vision dr. l. elovitz. personal vision where do you want to go and how do you intend to get there?
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Personal Vision
• Where do you want to go and how do you intend to get there?
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The Vision
• The vision is the end state, the intensions of where you want to go with your school.
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Think Afresh and Out of the Can
• How do you envision what your school should be like?
• What should be going on in such a school
• How would you describe and effective school?
• What values and beliefs about learning are important to address?
• ALL CHILDREN CAN LEARN
• SUCCESS BREEDS SUCCESS
• TEACHERS CONTROL THE CONDITIONS OF LEARNING IN THEIR CLASSROOM
BELIEFSBELIEFS
� SELECT THE LEARNING (OBJECTIVE) AT THE CORRECT LEVEL OF DIFFICULTY
� TEACH TO THE INTENDED OBJECTIVE
� MONITOR THE LEARNING AND ADJUST THE TEACHING
� USE THE PRINCIPLES OF LEARNING
ESSENTIAL ELEMENTS OF INSTRUCTIONESSENTIAL ELEMENTS OF INSTRUCTION
Madeline Hunter
� SELECT THE LEARNING (OBJECTIVE) AT THE CORRECT LEVEL OF DIFFICULTY
� TEACH TO THE INTENDED OBJECTIVE
� MONITOR THE LEARNING AND ADJUST THE TEACHING
STANDARDS FOR INSTRUCTIONSTANDARDS FOR INSTRUCTION
JOEL SUZUKI
Domain I: Planning and PreparationComponent c: Selecting Instructional Goals (CLD)Component e: Designing Coherent Instruction(T2O)
Domain III: InstructionComponent e: Demonstrating Flexibility and Responsiveness (M&A)
Components of Professional PracticeComponents of Professional Practice
Charlotte DanielsonA Framework for Teaching
CORRECT LEVEL OF DIFFICULTY
• KNOWLEDGE OF PRIOR LEARNING
• USE OF QUESTIONS
• USE OF PRE-TESTS
• DIAGNOSTIC TESTING
TEACH TO THE OBJECTIVE
TEACHER ACTIONSGIVE INFORMATIONASK QUESTIONSMAKE SPECIFIC RESPONSES DESIGN ACTIVITIES
RELATED Vs. RELEVANT
MONITOR & ADJUST
• ELICIT OVERT BEHAVIOR
• CHECK FOR UNDERSTANDING
• INTERPRET THE BEHAVIOR
• ACT ON INTERPRETATION
SIGNAL SAMPLE CHORAL RESPONSE
PROCEED PRACTICE
RETEACH QUIT
BELIEF THEORY STANDARD
ALL CHILDREN CAN LARRY LEZOTTE TEACH TO OBJECTIVELEARN EFFECTIVE SCHOOLS
JOHN CARROLL TIME ON TASK
SUCCESS = SUCCESS BENJAMIN BLOOM CORRECT LEVEL OF DIFFICULTY COGNITIVE TAXONOMY
TEACHERS CONTROL B.F. SKINNER MONITOR AND ADJUSTLEARNING CAUSE AND EFFECT
LEARNING
* POWERFUL TOOLS THAT TEACHERS USE TO ENCOURAGE STUDENTS TO EXHIBIT BEHAVIORS THAT LEAD TO INCREASED LEARNING
* RESULT FROM CONTINUOUS DETAILED RESEARCH
* TEACHER DECIDES ON WHICH, WHEN AND HOW THEY ARE USED
* USE MUST BE CONGRUENT WITH STANDARDS
* NOT NECESSARY TO INCLUDE ALL PRINCIPLES IN ALL LESSONS
PRINCIPLES OF LEARNINGPRINCIPLES OF LEARNING
M/A
CLDT2O
THEORY
STANDARDS
BELIEFS
Set
ActiveParticipation
Motivation
TransferClosure
Retention
Reinforcement
* TEACHERS MAY CHOOSE FROM A VARIETY OF METHODS TO EMPLOY IN ORDER TO DELIVER INSTRUCTION
* METHODOLOGY REFLECTS THE APPLICATION OF THE PRINCIPLES OF LEARNING
* USE MUST BE CONGRUENT WITH THE STANDARDS
METHODS OF INSTRUCTIONMETHODS OF INSTRUCTION
M/A
CLDT2O
THEORY
STANDARDS
BELIEFS
Set
ActiveParticipation
Motivation
TransferClosure
Retention
Reinforcement
Content Specific
Strategies
GenericStrategies
Teaching Strategies
• GENERIC�COOPERATIVE
LEARNING
�LEARNING STYLES
�ACTIVE LEARNING
� CLASSROOM MANAGEMENT
• CONTENT SPECIFIC�PROCESS WRITING
�WHOLE LANGUAGE
�SCIENCE LAB
�SHOP
�ART STUDIO
Professional Development:
A JOINT EFFORT BETWEEN TEACHERS, SUPERVISORS AND ADMINISTRATORS TO INFUSE STANDARDS, PRINCIPLES AND METHODOLOGY THROUGHOUT THE DISTRICT FOR THE BENEFIT OF THE STUDENTS
is sustained over time
is based on adult learning theory
includes inside and outside experiences
can be job embedded
encourages risk taking, creativity and assessment
Professional Development:
In-service
M/A
CLDT2O
THEORY
STANDARDS
BELIEFS
Set
ActiveParticipation
Motivation
TransferClosure
Retention
Reinforcement
MentoringSupervision
PeerCoaching
ActionResearch
College Courses
Workshops
ContentSpecificStrategies
GenericStrategies
Study Groups
INSTRUCTIONAL OBJECTIVESINSTRUCTIONAL OBJECTIVES
*IDENTIFY WHAT THE STUDENT SHOULD KNOW OR BE ABLE TO DO AS A RESULT OF INSTRUCTION
*IDENTIFY THE PIECE OF CONTENT TO BE TAUGHT
*IDENTIFY THE STUDENT BEHAVIOR WHICH WILL BE EXPECTED IN ORDER TO INDICATE ACHIEVEMENT OF THAT BEING LEARNED
LEVEL OF COMPLEXITY
1. KNOWLEDGE RECALL, MEMORY, FACTS
2. COMPREHENSION UNDERSTANDING, TRANSLATION
3. APPLICATION USE INFORMATION IN A NEW SITUATION
4. ANALYSIS TAKE APART, COMPARE/CONTRAST
5. SYNTHESIS PUT TOGETHER A NEW CREATION
6. EVALUATION JUDGMENTS BASED ON MORE THAN OPINIONS
BLOOM’S TAXONOMY OF THE COGNITIVE DOMAIN
OBJECTIVE DEVELOPMENT USING BLOOM’S TAXONOMYOBJECTIVE DEVELOPMENT USING BLOOM’S TAXONOMY
LEVEL VERB
1. KNOWLEDGE LIST, LABEL, DEFINE, NAME, STATE
2. COMPREHENSION SUMMARIZE, EXPLAIN, DESCRIBE IN YOUR OWN WORDS, ILLUSTRATE, PARAPHRASE, IDENTIFY
3. APPLICATION COMPUTE, DEMONSTRATE, USE, SOLVE
4. ANALYSIS BREAK INTO PARTS, CLARIFY, OUTLINE, COMPARE/CONTRAST
5. SYNTHESIS DESIGN, REARRANGE, COMPOSE, WRITE AN ORIGINAL ENDING
6. EVALUATION SUPPORT, DECIDE, CRITICIZE, CHOOSE
ONE AND JUSTIFY
SAMPLE INSTRUCTIONAL OBJECTIVESSAMPLE INSTRUCTIONAL OBJECTIVES
THE STUDENTS WILL DEMONSTRATE THE ABILITY TO:
-IDENTIFY THE POSITION OF THE EARTH RELATIVE TO THE SUN, THE MOON, AND OTHER PLANETS.
-DESCRIBE THE ROTATION AND REVOLUTION OF THE EARTH AND OTHER PLANETS AROUND THE SUN.
-DEMONSTRATE HOW THE EARTH’S POSITION AND TILT OF ITS AXIS PRODUCE THE SEASONS.
-COMPARE THE POSITIONS OF THE EARTH, MOON, AND SUN DURING A SOLAR ECLIPSE AND A LUNAR ECLIPSE.