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S.P.O.T. A Leader Days 3-4: Instruction

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Presentation on theme: "S.P.O.T. A Leader Days 3-4: Instruction"— Presentation transcript:

1 S.P.O.T. A Leader Days 3-4: Instruction
Systemic Pursuit Optimizing Teaching in Texas

2 Guiding Questions What are the underlying assumptions regarding the Lesson Cycle and models of instruction based upon it? What are the differences between inductive and deductive instructional models? What is the significance of the shapes and symbols used in the Lesson Cycle Models? What are the essential elements of instruction for each lesson cycle component? How does PDAS language describe critical elements of lesson cycles? How do lesson cycles reflect the best research on teaching and learning?

3 The Origins of Lesson Cycles
The “Lesson Cycles” for this training had their genesis in the work of Dr. Madeline Hunter. In 1985, Dr. Hunter’s work was developed into the “Original Lesson Cycle” by Dr. Jim Boyd (Dean of Education at Tarleton State University and later president of Weatherford College) and a team that developed the original Instructional Leadership Training. Educators in Texas will be forever be indebted to Dr. Boyd for his vision and pioneering work. In 1989, Dr. Boyd’s work was extended by creating other instructional models—inquiry, cooperative, and laboratory lesson cycles. The group that created these lesson cycles included: Dr. Jennifer Anderson, Mesquite ISD Karen Anderson, Mesquite ISD Dr. John A. Crain, University of Dallas Katherine Kee, Carrollton-Farmers Branch ISD Dr. Sandi Maddox, Region X Education Service Center, Richardson Dr. Lynn Mefford, Region X Education Service Center, Richardson Ron Simpson, Region X Education Service Center, Richardson In 1990, with the encouragement of Dr. Denist Harrison at Texas Education Agency, the work of this team was adopted by TEA and offered as optional extension of instructional leadership training.

4 THE INSRUCTIONAL MODELS
ASSUMPTIONS ABOUT THE INSRUCTIONAL MODELS 1. Learning occurs most efficiently and effectively when the learning experience is structured. The models (visually depicted as Lesson Cycles) do not necessarily occur in a single instructional period. Other instructional/educational related activities may occur in an Instructional period which are not reflected in a Lesson Cycle. The shapes, forms, and lines (symbols) on a Lesson Cycle diagram have interpretive meaning. Each model of instruction is represented as a decision-making model. 2. 3. 4. 5.

5 The Symbols Have Meaning
Decision Points (Yes/No) Planning Processes Instruction Options Corrective Teaching, as required Extension, as needed Instruction Frequency may vary with need Placement may vary with need Bold Line: Primary Cycle Light Line: Optional Loops

6 Guiding Questions What are the similarities and differences between the original “Lesson Cycle” with the Direct Teaching Model? What are the Critical Attributes of the Direct Teaching Model of the Lesson Cycle?

7 MODEL FOR EFFECTIVE TEACHING LESSON CYCLE
THE ORIGINAL Correction (Reteach) Explanation Check Understanding Task Analysis Plan Lesson State Objective Focus Guided Practice Check Mastery Monitoring and Adjusting CURRICULUM Independent Practice Assess Mastery Next Objective Yes No Closure Extension PLANNING TEACHING

8 LESSON CYCLE A MODEL FOR EFFECTIVE TEACHING Direct Teaching
Decision Points (Yes/No) Planning A MODEL FOR EFFECTIVE TEACHING Processes Instruction Direct Teaching *Deductive Process (Cognitive, Affective & Psychomotor Objectives? Instruction * Frequency may vary with need * Placement may vary with need Options * Corrective Teaching, as required * Extension, as needed Explanation *Students Acquire The Database Plan Plan Check for Understanding Corrective Teaching (Reteach) Student Teacher Application/ Processing Initiated Behaviors/ Behaviors/ Outcomes Outcomes Guided Practice/ Application/ Processing Why? How? Task Analysis Content, Vocabulary, Level of Difficulty, & Critical Attributes What? Check Mastery Focus Monitoring and Adjusting Closure Curriculum Select Objective(s) Independent Practice/Application Processing Closure Assess Mastery Extension Individual/ Group Application/ Processing PLANNING INSTRUCTIONAL DELIVERY TEACHING AND LEARNING TO-LL-13

9 DIAMONDS: MAJOR DECISION POINT
CURRICULUM DECISIONS SELECTION OF INSTRUCTIONAL OBJECTIVES

10 TRIANGLES: INSTRUCTIONAL PLANNING
Student Behaviors/ Outcomes Why? Teacher & Strategies How? Cognitive/Psychomotor: Knowledge and Skills Affective: Attitudes/Values What? Performance Standards Instruction Content Standards

11 CIRCLES: INSTRUCTIONAL OPTIONS
• CORRECTIVE TEACHING • (Reteach) • EXTENSION(s) •

12 OCATAGON: INSTRUCTIONAL PROCESSES
• MONITORING AND ADJUSTING • Not a “step”—a process.

13 BROKEN LINE RECTANGLES: VARIABLE INSTRUCTIONAL STEPS
• CLOSURE • Placement and Frequency may vary.

14 DIAMOND : MAJOR DECISION POINTS
• “Yes/No” DECISIONS •

15 LINES: Cycles and Loops
BOLD LINE: Primary Cycle • “Yes/No” DECISIONS • LIGHT LINE: Optional Loops

16 Check for Understanding
LESSON CYCLE A MODEL FOR EFFECTIVE TEACHING DIRECT TEACHING *Deductive Process (Cognitive, Affective & Psychomotor Objectives? PLANNING INSTRUCTIONAL DELIVERY TEACHING AND LEARNING

17 LESSON CYCLE A MODEL FOR EFFECTIVE TEACHING Inquiry/Discovery Learning
Decision Points (Yes/No) Planning A MODEL FOR EFFECTIVE TEACHING Processes Instruction Inquiry/Discovery Learning *Inductive Process (Higher Cognitive & Affective Objectives? Instruction * Frequency may vary with need * Placement may vary with need Options * Corrective Teaching, as required * Extension, as needed *Students Acquire The Database Explanation Structure Inquiry/ Discovery Experience Plan Plan Focus Check for Understanding Corrective Teaching (Reteach) Student Teacher Check for Understanding Application/ Processing Initiated Behaviors/ Behaviors/ Outcomes Outcomes Guided Practice/ Application/ Processing Why? How? Task Analysis Content, Vocabulary, Level of Difficulty, & Critical Attributes What? Check Mastery Focus Monitoring and Adjusting Closure Curriculum Select Objective(s) Independent Practice/Application Processing Closure Assess Mastery Extension Individual/ Group Application/ Processing Group Accountability Assess Mastery PLANNING INSTRUCTIONAL DELIVERY TEACHING AND LEARNING TO-LL-13

18 LESSON CYCLE A MODEL FOR EFFECTIVE TEACHING Cooperative Learning
Decision Points (Yes/No) Planning A MODEL FOR EFFECTIVE TEACHING Instruction Processes Cooperative Learning *Deductive Process (Cognitive, Affective & Psychomotor Objectives? Instruction * Frequency may vary with need * Placement may vary with need Options * Corrective Teaching, as required * Extension, as needed * Group Accountability, as needed Explanation Teacher Explanation/ Modeling of the Database Structure Task and the Interdependence Plan Plan Focus Corrective Teaching (Reteach) Student Teacher Check for Understanding Check for Understanding Behaviors/ Behaviors/ Outcomes Outcomes How? Cooperative Practice/Application/ Processing Why? Task Analysis Content, Vocabulary, Level of Difficulty, & Critical Attributes What? Check Mastery Focus Monitoring and Adjusting Closure Curriculum Select Objective(s) Group Process Closure Individual Accountability Closure Assess Mastery Extension Individual/ Group Application/ Processing Group Accountability Assess Mastery PLANNING INSTRUCTIONAL DELIVERY TEACHING AND LEARNING TO-LL-12

19 LESSON CYCLE A MODEL FOR EFFECTIVE TEACHING Cooperative Learning
Decision Points (Yes/No) Planning A MODEL FOR EFFECTIVE TEACHING Processes Instruction Cooperative Learning *Inductive Process (Cognitive, Affective & Psychomotor Objectives? Instruction * Frequency may vary with need * Placement may vary with need Options * Corrective Teaching, as required * Extension, as needed *Students Cooperatively Acquire the Database Structure Task and the Interdependence Explanation Plan Plan Focus Check for Understanding Corrective Teaching (Reteach) Student Teacher Check for Understanding Practice/Application/ Processing Initiated Behaviors/ Behaviors/ Outcomes Outcomes Why? How? Cooperative Practice/ Application/ Processing Task Analysis Content, Vocabulary, Level of Difficulty, & Critical Attributes What? Check Mastery Focus Monitoring and Adjusting Closure Curriculum Select Objective(s) Group Process Closure Individual Accountability Closure Assess Mastery Extension Individual/ Group Application/ Processing Group Accountability Assess Mastery PLANNING INSTRUCTIONAL DELIVERY TEACHING AND LEARNING TO-LL-13 TO-CL-10

20 LESSON CYCLE A MODEL FOR EFFECTIVE TEACHING Laboratory Learning
Decision Points (Yes/No) Planning A MODEL FOR EFFECTIVE TEACHING Processes Instruction Laboratory Learning *Deductive Process (Cognitive, Affective & Psychomotor Objectives? Instruction * Frequency may vary with need * Placement may vary with need Options * Corrective Teaching, as required * Extension, as needed * Group Accountability, as needed Teacher Explanation/ Modeling of the Database Structure Laboratory Task/Experience Plan Plan Focus Corrective Teaching (Reteach) Student Teacher Check for Understanding Check for Understanding Behaviors/ Behaviors/ Outcomes Outcomes How? Guided Practice/ Application/ Processing Manipulation of Database Why? Task Analysis Content, Vocabulary, Level of Difficulty, & Critical Attributes What? Check Mastery Focus Monitoring and Adjusting Closure Curriculum Select Objective(s) Individual Accountability Closure Assess Mastery Extension Individual/ Group Application/ Processing Group Accountability Assess Mastery PLANNING INSTRUCTIONAL DELIVERY TEACHING AND LEARNING TO-LL-11

21 LESSON CYCLE A MODEL FOR EFFECTIVE TEACHING Laboratory Learning
Decision Points (Yes/No) Planning A MODEL FOR EFFECTIVE TEACHING Processes Instruction Laboratory Learning *Inductive Process (Cognitive, Affective & Psychomotor Objectives? Instruction * Frequency may vary with need * Placement may vary with need Options * Corrective Teaching, as required * Extension, as needed * Group Accountability, as needed Explanation Structure Laboratory Task/ Experience *Students Acquire The Database Plan Plan Focus Check for Understanding Corrective Teaching (Reteach) Student Teacher Check for Understanding Application/ Processing Initiated Behaviors/ Behaviors/ Outcomes Outcomes How? Guided Practice/ Application/ Processing Manipulation of Database Why? Task Analysis Content, Vocabulary, Level of Difficulty, & Critical Attributes What? Check Mastery Focus Monitoring and Adjusting Closure Curriculum Select Objective(s) Individual Accountability Closure Assess Mastery Extension Individual/ Group Application/ Processing Group Accountability Assess Mastery PLANNING INSTRUCTIONAL DELIVERY TEACHING AND LEARNING TO-LL-13


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