Presentation on theme: "Instructional Practices: Training and Monitoring November 13, 2012 Debbie Panchisin & Ray Gravuer."— Presentation transcript:
Instructional Practices: Training and Monitoring November 13, 2012 Debbie Panchisin & Ray Gravuer
Strategies that Most Impact Achievement Rank of Effectiveness StrategyPercentile Gain in Learning with Application 1Extended Thinking (abstracting; comparing/contrasting; cause/effect; classifying/categorizing; analogies/metaphors; constructing support; analyzing perspectives; inductive/deductive reasoning; error analysis) 45 2Summarizing (distributed; at end; students do the summarizing) 34 3Vocabulary (In the context of the Standard and lesson content) 33 4Advance Organizers (a guide to what will be learned) 28 5Non-Verbal Representations (graphic organizers, vocabulary strategies) 25 (Marzano and ASCD, 2001 & US DOE: 2002)
Consistent and Pervasive Teaching Practices Why? To insure that students in the same grade level have access to valuable content taught with rigor for deeper understanding regardless of the school or classroom to which they are assigned. How? High Student Academic Achievement Research- Based best Teaching Practices Teacher Knowledge of Standards & Content Training Imp lem enta tion Results Monitor
Acquisition Lessons Lessons follow a standard structure: Essential Question Activating Strategy Teaching Method Summarizing
Monitoring – District-wide Learning Walks Walkthrough DatesTeams scheduled to complete walkthroughs September 20D.O. & half of building admin September 21D.O. & half of building admin October 15 - 19Secondary schools leadership teams w/i your building only October 22 - 26Elementary schools leadership teams w/i your building only November 29D.O. & quarter of building admin November 30D.O. & quarter of building admin January 25D.O. & quarter of building admin January 29D.O. & quarter of building admin February 19 - 22Secondary schools leadership teams across school level buildings February 25 – March 1Elementary schools leadership teams across school level buildings
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