Welcome Back! Focus on Effective Teaching

Day 2

We will begin at 8:0 by sharing your responses and questions as a group

Please look back through your materials to be ready!

Kerri and Pat

MIP – Roundtable Consensus

• Individually review notes/materials from day 1

• Make a bulleted list of most important points

• Create one “list” round table style on one white board

Your responses …. Where do you feel you are growing?

• Expectations based on rubric language

• Awareness of gaps in my planning

• Clear understanding of where to focus when planning lessons

• Importance of clear objectives *

• Writing better objectives- using clear, concise verbs *****

• Expanding questioning techniques

• More ways to engage all students

• Student engagement **

• Relevant vs. related

Your responses … Still have questions about:

• Making subjective matter objective…does not work in application?

• Student engagement with unwilling learners (Motivation) ****

• How can you get to your goals when 1-2 students are consistently behind?

• List of clear verbs

• Methods to keep class actively engaged when content is above ability (when working on NYS module lessons)

• Cause/Effect relationships

Your responses… What helped facilitate the learning?

• Notes booklet without powerpoints **

• Time to talk with a variety of peers ******

• Differentiations, co-teaching, breaks, visuals, chocolate*, examples *

• Whiteboards

• Practice activities such as the pink sheets *

• Sorting examples

• Writing instructional decisions and identifying with teaching decision #

• Filling in the notes in the book

Other ways to facilitate learning.. • Speaking and writing at the same time (instructors). We try

not to but will watch this .

• Also, remember individual think (and write) time

• Please go a little slower

• Hand out the powerpoint

• Discuss the best ways to address students that have not learned the info.

• Real life example of lesson- how to put into practice

• Identifying pages in notebook with image on slide *

As we work and learn together today…

• Breaks

• Bathrooms

• Lunch

• Minds on!

• Procedures

• Think…

• Coming back together

• Materials

• Your responses and questions

Today’s Outcomes

• Define the four teaching decisions

• Identify the attributes of effective questioning

• Describe the process of “breaking down the learning”

• Identify the critical attributes of checking for understanding

• Create opportunities for closure throughout a lesson

• Describe how the teaching decisions relate to the NYS Teaching Standards and the language of the rubrics for professional practice

Effective Questioning

What are all the different kinds of questions we ask in

the classroom?

What are all the different kinds of questions we ask in the classroom?

Management/procedural • What do we need to remember so everyone can be

heard?

• Can everyone see? Hear?

• How much more time do you need?

• Where can we find the information?

• Can you show me you can work with your group?

What are all the different kinds of questions we ask in the classroom? – teaching to content outcomes

• Recall of Facts (knowledge)

• How many squares within the figure do you see?

• How many square within your various rectangles?

• Making Connections

• What is the relationship between the length and width and the number of squares?

• Connecting/Inferring

• I own a piece of grassland whose area is larger than that of a football field. Why might it be unsuitable for football?

What are all the different kinds of questions we ask in the classroom? – teaching to content outcomes

Evaluating

• What evidence can you find to justify your answer? To formulate a written response? To back up your opinion?

Continuum of Questioning

High Consensus Low Consensus

Closed Open

Yes or No

Continuum of Questions

• Using your questions…

What does it look like and sound like when a teacher uses effective questioning strategies?

Criteria for Effective Questioning – toward learning outcomes

• Congruent (relevant) to the learning

• Invitation for ALL students to think

• A range of questions are used to extend thinking from a base of knowledge to higher order thinking that is more critical and creative

Wait Time • The “space” after All students are asked the

question

• Generally 3- 5 seconds before we call on students randomly (complexity)*

LITERATURE CIRCLE

Summary and Reaction: Prepare a two to three sentence

summary of your reading.

Connections/Passages: Underline/highlight ideas that stand

out to you or caught your attention in the text, jot down

thoughts/connections to your own work.

Illustration: Quickly sketch a picture relating to your reading.

Literature Circle

After each of you read the article…

WAIT TIME EFFECTS

Length of student responses increases

between 300-700 %

More inferences

More speculative thinking

More questions

Decrease in failure to respond

Decrease in management problemss

WAIT TIME EFFECTS

CALLING ALL THINKERS!

Teach Your Students

Explain – state the

procedure, model & demonstrate(show/tell)

Rehearse – practice

Reinforce – give specific

feedback when they do it right

Get your answer ready…

I want you all to take a minute to think about this…

Before you start writing…

Get a picture in your head of this….

Without talking, get three ideas in your mind…

Before you raise your hand, I want you to think about …

I am going to give you 10 seconds to get your answer

ready.

WAIT TIME PROMPTS

Let’s go to the Rubric! What matches do you see for our learning about effective questioning and student engagement and the language in your rubric of professional practice?

Continuum of Questioning

High Consensus

Yes/No - Fact

Low Consensus

Closed Open

STRETCH THE THINKING!

For your consideration….

•Kagan’s Question Generator!

•Question stems to promote student thinking(orange cards)

In your classroom…

• What is an objective that you have for your students?

• Based on the rubric language and your learning about questioning, what would it look like and sound like in your classroom?

• Write an example of a question you would ask students

• What language would you use to direct student engagement?

Brain Break

Teaching Decisions

Now that we have our outcomes…

What are the essential components that students must know and do to be successful?

To cook an over easy egg

What are the steps to take?

Breaking Down the Learning

The process of taking apart a learning task to determine the sub skills or component skills needed to accomplish a task.

Why is it necessary to break down the learning?

• Think

• Round Robin

• Each person share one reason why a task analysis is important

Why is it necessary? Time Now…or Time

Later…!

SOCLD! • Responding to and

planning for student needs

What is the process for breaking down the learning?

1.What is your outcome/objective?

2.What are the sub skills?

3.Are all the sub skills relevant?

4.Does the learning require a particular sequence?

Let’s take a look at a teacher’s work! Identify where you see the steps of a task analysis.

Practice Breaking Down the Learning

1.What is your objective?

2.What are the sub skills?

3.Are all the sub skills relevant?

4.Does the learning require a particular sequence?

- Take one of your outcomes and break down the learning (*the more complex the outcome – the more complex the task analysis)

- Talk through with a partner

- Remember - a Task Analysis is NOT a lesson plan – it is a Dependent SEQUENCE of intended learning

Review with the person next to you!

Let’s Go to Your Rubric Language…

What “matches” do you see in the language of your rubric of professional practice and the current learning?

How has this changed or added to your thinking about planning for a lesson?

Brain Break

Check for Understanding

Check for understanding

What are the critical attributes?

Evidence is:

• Observable (overt)

• ALL students

• Relevant to the objective

When does checking for understanding occur?

What’s the Benefit?

What would happen if they didn’t “check” the environment and take action?

Make the Bridge!

• A: Why is it necessary to check for understanding ?

• B: What would happen if we didn’t?

Definition

The teacher must assess whether students are assimilating the material in the lesson in order to make decisions about how to proceed.

Step 1

Step 2

Step 3

Step 4

Elicit Relevant Observable Behavior

Checking for Understanding

Step 1: Elicit Relevant Observable Behavior

• Overt response

• Need proof of learning

• Need to see or hear

• Match between learning and behavior

“Are you okay with this?” “Any questions?”

“It seems like we’re ready to move on.”

Strategies for Checking

• Signal Behaviors

• Other Visual Responses

Choral Responses

Other Oral Responses

Written Responses

Task Performance

The “continuum” of checking for understanding

NEVER One at a time

Several ALL!

Step 1

Step 2

Step 3

Step 4

Check the Behavior

Checking For Understanding

Step 2: Check the Behavior

• Looks Like • Sounds Like

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Step 1

Step 2

Step 3

Step 4

Interpret the Behavior

Checking for Understanding

Step 3: Interpret the Behavior

• Analyze the data, what did you get?

• Did the behavior match the intended learning?

• If necessary, pinpoint where the learning broke down.

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Step 1

Step 2

Step 3

Step 4

Make a Decision and Take Action

Checking for Understanding

Step 4: Make a Decision and Take Action

• Red: Stop and re-teach

Move ahead slowly with more practice

• Green: Go ahead as planned

Analyze This… Did this teacher effectively check for understanding?

An elementary teacher has just modeled the comma rule for items in a series within a sentence. He writes another sentence on the board and directs the students to copy the sentence, put commas where needed and place their completed paper in the bin on the front table on their way out. As students work, the teacher assigns a homework assignment on punctuating sentences that requires the application of the comma rule for items in a series. As students leave, the teacher watches to make sure that every student places a paper in the bin.

On Your Own…

• Read the teacher scenarios and determine if these teachers have followed the steps to effectively check for understanding

• Signal ATT partner when finished and rally robin your responses

Self-Reflection: Which

area of Checking for Understanding do you want to make better decisions about?

Step 1

Step 2

Step 3

Step 4

Elicit Relevant Observable Behavior

Make a Decision and Take Action

Interpret the Behavior

Check the Behavior

Let’s Go to Your Rubric of professional practice

Where do you see “matches” for our learning in the language that is in your rubric?

How have we “checked for understanding”?

Brain Break

What do we need to do with the jello mixture?

CLOSURE

Students forget what they learn

from one day to the next.

Increased retention and

rate and degree of learning

What do we mean by Closure?

DEFINITION

Closure is a mental process in which the learner reflects on and summarizes what has been learned.

The Critical Attributes of Closure:

• All learners involved

• Summarizes the learning

• Relevant to the objective

Is Closure…. • A check for understanding?

Examples of Closure

• Each of you tell your editing partner the 3 criteria that you’re analyzing for today that we just talked about.

• Let’s say that your Mom or Dad is here for 3rd grade parent night and you need

to tell them how to get your story on the computer screen. All of you think of the steps you would need to tell them. Write a “how to” list for them.

• We just located two points on our coordinate graph. Before we go ahead,

everyone jot down the steps you went through to locate a point on the graph. • Each of you visualize the location of your hands on the keyboard for the first four

bars of the musical selection. Take turns showing the sequence of movements to your partner before we begin playing.

• Before you leave, each of you meet with your 12 o’clock clock partner and share

the significance of the amendments we discussed today.

Closure is used to…..

• Cue students to the fact that they have arrived at an important point in the lesson.

• To help organize the student’s learning

• To help form a coherent picture, to consolidate, eliminate confusion and frustration.

• To reinforce the major points to be learned and to provide a number of possibilities for cue retrieval.

When to use closure ?

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What’s best for the

brain?

When do you use closure ?

• After teaching to a specific learning outcome or specific outcomes

• After teaching a unit

• After the marking period

• After a year

What do you think? Closure or not closure? Why or why not?

1. Does anyone have any questions?

2. Explain how you used Order of Operations to solve this problem.

3. Reflect back on our discussion of how supply and demand effect price. Write down an explanation for how the principles of supply and demand effect the price of a consumer product your family buys.

4. Are we okay with the concept of stereotyping?

5. Please look through your notes as I summarize our definition of democracy.

Rally Robin Consensus

Remember ?

What are examples of closure we have used so far with you?

Let’s Go to Your Rubrics of professional practice

Where do you see “matches” for the learning in the language of your rubric?

Important things to remember about closure…..

Jot down your thoughts on your

handout

What will you say to create closure in your next lesson?

Sample Lesson

As we watch, we’ll be looking for:

• Student Engagement

• Checking for understanding

Label the attributes- What does it sound like? What does it look like?

Shopping with Pat and Kerri in the “Effective Teaching Store”! What are some of the most important items that you want to be sure to pick up from today’s learning and take “home?”

Why did you choose each “item”? Elemental partners - Fire

Days for in district coaching/labeling visits • January 21st – CV, Bing

• February 3rd & 6th - Harpursville

• February 4th - SV

• February 5th - BOCES

• February 20th - Deposit

Close Day 2 - Thank you for your responses and questions

Day 3 is February 25th