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"You cannot teach a man anything; you can help him to find it within himself. " Galileo.

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Presentation on theme: ""You cannot teach a man anything; you can help him to find it within himself. " Galileo."— Presentation transcript:

1 "You cannot teach a man anything; you can help him to find it within himself. " Galileo

2 Objective of Teacher Effectiveness Session Teachers will compare and contrast their own effective teaching traits with that of the TAP’s characteristics for effective teaching in a discussion. Teachers will create a list of attributes that an effective teacher uses in a classroom on a post-it note to model the use of the card sort activity.

3 Reflection time: Think for a moment… 1. Who was your favorite teacher as a child? 2. What three characteristics did the teacher have that made the teacher effective? 3. What teacher from your past do you teach like? 4. What teachers, like Calvin, did you ignore?

4 Card Sort Activity: Question: What does an effective teacher look like in terms of the teacher’s instruction, planning and the learning environment? (5 minutes) Individually, record each idea on a post-it note. Make sure to use only one idea per card. Write so the others can read them.

5 Card Sort Continued... As a table, share your thoughts as a collaborative group. (3-5 minutes) Place ideas together that are similar. Keep the ideas that are different in front of you. You will be creating a poster of your ideas. Decide as a group if you are going to add the cards that are different to the poster. Next, as a group, label and categorize your cards into three areas- instruction, planning and the learning environment? Make a display on poster paper. Identify ideas that might be overgeneralizations or misunderstandings. Sort these cards out.

6 Museum Tour As a group, you will have 30 seconds to – 1 minute at each poster to look at other’s ideas. Write an exclamation point next to ideas that you find interesting or agree with. Write a question mark and a question next to ideas that need more clarification. Return to your home base and as a table group, add to your collection ideas and categories.

7 Compare and Contrast Compare and contrast your ideas with those on the TAP rubric. TAP Your Ideas “Good teaching is one-fourth preparation and three-fourths theatre.” Gail Godwin

8 Cluster Meeting Schedule Agendas Index Card: Name Favorite Snack A hobby you have…

9 What you will need to know for the TAP Rubric “The lasting measure of good teaching is what the individual student learns and carries away.” Barbara Harrell Carson, 1996, Thiry Years of Stories

10 Objectives for Session: The learner will be able to accurately identify the effectiveness levels of an objective using the TAP rubric. The learner will create 3 objectives in an appropriate content area scoring on the exemplary or proficient level on the TAP rubric. The learner will turn in one objective!

11 Domain: Instruction Indicator: Standards and Objectives Performance Level: Exemplary Performance Level: Proficient Performance Level: Unsatisfactory All learning objectives and state content standards are explicitly communicated. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Expectations for student performance are clear, demanding, and high. State Standards are displayed and referenced throughout the lesson. There is evidence that most students demonstrate mastery of the objective. Most learning objectives and state content standards are communicated. Sub-objectives are mostly aligned to the lessons major objective. Learning objectives are connected to what students have previously learned. Expectations for student performance are clear. State standards are displayed. There is evidence that most students demonstrate mastery of the objective. Few learning objectives and state content standards are communicated. Sub-objectives are inconsistently aligned to the lesson’s major objective. Learning objectives are rarely connected to what students have previously learned. Expectations for student performance are vague. State standards are displayed. There is evidence that few students demonstrated mastery of the objective.

12 TAP Rubric on Standards and Objectives: Activity: Compare and contrast the differences between the three performance levels on the rubric with a partner. Highlight only the key words that are different.

13 SMART Objectives vs. TAP Rubric: All learning objectives and state content standards are explicitly communicated. Sub-objectives are aligned and logically sequenced to the lesson’s major objective. Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences, and (c) integrated with other disciplines. Expectations for student performance are clear, demanding, and high. State Standards are displayed and referenced throughout the lesson. There is evidence that most students demonstrate mastery of the objective. Specific --- Bowl, Cone, Carton Timely --- The syrup- chocolate or strawberry Realistic and Attainable --- Whipped Crème and a Cherry Specific --- Bowl, Cone, Carton Stated --- Eating the Ice Cream Measurable ---Spoonful

14 SMART SMART Objective Parts vs. The Ice Cream Sundae MeasureableRealistic Attainable Specific Timely TLW create a thumbnail sketch of a 3-D artwork labeling three elements of art with 100% accuracy.

15 SMART SMART Objective Parts vs. The Ice Cream Sundae MeasureableRealistic Attainable Specific Timely After reviewing maps using 5 After reviewing maps, TLW compare and contrast on a T- chart the geography of Morocco and Colorado using 5 accurate examples.

16 Getting rigorous and motivating objectives. The key to writing motivating and higher level objectives starts with the verb! What type of thinking you want the students to engage in is determined by the verb. Look towards Bloom’s Taxonomy. Expectations for student performance are clear, demanding, and high.

17 Bloom’s Taxonomy According to Captain Jack Sparrow KjzsQ KjzsQ

18 A look at some objectives: Modeled Process (we do together) Given four works of short fiction of contrasting genres, the student will analyze and match each work with its correct genre. Using the washingtonpost.com Web site, the student will correctly identify and print out two examples each of a news article and an editorial regarding a topical new item. Given twenty examples of incorrect verb tense usage, the student will identify and correct a minimum of sixteen instances.

19 Objective Analysis: Where would you rate these objectives? (With a Partner) Choose two objectives to analyze within your content area and two objectives not in your content area. Use the TAP rubric to determine the effectiveness of the objective.

20 Time to write your own objectives. Write three objectives by yourself in your own content area. When finished, partner with another teacher and determine whether or not your objective is well written based upon the SMART rules. Evaluate the objective using the TAP rubric.

21 Points to remember... Focus on one or two skills for the day. A new objective might be needed every two days to be effective in the classroom. Week long objectives are not effective for students to be able to measure if they have learned something new for the day. Even reflective thinking can be a measure for success.

22 Time to Write Write three objectives Turn one objective in on an index card with your name on it.

23 “To raise new questions, new possibilities, to regard old problems from a new angle, requires creative imagination and marks real advance in science.” Albert Einstein Albert Einstein

24 Room Assignments for Cluster Meeting 6 th grade/SPED with Mykel Donnelly – Room th grade/Exploratory with Michele Arthur – Room th grade/ELL with Chris Hawkinson – Room 120 Rotate Mykel’s group goes to Michele Michele’s group goes to Chris Chris’ group goes to Mykel


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