Focus on Effective Teaching Day 2 - btboces.org all rubric elements in a lesson ... • Round Robin – Each person share one reason why a task ... them how to get your story on the

Welcome Back!

Focus on Effective Teaching

Day 2

We will begin at 8:30 by reviewing content from day 1

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 feedback…

Where do you feel you are growing? • Clear outcomes *** (vs. activity) • Teaching to my outcome, keeping target in mind • Better objectives (verbs) *** • Making sure objectives are aligned and relevant • Effective language, being articulate • Knowledge of what evaluators are looking for as part

of the APPR process • Clearer understanding of student engagement ***-

different types • Focus on students

Your feedback…

What questions do you have? • Formative assessment? • Differentiated instruction- students at different

places? • Motivation? How to keep students engaged/on

task? • Lesson planning? • Doing all of this in lessons? Seeing all rubric

elements in a lesson? • How cooperative learning fits in?

Your feedback…

What questions do you have?

• Effective questioning?

• Implementing with small groups or one on one?

• Incorporating the ELA and Math modules

• What does the optimum classroom look like?

• How do I observe covert learning?

• Writing clear objectives- more practice

Your feedback…

What helped facilitate your learning? • Sharing with colleagues ********** • Active participation/student engagement (the activities) • Visuals • Clear examples • Moving around the room and sharing with others • Holding everyone accountable • Discussing the rubrics • Handouts/booklets • Watching the teaching strategies/modeling • Practice • Focus on outcomes • Breaks and chocolate

• Breaks • Bathrooms • Lunch • Minds on! • Procedures

– Think… – Coming back together

• Materials - Menus • Your feedback and questions

As we work and learn together today…

Today’s Outcomes

• Define the four teaching decisions

• Describe how the teaching decisions relate to the NYS Teaching Standards and how they are reflected in the language and key assumptions behind Binghamton’s approved rubrics for teacher evaluation

• 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

Effective Questioning

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

Criteria for Effective Questioning

• 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

Continuum of Questioning

High Consensus

Yes/No - Fact

Low Consensus

Closed Open

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: On the back of your article, 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 discipline problems

WAIT TIME EFFECTS

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

DEAR Madeline… Let’s Go to Your Rubric Language…

What matches do you see for effective questioning?

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?

Teaching Decisions

Now that we have our outcomes…

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

What are the steps to take?

To cook an over easy egg

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.

• Think

• Round Robin

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

Why is it necessary to break down the learning?

Why is it necessary?

Time Now…or Time Later…!

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?

1. Divide one digit by one digit

2. What are the sub skills?

• Students need to identify that it is a division problem

• Students need to know how to multiply

3. Are all these relevant?

4. Is there a specific sequence in which the steps should be taught?

Practice Breaking Down the Learning

1.What is your objective?




Practice Breaking Down the Learning

1.What is your objective?




- Take one of your outcomes and break down the learning

- Written or electronic - Talk through with a partner

Let’s Go to Your Rubric Language…

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

Check for Understanding

Check for understanding

• Evidence is observable (overt)

• Evidence is of ALL students

• Evidence is congruent to the objective

What IS checking for understanding?

When does checking for understanding occur?

Why is it necessary to check for

understanding?

What would happen if we didn’t ?

STEP 1

ELICIT RELEVANT OBSERVABLE BEHAVIOR

STEP 2

STEP 3

STEP 4

• Overt response

• Need proof of learning

• Need to see or hear

• Match between learning and behavior

STEP 1

Elicit Relevant Observable Behavior

Are you ok with this ?

Any questions ?

“it looks like they got it !”

STEP 1


STEP 3

STEP 4

Check the Behavior

STEP 2

Ways of checking: 1. Oral together 2. Oral individual 3. Visual answers, e.g., white boards 4. Written response 5. Task Performance Group

sampling

• Look, observe and listen VERY CAREFULLY- Handle with Care

• Record

Looks like Sounds like

ACCOUNTABILITY

STEP 2

Check the Behavior

STEP 1


STEP 4

Check the Behavior

STEP 2

Interpret Behavior

STEP 3

• Analyze the data- what did we get ?

• Did the behavior match the intended learning?

• Pinpoint where the learning broke down

STEP 1


Make a Decision /Take Action

STEP 4

Check the Behavior

STEP 2

Interpret Behavior

STEP 3

RED - STOP and re-TEACH or abandon with

caution - return at a later time

YELLOW - Move slowly ahead with more

practice

GREEN - Go on as planned

STEP 4

Make a Decision and Take Action

The “continuum” of checking for understanding

NEVER One at a time

Several ALL!

Did this teacher go through the four steps ?

An elementary teacher has just modeled a process for using the comma rule for items in a series in a sentence. He writes another sentence on the board and directs students to copy the sentence and put commas where needed and to hand in their work when completed. When all students appear to be through with this work, he assigns a homework assignment on punctuating sentences requiring the use of the comma rule for items in a series. Students begin this assignment in class or take it home. The teacher checks off names of students handing in the class work.

Form An Opinion – Back it Up with

specific evidence of the checking

“steps”

Teacher Scenarios

Read the situations and determine if these teachers have followed the steps to effectively check for understanding.

Solo Work

Rally Robin

Which area of check for understanding do you want to

make better decisions about ?

STEP 1

STEP 2

STEP 3

STEP 4


CHECK THE BEHAVIOR

INTERPRET THE BEHAVIOR

MAKE A DECISION AND TAKE ACTION

Self -Reflection

How have we “checked for understanding”?


What do we need to do with the jello mixture?

Pat Walsh – Educational Consultant - 2011

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 are:

• All learners involved

• Summarizes the learning

• Congruent (Relevant) to the objective

Is Closure…. • A check for understanding?

Pat Walsh-2012

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.

Pat Walsh – 2012

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.

Pat Walsh – Educational Consultant - 2011

When to use closure ?

What’s best for the

brain?

Pat Walsh – -2012

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

Pat Walsh – 2012

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

Pat Walsh – 2012

Remember ?

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


Important things to remember about closure…..

Jot down your thoughts on your

Power points

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?

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”?

Close Day 2 -

Thank you for your feedback!

Day 3 is tomorrow!

Documents

Focus on Effective Teaching Day 2 - btboces.org all rubric elements in a lesson ... • Round Robin – Each person share one reason why a task ... them how to get your story on the