Effective Instruction

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Effective Instruction

Classroom culture

Maintain a safe productive learning environment

celebrate ss success inside and outside the classroom

consider ss developmental needs

cultivate a safe, respectful environment at all times

evaluate your own materials

speak with ss privately

create the conditions for taking risks

establish your policies and values immediately

model respectful language

create clear policies regarding behavior and enforce them consistently

establish and maintain high expectations for quality of work and behavior

validate ss struggles

use a grading system that allows ss to take risks

spend more time on assignments ‘

provide examples of what successful performance looks like

connect all instruction to the world at large

Demonstrate and restart faith in ss

communicate enthusiasm

maintain high expectations

show faith

use positive language

Use diff methods, strategies, and configurations

give ss a variety of ways to demonstrate understanding

allow ss to choose strategies

provide regular opportunities to collaborate

Differentiate instruction whenever possible

allow alternative routed for ss with special needs

prepare additional prompts

give ss a variety of topics

assign support materials

use a group configuration

Provide diff types of support throughout the learning process

background knowledge

linguistic

academic

social

cultural

procedural

emotional

cognitive

material

physical

Identify and teach to ss strengths

encourage ss to use what they know

organize ss in groups based on strengths

let ss use their strengths

monitor ss work

identify early

Curriculum Basics

Design lessons and units for maximum learning and engagement

Teach for understanding

analyze the “performance of understanding” for key skills

return to these big ideas, understandings, and essential questions

ask ss to demonstrate their degree of understanding

make available a range of possible means

decide what you want ss to understand

cultivate independence through instructional patters

realize that as ss do more complex work they will need further support

allow ss to apply what they have learned

offer feedback verbal, written, or visual

give ss tools and strategies to use

provide appropriate and repeated demonstrations of the expected academic behavior

Create lessons that will motivates and engage all students

think about when are you teaching

remember who you are teaching

examine how you are trying to teach

consider what you are trying to teach

evaluate why you are teaching something

Align your instruction and and assessments with the appropriate standards

Focus on desired outcomes when designing instructional sequences

reinforce for ss what you expect them to learn

ask yourself how

provide a clear rationale

Help SS make connections

Use connections to improve comprehension, increase, engagement, and enhance memory

invite dramatic representations

their ?s that will intrigue

bring in film, music, art

pose hypothetical questions

dentify opportunities to improve comprehension, increase engagement, and enhance memory

assign certain ss the role

bring in outside material

monitor class discussions or interactions

evaluate the content for possible controversies

consult the state standards for key instructional content

Make relevant, appropriate, and timely connections

create a three column chart (past present future)

teach ss to teach themselves

draw a continuum on board

Help ss make and extend connections

use web sites that foster the making of connections

make connections to tests by asking ss to Create sample test questions

create a three-column poster with sentence starters

ask ss to create different metaphors and similes

model for ss how to make the kid of connections

Generate a variety of types of connections

create a chart of the different types connections

ask ss to note take

prepare study guides

generate questions

use graphic organizers

Organize your instruction around big ideas and essential questions

Consider ideas and questions from different perspectives

bring diff perspectives in through alternative versions of a text

ask ss to consider how diff groups

use a graphic organizer with a circle

incorporate into your curriculum a range of voices

require SS to come up with several ways to solve the same problem

Create coherence and continuity within and across conversations

connect w/ current conversation

begin w/ end result in mind

keep a running narrative of connections

what subject or question is the focus

Include the characteristics of effective curriculum in your conversation

choose subjects and texts that have some connection to each other

show that you expect all SS to have good ideas

provide support SS need in order to enter into and contribute into conversations

choose materials from range of perspectives

Connect materials and assignments to big ideas and essential questions

give ss choice:

social action projects

multi media

writing

organize the class into groups

provide alternative experiences

arrange set texts

Use essential questions and big ideas to frame and guide your instruction

post visual of big idea

generate ideas

create an essential question

identify the core subject

Teach skills and knowledge in context

Teach a range of skills and types

move beyond basic knowledge into such advanced critical thinking

post certain declarative and procedural knowledge

monitor skills taught

model and incorporate skills

what skills are necessary

Organize instruction into patterns for maximum effectiveness

examine the time you spend on each element of the pattern

evaluate the language you use to set up, teach, and explain your curriculum

compare your pattern with those of ts you respect

identify the verbs that characterize the diff stages

analyze your class over several days

Develop fluency through variation within lessons

support your ss in a variety of ways

vary the duration of the activity or exercise

increase the complexity or difficulty by adding new elements

vary the means and materials ss use

add complexity as ss begin to show initial mastery

Use diff types of instruction to teach skills and knowledge

design authentic learning experiences that integrate skills and knowledge

design learning experiences using context rich activities

what do we want ss to know?

organize around essential questions

have ss identify and solve problems

embed skills and knowledge instruction

Instruction that works

Use the right tools and technology to enhance instruction

Provide an appropriate environment for using tools and technology

Challenge ss to think critically and creatively using tools and technology

discuss different ways ss use tools

ask ss t reflect

allow ss to invent

use technology to show the same subject from multiple perspectives

what can be added to each assignment

Make the most effective use of tools and technology in the classroom

choose the proper tool

avoid distracting features

plan ahead when using technology

give ss clear instructions

provide feedback and follow through

Choose the tools or technology most appropriate to the instructional situation

Use an array of tools and technologies

communicate, collaborate, or investigate

generate

analyze

collect, measure, capture, record

organize

present

Assess Understanding and Use the results to Improve Your Teaching

Provide useful, specific, meaningful feedback throughout the learning cycle

use evidence

design discussion questions

collect work in the middle of the process

monitor work in class

Teach ss to assess their own progress through goal setting and reflection

ss compare work

ss reflect

use rubric

pause and assess

ss set personal goals

Define the objectives and criteria clearly before you begin to teach

give ss scoring rubric

provide examples

demonstrate for ss

post objectives clearly

use an assignment sheet

Use multiple means and measures

summative

formative

diagnostic

Assess before teaching

class discussion

informal writing

graphic organizer

observe

pretest

Assess is not the same as grading

Teach ss how to think, learn, and remember

focus ss thoughts specific to the subject matter

prepare ss to become habitual in key strategies for learning

cultivate ss diversity in intellect

building personas

organizing personas

learning personas

be methodical and strategic when teaching ss to learn, think, and remember

Vary your instructional methods and strategies entry points

develop ss background knowledge using diff techniques

use a variety of group formats and configurations

employ a range of instructional modes

provide multiple entry points into every lesson

allow ss to use what they know to learn guiding principles