1. Think Time…. What comprises good instruction?
How are good instruction and classroom management related?

2. MANAGING THE CLASSROOM THROUGH SKILLED INSTRUCTION
Lower Columbia College – Ed. 215
VOC 111
Deb Gribskov

3. Discuss with your neighbors. . . .
What comprises good instruction?
How are good instruction and classroom management related?

4. Target for tonight:
I can ……..
That means …….
I can ,……………

5. We talked last week about the idea that teachers often ask kids to use a skill they may not have and that this can lead to problems. We made the statement “teachers must teach it, then teach it again…..” We called this IDO, WE DO, YOU DO!!! There is a variation coming to this approach…..

6. In Discovery Learning, you want the student to “struggle” with the learning – stretching themselves… you, as the teacher, provide strategic guidance…..
Ultimately, when the information or skill is recognized as needed, you can provide it when students are ready to receive.
This approach is YOU DO, WE DO, I DO!!!

7. These are very different approaches, for different circumstances.
Part of the professionalism of teaching is knowing which strategy will get you where you want to go….
Remember, there is no one answer. You as the teacher must learn to read your students, when they are engaged in productive struggle, and when you need to provide more direct guidance.

8. Classroom Management and Good Instruction are the critical factors in student learning.

9. “Time is the coin of teaching. It’s up to us to spend it wisely.”
Madeline Hunter

10. Managing Teacher Time Planning Lessons
Grading student work and providing feedback
Parent Conferences
Meetings

11. Teachers’ Time Management… What one expert says

12. What about time focused on students and learning……
What does the STATE say we are looking for?
State Criterion 5

13. CEC 4: Use of learning Time
UNSATISFACTORY Teacher or students frequently disrupt or interrupt learning activities,
which results in loss of learning time.
Transitions are disorganized
and result in loss of instructional time.
BASIC Teacher or students occasionally disrupt or interrupt learning activities,
which results in some loss of learning time.   
Some transitions are disorganized
and result in loss of instructional time.
PROFICIENT Learning time is mostly maximized in service of learning.
Transitions are teacher-dependent
and maximize instructional time.
DISTINGUISHED Learning time is maximized in service of learning.
Transitions are student-managed,
efficient, and maximize instructional time.

14. Managing Instructional Time
Allocated Time --- how much time do you have?
Instructional Time – how much time will you actually be teaching?
Engaged Time – how much time will kids be working individually, in groups… etc?
Academic Learning Time --- how much time will students need to reach the learning target?

15. According to research reported in Wong and Wong (1998), the typical teacher consumes 90 percent of allocated time. Yet the only way a student learns anything is by putting in effort—by learning to work.

16. Ways to Maximize Allocated Time
Looping
Vertical Teaming
Block Scheduling
Within the Allocated Time
Procedures for handling materials (handing out, picking up, manipulatives..)

17. Ways to Maximize Content Time
Know the Standards Up Front …
Identify key content from high stakes tests and determine ways to connect this content within and between areas to maximize exposure & re-teaching.
Build a Pacing Guide around your Calendar identifying critical times that need extended focus periods

18. Ways to Maximize Engagement Time
Identify those areas of the curriculum you can develop using learning centers or independent work that can be done outside of school.
Identify those areas that can be taught “concurrently” via warm ups, learning centers, projects

19. Ways to Maximize Academic Learning Time
Refer to your pacing calendar every week as you plan your lessons. (----pacing plan is either too ambitious) ( ----or pace is too slow)
buys time that you can spend on other topics
alert you to the need to assist students
Take a “macro” look at the curriculum at the beginning of the year and a “micro” look every week

20. Managing Classroom Space
What kinds of classrooms make you feel “ready to learn”? What are their attributes? Think for a moment then pair-share when the teacher gives the signal.

21. Effective use of space has benefits for all students.
We are going to take a few minutes to read the article found at this site: tion-essays/rethinking-the-classroom.html Please number from 1-4 and read the portion of the article you are assigned.

22. Now, alike numbers get together and discuss your portion of the article… What are the keys ideas you need to convey to everyone else in the class? Discuss this and be ready to present as an “expert” on your article section.

23. Please regroup so there is a 1, 2, 3 and 4 in each group
Please regroup so there is a 1, 2, 3 and 4 in each group. Take 3 minutes each to present your key findings.

24. There are some very specific needs and benefits to consider when planning a classroom for students with various learning and physical needs. The homework session this week will have you examine some of these considerations and how to address them.

25. HomeWork…..
Please complete all tasks and activities developed for this week’s online portion of learning.