1. Excellence in Instruction A Beginning Debbie Lindsey Scott Topp Leila Kobayashi

2. Instruction AssessmentCurriculum

3. Effective Instruction Select an Objective at the Correct Level of Difficulty Teach to an Objective Monitor and Adjust Use Principles of Learning

4. Effective Instruction Select an Objective at the Correct Level of Difficulty Teach to an Objective Monitor and Adjust Use Principles of Learning MotivationRate & DegreeTransferRetention Active Participation ReinforcementModelingAnticipatory Set Closure

5. Teacher A “I want everyone to show me with their hands if the barometer will rise or fall.” “I want everyone to show me with their hands if the barometer will rise or fall.” “Who can tell me if the barometer will rise or fall?” “Who can tell me if the barometer will rise or fall?” Teacher B “All of you – In your journals – write one example of a simile and also write why your example is a simile.” “All of you – In your journals – write one example of a simile and also write why your example is a simile.” “Can I have someone give me an example of a simile and tell me why it’s a simile?” “Can I have someone give me an example of a simile and tell me why it’s a simile?” “On the count of 3, everybody tell me the time shown on this analog clock.” “On the count of 3, everybody tell me the time shown on this analog clock.” “Let’s have a volunteer tell me what time is shown on this analog clock. Anyone?” “Let’s have a volunteer tell me what time is shown on this analog clock. Anyone?”

6. Teacher A “I want everyone to show me with their hands if the barometer will rise or fall.” “I want everyone to show me with their hands if the barometer will rise or fall.” “All of you – In your journals – write one example of a simile and also write why your example is a simile.” “All of you – In your journals – write one example of a simile and also write why your example is a simile.” “On the count of 3, everybody tell me the time shown on this analog clock.” “On the count of 3, everybody tell me the time shown on this analog clock.”

7. Mandated Directions ALL Students ALL Students

8. Teacher A “I want everyone to show me with their hands if the barometer will rise or fall.” “I want everyone to show me with their hands if the barometer will rise or fall.” “All of you – In your journals – write one example of a simile and also write why your example is a simile.” “All of you – In your journals – write one example of a simile and also write why your example is a simile.” “On the count of 3, everybody tell me the time shown on this analog clock.” “On the count of 3, everybody tell me the time shown on this analog clock.”

9. Mandated Directions ALL Students ALL Students SIMULTANEOUSLY SIMULTANEOUSLY PROCESS the LEARNING PROCESS the LEARNING

10. Teacher A “I want everyone to show me with their hands if the barometer will rise or fall.” “I want everyone to show me with their hands if the barometer will rise or fall.” “All of you – In your journals – write one example of a simile and also write why your example is a simile.” “All of you – In your journals – write one example of a simile and also write why your example is a simile.”

11. Teacher B “Who can tell me if the barometer will rise or fall? Raise your hand if you know.” “Who can tell me if the barometer will rise or fall? Raise your hand if you know.” “Can I have someone give me an example of a simile and tell me why it’s a simile?” “Can I have someone give me an example of a simile and tell me why it’s a simile?” “Let’s have a volunteer tell me what time is shown on this analog clock. Anyone?” “Let’s have a volunteer tell me what time is shown on this analog clock. Anyone?”

12. Discretionary Directions Voluntary Voluntary Optional Optional Choice Choice

13. Teacher B “Let’s have a volunteer tell me what time is shown on this analog clock. Anyone?” “Let’s have a volunteer tell me what time is shown on this analog clock. Anyone?”

14. “Is there anyone who can tell me what the benefits of the electoral college system are? What about the limitations? Anyone?” “In your groups, discuss the benefits and limitations of the electoral college system. Everyone needs to contribute either one benefit or one limitation.”

15. “Jot down in your lab book the definition of photosynthesis.” “I need someone who will give the class a definition of photosynthesis.”

16. 1. ___ Everyone, on the count of 3, count to 10 orally in Hawaiian. 2. ___ Who can tell me the parts of a flower? 3. ___ Can anyone tell me the reasons why wars occur? 4. ___ Describe to your partner how line and color are used in this painting. 5. ___ Find the area, in centimeters, of your desk. 6. ___ Any volunteers… who can tell me what two words are represented in the contraction “won’t”? Mandates vs. Discretionary

17. 1. _M_ Everyone, on the count of 3, count to 10 orally in Hawaiian. 2. _D_ Who can tell me the parts of a flower? 3. _D_ Can anyone tell me the reasons why wars occur? 4. _M_ Describe to your partner how line and color are used in this painting. 5. _M_ Find the area, in centimeters, of your desk. 6. _D_ Any volunteers… who can tell me what two words are represented in the contraction “won’t”? Mandates vs. Discretionary

18. Next Steps Think about the $$ you are going to spend on PD (stipends, time away from class/school, consultant) What % of the teachers do you want to practice what they learned?

19. What the research shows Whatever your plan, keep in mind that moving a school requires consistent application by 87% of the teachers implementing 90-95% of any PD and…

20. What the research says Training Outcomes Related to Training Components and Outcomes Joyce & Showers, 2002 Training Components Knowledge of Content Skill Implementation Consistent Classroom Application Presentation/ Lecture 10%5%0% Plus Demonstration 30%20%0% Plus Practice 60%60%5% Plus Coaching/ Admin Support Data Feedback 95%95%95%

21. Judith Warren Little In a school with a culture of feedback  Increased conversation about instruction  Increased requests to be observed  Increased requests for staff development

22. Next Steps for you? Put together a plan that includes observation of new skill (PD) being used in an instructional setting and provide specific feedback to the instructor. Observing once a year doesn’t do it! And remember Koloa School’s mantra: “Shoot for the moon and if you miss you still will fall amongst the stars!”

23. Resources Gale Elkins (503) 799-0068 galeelkins@msn.com Marilyn Bates (562) 225-4140 marilynbates@gmail.com Scott Topp (808) 742-1689 topp1@hawaiiantel.net Debbie Lindsey(808) 742-8460 debbie_lindsey@notes.k12.hi.us Leila Kobayashi (808) 742-8460 leila_kobayashi@notes.k12.hi.us