1 Good Teaching and Good Heart Effective and Efficient Professional Development.

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1 Good Teaching and Good Heart Effective and Efficient Professional Development

Transcript of 1 Good Teaching and Good Heart Effective and Efficient Professional Development.

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Good Teaching and

Good Heart

Effective and Efficient Professional Development

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Refining Professional Development Skills

Anita L. Archer, Ph.D.

Author and [email protected]

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WELCOME

Before we begin, please1. Sign in2. Pick up materials3. Retrieve your name tag 4. Find your favorite seat5. Enjoy a morning treat

When we begin, please1. Turn off everything having an on-off switch (unless

you are taking notes)

2. Refrain from talking except during partner or team activities

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Professional Development BIG BIG BIG BIG Idea

Staff development practices must =Problem Solving Team practices

How well we teach =How well they learn

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Professional DevelopmentBig Ideas

1. Select critical content 2. Prepare effective training materials

3. Establish a positive learning environment

4. Carefully structure sessions (Design of instruction)

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Professional DevelopmentBig Ideas

5. Present in an engaging manner (Delivery of instruction)

6. Promote positive participant behavior

7. Plan for and promote generalization

8. Evaluate and adjust future sessions and trainings

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Professional DevelopmentBig Ideas

1. Select _c___________ content 2. Prepare _e__________ training materials

3. Establish a _p____________ learning environment

4. Carefully _s_____________ sessions (Design of instruction)

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Professional DevelopmentBig Ideas

5. Present in an _e______________ manner (Delivery of instruction)

6. Promote _p___________ participant behavior

7. Plan for and promote _g________________

8. Evaluate and _a____________ future sessions and trainings

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Big Idea # 1.

Select critical content(We have done most of this for you)

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Select critical content

• Useful–Empowers staff members–Supports student learning

• Generalizes–Generalizes across grade levels,

settings, and classes

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Select critical content• Evidence - based (Effective)

–Research-validated or research-based

–Provides data collection opportunities

• Efficient–Accelerates student gains–Minimizes teacher preparation

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Select critical content

Teach essentials in all trainingsHow well you teach = How well they learn.Learning is not a spectator sport.Perky not pokey. Don’t commit “assumicide”.Walk around. Look around. Talk around.Anticipate and remove.Avoid the void ---for they will fill it.What you expect = What you getTeach with Passion. Manage with Compassion.

Archerisms

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Select critical content Anticipate and Remove (Precorrections)

• Anticipate questions or negative responses • Prepare and practice answers/responses

• Use analogies to dissipate negativity

• Precorrect before question or issue arises

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Big Idea #2

Prepare effective training materials

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Prepare effective training materials

Training materials might include:• Power-point presentation• Examples to illustrate point• Practice materials in handouts• Video Examples • Learning Activities• Observation and Feedback Forms• Forms for teams to use

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Prepare effective training materials

Be sure your Power-Points are not Point Less

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Prepare effective training materials

PowerPoint hints • Simple

– Only necessary information

• Clear– Slide content self-evident – Font readable

• Font size 18 - 48• NOT upper case

– Contrasting background and font

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Prepare effective training materialsPowerPoint hints

• Clutter Free

– Limit color and clip art

– Avoid abbreviations and punctuation marks

– Create visual balance

– Leave white space

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Prepare effective training materials

• Organize materials to support ease of processing

• Organize handouts for ease in locating

• Create flow from power-point to power-point, from idea to idea, from input to activity

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Big Idea # 3Establish a positive climate

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Establish a positive climate

• Organize space and equipment

• Organize time

• Connect with participants

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Organize space and equipment

Create an orderly environment

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Organize Space and Equipment

Arrange furniture so participants:

Face the instructor

Are sitting at tables when possible

Can view instructor and screen

Can work with partners and/or teams

Slant chairs and tables to increase visibility

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Organization of Space

Arrange the furniture so instructor:

Can monitor all parts of the room

Can maintain eye contact with participants

Can be heard throughout the room

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Organization of SpaceIf the room is large, • Block off back rows with tape or rope• Display a “precorrection” on screen (Please

sit in the first 8 rows only.)• Ask administrators to supervise, directing teachers

to the front of the room. • Do not wait until participants are seated to direct

them to front of room. (Revolution)

• Use microphone when needed so that all can hear clearly

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Organization of Space

Create a “teaching arena” in front of the room

• An open space that allows instructor movement

• A table with equipment and materials

• Computer, document camera, LCD

• Books, examples, paper, pens, copy of handouts

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A few hints

• Use power-point presentation in tandem with demonstrations using a document camera (good idea of have access)

• Place blank paper on tables

• Provide sticky notes for a question board for large groups

• If multiple handouts, color code the first page of the handouts

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Organization of Time

• Prepare agenda, graphic organizer, or list of topics to be covered

– Introduce at the beginning of the workshop– Refer to it throughout training– Use to review content at beginning of

session

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Organization of Time

Provide short breaks. Communicate clear expectations for length of

break. Display on screen: 5, 4, 3, 2, 1, sit. Cross off

numbers to indicate last 5 minutes of break OR

Display timer showing passage of time.Use ipad app OR PowerPoint timer.

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Organization of Time

Determine scheduled lunch time and communicate time to participants in the morning.

Provide clear expectations regarding length of lunch, beginning and ending times.

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Interpersonal ConnectionsBefore the session• Arrive early and set up

• Greet participants, introduce yourself, and learn about them

• Have participants wear name tags (or use name tents)

• List participant’s name, school, and role (4th grade teacher, principal)

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Interpersonal Connections

During the session

• Share information about yourself

• Honor participants for the knowledge that they bring to the session. For example,“As we begin, I want to share my goals for this training. My first goal is to honor you for what you already know and do in your classroom. My second goal is remind you of principles that you know but may not be using in your classroom. And finally I hope to add to your skills and knowledge about Problem Solving.”

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Interpersonal Connections

During the session

• Delight in the opportunity (the gift) to teach this group

• Show your delight through your body language, smile, voice, warmth, etc.

• Use anecdotes/examples that match participants’ grade levels and subjects

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Interpersonal Connections

During the session

• When monitoring,

-listen carefully to participants’ ideas

-record and display their ideas,

- use their names

• Structure opportunities for participants to interact with partners and teams

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Interpersonal Connections

During the breaks

• Interact with participants

• Be available to answer questions

• Organize for the next session at the end of the break

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Interpersonal ConnectionsResponding to questions

1. Attend to participant

2. Listen to question

3. Then, turn to the entire group

4. Restate question, making it applicable to a broader range of situations and settings. (generalizable)

5. Answer in a respectful manner

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Interpersonal ConnectionsDifficult questions or participants

Use the AAA Strategy• A - Acknowledge

Acknowledge that if what they shared were true, they would have reason to be concerned

• A - Accept Accept some of the responsibility for failing to communicate clearly

• A - Analogy If possible, use analogies to explain your position

OR

Delay for a private conference

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Interpersonal ConnectionsDifficult participants

Connect-connect-connect- Talk to them at breaks- Sit near them at lunch- Ask the person to share information

Remember what Abe Lincoln said. “I don't like that man. I must get to know him better.”

BUT don’t let this participant rob your energy or that of the other participants.

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Interpersonal Connections

At the end of the day.

• Thank participants for attending and participating (it is their gift to you)

• Stand at the door and say good bye

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Interpersonal Connections

Remember:

• The present is to be present.

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Big Idea #4

Carefully structure sessions Design of instruction

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Design of instructionOpening

Attention Gain participants’ attention

Review Provide interactive review of content from the previous

session

Preview Convey content to becovered using graphic

organizer

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Design of instructionBody

Skill or Strategy

Demonstration I do it

Guided Practice We do it

Checking Understanding You do it

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Design of instructionClosing

Review Interactively review bigideas from session

Preview Convey content to becovered in next session

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Big Idea #5

Present content in engaging manner

Delivery of instruction

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Delivery of Instruction

• Elicit responses Active Participation

• Monitor responding

• Provide feedback

• Maintain a perky pace – but not too fast

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Delivery of Instruction

• Infuse humor

• Sprinkle with “stories”

• Be sincere

• Maintain enthusiasm

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Delivery of Instruction

• Elicit _r_____________Active Participation

• _M_____________responding

• Provide _f__________________

• Maintain a _p___________ pace

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Delivery of Instruction

• Infuse _h________________

• Sprinkle with “_s______________”

• Be _s_________________

• Maintain _e_________________

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Active ParticipationIntroduction to Participants

“Given that active participation is essential when promoting learning in all classes, today I am going to use the same practices to help promote your learning of the material.”

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Active ParticipationChoral Responses

When oral answer is short and the same.

Ask a question requiring a short response.Raise your hands to indicate thinking.Give thinking time.Say “everyone”.Lower your hands.(Or use your favorite procedure for group responses.)

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Active Participation Choral Responses

When participants are looking at a common stimulusand and oral answer is short and the same

Point to the stimulusAsk a questionGive thinking timeSay “everyone”.Tap for a response (Or use your favorite procedure for group responses.)

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Active Participation Choral Reading

• Indicate the material to be read

• Ask participants to read material with you

• Request that they keep their voices with you

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Active Participation Cloze Reading

• Read material orally• Stop and omit word• Have participants read the omitted word• Delete words that create meaning• Request that they keep their voices with

you

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Active Participation Partners

1. Have participants select a partner

2. Participants can form a triadif necessary

3. Ask participants to assign numbers #1 and #2

4. Verify that participants have a partner and number

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Active Participation Partners

Procedure #1 Answer 1. Ask a question

2. Provide thinking time

3. Have one partner share answer

4. Provide a “sentence starter” or stem

5. Discuss answers

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Active Participation

Partners Procedure # 2 - BrainstormingThink Participants record ideas as trainer circulates

and writes down their ideas and names.

Pair Participants pair up and share ideas, recordingtheir partner’s best ideas. Trainer continues towalk around room, writing down ideas.

Share The trainer displays participants’ ideas on screen.

Explore apps: educreation, airsketch, air share, splashtop

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Active ParticipationPartners

Procedure #3 - Rehearse and ReviewStudy Give participants time to study material

Tell One partner retells content

Help Second partner asks questions, provides hints, or suggests additional information

Check Both partners check responses with handouts.

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Active Participation Partners

Procedure #4 - Partner Teach

1. Indicate focus slide or graphic organizer

2. Ask one partner to teach the content embedded in the slide or graphic organizer

3. Circulate and interact with participants (as you would do during all partner activities)

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Active Participation Partners

Procedure # 5 Share with Team

Generate Partners generate ideas or product

Share Partners share with another partnership or individuals at their table

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Active Participation“Its in the Cards”

• Give each participant a playing card• Keep a matched set of cards• Use of cards

– Select a card and call on participant with matching card

– Create “huddle groups” based on suit– Create groups based on number– Use suit or number to excuse participants

for lunch or break

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Active Participation

Simulations

Group Teach

1. Provide participants with a lesson script that includes teacher and student wording.

2. Have participants teach the lesson with you using the script. (choral reading)

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Active Participation Simulations

Partners Teach1. Provide partners with lesson script

2. Ask one partner to teach a lesson to partner

3. Reverse roles

4. Have partners give feedback to each other

5. Circulate and provide feedback

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Active Participation Written Responses

1. Give clear _______________________ and ___________________ desired response.

2. Move around the room providing _____________________, encouragement, and corrections.

3. Gauge the length of the response to “avoid a ______________.”

4. When the majority of participants are done, regain _________.

5. Provide _______________________

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Active Participation Written Responses

Possible Written Responses:

• Recording personal notes• Responding to questions • Brainstorming ideas• Completing writing frames • Recording observations, etc.

Explore - Todaysmeet.com

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Active Participation Written Responses

Best Practices List (Take Aways, Bright Ideas)1. Participants record practices they intend to use2. After breaks, partners share best practices

Pre and Post Quick Write At the beginning and end of session: Participants: 1. Write what they know about a topic for two minutes2. Count number of ideas 3. Share ideas with partners

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Active Participation Written Responses

Partial Notes 1. Provide handouts with information intentionally

deleted and replaced with blank lines. 2. As you present, participants fill in missing

information.

Cloze1. Introduce information using power-point slide.2. Then have participants fill in missing information on

a parallel slide.

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Delivery of InstructionFeedback

Teacher Feedback • Trainer shares correct responses or his/her

observations

Peer Feedback• Trainer shares ideas collected from participants• Trainer calls on individuals

Partner Feedback• Partners share responses

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Delivery of InstructionMaintain a perky pace

1. Be prepared

2. Transition quickly between activities

3. Avoid digressions

4. Move on when majority of participants complete activity

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Delivery of InstructionUtilize humor

1. No prepared jokes

2. No sarcasm

3. Establish a climate that is “light”

4. Be present

5. See the humor…share the humor.

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Delivery of InstructionUtilize “stories”

“Our brains are hardwired to remember stories better than we retain facts. When we hear a story, we make connections to our own lives and our own stories.”Jean Hamilton –The Art of Storytelling – The key to memorable presentations

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Delivery of InstructionUtilize “stories”

• Stories

– Must illustrate a critical point

– Should be short

– Should be true

– Must be memorable

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Delivery of InstructionBe Sincere

“The speaker meant what they said.”

• Use a conversational tone

• Speak about what you believe

• Display a high degree of comfort and knowledge with the material

• Allow your passion to flow through.

• Share something personal about you that emphasizes your humanity

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Delivery of InstructionMaintain enthusiasm

• The source of the word is the Greek enthousiasmos, comes from the adjective entheos, "having the god within," formed from en, "in, within," and theos, "god."

• Over time the meaning of enthusiasm became extended to "rapturous inspiration like that caused by a god”.

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Big Idea # 6

Promote Positive Participant Behavior

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Promote positive participant behavior

• Anticipate and remove– Anticipate what might occur and precorrect it

before it comes to fruition

• What you expect = What you get– Provide clear expectations in non-authoritarian

manner– Act in concert with expectations

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Promote positive participant behavior

• Avoid the void

• Monitor..Monitor..and monitor some more

• How you honor = how you will be honored

• Teach with passion Manage with compassion

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Big Idea # 7

Promote Generalization

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Promote Generalization

Before Session1. Provide participants with clear description of

content

2. Clearly communicate– objectives– target population– expected benefits of the training– application to the participants daily work

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Promote Generalization

During Session

1. Have participants maintain a “Best Practice List”– Use structured notes provided in handouts

2. After each break, partners share “Best Practices” from previous session

3. When a topic has been covered, have participants summarize using a writing frame

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Promote Generalization

During Session For each skill/concept/strategy • Provide a rationale• Communicate where, when, and why the strategy

would be used• Carefully model the strategy using examples• Provide practice through simulations and other

activities • Ask participants to share how strategy might be used

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Promote Generalization

After Session (Select procedures that match your training)

• Have participants formulate an action plan or best practice list

• Have participants make a visual summary of content• Provide visual summarizes of information (graphic

organizers, posters) • Make electronic copies of materials available

– Be careful what you provide electronically

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Promote Generalization

After Session

• Determine follow-up plan for teams• Determine how participants may contact you or

other support• Acknowledge that there is more to learn

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Promote GeneralizationAfter Session

Explain Everything or Educreation (or similar iPad app) Lesson

Participants apply information to data team process Then,

Participant,Buddy,Other participants, and/or Trainer analyzes instruction and provides feedback

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Promote Generalization

After Session

• Mail copies of action plans or best practices list to participants

• Have participants share information with an administrator or staff member

“What we teach is we also learn”

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Promote Generalization

After Session

Review sessions – Focus on assigned tasks, Big Ideas, successes, suggestions for

improvements, and implementation questions– Select format

• Actual meeting• Virtual meeting - Skype• Podcast• Webinar

The Wiki

• Used as a communication device• This is where you are able to access the

materials– Always use the most recent version of the

materials

• This is where you can post questions for the other trainers

• You should get in the habit of accessing it on a routine basis

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The Wiki• Do not give the address out to

participants• When you download something save it

to your desktop so you don’t alter the ‘master’ version

• You will be removed from the Wiki if you don’t maintain trainer status

• http://sldmanualtrainers.pbworks.com/w/page/29294780/FrontPage

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Use of the Power Points• Some slides are hidden

– Unhide as needed to meet the needs of your audience

• You are encouraged to personalize the slides to a degree, but keep content consistent

• Sharing Slides with participants– You may share selected slides, but not the whole

PowerPoint– Take off the MDE logo when sharing– Always check the intended purpose for the shared

slides

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Your commitment• Build self-awareness of Trainer Wiki• Monthly Regional Coaching calls (1 hour)• Provide training in:

– Year 1• Module 1 (Systems of Assessment and SRBI)

• option Module 3 (Integrating Multiple Sources of Data)

• need to be aware of and knowledgeable in Module 2: SLD Rule

– Year 2 • expected to provide training in Basic Psychological Processes.

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Thank you for participating

May we teach with passion and

Manage with compassion

May we remember

How well we teach = How well they learn