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EXPLORING EFFECTIVE
INSTRUCTION
Math 7,8,9
A NOBLE PROFESSION “Teaching should be such that what is offered is perceived as a valuable gift and not as a hard duty”
-A. Einstein
EFFECTIVE TEACHING =ACHIEVEMENT “…the teacher has proven time and
again to be the most influential school-related force in student achievement.”
-Stronge, 2007 ASCD
“Teaching, not teachers, is the critical factor “
-Bartalo, 2012
WHAT IS EFFECTIVE TEACHING?
SESSION GOAL:
Before
During
After
PLANNING
Before:
Our renewed Curriculum is based on a common framework and is world-class.
PLAN WITH THE END IN MIND
..and: How will I activate prior knowledge? How will I engage learners? How will I incorporate mathematical processes? How will I differentiate? What formative assessment will I use? Do I need a preassessment? What will I do with kids that already know?
LESSON PLAN TEMPLATE
FOCUS AREA· Determine what belongs up front. - Since students spend most of their days facing the front of the classroom, be very deliberate about what you place on the walls up front. Make this primetime space engaging, but not distracting. After all, all eyes should be on you, not necessarily a colorful explosion of words and images that distract from the core instruction at hand. Beth Lewishttp://ritzel.siu.edu/courses/443s/classroom/chalkboard.htm
http://www.ehow.com/how_7616186_use-chalkboard-effective-teaching-tool.html
ON TARGET!Good teaching begins with clear learning targets from which teachers select appropriate instructional activities and assessments that help determine students’ progress on the learning targets.
http://www.marzanoresearch.com/products/catalog.aspx?product=18
“I can”… http://supportingmath.wikispaces.com/Mathematics+Support+K-12
MATHEMATICS
Broad Areas of LearningMath GoalsMathematical Process Standardshttp://www.education.gov.sk.ca/math-
curricula
DURING:
WHAT ARE THE PROCESS STANDARDS?
Group Research and Share
Concept attainment activity
FORMATIVE ASSESSMENT:
http://www.worksheetworks.com/miscellanea/graphic-organizers/frayer.html
http://www.livebinders.com/play/play/574194?tabid=f1fed886-6750-423e-9e90-c80a83723e10
ELEMENTS OF AN EFFECTIVE MATH LESSON
In your group, define elements of a strong lesson.
CLASS NORMS How do we allow students to freely
participate? Take ownership of their ideas Honour each others contributions? Understand that we need to make
mistakes in order to learn? Respect each others’ opinions and
ideas? Listen and dialogue with respect? Persist?
http://www.schrockguide.net/assessment-and-rubrics.html
http://www.rcampus.com/rubricshowc.cfm?code=K43989&sp=yes&
WHAT MAKES A DIFFERENCE?
What is effective instruction?
STRATEGIES THAT WORK Multiple differentiated practices 0.7 Metacognitive Strategies 0.69 Self verbalization and questioning 0.64 Teaching through Problem Solving 0.61 Teaching study skills 0.59 Direct Instruction 0.59 Questioning 0.46 Peer Tutoring 0.55 Mastery Learning 0.56 Concept Mapping 0.57 Worked Examples 0.57 Goal Setting 0.56 Advanced Organizers 0.41 Matching Learning Styles 0.41 Cooperative Learning 0.41 Computer Assisted instruction 0.37 Web based learning 0.18 • SPDU, Supporting Equitable Outcomes for all Students; Understanding
and Closing Achievement Gaps
REFLECTION
SCAFFOLDING/DIFFERENTIATING
“Success and Failure are not episodes; they are trajectories” (blatantly plagiarized! Sorry!)
Scaffolding: Model thinking, break down problems, provide the solution ahead of time to focus on process, start with easy steps
Specify steps, model the steps, think aloud, provide cue sheets, guided examples, anchor charts
Practice can offset cognitive overload by transferring learning to long term memory, creating automaticity and freeing up cognitive processing for learning and problem solving
What do we do when they don’t get it?
SOME EFFECTIVE INTERVENTIONS Guided notes Chunking information, including
chunking across problems Interleaving worked examples
Riccomini, 2012
AFTER: Summaries Collaborative constructing of meaning,
concept mapping Conversations around assessment, co-
creating criteria for assessment Gallery walk Group Hosting
SELF REFLECTION AND GOAL SETTING Planning for Learning Monitoring thinking and learning Reflecting on learning
METACOGNITION Thinking about how we think Our ability to be conscious of our own
steps and strategies Reflect on and evaluate our own
thinking Students of all ages and abilities can do
it Teacher supports it through establishing
classroom environment, allowing different approaches, reminding students to focus on learning, modeling metacognition
-SPDU
JOURNALLING
GOAL SETTING Setting and achieving goals is linked to
a sense of satisfaction Leads to intrinsic motivation Improves motivation and engagement
STRATEGIES THAT WORK Multiple differentiated practices 0.7 Metacognitive Strategies 0.69 Self verbalization and questioning 0.64 Teaching through Problem Solving 0.61 Teaching study skills 0.59 Direct Instruction 0.59 Questioning 0.46 Peer Tutoring 0.55 Mastery Learning 0.56 Concept Mapping 0.57 Worked Examples 0.57 Goal Setting 0.56 Advanced Organizers 0.41 Matching Learning Styles 0.41 Cooperative Learning 0.41 Computer Assisted instruction 0.37 Web based learning 0.18 • SPDU, Supporting Equitable Outcomes for all Students; Understanding
and Closing Achievement Gaps
REFLECTION I am feeling… The most valuable thing… From here I can… I still wonder…
HARVESTING THE WISDOM OF THE GROUP
Lets make a plan about a promise to ourselves and our students
Together lets develop a list of reminders; things we’d like to walk by and notice every day to remind us of thoughtful planning and meaningful instruction.
Leave this list with me.
