Post on 26-Dec-2015
g2g “Moving GOOD Instruction
to GREAT Instruction”
Combined Years of Experience at Your Table
What Can You Expect Today?
• Value your Experience• Stir Up the Sometimes Forgotten• Add Validity• Add Knowledge • Provide Resources
Connections to Oct SAMs
Good is the enemy of great.And that is one of the key reasons why we have so little
that becomes great. We don’t have great schools, principally because we have good schools.
Connections to Oct SAMs…
• Who are you?
• Where are you now?
• Where are you going?
• How do you plan to get there?
Key Resources
• Article: What Makes a Great Teacher• Article: Classroom Management• Research: What Helps Students Learn?• Book: Instructional Coaching by Jim Knight• Two Day Assessment Results: 7 schools
Bad, Good, Great…
Ten Minute Brain Stirrer: • Read the article: “What Makes a Great Teacher?”• For your assignment – determine what the
characteristic for the great teacher would look like for a “Bad” teacher and a “Good” teacher
• You will need someone to report for the group
VIDEO
Seven Habits of Highly Ineffective Teachers
Research on School and Teacher Effectiveness Marzano,
School and TeacherCombinations
Percentile Score Upon Entering
Percentile Score Upon Leaving 2 Years Later
Average SchoolAverage Teacher
50th 50th
Highly Ineffective SchoolHighly Ineffective Teacher
50th 3rd
Highly Effective SchoolHighly Ineffective Teacher
50th 37th
Highly Ineffective SchoolHighly Effective Teacher
50th 63rd
Highly Effective SchoolHighly Effective Teacher
50th 92nd
Highly Effective SchoolAverage Teacher
50th 78th9
Teachers… whether they are ineffective, average, effective, or highly effective
make a difference!
Teachers…whether they are bad, good, or great make a difference!
According to Harry Wong
Schools exist and teachers are hired for one reason only:
to help students achieve.
If students cannot demonstrate learning or achievement, the student has not failed—We have failed the student.
10
What does the “Great” teacher look like?
Research Students Principals• Mission Driven and Passionate• Positive and Real• Teacher Leader• With-it-ness• Style• Motivational Expertise• Instructional Effectiveness• Content Knowledge • Street Smarts• Mental Life
• Displays Fairness• Positive Outlook• Prepared• Personal Touch• Sense of Humor• Possesses Creativity• Admits Mistakes• Forgives• Respects Students• Maintains High Expectations• Shows Compassion
• Enthusiasm• Knows Content• Organized• Teaches Actively• Good Attitude• Good C. Management• Paces Instruction• Good people skills• Communicates Clearly• Questions Effectively• Differentiates Instruct. • Builds Class Success• High Expectations• Pleasant Atmosphere• FlexibleCus
tom
er
Boss
G2G Dating….
Write on a piece of paper…G
2
G
Make a discussion date for each letter/number• Good dating: Make a date with someone you know• Great dating: Make a date with someone you do
not know or seldom get to talk with
DebbieJodyDonald
“G” Date Partner Discussion
Coaches who can outline a play on a black board
are a dime a dozen. The ones who win get inside their players and motivate.
Vince Lombardi
PrincipalsLEAs
Lead Teachers
Short 10 minute Break
Excellence is the gradual result of
always striving
to do better.
Pat Riley, NBA Coach
What Helps Students Learn? Wang, Haertel, and Walberg
• Analyzed 179 handbook chapters and reviews• Compiled 91 research syntheses
• Surveyed 61 educational researchers• Conclusion was 28-categories that influence
student learning – grouped into 6 broad types of influences
Six Broad Influences:
• Student Characteristics• Classroom Instruction and Climate
• Home, Peer, and Community Context• Program Design
• School Organization• State and District Characteristics
Classroom Instruction and Climate
Classroom Management: Includes group alerting, teacher “withitness” & learner accountability
1
Student/Teacher Social Interactions: Students respond positively during interactions with teachers and other students
5
Quantity of Instruction: Time on task…amount of time students are actively engaged in learning
9
Classroom Climate: Cohesiveness. Class members are friends, share common interests and values
11
Classroom Instruction: Use of clear and organized direct instruction 12
Student/Teacher Academic Interactions: Frequent calls for extended, substantive oral and written response
14
Classroom Assessment: Use of assessment as a frequent, integral component of instruction
15
Classroom Implementation/Support: Establishing efficient classroom routines and communicating rules and procedures
21
G2G Dating
• Get with your “2” partner and discuss whether you agree with the “one bullet, one arrow, one dart theory.
• Be prepared to discuss…Why or Why Not?
In a school of 75 teachers:• 25-27 teachers are struggling with basic classroom management and student/teacher relationships.
In a school of 30 teachers:• 9 – 11 teachers are struggling with basic classroom management and student/teacher relationships
Classroom Management
Teachers have established rules and procedures and plans for transitions.
Teachers consistently demonstrate the enforcement of these rules and procedures/transitions.
Teachers demonstrate positive relationships with all learners.
Y N P Y N P Y N P
68% 16% 16% 63% 16% 19% 64% 13% 23%
Disruptive Students:
• Can inhibit the learning of every student in the class, including themselves
• Can cause teachers to become physically and mentally exhausted
• Cause teachers to doubt their abilities and “calling”• Cause them to leave the profession
Jim Knight, Instructional Coaching
Management Instruction
http://education.stateuniversity.com/pages/1834/Classroom-Management.html
Demands on the Student
Academic Task DemandsUnderstanding and Working with Content
And
Social Task DemandsInteracting with Others Concerning that Content
Classroom Management
• Creating the setting• Decorating the room• Arranging the chairs
• Speaking to children and handling responses• Putting procedures/routines in place
• Executing, modifying, reinstituting them• Developing/Communicating Rules
• Implementing rewards and consequences
Great Teachers Have “With-it-ness”
• Teacher is aware of what is happening in all parts of the
classroom at all times
• Teacher is able to intervene promptly and accurately when inappropriate behavior threatens to become disruptive
• Teacher is able to connect positively with students
It is the way a teacher plans, organizes, manages, and watches over the classroom
Slide Flash mob
Four Important Questions
• Who are we?
• Where are we now?
• Where are we going?
• How do we plan to get there?
Where are We Now?
As a table group…• Discuss the FIRST FOUR sections of the form• What would you add or change?• How might you use this (with your tweaks) to get
baseline information to answer the question – Where are you Now?
• How might this information impact your CIP?
Sample Rubric
Asbury High School
Marshall County
Where are We Going?
Things to consider:
• Generate questions from the data and obtain answers
• Based on the data, determine how you need to attack the issues
• Create a timeline that includes a long range goal with short term benchmarks
How Can We Get There?
Things to consider:• Address some aspects globally• Consider teachers doing a self assessment• Let them determine what they want to work on and be
ready to provide support
• Identify teachers who are getting it right and use them as models
• Pour the bulk of your energy into those who are close
Video on differentiated instruction
Time for Humor!
Bill Gates video….
Classroom Instruction and Climate
Classroom Management: Includes group alerting, teacher “withitness” & learner accountability/ momentum
1
Quantity of Instruction: Time on task…amount of time students are actively engaged in learning
9
Classroom Instruction: Use of clear and organized direct instruction
12
Student/Teacher Academic Interactions: Frequent calls for extended, substantive oral and written response
14
Two Day Assessment
Student Engage-
ment
Teachers provide an enriching environment that stimulates, motivates, and engages learners.
Teachers follow required guidelines in standards-based instruction for establishing clear academic learning goals. Lessons are clearly tied to COS standards and communicated to learners.
Teachers design and teach lessons that follow a logical sequence, provide learners with clearly defined outcomes and learning tasks.
Teachers apply a variety of research-based instructional strategies appropriately matched to content being taught and to learning styles of students.
Teachers formulate and use questions to engage students in higher order thinking, content mastery, and encourage learner interactions.
Teachers use a wide range of student response strategies to pace and adjust instruction to ensure continual engagement of all learners.
Y N P Y N P Y N P Y N P Y N P Y N P
37% 27% 35% 58% 28% 14% 50% 32% 18% 27% 50% 23% 20% 64% 16% 23% 55% 22%
Time: Misuse of ItBell-ringers Too Long with No Accountability – students did not understand the purpose
Dead Time – Routines not in Place
Distractions – Bells, Intercom, Activities
InstructionLittle Evidence of Planning
Little Sense of Urgency
Little small group or differentiation of lessons
No adjustments for non mastery/content centered verses learner centered
Little Evidence of Planning
One simple but powerful question:
• If I meet one of my students on the street a year from now…what would I want them to know from my class?
• When a student leaves my classroom…what do I want them to remember from today’s lesson?
PURPOSEFUL PLANNING
Teachers know…students know…parents know where they are going.
Table Group: Questions for You to Consider
Do you think that planning(lack of) is an issue at your school(s)?
What do you think are essential components of a lesson plan?
Look at the unit organizer – what do you like the most about it?
Great Teachers…
• Model their thinking• Ask effective questions at a variety of levels
• Give constructive feedback• Organize instruction well
• Scaffold instruction
• Teach students how to assess their learning
A Great Teacher ….Builds Momentum and Captures Kids
• Keeps the lesson moving briskly
• Chunks the lessons effectively
• Does not over dwell on a minor or already understood part of the lesson
• Focuses on the standards/objectives
• Corrects students quickly and returns to the lesson.
• Moves students from one activity to the next
Great TeachersKeep Attention by Group Alerting
Teacher uses questioning/recitation strategies that maintain active student participation
• Call on students at ____________. • Raise group interest by interspersing suspense between
questions by saying, ____________________________.• Have the entire group or class respond in ___________.
Random
“This is a tough one coming up”
Unison
• Physically move around the room and ask students
to show what they have done. • While asking one student to respond, look at other
students.• Use of equity sticks, cards, and other strategies to
ask questions
Great TeachersKeep Attention by Group Alerting
Resources You May Find Helpful …
• Time On Task• Classroom Practices That Undermine Motivation• Assessing Questioning Behavior• Reflection Tool
Before you use any resources…
Teachers need to:• be involved in co-constructing observation forms• to conduct self assessments and identify areas
they want help
Leadership needs to:• Put data out there like a piece of art – asking “What
do you think?” “What does it say to you?” “What do you need to do the same or differently?”
What’s Your Plan?