonder…

HARVESTING THE WISDOM OF THE GROUP

Lets make a plan about a promise to ourselves and our students

Together lets develop a list of reminders; things we’d like to walk by and notice every day to remind us of thoughtful planning and meaningful instruction.

Leave this list with me.