PlanningPlanningEffective Effective LessonsLessons

Training for New Training for New

TeachersTeachers

Pontotoc City School DistrictPontotoc City School District

We believe We believe LEARNINGLEARNING is a priority, is a priority,

a need, and a desire. a need, and a desire.

To be successful, we must nurture a learning To be successful, we must nurture a learning community that allows everyone to participate community that allows everyone to participate

in trusting, respectful relationships. in trusting, respectful relationships.

Together, we are committed to Together, we are committed to

Reaching Higher Levels of Reaching Higher Levels of Learning.Learning.

AgendaAgenda

Pretest - Alpha BoxesPretest - Alpha Boxes

Introduction – Why Are We Introduction – Why Are We Here? Here?

Icebreaker – Just For FunIcebreaker – Just For Fun

Decisions in TeachingDecisions in Teaching

ITIPITIP

Match Elements with Lesson Match Elements with Lesson Planner Planner

Closure – Alpha BoxesClosure – Alpha Boxes

Big IdeasBig Ideas

Instruction that is challenging, authentic, experiential and Instruction that is challenging, authentic, experiential and holistic is the most effective way to ensure high levels of holistic is the most effective way to ensure high levels of learning. (Zemelman & Daniels & Hyde, 2005)learning. (Zemelman & Daniels & Hyde, 2005)

A focus on the lesson itself – linked to high standards – A focus on the lesson itself – linked to high standards – provides our best chance to improve student learning and provides our best chance to improve student learning and hence improve instruction. (Schmoker, 2006)hence improve instruction. (Schmoker, 2006)

Research has identified nine broad teaching strategies that Research has identified nine broad teaching strategies that have positive effects on student learning. (Marzano & have positive effects on student learning. (Marzano & Pickering & Pollock, 2001)Pickering & Pollock, 2001)

Clearly, we want our designs to be engaging. For unless Clearly, we want our designs to be engaging. For unless students are provoked, enticed, or intrigued by the work, why students are provoked, enticed, or intrigued by the work, why would they persist or give their best effort? But engaging would they persist or give their best effort? But engaging work is insufficient. The work must also be effective. In other work is insufficient. The work must also be effective. In other words, the work must promote and make possible maximum words, the work must promote and make possible maximum achievement. The bottom line is performance showing that achievement. The bottom line is performance showing that the design makes students achieve the targeted the design makes students achieve the targeted understandings. (Wiggins & McTighe, 1999)understandings. (Wiggins & McTighe, 1999)

Essential QuestionsEssential Questions

How can decisions in teaching impact How can decisions in teaching impact student achievement?student achievement?

What factors impact instruction?What factors impact instruction?

What constitutes an effective and What constitutes an effective and engaging lesson?engaging lesson?

What constitutes an effective instructional What constitutes an effective instructional strategy?strategy?

What instructional strategies impact What instructional strategies impact student achievement?student achievement?

How can planning and implementing How can planning and implementing effective lessons impact student effective lessons impact student achievement?achievement?

OutcomeOutcome

The design or enhancement of The design or enhancement of unit lessons and daily lesson unit lessons and daily lesson plans that are focused on plans that are focused on standards, with skills and standards, with skills and objectives aligned with effective objectives aligned with effective instructional strategies, that instructional strategies, that ensures learning for all ensures learning for all students. students.

Who is Here?Who is Here?

Just For FunJust For Fun

Decisions in TeachingDecisions in Teaching

The Teacher Decision-Making ModelThe Teacher Decision-Making Model

Emerged from examination of research and from Emerged from examination of research and from informed observations of successful teachinginformed observations of successful teaching

Incorporates psychological principles, as well as Incorporates psychological principles, as well as current cognitive research into the functioning of current cognitive research into the functioning of the brainthe brain

Provides an organization scheme for planning Provides an organization scheme for planning implementing, and analyzing decisions that implementing, and analyzing decisions that affect both teaching and learningaffect both teaching and learning

The TeacherThe Teacher

The model is centered on the teacher, who, The model is centered on the teacher, who, utilizing research, experience, and intuition, utilizing research, experience, and intuition, makes and implements decisions in three basic makes and implements decisions in three basic categories.categories.

It is important for the teacher to identify It is important for the teacher to identify consciously and deliberately the decisions they consciously and deliberately the decisions they must make in each category and base their must make in each category and base their decisions on research-validated knowledge. decisions on research-validated knowledge. Equally important is the teacher’s ability to Equally important is the teacher’s ability to “read” signals from students and to assess the “read” signals from students and to assess the learning situation, so necessary adjustments can learning situation, so necessary adjustments can be made.be made.

There is nothing that a teacher must always do There is nothing that a teacher must always do except except thinkthink and teach in a way that maintains the and teach in a way that maintains the dignity of every learner.dignity of every learner.

TeachingTeaching

Teaching can be defined as a constant stream Teaching can be defined as a constant stream of professional decisions made before, during, of professional decisions made before, during, and after interaction with the student; and after interaction with the student; decisions that when implemented, increase decisions that when implemented, increase the probability of learning.the probability of learning.

The professional must learn, internalize, and The professional must learn, internalize, and implement with implement with artistryartistry the contributions of the contributions of science plus one’s own intuition to increase science plus one’s own intuition to increase productive functioning. productive functioning.

The scientific principles must always be The scientific principles must always be interpreted in light of the needs of the learner interpreted in light of the needs of the learner in her/his particular life space and modified to in her/his particular life space and modified to accommodate those needs.accommodate those needs.

TeachingTeaching

The synthesis of science and sensitivity to a The synthesis of science and sensitivity to a situation explains why we can’t supply pat situation explains why we can’t supply pat answers to teachers. We can, however, equip answers to teachers. We can, however, equip educators with research-validated principles on educators with research-validated principles on which to base their decisions while adapting which to base their decisions while adapting them to the individuality of students and them to the individuality of students and situations. situations.

All teaching decisions can be placed into three All teaching decisions can be placed into three categories:categories: Content – what is to be learnedContent – what is to be learned Learning Behaviors – what the student will do to Learning Behaviors – what the student will do to

learn and to demonstrate learning has occurredlearn and to demonstrate learning has occurred Teaching Behaviors – what the teacher will do to Teaching Behaviors – what the teacher will do to

facilitate the acquisition of that learning – how the facilitate the acquisition of that learning – how the teacher uses the principles of learning to increase teacher uses the principles of learning to increase the probability of successful outcomesthe probability of successful outcomes

ContentContent First professional decision – “What do I teach this First professional decision – “What do I teach this

group of learners today?”group of learners today?”

Dependent curriculum sequence – prior, simpler Dependent curriculum sequence – prior, simpler learning must have occurred before more complex learning must have occurred before more complex learning can be achievedlearning can be achieved

Independent sequence - order of learning doesn’t Independent sequence - order of learning doesn’t mattermatter

Time and energy is in too short supply to be Time and energy is in too short supply to be expended on loosely associated material or expended on loosely associated material or random exchanges between students and teachers.random exchanges between students and teachers.

Disciplining yourself with regard to content adds Disciplining yourself with regard to content adds the professional rigor that leads to successful the professional rigor that leads to successful learning.learning.

Learning BehaviorLearning Behavior

Second professional decision – the student’s Second professional decision – the student’s how of learning – student behavior that makes how of learning – student behavior that makes learning possiblelearning possible

Input modalities – the channel through which Input modalities – the channel through which we get informationwe get information

Output modalities – perceivable outcome that Output modalities – perceivable outcome that validates the acquisition of the knowledge or validates the acquisition of the knowledge or skillskill

Outputs must be perceivable so the teacher canOutputs must be perceivable so the teacher can Know students have achieved mastery and are Know students have achieved mastery and are

ready to move onready to move on Mastery is not achieved, and teacher must Mastery is not achieved, and teacher must

reteach or extend practice of the current learningreteach or extend practice of the current learning

Teaching BehaviorTeaching Behavior

Third professional decision – directed at your own teaching behavior – Third professional decision – directed at your own teaching behavior – “What will I do to increase learning?”“What will I do to increase learning?”

When teachers use learning principles that research indicates are When teachers use learning principles that research indicates are accelerants to student achievement, they can have dramatic effects.accelerants to student achievement, they can have dramatic effects.

Hallmarks of a master teacher Hallmarks of a master teacher Knowing the principles of learning Knowing the principles of learning Deliberately implementing themDeliberately implementing them Artistically using themArtistically using them

Teachers’ Sense of ProfessionalismTeachers’ Sense of Professionalism Knowing what to doKnowing what to do Doing it on purposeDoing it on purpose Finding that is makes a measurable difference in satisfaction and achievement Finding that is makes a measurable difference in satisfaction and achievement

for the student and the teacherfor the student and the teacher

DecisionsDecisions

Decisions in Teaching Decisions in Teaching ActivityActivityContentContentLearning BehaviorLearning BehaviorTeaching BehaviorTeaching Behavior

Thomas EdisonThomas Edison

His genius he His genius he was quite was quite content in one content in one brief sentence brief sentence to define; Of to define; Of inspiration one inspiration one percent, of percent, of perspiration, perspiration, ninety nine. ninety nine. Thomas A. Edison Read more Thomas A. Edison Read more at at http://www.brainyquote.com/qhttp://www.brainyquote.com/quotes/authors/t/thomas_a_edisuotes/authors/t/thomas_a_edison.html#EZiYR26IvPzIdvEz.99on.html#EZiYR26IvPzIdvEz.99

PlanningPlanning

Well-directed “planning perspiration” plus Well-directed “planning perspiration” plus inspiration will work wonders in increasing inspiration will work wonders in increasing learners’ successful achievement.learners’ successful achievement.

Skill in planning is acknowledged to be one of the Skill in planning is acknowledged to be one of the most influential factors in successful teaching.most influential factors in successful teaching.

Decisions Decisions BEFOREBEFORE a teacher plans: a teacher plans: Teacher will have determined what students need to Teacher will have determined what students need to

know (specific content)know (specific content) Teacher will have identified a major target objective Teacher will have identified a major target objective

and know students’ achievement in relation to that and know students’ achievement in relation to that objective (students’ entry behaviorsobjective (students’ entry behaviors

Specific objective for the total groups or subgroup’s Specific objective for the total groups or subgroup’s subsequent instruction (target objectives)subsequent instruction (target objectives)

ITIPITIP

Madeline Hunter – teacher “ decision-making” Madeline Hunter – teacher “ decision-making” modelmodel

ITIP – Instructional Theory into PracticeITIP – Instructional Theory into Practice

Seven elementsSeven elements

Teacher decision making is the basis of this Teacher decision making is the basis of this approach to teaching.approach to teaching.

““Decide, then design” is the foundation on Decide, then design” is the foundation on which all successful instruction is built.which all successful instruction is built.

Designing LessonsDesigning Lessons

Teacher must consider the seven elements in a Teacher must consider the seven elements in a certain order since each element is derived certain order since each element is derived from and has a relationship to previous from and has a relationship to previous elements.elements.

Teacher must decide which elements to include Teacher must decide which elements to include or exclude in the final design.or exclude in the final design.

When this design framework is implemented in When this design framework is implemented in teaching, the sequence of the elements a teaching, the sequence of the elements a teacher includes is determined by his/her teacher includes is determined by his/her professional judgment.professional judgment.

ITIP ElementsITIP Elements

Learning Objective/Objective and PurposeLearning Objective/Objective and Purpose

Anticipatory SetAnticipatory Set

InputInput

ModelingModeling

Check for UnderstandingCheck for Understanding

Guided PracticeGuided Practice

Independent PracticeIndependent Practice

Anticipatory SetAnticipatory Set

Objective/PurposeObjective/Purpose

Bloom’s TaxonomyBloom’s Taxonomy

Knowledge/RecallKnowledge/Recall

ComprehensionComprehension

ApplicationApplication

AnalysisAnalysis

SynthesisSynthesis

EvaluationEvaluation

InputInput

InstructionInstructionalal

StrategiesStrategies

That AffectThat Affect

StudentStudent

AchievemeAchievementnt

Instructional StrategiesInstructional StrategiesActivityActivity

Identifying Similarities and DifferencesIdentifying Similarities and Differences

Summarizing and Note TakingSummarizing and Note Taking

Reinforcing Effort and Providing RecognitionReinforcing Effort and Providing Recognition

Homework and PracticeHomework and Practice

Nonlinguistic RepresentationNonlinguistic Representation

Cooperative LearningCooperative Learning

Setting Objectives and Providing FeedbackSetting Objectives and Providing Feedback

Generating and Testing HypothesisGenerating and Testing Hypothesis

Cues, Questions, and Advance OrganizersCues, Questions, and Advance Organizers

Instructional StrategiesInstructional Strategies

Identifying Similarities and Differences – 45% gainIdentifying Similarities and Differences – 45% gain

Summarizing and Note Taking – 34% gainSummarizing and Note Taking – 34% gain

Reinforcing Effort and Providing Recognition – 29% Reinforcing Effort and Providing Recognition – 29% gaingain

Homework and Practice – 28% gainHomework and Practice – 28% gain

Nonlinguistic Representation – 27% gainNonlinguistic Representation – 27% gain

Cooperative Learning – 27% gainCooperative Learning – 27% gain

Setting Objectives and Providing Feedback – 23% Setting Objectives and Providing Feedback – 23% gaingain

Generating and Testing Hypothesis – 23% gainGenerating and Testing Hypothesis – 23% gain

Cues, Questions, and Advance Organizers – 22% Cues, Questions, and Advance Organizers – 22% gaingain

ModelModel

Check for Check for UnderstandingUnderstanding

Signaled AnswersSignaled Answers

Choral ResponsesChoral Responses

Sample Individual ResponseSample Individual Response

Individual Private ResponseIndividual Private Response

What have you used What have you used

that is effective?that is effective?

Guided PracticeGuided Practice

Graphic Organizers –Graphic Organizers – http://www.eduplace.com/graphicorganizerhttp://www.eduplace.com/graphicorganizer

Concept Maps - Concept Maps - http://olc.spsd.sk.ca/de/pd/ihttp://olc.spsd.sk.ca/de/pd/instr/strats/conceptmap/indnstr/strats/conceptmap/index.htmlex.html

Diagrams and GraphsDiagrams and Graphs

Comprehension Comprehension QuestionsQuestions

GamesGames

Other Ideas?Other Ideas?

Independent PracticeIndependent Practice

RemindersReminders

Not all the ITIP seven elements are included in every Not all the ITIP seven elements are included in every lesson. These guides are for planning creative and lesson. These guides are for planning creative and effective lessons. They are not mandates.effective lessons. They are not mandates.

It may take several lessons before students are ready for It may take several lessons before students are ready for guided and/or independent practice.guided and/or independent practice.

The mere presence of an element in a lesson does not The mere presence of an element in a lesson does not guarantee quality teaching. guarantee quality teaching.

The deliberate consideration of these seven element, which The deliberate consideration of these seven element, which can promote effective instruction, constitutes the launching can promote effective instruction, constitutes the launching pad for planning effective and artistic teaching to achieve pad for planning effective and artistic teaching to achieve greater student achievement of any objective or goal.greater student achievement of any objective or goal.

Student success results from careful planning of how to Student success results from careful planning of how to bring the standards alive, and through artistic bring the standards alive, and through artistic implementation of the plan!implementation of the plan!

ReflectionReflection

What will I do next What will I do next to ensure that my to ensure that my students reach a students reach a higher level of higher level of learning?learning?

Pontotoc City School DistrictPontotoc City School District

We believe We believe LEARNINGLEARNING is a priority, is a priority,

a need, and a desire. a need, and a desire.

To be successful, we must nurture a learning To be successful, we must nurture a learning community that allows everyone to participate community that allows everyone to participate

in trusting, respectful relationships. in trusting, respectful relationships.

Together, we are committed to Together, we are committed to

Reaching Higher Levels of Reaching Higher Levels of Learning.Learning.