1. Effective Instruction WITHIN A HIGH SCHOOL SETTING

2. What does an “effective” high school teacher look like” ? E! Entertainment Television, LLC. A Division of NBCUniversal. (2015)Retrieved from www.resumeok.com. (2015) Retrieved from www.examiner.com. (2015)

3. What does “effective” instruction look like in high school classrooms?

4. What are highly “effective” teachers doing in high school classrooms to maximize student learning and achievement?

5. Effective Instruction WITHIN A HIGH SCHOOL SETTING The Purpose Explicity Defined

6. What does an “effective” high school teacher look like” ? X Retrieved from www.examiner.com. (2015) Retrieved from www.resumeok.com. (2015)E! Entertainment Television, LLC. A Division of NBCUniversal. (2015)

7. What does “effective” instruction look like in high school classrooms?

8. Thinking Reflecting Questioning Learning What are highly “effective” teachers doing in high school classrooms to maximize student learning and achievement?

9. Students learn! Great teachers “do” something.

10. “What supports learning?”  Hidden Skills of Academic Literacy  Research-Based Strategies  Diversity  Classroom Curriculum Design  The Thoughtful Classroom (Marzano, R., Silver, H., and (Marzano, R., Silver, H., and Strong, R. n.d.)

11. Effective Practice 1 What must struggling learners do to become high achievers? “The Hidden Skills of Academic Literacy” Reading/Study Skills Note-Making Abstract Academic Vocabulary Read/Interpret Visual Displays Reflective Skills Construct Plans Evaluate progress Control/alter mood Thinking Skills Conclusions/ Conjectures Compare/ Contrast High Order Thinking questions Communication Skills Explanatory writing Problem/solution, argumentative, comparative writing Text based writing (Marzano, R., Silver, H., and (Marzano, R., Silver, H., and Strong, R. n.d.)

12. Effective Practice 2 What instructional strategies have been proven to positively influence student learning? “ Research Based Strategies” Homework Practice Cues, Questions, Organizers Note-taking Note-making Similarities and Differences Generate/ Test Hypothesis Goal/ Objective Setting Nonlinguistic Representation (Marzano, R., Silver, H., and (Marzano, R., Silver, H., and Strong, R. n.d.)

13. Cues, questions and advance organizers:  Focus on what is important  Use explicit cues  Ask inferential questions  Ask analytical questions (Dean, C., Hubbell, E.,Pitler, H., and (Dean, C., Hubbell, E.,Pitler, H., and Stone, B. (2012)

14. Nonlinguistic representations  Use Graphic Organizers  Make Physical/ Models and Manipulatives  Generate Mental Pictures  Create Pictures, Illustrations  Engage in Kinesthetic Activities

15. Note-taking/ Note-Making: Summarizing Strategy  Provide explicit instruction/ post rules/ school-wide  Provide familiar practice/ model/ feedback  Leave space to revise  Plan time for note editing  Peer review and feedback

16. Identifying similarities and differences  Select the best strategy for the learning experience (Compare/Contrast, Classify, Metaphors, Analogies)  (Provide) Guide the Creation of Graphic Organizers (Venn Diagrams, Circle Chart, Metaphor Diagram, Analogy Pictorial)  Master Comparisons before Classification  Ask Students to Explain Their Thinking

17. Generating and testing hypotheses  Mini-lessons  Design Opportunities to generate and test hypothesis  Student Designed Task  Teach underlying structures  Peer review and feedback

18. Homework and practice  Design homework assignments that support academic learning and communicate their purpose  Develop and communicate a district or school homework policy  Provide Feedback

19. Effective Practice 3 How can we create a manageable classroom that provides opportunities for all students to learn? “Recognize the Diversity of Learners” (Marzano, R., Silver, H., and (Marzano, R., Silver, H., and Strong, R. n.d.)

20. Effective Practice 4 How can we design motivating lessons that address both the skills and core content students need to be successful? “Classroom Curriculum Design” Anticipate Practice Acquire Reflect Assess (Marzano, R., Silver, H., and (Marzano, R., Silver, H., and Strong, R. n.d.)

21. Effective Practice 5 How do we achieve highly effective instruction for all students? “Create the Culture of Professional Learning” (Marzano, R., Silver, H., and (Marzano, R., Silver, H., and Strong, R. n.d.)

22. E! Entertainment Television, LLC. A Division of NBCUniversal. (2015). Cameron Diaz [Image]. Retrieved from http://www.eonline.com/eol_images/Entire_Site/2014520/rs_634x1024- 140620113128-634.bad-teachercameron-diaz.jpg Unknown. (2015). Walter White [Image]. Retrieved from http://www.resumeok.com/wp- content/uploads/2012/10/Chemistry-teacher-job-interview.jpg Unknown. (2015). Old Fashioned Teacher [Image]. Retrieved from http://cdn2- b.examiner.com/sites/default/files/styles/image_content_width/hash/a7/92/a792ede8bf0cf531 98ec5ea6b7567295.jpg?itok=UQ7S8iQO Marzano, R., Silver, H., and Marzano, R., Silver, H., and Strong, R. (n.d.). The five practices of highly effective classrooms. Retrieved from http://www.educationalimpact.com Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. (2012). Classroom instruction that works, 2 nd ed. Alexandria, VA: Association for Supervision and Curriculum Development. Resources