1. EFFECTIVE INSTRUCTION Lindsey Brown Florida State University

2. WHAT MAKES YOUR INSTRUCTION EFFECTIVE?

3. Good planning Good planning Hook Hook Purpose for learning Purpose for learning Student choice Student choice Scaffolding Scaffolding Cooperative learning Cooperative learning Clarity Clarity Table - Clowes, 2011

4. FIVE KEY INDICATORS Effective teachers: Effective teachers: Communicate explicitly and with clarity Communicate explicitly and with clarity Engage students in learning Engage students in learning Question, probe, and facilitate discussion Question, probe, and facilitate discussion Provide feedback to students Provide feedback to students Use a variety of grouping structures Use a variety of grouping structures (Hart, P., Natale, L., & Starr, C., 2010) (Hart, P., Natale, L., & Starr, C., 2010)

5. CREATING THE ENVIRONMENT FOR LEARNING Setting objectives and providing feedback Setting objectives and providing feedback Reinforcing effort and providing recognition Reinforcing effort and providing recognition Cooperative learning Cooperative learning (Dean, Hubbell, Pitler, & Stone, 2012) (Dean, Hubbell, Pitler, & Stone, 2012)

6. HELPING STUDENTS DEVELOP UNDERSTANDING Cues, questions, and advance organizers Cues, questions, and advance organizers Nonlinguistic representations Nonlinguistic representations Summarizing and note taking Summarizing and note taking Assigning homework and providing practice Assigning homework and providing practice (Dean et al., 2012) (Dean et al., 2012)

7. HELPING STUDENTS EXTEND AND APPLY KNOWLEDGE Identifying similarities and differences Identifying similarities and differences Generating and testing hypotheses Generating and testing hypotheses (Dean et al., 2012) “It’s not just having kids compare; but the master at this, the one who gets the high impact, is the person who has looked at comparison in incredibly fine detail” (Marzano, n.d.). “Draw conclusions, make inferences, hypotheses and conjectures and test them…All of those things mean to be able to make a sentence that might be true and search for its reality” (Strong, n.d.).

8. REFLECTION Construct plans to address questions and tasks Construct plans to address questions and tasks Evaluate work in progress Evaluate work in progress Alter mood and impulsivity Alter mood and impulsivity (Strong, n.d.) (Strong, n.d.)

9. REFERENCES Clowes, G. (2011, Spring). The essential 5: A starting point for Kagan cooperative learning. Kagan Online Magazine. Retrieved from http://www.kaganonline.com/ free_articles/research_ and_rationale/330/The-Essential-5-A-Starting-Point-for-Kagan-Cooperative-Learning Dean, C.B., Hubbell, E.R., Pitler, H., & Stone, B. (2012). Classroom instruction that works: Research-based strategies for increasing student achievement (2 nd ed.). Denver, CO: McRel. Hart, P., Natale, L., & Starr, C. (2010). Recognizing rigorous and engaging teaching and learning. Teach For Learning LLC. Retrieved from https://campus.fsu.edu/webapps/blackboard / execute/content/file?cmd=view&content_id=_7932307_1&course_id=_6417111_1&frame setWrapped=true Marzano, R., Silver, H., & Strong, R. (n.d.). The 5 practices of highly effective classrooms. Retrieved from http://www.educationalimpact.com/programs/programs/showactivities/9/