Effective Teachers of literacy use:

An Interactive style of teaching

Interactive style uses:

Maximum student involvement Task related comments to control

student behavior. Varying degrees of structure. For primary: small groups and

teacher access For Middle School: larger groups

and more discussion

Opportunity to learn

Did teaching and assessment match? State objectives, teach them, then measure the outcome.

Implies structure and direct instruction.

Teach skills then apply them to whole text situations.

Need to read silently during class time.

Practice time: plan for practice, implement, evaluate.

Is it related to student’s needs? Is the level appropriate and

interesting? Has the student experienced the

topic? Are different ways of practicing used?

Practice time questions?

Does it match the time allotment? Is one practice activity enough? Are several examples completed

with the student first? Do the students know how to get

help?

What do the students do who finish early?

Does the practice relate to meaningful text?

Was the goal met? What are patterns of correct or

incorrect responses? How will you change the lesson?

Attention to Learning Tasks

Academic engaged time or Time on Task. When students are paying attention to their work.

Academic Learning Time ALT- attending to task with a high rate of success.

Focus on learning tasks:

More time on reading instruction Actively engage students during

instruction. Give purpose for learning. Give an overview for learning. Use examples Monitor student’s involvement.

Comprehension

Students need to understand and monitor their reading.

1. Direct teaching of strategies 2. Use of peer and cooperative

learning. 3. Talk with teacher and peers, 4. Lots of time for whole text

reading.

Blair (1995)

Teachers spend only 1/3 of class time to whole text reading. The rest was spent on instruction and discussion.

Choose carefully how class time is spent.

Teacher Expectations

Teachers profoundly effect how students learn.

Students learn more if you expect high academic performance.

Expectations should be based on diagnostic data rather than SES.

Good and Brophy (1987)

Low expectation brings less instruction, less work.

Less frequent praise. Only factual questions; called on

fewer times. Less eye contact; farther from the

teacher. Fewer smiles; less help.

Overcome low expectations by:

Using diagnostic data. Give goals and expectations. All students participate in lesson. Have good classroom

management.

Classroom Management

Create and maintain an atmosphere conducive to learning.

Meaningful reading activities. Monitor progress. Respond appropriately to student

misbehavior.

Decision Making

Use assessment to plan. Instructional activities. Match activities to objectives. Grouping or classroom

organization will also influence decisions. P.52 Effective practices.