Slide 1

Effective InstructionChoosing and teaching curricular content to maximize student engagement

Comprehensive, Integrated Three-tiered (CI3T)Models of SupportAssess, Design, Implement, andEvaluate Basic Classroom ManagementEffective InstructionLow Intensity StrategiesBehavior Contracts Self-MonitoringFunctional Assessment-Based InterventionsSchoolwide Positive Behavior SupportLow Intensity StrategiesHigher Intensity StrategiesAssessmentCritical Elements of Effective InstructionPromoting student motivation and engagement

Using a variety of instructional delivery formats

Differentiating instructionWhat is the relationship between effective instruction and behavior?

How motivating is your classroom?Do students have some choice in how they approach a task? Can they choose one activity over another?Can they decide what order to complete tasks?Do they have opportunities to chose what they read or write about?Do they get to study areas of interest in depth?Are the rules and expectations clear so that students do not have to ask you for permission to leave their seat, sharpen a pencil, talk to a peer, or get a drink?Do students have to wait long periods of time for you to get organized, give directions, or get started with a lesson?Do students have structured opportunities to problem solve or discuss concepts with their peers?Do you use a variety of instructional delivery formats to introduce content?Is instruction at the appropriate level for the student? Boring Classroomhttp://www.youtube.com/watch?v=Gl7WpYCdarc&feature=related

Use HO 1 to guide your analysis of this lesson

Why is this teacher ineffective?

Student Engagement and Motivation Student engagement is directly related to student behavior (Brophy, 1985)

When students are engaged in their work, they have less opportunity, and need, to display undesirable behaviors

More time on task = Less time for trouble!Student Engagement and Motivation Contributing Factors: Teacher Rapid pacing of instructionAdequate academic learning timeProviding students with feedbackActive teaching modeling and systematic focused presentation of concepts supervision during learning activities

Brophy, 1986

Student Engagement and Motivation Contributing Factors: StudentAutonomy over learningEngagement in authentic tasksOpportunities to collaborate with their peers Opportunities to showcase their strengthsNewman, 1991 Student MotivationIntrinsic MotivationExtrinsic MotivationEngagement in activities for their own sake and without coercion (Alderman, 1999)

Engagement in activities to attain rewards (Alderman, 1999)PraiseGradesSpecial privilegesTangibles

This is what we want to develop in our students!KCU: Low-Intensity Strategies Items: 1, 3, 4The 4-CsElements of Instruction that Promote Intrinsic MotivationControlChallengeCuriosityContextualization

What is the background for each of these topics?How can we develop them in our classrooms?KCU: Low-Intensity Strategies Items: 1, 2, 3, 4Control Challenge Curiosity ContextControlWhen students are able to exert some autonomy during learning activities, they become more intrinsically motivated.

12Control Challenge Curiosity ContextControlStudents can participate in the design of academic tasks.Students can choose how tasks are completed.Students can be allowed some discretion about when they complete tasks.Students can correct some of their own assignments.Students can set personal goals.

Students can participate in the design of academic tasksGenerate list of topics, key words, or questions to be studiedEach student becomes on expert on a selected topicStudents can choose how tasks are completedProvide list of ways students can demonstrate their knowledgeStudents can be allowed some discretion about when they complete tasks Must fit within the teachers time frameHarder vs. easier tasks Shorter vs. longer tasksStudents can correct some of their own assignmentsDaily basis: spelling words, math problems, DOLLong-term projects: rubric for self-evaluationStudents can set personal goalsShould be specific and challenging

13ChallengePrinciple of Optimal Challenge (Stipek, 1993) desire for tasks that are new or moderately difficult.

Control Challenge Curiosity Context

Video game exampleVygotskys zone of proximal development

14ChallengeLepper (1988) argued that for an activity to be optimally challenging to students, it must provide meaningful goals about which there is (a) uncertainty about success, yet (b) clear performance feedback regarding ones progress in order to help maintain the students interest.

Control Challenge Curiosity Context

CuriosityStimuli that are moderately discrepant will arouse interest, whereas those that are not novel or discrepant from an individuals expectations will not arouse interest (Cooper et. al., 2007)Beware of discrepancies that are too wide, as they may result in anxiety or simply be ignored (Stipek, 1993)Control Challenge Curiosity Context

CuriosityHighlight inconsistency or incompleteness of a students knowledge to prompt curiosity (Lepper, 1988)You seem to know a lot about this, but have you considered?Make the topic or activity pertinent or relevant for studentsBe prepared to answer questions like, When am I ever going to use this?Start lessons with thought provoking questions (Stipek, 1993)Provide background knowledge and encourage students to ask questions

Control Challenge Curiosity Context

Caution: If students have no prerequisite knowledge on a topic, asking questions may make students feel the gap in their knowledge is unmanageable. Thus, provide background knowledge before prompting questions.17ContextHighlight the functionality of an activity by presenting it in either a naturalistic context or a fantasy context (Lepper, 1988)Students need to both see and experience the real-world functionality of the content they are learning (Lepper). The classroom is often a decontextualizing environment Students fail to see (or teachers fail to show) how content and activities relate to a bigger picture.Control Challenge Curiosity Context

18ContextPresent topics in their natural contextTie to real-world applications

Present topics within a fantasy contextSimulations or games

Control Challenge Curiosity Context

Example: Students learning to measure speed are asked to plan the trip of their dreams

Use simulations or games in which students can become hands-on participantsExamples: re-enactments, mock trials, virtual reality

Do not allow fantasy elements such as costumes, props, technology, and other embellishments distract from the overall purpose of the activity.

19The 4 Cs: Intrinsic MotivationWork with your Expert group to answer the following questions on HO 2 (use HO 3 Fact Sheets if needed):What does it look like when ___________ is well developed in a classroom?How can we coach others to develop ___________ in their classrooms? (guiding questions and tips)

Content ChallengeCuriosity ContextualizationJigsaw Get in expert groups (one or two people from each school group, coded by color) - Read about talk about it Provide a FACT SHEET each get an info sheet with these two questions on the back for one of the 4 Cs. (Each group create a visual or mnemonic to share their learning??)First expertsSecond group each expert talks to their school group. (see next slide!)Make sure a variety is used.

20The 4 Cs: Intrinsic MotivationReturn to your school team have Experts share out information and record the key ideas for each of the 4 Cs on HO 4.

21Using a Variety of Instructional ModelsExplicit instructionCooperative learningStrategy instruction

KCU: Instructional Delivery Strategies Items: 3, 8, 11Explicit InstructionA highly-organized, teacher-directed six step sequence for teaching content.Use of an advanced organizerInstruction/modeling of the target skill or conceptGuided practice opportunityIndependent practice opportunityUse of a post organizerAssessment of skill or concept acquisitionCooperative LearningMaximizes active engagementReduces competition thus eliminating winners and losersEstablishes group goals which are dependent on all members contributing and participatingPeer reinforcement for working toward a mutual goalIndividual accountability within the structureRequires thoughtful teacher planning of students roles and social skills for group work

These are the benefits of cooperative learning24Cooperative Learning ActivitiesJigsaw IITeam productThink-pair-shareNumbered heads TogetherStudent teams achievement divisionsTeams-games-tournaments

Others?

These are types of cooperative learning activities - 25Strategies InstructionAllows students to monitor their own learning and promotes independence decreases wait time for teacher assistance increases engagement

Teach through explicit instructionStep-by-step instructionGuided PracticeIndependent PracticeFluency with application of strategyMemorize the strategy

Self-regulated strategy development POW (Pick my topic, Organize my ideas, Write and say more)26Strategies InstructionSelf-Regulated Strategy Development in writing (Santangelo, Harris, & Graham, 2008)POW (Pick a topic, Organize my ideas, Write and say more) for general writingWWW What=2 How=2 for story writing

Others?(Strategy examples from Tracy, Reid, & Graham, 2009)Differentiating the CurriculumDifferentiation allows for variations in delivery of that content to match it to the learning preferences, skill level, or interests of differing studentsTeachers should make choices about three elements of the educational process

KCU: Instructional Delivery Strategies Items: 3, 8, 11Differentiation of InstructionThree elements:

Content: what to teach

Process: how to teach

Product: measuring student understanding

KCU: Instructional Delivery Strategies Items: 13, 14, 15Differentiation of InstructionContentConcept-Based TeachingUsing critical curricular concepts and principles to guide planning. Curriculum CompactingUsing assessment data to excuse students from previously learned content and to design activities to access new concepts.Using Varied MaterialsPlanning instruction with a wide variety of materials in mind including media, computer applications, video, magazines, texts, audio files, and field trips.

Differentiation of InstructionContentLearning ContractsStudents create a plan that indicates what they will study and how they will tackle the content. Student and teacher discuss the plan together to reach agreement on its goals and activities.Mini-lessonsDevelopment of short, focused lessons for reteaching or enrichment.Varied Support SystemsUse of a variety of supports such as graphic organizers, advance organizers, peer buddies, adult mentors, reading partners, highlighting important text, and study sheets.

Differentiation of InstructionProcessSimultaneous process activitiesSequential Process Activitiesproviding several options which are available at the same time for studentsall students are involved in the same activity, but more than one activity is planned so that all students experience several ways of processing the content(Tomlinson, 2005; Tomlinson & McTighe, 2006)Differentiation of InstructionProcessCooperative learning groupsComputer assisted instructionLearning centersWriting activitiesCreating graphic organizers

Others?

Differentiation of InstructionProductA product is the tangible evidence of a students understanding of a topic, skill, or concept

Provide opportunities for students to think deeply about the target skill or concept

(Tomlinson, 2005; Tomlinson & McTighe, 2006)

Differentiation of InstructionProductResearch PaperExperimentBrochureSimulationPainting/DrawingMusical PerformanceDance PerformanceCreate a Game

PowerPoint PresentationTheater ProductionReaders Theater PerformanceModelsDemonstrationEssay35Content Process ProductDifferentiate your StandardsPick a standard that has previously been difficult for all students to master or for teachers to present to students.Use HO 5 to brainstorm one way to differentiate instruction to increase engagement on that lesson:ContentProcessProduct

Using Effective Instruction to Increase Academic MotivationIncreasing Intrinsic MotivationThe 4 CsInstructional Delivery ModelsDirect and Explicit InstructionCooperative LearningStrategies InstructionDifferentiating InstructionContentProcessProduct