welcome to esu 6!
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E ffective I nstruction S eries 2011-2012 July 26-29 October 4 December 1 June 4. Welcome to ESU 6!. an action I will take. the ideas going around in my head. made me wriggle in my seat. three points I want to remember. Bell Ringer Geometric Response. - PowerPoint PPT PresentationTRANSCRIPT
Effective Instruction Series
2011-2012
July 26-29October 4December 1June 4
Welcome to ESU 6!
Bell RingerGeometric Response
Ideas that square with my beliefs or current practice
made me wriggle in my seat
Series GoalsParticipants will…
Utilize assessment, reporting, and grading practices based on current research and literature.
Utilize instructional routines and strategies based on current research and literature.
Implement classroom management practices based on current research and literature.
Set ActivityVisualization
Visualize What does your ideal classroom sound like, look like, feel like?
See it in your mind… Scan your vision for student behaviors and put these in slow
motion for closer examination. What are the specific behaviors that are so pleasing to you?
Make a list of desired behaviors.
If you want it, teach it!
Essential Questions
What will I do to establish or maintain classroom rules and procedures? (p. 5-6)
What will I do to engage students? (p. 25-33)
What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures? (p. 34-36)
What will I do to establish and maintain effective relationships with students? (p. 37-39)
Objectives
Identify classroom behaviors, routines, and procedures requiring teaching.
Teach a behavior, routine, or procedure expected of students using a strategic process.
Explain how to use the retraining strategy when students fail to deliver on expected behaviors.
Objectives
Indentify positive, replicable ways to encourage positive relationships with students including knowing students greeting students making students look good maintaining appropriate student level of concern
Get to Know Your Students
Use names
Attend (or know about) extra-curricular activities
Use interest and learning profile inventories Interest circle Surveys Find someone who
Greet students at the door
Other ideas?
Making Students Look Good
Glow Comments before Grow Comments
Appropriate Level of Concern
Pass Option
Wait-Time & Wait-Time Extended
Interaction Sequence
scaffold for academic success
(Sharer, Anastasio, & Perry, 2007, p. 37)
Appropriate Level Of Concern
Set reasonable standards; break difficult concepts into manageable chunks
Be specific about time allotments K – 6, teacher minutes multiplied by 4 or 5 7 – 12, teacher minutes multiplied by 3 or 4
Use proximity (MBWA)
Be conscious of your nonverbal signals
Use competition carefully (against self, time NOT individuals.
(Sharer, Anastasio, & Perry, 2007, p. 54)
Managing Classroom ConditionsFactors we Control
Walls
Teacher’s Desk
Seating Arrangement
Plants & Animals
Equipment
You
Pass Option
Best as temporary exit “Tell me one thing you heard _(the previous responder)_
say.”
Allows time Gather thoughts, composure Refocus / re-engage
Requires teaching Explain why Teach what it looks like / sounds like Communicate its temporary nature
(Sharer, Anastasio, & Perry, 2007, p. 32-34)
Extended(also Think-Pair-Share)
Ask all students the question.
Pause (3+ seconds).
Select student(s) to respond.
Put students on-the-clockon-the-clock.
– “You have 30 seconds to share your answer
with your partner.”
Students share their thoughts with a partner.
Wait Time
(Sharer, Anastasio, & Perry, 2007, p. 77-80)
Interaction Sequence
1. Prompt / ask ALL students.
2. Pause (3+ seconds).
3. Put students on-the-clock.
e.g., “You have 30 seconds to share your answer with your partner.”
4. Students share their thoughts with a partner.
5. Select student(s) to respond.
Monitor & Conference
• Check student answers• Probe• Provide answers when missing• Take note of good responses
1. Intentional Selection2. Random Selection3. Volunteer Selection
(Sharer, Anastasio, & Perry, 2007, p. 80-85)
Making Students Look Good
Glow Comments before Grow Comments
Appropriate Level of Concern
Pass Option
Wait-Time & Wait-Time Extended
Interaction Sequence
(Sharer, Anastasio, & Perry, 2007, p. 37)
scaffold for academic success
Objective
Identify classroom behaviors, routines, and procedures requiring teaching.
Recall the behaviors exhibited in your vision of the ideal classroom…
““Most behavior problems in the Most behavior problems in the classroom are caused by the classroom are caused by the
teacher’s failure to teach students teacher’s failure to teach students how to follow procedures.”how to follow procedures.”
(Wong & Wong, 1998)(Wong & Wong, 1998)
Establish Rules & Procedures
Rules Identify general expectations or standards for student behavior “Treat others the way you would want them to treat you.”
Procedures & Routines Expectations and process for specific behaviors to realize the rules how to assemble in three-ish groups
(Marzano, 2007, p. 119)
FocusNumber of Effect Sizes
Average Effect Size
Percentile Decrease in Disruptions
Design and implementation of rules and procedures in general
10 -0.76 28
Identify Behaviors, Procedures, & Routines to Teach Entering the room
How to volunteer a response
How to greet a partner/small group
Asking to leave the room (restroom, etc.)
Transitions
Getting ready to leave & orderly dismissal Organizing personal workspace Making sure items get home Recording assignments in assignment notebook
Others? Involve students in this brainstorming stage!
Brainstorming ActivityWait-Time Extended & Have a Ball!
Think of the routines, behaviors, and procedures necessary to maintain the most positive learning environment.
Share your ideas with a nearby partner. You have one minute.
When the ball comes to you, say a behavior, routine, or procedure and toss the ball to someone else.
Return to your partner. Write as many ideas as possible. You have one minute.
Objective
Teach a behavior, routine, or procedure expected of students using a strategic process.
Front Load Expected Behaviors
“If you want it, teach it.”
Teach vs. Tell
proactive vs. reactive approach
student self-control vs. constant teacher control
Prioritize, teach 2-3 most important per week until all have been taught
(Sharer, Anastasio, & Perry, 2007, p. 47)
Teach Expected Behaviors:Five Steps for Getting Kids Ready
1. Brainstorm the expectations; determine and teach the content.
2. Model the behavior.
3. Practice the behavior.
4. Reinforce the behavior.
5. Re-teach the behavior.
““If you want If you want it, teach it.” it, teach it.” ““If you want If you want it, teach it.” it, teach it.”
(Sharer, Anastasio, & Perry, 2007, p. 47)
For example…For example…
Teach Expected Behaviors:Five Steps for Getting Kids Ready
1. Brainstorm the expectations; determine and teach the content.
2. Model the behavior.
3. Practice the behavior.
4. Reinforce the behavior.
5. Re-teach the behavior.
““If you want If you want it, teach it.” it, teach it.” ““If you want If you want it, teach it.” it, teach it.”
(Sharer, Anastasio, & Perry, 2007, p. 47)
Objectives Explain how to use the retraining strategy when students
fail to deliver on expected behaviors.
When things don’t go as planned…
Calm Don’t go limbic with your students. “When you are ready to talk reasonably about his, let me
know.”
Question Get the information you need. “Is there something I need to know that I don’t know that
caused you to…”
Teach Retrain the desired behavior.
Retraining
Purpose: change the unwanted behavior, a way to hold students accountable for taught behaviors
Instructional vs. punitive
On students own time, but only as long as necessary to successfully re-teach
(Sharer, Anastasio, & Perry, 2007, p. 54)
Criteria for Teaching and Reteaching Behaviors
Be consistent
Be dispassionate
Be professional approach student privately never use sarcasm or ridicule
Follow up appropriately
(Sharer, Anastasio, & Perry, 2007, p. 54)
Confront the behavior not the person.
Confront the behavior not the person.
Withitness
“aware of what is happening in all parts of the classroom at all times by continuously scanning the classroom”
“the disposition of the teacher to quickly and accurately identify…potential problem behavior and to act on it immediately”
(Kounin, 1983; Brophy, 1996, in Marzano, 2003, p. 67)
FocusNumber of Studies /Subjects
Average Effect Size
Percentile Decrease in Disruptions
Withitness 3 / 426 -1.417 42
In Other Words…
Management By Walking Around (MBWA)
“On your feet, not on your seat.”
Constant monitoring
(Sharer, Anastasio, & Perry, 2007, p. 54)
What does withitness look like?What recognizable, replicable behaviors do “with-it” teachers exhibit?
ClosureCraft Knowledge Record