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Best Practices & Strategies Beth Kuykendall January 5, 2008.

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Presentation on theme: "Best Practices & Strategies Beth Kuykendall January 5, 2008."— Presentation transcript:

1 Best Practices & Strategies Beth Kuykendall January 5, 2008

2 Over 2400 years ago, Confucius declared..... What I hear, I forget. What I see, I remember. What I do, I understand.

3 AcquisitionProficiencyMaintenanceGeneralizationAdaption  Learning is slow and inaccurate  Use modeling and immediate feedback  Academic skill is accurate, but slow  Use delayed reinforcement with novel practice opportunities  e.g., timings such as math facts and oral reading fluency  Retention of the skill over a period of time  Use delayed independent practice  Can use the new skill and information with different settings and stimuli  Use high content overlap reading tasks or instructional games with different stimuli  Can use the new skill and information to solve problems  Use information to solve contextual problems

4 The Most Important Practice is Classroom Management –Procedure –Routine –Organization

5 Rules and Procedure Review rules and procedures daily for several days Make rules simple, short, and broad Procedures will eliminate many misbehaviors

6 What not to do yelling saying “I’m the boss here” insisting on having the last word using tense body language, such as rigid posture or clenched hands using sarcasm attacking the student’s character acting superior using physical force drawing unrelated persons into the conflict

7 Best Practice- Assessment Assessment –How will you know where you are going if you do not know where you are starting? –EIR

8 Best Practice-Use Research Based Materials Instruction must come from systematic, explicit, researched based programs Instruction must be based on data

9 Explicit Instruction Break down the skills into manageable and deliberately sequenced steps Provide overt instruction in the skills and opportunities to practice (Roshenshine & Stevens, 1986). –Step by step manner –Clear and detailed explanations –Mastery of each step is assured before moving on to the next “I do” (presentation of materials), “we do” (guided practice), and “you do” (independent practice). Uses a high number of teacher questions and student responses with frequent checks for understanding.

10 Systematic & Explicit Instruction Review previous learning –keep it brief & frequent Re-teach when necessary –use multiple techniques & vary presentation Identify objective and specific elements to be learned –build specific knowledge & skills identified in state standards

11 Systematic & Explicit Instruction Activate and build background knowledge –Build on what students already know & expand Reduce the amount of new information presented at one time –Progress from easier to more complex Model or demonstrate –Show, Think aloud, Explain

12 Systematic & Explicit Instruction Provide examples –Include visual prompts and/or graphic organizers Maximize students’ engagement –Include a variety of ways for students to participate –Pace instruction-not too slow, not too fast

13 Systematic & Explicit Instruction Check for student understanding –Use Bloom’s Taxonomy –Encourage students to generate questions –Provide corrective feedback –Adjust instruction so students are challenged & able to develop new skills

14 Examples of Systematic Instruction Classifying & categorizing information Distinguishing facts from opinions Identifying main ideas & supporting details Making generalizations

15 More Examples Sequencing events Recognizing cause & effect Retelling Drawing conclusions Synthesizing new information Tennessee Academic Vocabulary

16 What not to do Round robin reading Instruction with no student engagement (lecture) Whole group instruction for too long Pacing too slow Instructing from behind your desk

17 More of what not to do Worksheets, worksheets, worksheets Not reviewing Not checking for mastery Not assessing progress

18 Differentiate Instruction provide several learning options, or different paths to learning, which help students take in information and make sense of concepts and skills provide appropriate levels of challenge for all students, including those who lag behind, those who are advanced, and those right in the middle.

19 Differentiation Is Not developing a separate lesson plan for each student in a classroom "watering down" the curriculum for some students

20 What Effective Teaching Looks Like Include at least three different approaches or activities Basic Levels of Activities –Explanation –Application –Synthesis

21 Skill/Concept Review Approximately 10 minutes Quick Write Word Sort Cloze Activity Check Homework Word Scramble Intro Activities Sets the tone for class Short Quiz

22 Direct Instruction Interactive Lecture Video with note taking (with discussion during and/or afterward) Guided reading of text (response journals,, study guides) Demonstration Introduction of new concept or skill Approximately minutes

23 Shared Practice Small groups work collectively on task to practice skill or concept presented during Direct Instruction –collage, fishbowl, timelines, draw, newspaper, graphic organizers, debates, note check, brainstorming race, webbing & think, pair, share

24 Independent Practice Standards-based assignment work time Opportunity for individual conferencing Opportunity for students to clarify progress on tasks

25 Examples of Independent Practice Internet Research Computer Work Writing Assignment Lab

26 Closure/Reflection Journal Reflection Review Games Teacher questions Short Quiz Specific instructions for homework

27 Checklist for Effective Teaching Activities are varied Student movement is planned and carried out Active participation occurs Instructional methods and assignments are varied


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