Effective Instruction

Vary your instructional methods and strategies
entry points

allow ss to use what they know to learn guiding principles

provide multiple entry points into every lesson

employ a range of instructional modes

use a variety of group formats and configurations

develop ss background knowledge using diff techniques

Teach ss how to think, learn, and remember

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

cultivate ss diversity in intellect

learning personas

organizing personas

building personas

prepare ss to become habitual in key strategies for learning

focus ss thoughts specific to the subject matter

Assess Understanding and Use the results to Improve Your Teaching

Assess is not the same as grading

Assess before teaching

pretest

observe

graphic organizer

informal writing

class discussion

Use multiple means and measures

diagnostic

formative

summative

Define the objectives and criteria clearly before you begin to teach

use an assignment sheet

post objectives clearly

demonstrate for ss

provide examples

give ss scoring rubric

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

ss set personal goals

pause and assess

use rubric

ss reflect

ss compare work

Provide useful, specific, meaningful feedback throughout the learning cycle

monitor work in class

collect work in the middle of the process

design discussion questions

use evidence

Use the right tools and technology to enhance instruction

Use an array of tools and technologies

present

organize

collect, measure, capture, record

analyze

generate

communicate, collaborate, or investigate

Choose the tools or technology most appropriate to the instructional situation

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

provide feedback and follow through

give ss clear instructions

plan ahead when using technology

avoid distracting features

choose the proper tool

Challenge ss to think critically and creatively using tools and technology

what can be added to each assignment

use technology to show the same subject from multiple perspectives

allow ss to invent

ask ss t reflect

discuss different ways ss use tools

Provide an appropriate environment for using tools and technology

Teach skills and knowledge in context

design authentic learning experiences that integrate skills and knowledge

embed skills and knowledge instruction

have ss identify and solve problems

organize around essential questions

what do we want ss to know?

design learning experiences using context rich activities

Use diff types of instruction to teach skills and knowledge

Develop fluency through variation within lessons

add complexity as ss begin to show initial mastery

vary the means and materials ss use

increase the complexity or difficulty by adding new elements

vary the duration of the activity or exercise

support your ss in a variety of ways

Organize instruction into patterns for maximum effectiveness

analyze your class over several days

identify the verbs that characterize the diff stages

compare your pattern with those of ts you respect

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

examine the time you spend on each element of the pattern

Teach a range of skills and types

what skills are necessary

model and incorporate skills

monitor skills taught

post certain declarative and procedural knowledge

move beyond basic knowledge into such advanced critical thinking

Organize your instruction around big ideas and essential questions

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

identify the core subject

create an essential question

generate ideas

post visual of big idea

Connect materials and assignments to big ideas and essential questions

arrange set texts

provide alternative experiences

organize the class into groups

give ss choice:

writing

multi media

social action projects

Include the characteristics of effective curriculum in your conversation

choose materials from range of perspectives

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

show that you expect all SS to have good ideas

choose subjects and texts that have some connection to each other

Create coherence and continuity within and across conversations

what subject or question is the focus

keep a running narrative of connections

ss reflect

begin w/ end result in mind

connect w/ current conversation

Consider ideas and questions from different perspectives

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

incorporate into your curriculum a range of voices

use a graphic organizer with a circle

ask ss to consider how diff groups

bring diff perspectives in through alternative versions of a text

Help SS make connections

Generate a variety of types of connections

use graphic organizers

generate questions

prepare study guides

ask ss to note take

create a chart of the different types connections

Help ss make and extend connections

model for ss how to make the kid of connections

ask ss to create different metaphors and similes

create a three-column poster with sentence starters

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

use web sites that foster the making of connections

Make relevant, appropriate, and timely connections

draw a continuum on board

teach ss to teach themselves

create a three column chart (past present future)

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

consult the state standards for key instructional content

evaluate the content for possible controversies

monitor class discussions or interactions

bring in outside material

assign certain ss the role

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

pose hypothetical questions

bring in film, music, art

their ?s that will intrigue

invite dramatic representations

Design lessons and units for maximum learning and engagement

Focus on desired outcomes when designing instructional sequences

provide a clear rationale

ask yourself how

reinforce for ss what you expect them to learn

Align your instruction and and assessments with the appropriate standards

Create lessons that will motivates and engage all students

evaluate why you are teaching something

consider what you are trying to teach

examine how you are trying to teach

remember who you are teaching

think about when are you teaching

cultivate independence through instructional patters

provide appropriate and repeated demonstrations of the expected academic behavior

give ss tools and strategies to use

offer feedback verbal, written, or visual

allow ss to apply what they have learned

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

Teach for understanding

decide what you want ss to understand

make available a range of possible means

ask ss to demonstrate their degree of understanding

return to these big ideas, understandings, and essential questions

analyze the “performance of understanding” for key skills

Identify and teach to ss strengths

identify early

monitor ss work

let ss use their strengths

organize ss in groups based on strengths

encourage ss to use what they know

Provide diff types of support throughout the learning process

physical

material

cognitive

emotional

procedural

cultural

social

academic

linguistic

background knowledge

Differentiate instruction whenever possible

use a group configuration

assign support materials

give ss a variety of topics

prepare additional prompts

allow alternative routed for ss with special needs

Use diff methods, strategies, and configurations

provide regular opportunities to collaborate

employ a range of instructional modes

allow ss to choose strategies

give ss a variety of ways to demonstrate understanding

Demonstrate and restart faith in ss

use positive language

show faith

maintain high expectations

communicate enthusiasm

Maintain a safe productive learning environment

establish and maintain high expectations for quality of work and behavior

connect all instruction to the world at large

provide examples of what successful performance looks like

spend more time on assignments ‘

use a grading system that allows ss to take risks

validate ss struggles

create clear policies regarding behavior and enforce them consistently

cultivate a safe, respectful environment at all times

model respectful language

establish your policies and values immediately

create the conditions for taking risks

speak with ss privately

evaluate your own materials

consider ss developmental needs

celebrate ss success inside and outside the classroom