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Integrating Principles of Improving Instruction Across Professions Teaching, Learning, and Curriculum Instruction Conference Andrews University July 24.

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Presentation on theme: "Integrating Principles of Improving Instruction Across Professions Teaching, Learning, and Curriculum Instruction Conference Andrews University July 24."— Presentation transcript:

1 Integrating Principles of Improving Instruction Across Professions Teaching, Learning, and Curriculum Instruction Conference Andrews University July 24 th, 2003 Julia Robinson Rob RyanMelanie Wright

2 teachers “Skillful teachers are made, not born.” -Fredism teachers “Skillful teachers are made, not born.” -Fredism Jones, 2003

3 school psychologists “Skillful school psychologists are made, not born.” -Groupism school psychologists “Skillful school psychologists are made, not born.” -Groupism

4 educational psychologists “Skillful educational psychologists are made, not born.” -Groupism educational psychologists “Skillful educational psychologists are made, not born.” -Groupism

5 Objective of Presentation »The participants will discuss key strategies for the implementation of improving instruction across disciplines by illustrating and modeling Danielson’s four domains in a cooperative group setting.

6 DomainsDomains »What Are They?  Shared vocabulary  Structure for discussion  Sharpen focus  Communicates competencies »What Are They?  Shared vocabulary  Structure for discussion  Sharpen focus  Communicates competencies Danielson, 1996

7 Domain 1 »Planning and Preparation »The Skillful Educational Professional »Conscious »Deliberate »Determined »Clear »Learner

8 Domain 1 – Planning and Preparation »If you don’t know where you are going, you can’t get there. - Fredism »If you don’t know where you are going, you can’t get there. - Fredism Jones, 2003

9 Domain 1 - Planning and Preparation »Good Objective Writing  ABCD A udience B ehavior C ondition D egree »Good Objective Writing  ABCD A udience B ehavior C ondition D egree The participants will discuss key strategies for the implementation of improving instruction across disciplines by illustrating and modeling Danielson’s four domains in a cooperative group setting. Danielson, 1996

10 Domain 1 - Planning and Preparation »Professional Application  Teachers (Danielson, 1996) Preparation of objectives Learning styles Resource Gathering  School Psychologists Ethics (McCoach & Kehle, 2001) “Best” efforts (Bergan & Caldwell, 1995) Professionalism (Goldstein, 1995)  Educational Psychologists (Danielson, 1996) Teacher evaluation Designs for instructions Goals »Professional Application  Teachers (Danielson, 1996) Preparation of objectives Learning styles Resource Gathering  School Psychologists Ethics (McCoach & Kehle, 2001) “Best” efforts (Bergan & Caldwell, 1995) Professionalism (Goldstein, 1995)  Educational Psychologists (Danielson, 1996) Teacher evaluation Designs for instructions Goals

11 Domain 2 – Professional Climate »Professional Climate  Culture  Procedures  Respect »Cinderella's slipper »Think Pair Share »Professional Climate  Culture  Procedures  Respect »Cinderella's slipper »Think Pair Share Danielson, 1996

12 Domain 2 – Professional Climate »Professional Application  Teachers Social skills (Kagan, 1992) Classroom management (Wong, 2001) Organization of physical space (Danielson, 1996)  Educational Psychologists Evaluate and assess classroom structure (Kagan, 1992) Review teacher’s classroom procedures (Wong, 2001) »Professional Application  Teachers Social skills (Kagan, 1992) Classroom management (Wong, 2001) Organization of physical space (Danielson, 1996)  Educational Psychologists Evaluate and assess classroom structure (Kagan, 1992) Review teacher’s classroom procedures (Wong, 2001)

13 Domain 3 - Instruction »Domain 3- Instruction  5 Components Communicating Clearly and Accurately Using Questioning and Discussion Techniques Providing Feedback to Students Engaging Students in Learning Demonstrating Flexibility and Responsiveness »Domain 3- Instruction  5 Components Communicating Clearly and Accurately Using Questioning and Discussion Techniques Providing Feedback to Students Engaging Students in Learning Demonstrating Flexibility and Responsiveness Danielson, 1996

14 Types of Knowledge »Declarative Knowledge  What will the students know and understand Construct meaning Organize Store »Declarative Knowledge  What will the students know and understand Construct meaning Organize Store Marzono, 1997 Construct Meaning Construct Meaning Organize Store LEARNINGLEARNING

15 Types of Knowledge »Procedural Knowledge  What processes and skills will the students are able to perform, both physical and mental Construct Models Shaping Internalizing »Procedural Knowledge  What processes and skills will the students are able to perform, both physical and mental Construct Models Shaping Internalizing Marzono, 1997 Construct Models Construct Models Shape Internalize LearningLearning

16 Domain 3 - Instruction »Professional Application  School Psychologists Clarifying teacher objectives (Bergan & Caldwell, 1995) Determining cause of delay (McCoach & Kehle, 2001)  Educational Psychologists (Marzono, 1997; Danielson, 1996; Wong, 2001) Evaluate the different styles and approaches to learning Identify different methods for instructional and cooperative learning approaches. Support system for teachers and students. »Professional Application  School Psychologists Clarifying teacher objectives (Bergan & Caldwell, 1995) Determining cause of delay (McCoach & Kehle, 2001)  Educational Psychologists (Marzono, 1997; Danielson, 1996; Wong, 2001) Evaluate the different styles and approaches to learning Identify different methods for instructional and cooperative learning approaches. Support system for teachers and students.

17 Domain 3 Activity »T Charts  What does declarative knowledge look like and sound like?  What does procedural knowledge look like and sound like? »T Charts  What does declarative knowledge look like and sound like?  What does procedural knowledge look like and sound like? Looks Like Sounds Like

18 Domain 4 – Professional Responsibilities »Spirituality Spirituality »Spirituality Spirituality »Mentally Mentally »Mentally Mentally »Physically Physically »Physically Physically »Socially Socially »Socially Socially

19 Domain 4 – Professional Responsibilities »Spiritually Spiritually  Establish a connection with God through morning and evening worship. Take time out and pray with your students that your relationships will be one of respect and communication. »Spiritually Spiritually  Establish a connection with God through morning and evening worship. Take time out and pray with your students that your relationships will be one of respect and communication. White, 1886

20 Domain 4 – Professional Responsibilities »Mentally Mentally  Avoid information overload and giving into stressful situations. Practice different techniques that will calm you down when you are faced with a stressful situation. »Mentally Mentally  Avoid information overload and giving into stressful situations. Practice different techniques that will calm you down when you are faced with a stressful situation. Gardner, 1983

21 Domain 4 – Professional Responsibilities »Physically Physically  Take time for exercise/sports and include lots fruits, water, and veggies in your diet. Keep of away from refined sugars they dull the senses. You want to feel more productive and have clarity and happier days. »Physically Physically  Take time for exercise/sports and include lots fruits, water, and veggies in your diet. Keep of away from refined sugars they dull the senses. You want to feel more productive and have clarity and happier days. Bloom, 2001

22 Domain 4 – Professional Responsibilities »Socially Socially  Make time in your schedule for friends, vacations, relaxation, and fun. No matter how hard or how long you work, you will still have more to do the next day. Establish that balance so you will not feel you have missed out. »Socially Socially  Make time in your schedule for friends, vacations, relaxation, and fun. No matter how hard or how long you work, you will still have more to do the next day. Establish that balance so you will not feel you have missed out. Sackney, 2000; Noonan & Miller, 2000

23 Domain 4 – Professional Responsibilities »Professional Application  School Psychologists Mentally prepare before assessments and meetings Life outside of work  Teachers Reflection (Danielson, 1996) Parent communication (Danielson, 1996) Record keeping (Wong, 2001) »Professional Application  School Psychologists Mentally prepare before assessments and meetings Life outside of work  Teachers Reflection (Danielson, 1996) Parent communication (Danielson, 1996) Record keeping (Wong, 2001)

24 ReferencesReferences »Bergan, J. & Caldwell, T. (1995). Operant techniques in school psychology. Journal of Educational and Psychological Consultation, 6(2), »Cunningham, P., Hall, D., & Sigmon, C. (1999) The teachers’ guide to the four blocks. Carson-Dellosa Publishing Company Inc. »Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Washington: Association for Supervision and Curriculum Development. »Goldstein, S. (1995). Understanding and Managing Children’s Classroom Behavior. New York: John Wiley & Sons, Inc. »Johnson, D. & Johnson, R. (1994) Learning together and alone: Cooperative, competitive, and individualistic learning. Boston, Allyn and Bacon. »Jones, F. (2003) First year resources. Newark, NJ: Fred Jones Press. »Bergan, J. & Caldwell, T. (1995). Operant techniques in school psychology. Journal of Educational and Psychological Consultation, 6(2), »Cunningham, P., Hall, D., & Sigmon, C. (1999) The teachers’ guide to the four blocks. Carson-Dellosa Publishing Company Inc. »Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Washington: Association for Supervision and Curriculum Development. »Goldstein, S. (1995). Understanding and Managing Children’s Classroom Behavior. New York: John Wiley & Sons, Inc. »Johnson, D. & Johnson, R. (1994) Learning together and alone: Cooperative, competitive, and individualistic learning. Boston, Allyn and Bacon. »Jones, F. (2003) First year resources. Newark, NJ: Fred Jones Press.

25 ReferencesReferences »Kagan, S. (1992). Cooperative Learning. San Juan Capistrano, CA: Resources for Teachers, Inc. »Marzano, R., Arredondo, D., Brandt, R., & Pickering, D. (1997). Dimensions of learning: Teacher’s manual. Alexandria, VA: Association for Supervision and Curriculum Development. »McCoach, B. & Kehle, T. (2001). Best practices in the identification of gifted students with learning disabilities. Psychology in the Schools, 38(5), »Schroeder, C. & Gordon, B. (1991). Assessment and Treatment of Childhood Problems. New York:The Guilford Press. »Wong, H. & Wong, R. (2001). The first days of school. Harry K. Wong Publishing, Inc. »Kagan, S. (1992). Cooperative Learning. San Juan Capistrano, CA: Resources for Teachers, Inc. »Marzano, R., Arredondo, D., Brandt, R., & Pickering, D. (1997). Dimensions of learning: Teacher’s manual. Alexandria, VA: Association for Supervision and Curriculum Development. »McCoach, B. & Kehle, T. (2001). Best practices in the identification of gifted students with learning disabilities. Psychology in the Schools, 38(5), »Schroeder, C. & Gordon, B. (1991). Assessment and Treatment of Childhood Problems. New York:The Guilford Press. »Wong, H. & Wong, R. (2001). The first days of school. Harry K. Wong Publishing, Inc.


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