Transcript “I Do”, with whole group

In-service
January 17, 2011
Claysburg-Kimmel School District
Culture  Performance

“A strong, positive relationship
exists between professional
culture and school performance,
irrespective of the school
poverty level.”
--AEL, TransFormation, p. 1
We Learn…
10%
of what we
read
of what we
20%
30%
hear
of what we
see
70%
50%
of what is
discussed
of what we both see
and hear
of what we
80%
experience
personally
of what we
95%
teach
to someone else
— William Glasser
3
Cycle of Effective Instruction
- Active & Explicit Instruction
Explicit Instruction/ Teach and Model… “I Do”, with whole group

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Introduce the lesson’s goal – the targeted skill/strategy
Connect to prior, prerequisite learning
Demonstrate effective use of the targeted skill/strategy

Use Think Alouds to model your metacognitive processes

Use visual aids, manipulatives and examples
Explicit Guided Practice… “We Do”, with whole group




Provide support and prompts as students practice the targeted skill/strategy
Prompt metacognition - reference your Think Aloud and metacognitive processes
Provide targeted and specific feedback – be explicit as you recognize effective use
of the skill/strategy and correct ineffective skill use
Remove your supports as students show effective use of the targeted skill/strategy
Active Instruction: Build student participation into your Explicit
Instruction



Think-Pair-Share
Visualize
Connect
List
Turn and talk
Thumbs Up/Thumbs Down
Cycle of Effective Instruction
Reflective Questions for Active Instruction
Do all teachers provide clear direct instruction
on the identified targets?
Do they model what they would like to see the
students do?
Do they provide guided practice on the targeted
skill area?
Reflective Questions for Active Instruction




Is pacing brisk?
Are students generally on task?
Is the level of rigor sufficient for
students to attain mastery of a target?
Are a variety of effective teaching
strategies used to ensure that students
are engaged in learning?
Reflective Questions for Active Instruction




Do teachers circulate and monitor
instruction throughout the class
period?
Do teachers use formative data gained
from monitoring to guide instruction?
Do teachers maintain instructional time
or is time wasted on nonessential
activities?
Are classroom behavioral problems
impeding instruction?
Reflective Questions for Active Instruction
Do they provide assessment and
celebration?
Do they use assessments to determine if
reteaching is necessary?
 Is reteaching done when necessary?
HOW WE
LEARN
1%
10%
20%
30%
50%
70%
80%
95%
98%
Learning Pyramid









Discussion with others
Fill out worksheet
Having a personal experience-making
connections
Lecture
Lecture with visuals
Reading assignment
Teaching someone else
Using art, drama, music, movementintegrated curriculum with content
Using only visuals
HOW WE
LEARN
1%
10%
20%
30%
50%
Learning Pyramid
Fill
out
worksheet
Reading
Assignment
Lecture
70%
Using only visuals
80%
95%
98%
Lecture with visuals
Discussion with others
Having a personal experience –
Making connections (hands on)
Teaching someone else
Use art, drama, music, movement –
Integrated curriculum with content
Student Engagement Is




choosing a topic students want to learn more
about.
having students “go on stage” to present
something they have learned very well.
a challenging assignment that stretches
students to develop ideas and think.
students working collaboratively.
Student Engagement Is Not

drill sheets.
copying notes from
the board or overhead.

answering questions
at the end of a chapter.

activity for activity’s
sake.
