Best Practices & Strategies Beth Kuykendall January 5, 2008.
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Transcript of Best Practices & Strategies Beth Kuykendall January 5, 2008.
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Best Practices & Strategies
Best Practices & Strategies
Beth KuykendallJanuary 5, 2008
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Over 2400 years ago, Confucius declared.....
• What I hear, I forget.• What I see, I remember.• What I do, I understand.
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Stages of LearningAcquisitio
nProficiency Maintenan
ceGeneralizati
onAdaption
Learning is slow and inaccurate
Use modeling and immediate feedback
Academic skill is accurate, but slow
Use delayed reinforcement with novel practice opportunities
e.g., timings such as math facts and oral reading fluency
Retention of the skill over a period of time
Use delayed independent practice
Can use the new skill and information with different settings and stimuli
Use high content overlap reading tasks or instructional games with different stimuli
Can use the new skill and information to solve problems
Use information to solve contextual problems
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The Most Important Practice is
• Classroom Management – Procedure– Routine– Organization
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Rules and Procedure• Review rules and procedures daily
for several days• Make rules simple, short, and
broad• Procedures will eliminate many
misbehaviors
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What not to do• yelling • saying “I’m the boss here” • insisting on having the last word • using tense body language, such as rigid posture or
clenched hands • using sarcasm • attacking the student’s character • acting superior • using physical force • drawing unrelated persons into the conflict
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Best Practice-Assessment
• Assessment – How will you know where you are
going if you do not know where you are starting?
– EIR
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Best Practice-Use Research Based
Materials• Instruction must come from
systematic, explicit, researched based programs
• Instruction must be based on data
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Explicit Instruction• Break down the skills into manageable and
deliberately sequenced steps• Provide overt instruction in the skills and
opportunities to practice (Roshenshine & Stevens, 1986).– Step by step manner– Clear and detailed explanations– Mastery of each step is assured before moving on to the
next• “I do” (presentation of materials), “we do”
(guided practice), and “you do” (independent practice).
• Uses a high number of teacher questions and student responses with frequent checks for understanding.
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Systematic & Explicit Instruction
• Review previous learning– keep it brief & frequent
• Re-teach when necessary– use multiple techniques & vary
presentation• Identify objective and specific
elements to be learned– build specific knowledge & skills
identified in state standards
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Systematic & Explicit Instruction
• Activate and build background knowledge– Build on what students already know & expand
• Reduce the amount of new information presented at one time– Progress from easier to more complex
• Model or demonstrate– Show, Think aloud, Explain
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Systematic & Explicit Instruction
• Provide examples– Include visual prompts and/or graphic
organizers• Maximize students’ engagement
– Include a variety of ways for students to participate
– Pace instruction-not too slow, not too fast
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Systematic & Explicit Instruction
• Check for student understanding– Use Bloom’s Taxonomy– Encourage students to generate
questions– Provide corrective feedback– Adjust instruction so students are
challenged & able to develop new skills
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Examples of Systematic Instruction• Classifying & categorizing
information• Distinguishing facts from opinions• Identifying main ideas &
supporting details• Making generalizations
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More Examples• Sequencing events• Recognizing cause & effect• Retelling• Drawing conclusions• Synthesizing new information• Tennessee Academic Vocabulary
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What not to do• Round robin reading• Instruction with no student
engagement (lecture)• Whole group instruction for too
long• Pacing too slow• Instructing from behind your desk
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More of what not to do
• Worksheets, worksheets, worksheets
• Not reviewing • Not checking for mastery• Not assessing progress
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Differentiate Instruction
• provide several learning options, or different paths to learning, which help students take in information and make sense of concepts and skills
• provide appropriate levels of challenge for all students, including those who lag behind, those who are advanced, and those right in the middle.
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Differentiation Is Not• developing a separate lesson plan
for each student in a classroom• "watering down" the curriculum
for some students
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What Effective Teaching Looks Like
• Include at least three different approaches or activities
• Basic Levels of Activities– Explanation – Application– Synthesis
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Skill/Concept Review• Approximately 10 minutes• Quick Write• Word Sort• Cloze Activity• Check Homework• Word Scramble• Intro Activities• Sets the tone for class• Short Quiz
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Direct Instruction• Interactive Lecture• Video with note taking (with
discussion during and/or afterward)
• Guided reading of text (response journals,, study guides)
• Demonstration• Introduction of new concept or skill• Approximately 20-30 minutes
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Shared Practice• Small groups work collectively on
task to practice skill or concept presented during Direct Instruction– collage, fishbowl, timelines,
draw, newspaper, graphic organizers, debates, note check, brainstorming race, webbing & think, pair, share
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Independent Practice
• Standards-based assignment work time
• Opportunity for individual conferencing
• Opportunity for students to clarify progress on tasks
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Examples of Independent
Practice• Internet Research• Computer Work• Writing Assignment• Lab
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Closure/Reflection• Journal Reflection• Review Games• Teacher questions• Short Quiz• Specific instructions for homework
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Checklist for Effective Teaching
• Activities are varied• Student movement is planned and
carried out• Active participation occurs• Instructional methods and
assignments are varied