Delivery of Instruction for Effective Teaching and

Learning

Summer 2012

Leslie Grahn

Shavon McCown

Patty Otero

Janet Yarn

Meet your instructors

Participants will deepen knowledge and explore strategies for

knowing their learnersengaging their learnersleading the learning in their classroom

assessing the learning of their students.

Outcomes:

Indicator 4A: Communicates Clearly and Accurately

Indicator 4B: Uses Questioning and Discussion Techniques Effectively

Indicator 4C: Engages Students in Learning Indicator 4D: Provides Effective Feedback to

Students Indicator 4E: Demonstrates Flexibility and

Responsiveness

Domain 4: Delivery of Instruction

Course set up

Self-Assessment

Final Project = 3 hours

Participants will◦ Explore tools and strategies for knowing learners

◦ Reflect on ways to use learner profile data in planning

◦ Deepen knowledge about student engagement

◦ Analyze lesson plans for student engagement.

Day 1 Outcomes

Indicator 4C: Engages Students in Learning

Indicator 4E: Demonstrates Flexibility and Responsiveness

Day 1 Focus Indicators

Knowing the Learner

Getting to know you

1. Complete the learner profile for yourself.

2. When given the signal, introduce yourself to others to find out if you share similar characteristics.

3. Make connections between this activity and our course.

VV

V

Vision of Exemplary Teaching for Student Learning

“All Students Can Learn”

KnowingThe

LearnerWHO?

Knowingthe

Curriculum & ContentWHAT?

Knowing the

PedagogyHOW?

Personal Development

Cognitive Development

Social Development

KnowingMyself andMy Influenceon Learners

Knowing the Learner

Student characteristics Readiness Interest Learning Profile

Our group’s profile

Class Intelligence Profile Summary.xls

Our group’s profile

What advice do you have for the instructors based on our group profile?

How might you respond to this data in your delivery of instruction for a particular unit?

Find a partner with different data Talk about ways you can respond to the

data in lesson planning and building relationships with students during that particular unit.

What did doing this activity make you think about?

Responding to what we know about our

learners

“In a differentiated classroom, the teacher proactively plans and carries out varied approaches to content, process, and product in anticipation of and response to student differences in readiness, interest, and learning needs.”

What is differentiated instruction?

How to Differentiate Instruction in Mixed-Ability Classrooms (Tomlinson, ASCD, 2001)

Supportive learning environment Continuous assessment High-quality curriculum Respectful tasks Flexible grouping

Differentiation Non-Negotiables

Classroom elements

Content Process Products Learning Environment/ Affect Assessment

Differentiation concepts

Learning Centers Tiered Assignments R.A.F.T.s Choice Boards Flexible Grouping

Differentiation Strategies

Break

Learning Centers Tiered Assignments R.A.F.T.s Choice Boards Flexible Grouping

Differentiation Strategies

Flexible Grouping with Grouping Cards

Grouping can be…

Teacher AssignedStudent ChosenRandom

determined by:ReadinessInterestLearning profile

Cooperative Learning

From the work of Spencer Kagan

Group Work - Old and New

Task is usually a project Some students do more

work and take most responsibility

Some students are ignored by others in group

Some students feel success, others feel frustration

Each student cares most about what he/she learns and what grade he/she receives

Task may be a project, brainstorming, problem solving

Shared work and responsibility

Participation of all students is encouraged

Each student’s ideas and work are valued

Students care about group learning

Six Key Elements To Cooperative Learning

Teams Will to Cooperate Cooperative Management Skill to Cooperate Four Basic Principles Cooperative Structures

Four Basic Principles to Cooperative Learning

Positive Interdependence

Individual Accountability

Equal Participation

Simultaneous Interaction

Let’s Make a Layered Book

Visit 4-5 cooperative learning strategies that are new to you

Using your data from this morning, consider flexible grouping opportunities for these students.

Learning Centers Tiered Assignments R.A.F.T.s Choice Boards Flexible Grouping

Differentiation Strategies

Engaging the Learner

So, what is engagement anyway?

A. Is it about entertainment? Is it about attention?

B. What does an engaged classroom look and sound like?

C. How does an engaged student look and act?

D. What does engagement look like in a lesson plan?

Choose one question as your focus for this segment.

The Engage-O-Meter

Think about the most engaging activity you have ever experienced in a classroom setting.

How many of the qualities did that activity have?

Engaging students with technology Rapid fire Inspiration web

Tech tools demo

Explore a new technology application or program

Use your Engage-O-Meter to measure how engaging it is.

Lunch

Analyzing lessons

At each station, you will

1. Analyze the lesson using your checklists.

2. Use small stickie notes to leave warm and cool feedback for the “teacher.”

Warm and Cool Feedback

Warm feedback: Given in the form of statements, it includes positive comments about attributes of the work.

Cool feedback: Given in the form of questions to encourage presenter to see areas for growth and improvement.

Using the lesson you brought, analyze it for knowing the learner and engaging the learner.

Explore the links for strategies to enhance your lesson◦ Tools for knowing the learner◦ Differentiation strategies◦ Grouping strategies◦ Engagement strategies◦ Technology tools

Be prepared to share your lesson and the enhancements you made.

Task: Lesson reengineering

Sharing and Feedback

Delivery of Instruction for Effective Teaching and

Learning

Summer 2012