1. Effective Instruction Series
~~~~
July 31 – Aug 3
Oct 18
Dec 11
Welcome to ESU 6!
EIS 2010

2. Bell Ringer Returning Participants New Participants
Review your Craft Knowledge record.
Select one strategy especially important and relevant to your professional practice.
Share
Briefly explain craft knowledge to new participants
Share with table group
Prepare to introduce yourself
Name
School
Teaching Assignment (grade level, subject)
Years of Experience

3. Bell Ringers
“class introductory strategy that asks the learners to recall information that was previously learned”
Criteria
Based on previous learning
Occurs (briefly) at beginning of class / lesson episode
Actively involves learner
Additional Information
Short in duration (5-15% of overall activity) according to APL
May be longer after a break (i.e., Mondays, return from longer break, etc.)
Contributes to focus, retention, and transfer
Let students know why (focus, retention, practice essential information)
(Sharer, Anastasio, & Perry, 2007, p. 68)
APL
EIS 2010

4. Bell Ringer Craft Knowledge Project
Demonstrate understanding of a craft technique using a tech tool.
Name it
Describe it / Exemplify it
Say why it’s good
Apply it to your context

5. Training Overview
EIS 2010

6. Series Goals Participants will…
Utilize assessment, reporting, and grading practices based on current research and literature.
Utilize instructional routines and strategies based on current research and literature.
Implement classroom management practices based on current research and literature.

7. Today’s Agenda Instructional Strategies & Routines 12:00 Lunch
Learning and the Brain
Lesson Structure Reminder & Resources
Active Participation Techniques
12:00 Lunch
12:45 Instructional Strategies & Routines (cont.)
1:15 Craft Knowledge Project
2:30 Closing

8. Today’s Objectives You will…
Identify and explain research-based ways to boost retention
Apply active participation techniques to engage more students more often with more purpose
Discuss the role of curriculum and clear learning targets

9. Parking Lot 5-4-3-2-1 Countdown, Hands Up, Clap Once… Clock Partners
Today’s Routines
Parking Lot
Countdown, Hands Up, Clap Once…
Clock Partners

10. Honoring Thoughts & Keeping Focus Parking Lot
Record your questions and comments. We will get to them during the presentation or at the end of the presentation.
This can be used in your classroom as a way to allow students to ask questions about the assignment due in class that day.
EIS 2010

11. Focusing the Class 5-4-3-2-1 Countdown
5—start finishing sentence 4—well on way to finish sentence 3—sentence is over 2—look at people still talking 1—look harder at people still talking 0—talking magically stops 
Note Marzano’s less-than-positive reference to this strategy (overuse of it!)
EIS 2010

12. Focusing the Class Clap Once…
Teacher: Clap once if you hear my voice. Students: (clap once) Teacher: Clap twice if you hear my voice. Students: (clap twice) Repeat if necessary.
EIS 2010

13. Student Grouping Clock Partners
Provides efficient, varied partner groupings
Provide Clock Partners template.
Designate partners for each time.
When prompted, students quickly find designated partners.
Let’s set up partners for 12:00, 3:00, *6:00, 9:00!
Important Ideas:
Use different times to set up types of partnerships & regular routines
12:00 is “Homework Partner” (responsible for getting assignments & handouts when partner is absent)
Interest (something in common) & Readiness (pair low with gracious middle)
Student Choice (comfort)
Variation: Vocabulary Clock Partners, shapes, corners of the room, etc.
Place essential vocabulary words around the clock.
When the students meet, they begin by sharing their understanding of the word before addressing the teacher’s prompt.
*6:00 Partner – One of the pair must have a cell phone and be willing to use texting!
EIS 2010

14. Student Grouping Clock Partners
State Change is the intentional teaching action of periodically varying the students’ mode, task, or focus.
Find your 12:00 clock partner.
Discuss the value of state changes.
Share state changes possibilities.

15. As your body gets numb-er, your brain gets dumber!
Changing States
As your body gets numb-er, your brain gets dumber!
changes of mode, task, focus
Pre-adolescents, 5-10 minutes
Adolescents – Adults, minutes
refocus attention
activate other parts of brain
increase blood flow
replenish dopamine level
Why would you want to change states when you finally have students quiet, sitting in their seats, and looking like they are listening to you?
Brain Breaks/Synapses (Judith Willis)
Brain Rules (Medina)
Change activates and turns on different parts of the brain.
Dopamine is a pleasure neurotransmitter that makes you feel good and is released during certain activities and depletes over time.
Dopamine, a neurotransmitter, needs an opportunity to recharge and rebuild.
Brain breaks (synapses) help to replenish.
EIS 2010

16. What is one of the most important factors affecting student achievement?
Find your 6:00 Partner.
Answer the question by texting your response(s).
Please return to your seat.
Insert PollEverywhere or Linoit Link!

17. The last category, 78% is important because we can not expect all teachers to be highly effective but we can create a high effective school.
Read aloud p. 5 from “The individual…” to “..two decades ago.”

18. “One Person Can Make a Difference.”
You DO make a difference!
Make sure it’s a good difference.
EIS 2010

20. Wrap-Up Talk a Mile a Minute Questions for Dr. Breed
Invite mentors/administrators for Friday
What to Bring
Exit Ticket: Hand – Heart - Foot
EIS 2010

21. Craft Knowledge Interaction Sequence Chunking Information Yes-No-Why
Choral Response
On-the-Clock

22. Craft Knowledge 10-2 (or 5-1) Ratio Bell Ringer Closure Change States
Response Boards / Cards / Slates

23. Wrap-Up Talk a Mile a Minute Questions for Dr. Breed
Invite mentors/administrators for Friday
What to Bring
Exit Ticket: Hand – Heart - Foot
EIS 2010

24. What to Bring If possible: laptop grading policy homework policy
Wikispaces account
EIS 2010

25. Head, Heart, Foot Close
Something you thought differently about regarding (the topic)…
Something you felt today…
Something you will do, based upon the information shared …
York Secondary (6-12), Differentiation