classroom instruction

Classroom Instruction

Antwuan Stinson, Ed. D.Assistant Professor of Secondary Education

Curriculum & InstructionAlabama State University

Pedagogical Content KnowledgePlanning, Pedagogy, Reflection

To be prepared for the future, our students need a more advanced set of skills. Employers are seeking college graduates with the capacity to think about problems in new ways, design their own solutions, and collaborate and communicate in multicultural settings. By 2018, 63 percent of all U.S. job openings will require at least some college coursework.


Overview

Moreover, today’s students will become the next generation of leaders and citizens. They’ll face complex environmental and social problems, like climate change and global poverty. To meet those challenges, they’ll need to be able to work together and think analytically. As Albert Einstein said, “We can’t solve problems by using the same kind of thinking we used when we created them.”


Overview

Impact schools are demonstrating that students who are engaged in deeper learning are more motivated and take ownership of their education

Impact schools are teaching students knowledge and to recall facts, but also how to apply what they know to real-world situations.


Overview

Overview Stronger students

work well in teams, communicate effectively, solve problems, manage their own priorities and goals, and believe in hard work.


In the early 1990s, a team of researchers decided to follow about 40 volunteer families — some poor, some middle class, some rich — during the first three years of their new children's lives. Every month, the researchers recorded an hour of sound from the families' homes. Later in the lab, the team listened back and painstakingly tallied up the total number of words spoken in each household.


Word Gap

http://www.npr.org/2013/12/29/257922222/closing-the-word-gap-between-rich-and-poor

What they found came to be known as the "word gap."

It turned out, by the age of 3, children born into low-income families heard roughly 30 million fewer words than their more affluent peers.

Research since then has revealed that the "word gap" factors into a compounding achievement gap between the poor and the better-off in school and life.


Word Gap (cont.)

http://www.lenababy.com/pdf/The_Power_of_Talk.pdf


Cell Biology College Course Syllabus


Biology Course of Study

Marzano Instructional Strategies

Identifying Similarities & Differences

Summarizing & Note Taking

Reinforcing Effort & Providing Recognition

Homework and Practice

Nonlinguistic Representations

Cooperative Learning

Setting Objectives & Providing Feedback

Generating & Testing Hypotheses

Questions, Cues, & Adv. Organizers

http://www.oswego.org/files/5/20is.pdf


Instructional Strategies

Course Objective This survey course introduces students to

major topics in modern American history, with special attention on subjects such as Reconstruction, the closing of the frontier, immigration, suffrage, industrialization, twentieth-century world wars and global depressions, the Cold War, civil rights, ecology, Vietnam, and the Watergate era and the rise of modern American partisanship.


U.S. History Since 1877

http://blogs.dickinson.edu/hist-118pinsker/course-syllabus/


ALEX Course of Study

http://alex.state.al.us/standardAll.php?ccode=US10&subject=SS2010&summary=3


Study Companion

Elements of Lesson Planning-Madeline Hunter

1. Discuss objective for lesson 2. Set standard 3. Anticipatory set-get students’ interest4. Teaching – input, modeling, check for

understanding5. Guided practice6. Closure – questions – cues to wrap up7. Independent practice

22

Cycle of Low Achievement

Low Expectations

Low Level Assignments/ Instruction

Poor Test Results

Less Challenging Courses

cgray

MW hoping that the LG provides support to these new slidesSlide 11, 12, 13, 14, 15 are all new

23

Revisit the Cycle of Low Achievement with Embedded PD

Higher Expectations

Relevant Assignments/ Instructions

Improve Test Results

Improved Planning /

Preparation

Clear Objective

s

Immediate

Feedback

Student driven

Instruction

Mentoring

Discussion

Reflection

Strategic Teaching

Reflection

Assessment

Strategies

One or more daily outcome(s) based on state standards

Two everyday instructional practice: chunking (breaking text, lectures, video, etc. into small, manageable pieces) and student discussion of concepts

Three parts to a purposeful lesson structure: using connected Before, During, and After literacy strategies


5 Components of a Strategic Lesson

Four steps to explicit instruction: “I Do”, “We Do”, Y’all Do”, and “You Do”

Five component of active literacy: talk, write, investigate, read, and listen (T.W.I.R.L.)


5 Components of a Strategic Lesson

Lower and Higher-Order Questions Lower level questions are those at the

level remembering, understanding and lower level application levels of the taxonomy

Usually questions at the lower levels are appropriate for:◦ Evaluating students’ preparation and

comprehension◦ Diagnosing students’ strengths and weaknesses◦ Reviewing and/or summarizing content

Higher level questions are those requiring complex application, analysis, evaluation or creation skills

Questions at higher levels of the taxonomy are usually most appropriate for:◦ Encouraging students to think more deeply and

critically◦ Problem solving◦ Encouraging discussions◦ Stimulating students to seek information on

their own

Lower and Higher-Order Questions


5E Instructional Model


Instructional Models

Student PersonalitiesHoward Gardner

Visual/spatial – Students possess the ability to accurately perceive the visual/spatial world.

Verbal/Linguistics – Students possess the ability to use words whether in written or spoken form. They think and express themselves in words. The most widely used form of intelligence.

Musical/rhythmic – Students possess the ability to produce rhythm, pitch, melody, and timbre, and appreciate musical expression. They think via sounds, melodies, and rhythms.

Logical/mathematical – Students possess the ability to discern logical patterns and relationships. They think by reasoning.

Bodily/Kinesthetics - Students possess the ability to control their body movements and express ideas and feelings through movement. They also have a good sense of timing. Students think and feel through bodily movement.

Interpersonal/social – Students possess the ability to perceive and discern moods, intentions, motivations, temperaments in people; they are sensitive to both verbal and nonverbal communication. They think by sharing ideas with one another.


Intrapersonal/introspective – Students possess self-knowledge and self-awareness, and the ability to express themselves. They understand their own emotive states. They think inside themselves.

Naturalist/physical world – Students possess the ability to observe, categorize, and analyze nature and their environment. They think through organization themes.


10 Hands: After you ask a question in class, wait for at least 10 students to raise their hands before you call on someone to share their answer. Too often, we call on the students who raise their hands first. Tell your students you want to give everyone time to think and process the question, therefore you’re going to wait until at least 10 hands are raised.

Integrating Moments of Reflection Follow Up


Collaborative Real Time Writing Prompt: If you have access to Google Docs or another shared writing platform, give students a writing prompt or a question to think about. Post it on the Google Doc and give all students real-time access to the document. During class, allow students time to think and write together. Watch the document come to life. You can also consider projecting their document on the screen so everyone can see how ideas transform and grow with more time to think.

Integrating Moments of Reflection Follow Up (cont.)


Read, Record, Reflect, & Review: During class, assign a reading. The reading could be a section of a chapter, an excerpt from a journal article, a chart or diagram to analyze, or a creative piece of work. Any type of reading task will work. Ask students to read it and record any interesting points, relevant quotes, or confusing information. They may record it in their notes, on a worksheet, on a computer screen, on the board, etc. It doesn’t matter how they record it as long as they document what they see, think, or feel. This process makes learning visible, and that’s what we want to encourage them to do. Give them time to go back and review the reading and make additional notes.



You could end this activity by asking them to choose only one or two notes to discuss as a class, or you could do a follow up activity with their notes that allows everyone to share their ideas. The point of this reflective activity is to guide students through reading for critical analysis, not just for comprehension. Slowing down and giving them time to do all four parts of reading, recording, reflecting, and reviewing encourages them to re-read and to think.



Ha…Ha…Ha


We can support students’ information processing by supplementing auditory information with visual clues. When we can provide students with multi-sensory experiences observing and communicating, it helps all students, especially emerging readers and English language learners. Instructions should be given using a variety of visual or aural support materials: drawings, diagrams, and pictures to support the spoken

word written instructions on word cards or SmartBoard along with

verbal instructions set-up examples to supplement written lab instructions audiotaped instructions alongside written directions pictures with words in stages of lab procedures that students

can sequencehttp://www.learnnc.org/lp/pages/7079?style=print


Giving Instructions

http://www.learnnc.org/lp/pages/7079?style=print

Limit traditional vocabulary instruction. Traditional science vocabulary instruction, in which words are taught in isolation, is not conducive to conceptual development.

Pair students with peers during reading. Use active voice when introducing or

discussing concepts. Students understand active voice better than passive voice. “Animals use oxygen,” for example, rather than “Oxygen is used by animals.”


Teaching Vocabulary

Encourage “instruction talk” brainstorming. Provide students with opportunities to brainstorm ideas about science and encourage them to wonder and talk about the natural world. For example, teachers can help students learn about the process of science classification. Provide students with sets of objects with varying features like buttons or dried beans and ask students to work in small groups and discuss properties for grouping the objects. When groups share their categories with each other, students have an opportunity to experience conversations.


Class Discussion (cont.)

Integrate technology into your instruction. It is helpful to engage students — particularly ELLs — with a variety of visual and aural alternatives. The use of technology can help to reinforce instruction and provide students with multi-sensory connections.


Using Technology (cont.)

Minor class assignments

Immediate feedbackReteaching

Engage students in instructional conversations. In instructional conversations, students have discussions with other students and the teacher on topics that are relevant and have meaning to them. The goal of this student-centered technique is not to get correct answers to test questions, but instead to explore ideas.


Classroom Conversations (cont.)

Minor class assignments

Immediate feedbackReteaching

Work with students to identify the different meanings and applications of words with multiple meanings.

Words with multiple meanings can be confusing for students

Provide experiences that show abstract concepts are drawn from and applied to the everyday world

http://www.tolerance.org/supplement/five-standards-effective-pedagogy


Classroom Instruction (cont.)



Use direct instruction of word learning strategies, including structural analysis. In structural analysis, students examine the component parts of a word — e.g. the root word, suffix, and prefix — to determine the word’s meaning. Teaching students this strategy can empower them to decode unfamiliar words.


Direct Instruction (cont.)


Sometimes pets don’t want it

Begins activities with what students already know from home, community, and school.

Designs instructional activities that are meaningful to students in terms of local community norms and knowledge.

Acquires knowledge of local norms and knowledge by talking to students, parents or family members, community members, and by reading pertinent documents.

Assists students to connect and apply their learning to home and community.


Indicators of Contextualization

Plans jointly with students to design community-based learning activities

Provides opportunities for parents or families to participate in classroom instructional activities.

Varies activities to include students’ preferences, from collective and cooperative to individual and competitive.

Varies styles of conversation and participation to include students’ cultural preferences, such as co-narration, call-and-response, and choral, among others.


Indicators of Contextualization (cont.)

Arrange the classroom to accommodate conversation between the teacher and a small group of students on a regular and frequent basis.

Set clear academic goal that guides conversation with students.

Ensure that student talk occurs at higher rates than teacher talk.

Guide conversation to include students’ views, judgments, and rationales using text evidence and other substantive support.


Indicators of Challenging Activities

Ensure that all students are included in the conversation according to their preferences

Listen carefully to assess levels of students’ understanding.

Assist students’ learning throughout the conversation by questioning, restating, praising, encouraging, etc.


Indicators of Challenging Activities

Classroom Instruction


An effective teacher chooses a strategy to fit a particular situation. By remaining flexible and observant, we can determine which strategy may be most effective.

http://www.naeyc.org/dap/10-effective-dap-teaching-strategies




Acknowledge what children do or say. Let children know that we have noticed by giving positive attention, sometimes through comments, sometimes through just sitting nearby and observing.

Encourage persistence and effort rather than just praising and evaluating what the child has done.

Give specific feedback rather than general comments.


Demonstrate the correct way to do something.

Ask questions that provoke higher order thinking.

Provide information, directly giving children facts, verbal labels, and other information.

20 Instructional Strategies for Successhttp://www.oswego.org/files/5/20is.pdf




Learning Pyramid

classroom instruction

Education

students strengths

todays students

students interest4

students tomajor topics

stronger students workwell

compoundingachievement

course objective

lower level questions