Post on 22-Apr-2015
description
Powerful Teaching and Powerful Teaching and Meaningful Learning: Meaningful Learning: Increasing Teaching Increasing Teaching
Effectiveness/Revisiting the Effectiveness/Revisiting the Essential Elements of Effective Essential Elements of Effective
Instruction (EEEI)Instruction (EEEI)
Guidelines for “Courageous Guidelines for “Courageous Conversation”Conversation”
We are We are ALLALL competent educators competent educators We We ALL ALL bring a wealth of knowledge and bring a wealth of knowledge and
experience to the tableexperience to the table AND, our knowledge and experience will enrich our AND, our knowledge and experience will enrich our
discussiondiscussion We will allow ourselves to experience some level of We will allow ourselves to experience some level of
discomfort; however, we will all remain engaged in discomfort; however, we will all remain engaged in the discussion or dialoguethe discussion or dialogue
Our collegial discourse and participation makes our Our collegial discourse and participation makes our learning experience more powerful and meaningfullearning experience more powerful and meaningful
None None of us knows of us knows everythingeverything; hence, we all ; hence, we all endeavor to participate in this experience in the endeavor to participate in this experience in the humble state of students and life-long learnershumble state of students and life-long learners
The Big PictureThe Big Picture
This is “STEP ONE” in the journey as it This is “STEP ONE” in the journey as it relates to RIGOR and RELEVANCE relates to RIGOR and RELEVANCE continuumcontinuum
This is a learning process for all of usThis is a learning process for all of us Meaning (as always) we are all in this Meaning (as always) we are all in this
togethertogether Hence, we will learn together, grow Hence, we will learn together, grow
together, and improve for the betterment together, and improve for the betterment of student-learning outcomesof student-learning outcomes
THE FIVE EsTHE FIVE Es
EXCELLENCE IN CURRICULUMEXCELLENCE IN CURRICULUM EDUCATING AS A PROFESSIONAL EDUCATING AS A PROFESSIONAL
LEARNING COMMUNITYLEARNING COMMUNITY EQUITY IN ACCESS FOR ALL EQUITY IN ACCESS FOR ALL
STUDENTSSTUDENTS ENVIRONMENTS THAT ARE SAFE ENVIRONMENTS THAT ARE SAFE
FOR LEARNINGFOR LEARNING ENGAGING OUR COMMUNTIY AND ENGAGING OUR COMMUNTIY AND
STAKEHOLDERSSTAKEHOLDERS
High Stakes Testing High Stakes Testing SeasonSeason
Reality CheckReality Check We (literally) have only SIX weeks until the 10We (literally) have only SIX weeks until the 10thth grade grade
CAHSEE census; (approximately) 12 weeks until CSTs; CAHSEE census; (approximately) 12 weeks until CSTs; and, (approximately) 15 weeks until AP examsand, (approximately) 15 weeks until AP exams
Whether we like it or not…Whether we like it or not… High stakes assessments are the “make or break” High stakes assessments are the “make or break”
relative to our futurerelative to our future We can either…We can either…
Make things happenMake things happen Watch things happenWatch things happen Or, wonder, “what happened?”Or, wonder, “what happened?”
Proactively speaking:Proactively speaking: There is a lot we can do on a daily basis to help our There is a lot we can do on a daily basis to help our
students get prepared for high-stakes assessmentsstudents get prepared for high-stakes assessments ““Skill-set” pedagogySkill-set” pedagogy
Advancing the Locus of ConcernAdvancing the Locus of Concern CAHSEE Intervention Program:CAHSEE Intervention Program:
Saturday Prep Course for 10Saturday Prep Course for 10thth, 11, 11thth, and 12 grade students, and 12 grade students Online interactive learningOnline interactive learning Intensive tutoring during the weekIntensive tutoring during the week
Parents, Community, and StakeholdersParents, Community, and Stakeholders Connect Ed messages on a weekly basisConnect Ed messages on a weekly basis
In the Classroom:In the Classroom: Daily CAHSEE and CST skill set practice drills as bell-work warm-ups, or Daily CAHSEE and CST skill set practice drills as bell-work warm-ups, or
wrap ups:wrap ups: Goals and objectives CLEARLY articulatedGoals and objectives CLEARLY articulated 5-7 minutes of independent practice and/or quick-write practice (if 5-7 minutes of independent practice and/or quick-write practice (if
applicable)applicable) 5 minutes of de-brief and check for understanding/wrap-up5 minutes of de-brief and check for understanding/wrap-up
Available Resources:Available Resources: CAHSEE Sample questionsCAHSEE Sample questions
http://www.cde.ca.gov/ta/tg/hs/resources.asp Other CAHSEE Prep Resources may be “online” in the very near futureOther CAHSEE Prep Resources may be “online” in the very near future CST Sample Questions:CST Sample Questions:
http://www.cde.ca.gov/ta/tg/sr/css05rtq.asp
Test Your Knowledge of Test Your Knowledge of EEEIEEEI
1.1. What are the components of EEEI (in order)?What are the components of EEEI (in order)?2.2. What are 3 reasons why EEEI is effective?What are 3 reasons why EEEI is effective?3.3. What are the (2) crucial components of an What are the (2) crucial components of an
Anticipatory Set?Anticipatory Set?4.4. What is the difference between input and What is the difference between input and
modeling?modeling?5.5. What is the difference between modeling and What is the difference between modeling and
guided practice?guided practice?6.6. When do you check for understanding in a lesson?When do you check for understanding in a lesson?7.7. What is the difference between checking for What is the difference between checking for
understanding and closure?understanding and closure?8.8. What else is crucial in every lesson besides EEEI?What else is crucial in every lesson besides EEEI?9.9. What are (2) reasons why active participation is What are (2) reasons why active participation is
important?important?10.10. What is the What is the most-important most-important component of EEEI?component of EEEI?11.11. When are students ready for independent practice, When are students ready for independent practice,
during the course of instruction?during the course of instruction?
Checking Your Knowledge: Checking Your Knowledge: The 9 EEEI Components (in The 9 EEEI Components (in
order)order)1.1. Anticipatory setAnticipatory set2.2. ObjectiveObjective3.3. PurposePurpose4.4. InputInput5.5. ModelingModeling6.6. Guided PracticeGuided Practice7.7. Checking for understanding Checking for understanding
(ongoing)(ongoing)8.8. ClosureClosure9.9. Independent PracticeIndependent Practice
Teaching Pedagogy: Food Teaching Pedagogy: Food For Thought…For Thought…
Marzano (2002) asserts that content knowledge has Marzano (2002) asserts that content knowledge has only a small effect as it relates to student only a small effect as it relates to student achievement.achievement.
On the other hand, pedagogical knowledge, i.e., On the other hand, pedagogical knowledge, i.e., best-teaching practices, are more important and play best-teaching practices, are more important and play a more significant role in student-learning outcomes a more significant role in student-learning outcomes than content knowledge.than content knowledge.
Meaning: Meaning: effective teaching practice will go a lot effective teaching practice will go a lot farther to affect (positive) student-learning outcomes farther to affect (positive) student-learning outcomes than mere content-are knowledge alonethan mere content-are knowledge alone
That does That does notnot mean that content knowledge isn’t mean that content knowledge isn’t important; rather, that good pedagogy is a better important; rather, that good pedagogy is a better betbet
Discussion, Q&A, reactions, reflection…Discussion, Q&A, reactions, reflection…
Why is EEEI Effective? The Why is EEEI Effective? The Human BrainHuman Brain
The brain likes to make The brain likes to make connectionsconnections (set, purpose, closure) (set, purpose, closure)
The brain likes to make The brain likes to make meaning meaning (objective)(objective)
The brain is very The brain is very visualvisual; in fact, 90% ; in fact, 90% of our learning is visual (modeling)of our learning is visual (modeling)
The brain likes to create The brain likes to create patterns patterns (guided and independent practice)(guided and independent practice)
Anticipatory SetAnticipatory Set
Must link prior knowledge to the Must link prior knowledge to the lessonlesson i.e., known to the unknowni.e., known to the unknown
Must be overtly active with Must be overtly active with checking for understandingchecking for understanding
Input versus ModelingInput versus Modeling
Input is the “telling” part of teachingInput is the “telling” part of teaching i.e., “front-loading”i.e., “front-loading”
Modeling is the “showing” part of Modeling is the “showing” part of teachingteaching
IF YOU’RE NOT MODELING=THEN IF YOU’RE NOT MODELING=THEN THERE’S NO TEACHING GOING THERE’S NO TEACHING GOING ONON
Modeling versus Guided Modeling versus Guided PracticePractice
Modeling: Modeling: Teacher or peer demonstrates with Teacher or peer demonstrates with
running commentary (metacognition)running commentary (metacognition) Guided Practice:Guided Practice:
Students participate with support from Students participate with support from the “expert”.the “expert”.
EXPERT DOES IT, STUDENTS TRY EXPERT DOES IT, STUDENTS TRY IT WITH SUPPORTIT WITH SUPPORT
Moving to Independent Moving to Independent PracticePractice
““8 to 2” rule:8 to 2” rule: When 80% of students have mastered 80% of When 80% of students have mastered 80% of
the content during guided practicethe content during guided practice So, what do you do with the other 20%?So, what do you do with the other 20%?
Pull them into a smaller group and re-teachPull them into a smaller group and re-teach
THAT’S WHAT THAT’S WHAT DIFFERENTIATIONDIFFERENTIATION IS IS ALL ABOUTALL ABOUT
Checking for Checking for UnderstandingUnderstanding
The better question is:The better question is: When don’t you check for When don’t you check for
understanding?understanding?
ANSWER: CHECKING FOR ANSWER: CHECKING FOR UNDERSTANDING IS A CONTINUOUS UNDERSTANDING IS A CONTINUOUS PROCESSPROCESS
Closure versus Checking for Closure versus Checking for UnderstandingUnderstanding
Closure must be at a taxonomic level Closure must be at a taxonomic level that is that is comprehension comprehension oror higher higher Strive for Analysis:Strive for Analysis:
e.g., quick write, pair share, jigsaw, e.g., quick write, pair share, jigsaw, acrostic learning, snowballing, de-brief, acrostic learning, snowballing, de-brief, etc.etc.
Checking for understanding can be Checking for understanding can be at the knowledge (i.e., rote) level at the knowledge (i.e., rote) level relative to Bloom’s Taxonomyrelative to Bloom’s Taxonomy
CRUCIAL PRINCIPLE OF CRUCIAL PRINCIPLE OF LEARNINGLEARNING
ACTIVE PARTICIPATIONACTIVE PARTICIPATION Why?Why?
It keeps students engaged; you’re able It keeps students engaged; you’re able to teach to teach moremore, , betterbetter, AND , AND fasterfaster
To help you check for understandingTo help you check for understanding Active participation is a “data” gathering Active participation is a “data” gathering
tool that can help you monitor student tool that can help you monitor student understandingunderstanding
This will help you determine when, and how This will help you determine when, and how much, to re-teach—if necessarymuch, to re-teach—if necessary
The Most-Important The Most-Important Component of EEEIComponent of EEEI
THE OBJECTIVETHE OBJECTIVEThe objective is the The objective is the foundation upon which foundation upon which everything else in the everything else in the lesson design is builtlesson design is built
Let’s Try it AgainLet’s Try it Again1.1. What are the components of EEEI (in order)?What are the components of EEEI (in order)?2.2. What are 3 reasons why EEEI is effective?What are 3 reasons why EEEI is effective?3.3. What are the (2) crucial components of an Anticipatory What are the (2) crucial components of an Anticipatory
Set?Set?4.4. What is the difference between input and modeling?What is the difference between input and modeling?5.5. What is the difference between modeling and guided What is the difference between modeling and guided
practice?practice?6.6. When do you check for understanding in a lesson?When do you check for understanding in a lesson?7.7. What is the difference between checking for What is the difference between checking for
understanding and closure?understanding and closure?8.8. What else is crucial in every lesson besides EEEI?What else is crucial in every lesson besides EEEI?9.9. What are (2) reasons why active participation is What are (2) reasons why active participation is
important?important?10.10. What is the What is the most-important most-important component of EEEI?component of EEEI?11.11. When are students ready for independent practice, When are students ready for independent practice,
during the course of instruction?during the course of instruction?
Courageous Conversation: Courageous Conversation: good pedagogygood pedagogy
We We ALLALL know how to do this—with varying know how to do this—with varying degrees of experiencedegrees of experience
Knowing it and doing it are two different thingsKnowing it and doing it are two different things Doing it successfully takes planning, practice, Doing it successfully takes planning, practice,
and critical reflectionand critical reflection Deferring to the scope and sequence is Deferring to the scope and sequence is not not
commensurate with planning instructional designcommensurate with planning instructional design Scope and sequence is a Scope and sequence is a tooltool, or a f, or a framework ramework
for lesson planning and pacingfor lesson planning and pacing However, it is However, it is not not the “be all, tell all” of the “be all, tell all” of
instructional deliveryinstructional delivery Good pedagogy does Good pedagogy does notnot happen by happen by accidentaccident
or or coincidencecoincidence
““Principal Teacher” Principal Teacher” ExpectationsExpectations
As your As your Principal Teachers,Principal Teachers, we we expectexpect you to: you to:
1.1. Implement good teaching pedagogy, using Implement good teaching pedagogy, using EEEI to guide youEEEI to guide you
2.2. Use your collaboration times to dialogue about, Use your collaboration times to dialogue about, and assist your colleagues with instructional and assist your colleagues with instructional planning and/or good lesson designplanning and/or good lesson design
3.3. Let us know if you need help, resources, or Let us know if you need help, resources, or informal feedback—our job titles (formally—informal feedback—our job titles (formally—reallyreally) are, “Principal Teacher”) are, “Principal Teacher”
4.4. Use the scope and sequence as your guide to Use the scope and sequence as your guide to lesson design; however, it cannot (and should lesson design; however, it cannot (and should not) supplant instructional planning and/or not) supplant instructional planning and/or good pedagogygood pedagogy
5.5. Remember: we are all in this together…Remember: we are all in this together…