Improving Outcomes for Students

Effective Instructional Practices Using Microteaching & Research Based Curriculum

Summer Jump Start New Teacher Staff Development July, 2006

Opening Activities

Brief Introductions

Box Elder Ogden Weber Davis

Facilities overview Housekeeping

Why The Jump Start Staff Development

Provide new teachers with. . .

Support BEFORE entering the classroom Staff Development in effective practices Materials to use in reading instruction Practice in small group settings with curriculum coaches Ongoing Support when implementing new practices and curriculum in the classroom setting with students

Course Outline

Day 1: Effective Instructional Practices

Time Management, Teaching Functions, Academic Feedback Effective Reading Instruction Dr. Gordon Gibb

Day 2: Effective Instructional Practices, Small Group Instruction & Reading Content Instruction

Phonemic Awareness Tammy Pettigrew Handwriting

Course Outline (cont.)

Day 3: Reading Content & Application of Effective Practices in Reading Instruction

Overview of Reading Programs Small group practice coaches model lessons

Day 4: Further application of practices & content

Small group practice participants deliver lessons Jump Start Backpackers Guide to Survival Dr. Hofmeister Working with Parents Jumpstart website

Ongoing Support phone, email, on-site coaching

Participant Expectations

Participate in all classroom activities and assignments Conduct Microteaching lesson 15-20 minute lesson with peer feedback Participate in peer observations Solicit support from curriculum coaches as needed Enjoy the journey!

What is Microteaching?

Microteaching is organized practice teaching. Goals of Microteaching

Give instructors confidence, support & feedback by letting them try out (among friends and colleagues) a snapshot of what/how to teach Provide an opportunity to try teaching strategies you may not have used regularly or effectively Provide a safe forum for practicing strategies and receiving feedback

Why the Microteaching Model?

Rationale: No Child Left Behind (NCLB) requirements have one major goal: namely, increasing the effectiveness of instruction to all students, and particularly to students at risk of failure in reading and math.

Why the Microteaching Model?

Two Problems With the Present Staff Development Practices

Lack of Transfer Lack of Viable, Aligned Solutions

Lack of Transfer

The more traditional in-service model generates less than 10% transfer to classroom practices The How Do You Know? question is often not addressed.

Staff development activities must provide an ongoing way

to monitor the impact of staff development, as measured by changes in the learner.

Lack of Viable, Aligned Solutions

Many staff development efforts fail to address the availability of classroom instructional materials. Teachers feel disappointed by the promises of practical support implicit in staff development programs.

Steps in Microteaching

Step One: Select Intervention

Select the specific pedagogical and curriculum domains research validation for at-risk students (Research Into Practice, Reading for All Learners)

Steps in Microteaching

Step Two: Peer-to-Peer Microteaching Practice

Conduct microteaching sessions until competency in a non-student setting is demonstrated (small group practice with curriculum coaches)

Steps in Microteaching

Step Three: Classroom Practice with Representative Samples The teacher implements representative samples of the intervention program with students, under close mentoring supervision (in authentic school setting).

Steps in Microteaching

Step Four: Implement Total Intervention Plan After demonstrated success with the selected representative samples of the intervention program, the teacher implements the total program with feedback from the mentor, the flow of student monitoring data, and self-evaluation (continued implementation in school setting).

Steps in Microteaching

Step Five: Validation Based on Student Outcomes

The teacher documents instructional effectiveness using student monitoring outcomes (use student data to make decisions about programming)

Course Objectives

Increase knowledge of and skills in

Utilizing research-based curriculum Implementing effective instructional practices

Direct Instruction Teaching Cycle Providing Praise Statements Providing opportunities for student responses Effective error correction

Developing & implementing lesson plans Collecting and interpreting student data

Ground Rules for This Training

Respect confidentiality concerning what we learn about each other. Respect agreed-upon time limits. Maintain collegiality were in this together. Stay psychologically & physically present and on task.

Ground Rules for This Training

Respect others attempts to experiment and take risks. Listen and speak in turn, so everyone can hear all comments. Enjoy the journey and learn from the process!

Balance Effective Instructional Practices & Research-Based Curriculum

Positive Student Outcomes

Effective Instructional Practices

Research-based Curriculum

Research Into Practice

How to use this book

Chapter One Planning For Instructional Improvement Two Time Management Three Teaching Functions Four Academic Feedback Five Academic Monitoring Six Classroom Management

Additional Chapters

Effective Student Learning Experiences

Teacher performance Student learning experiences Student outcomes Ask yourself, What am I doing to create learning experiences that result in positive student outcomes?

Research Into Practice

Chapters briefly covered in this training

Two Time Management Three Teaching Functions Four Academic Feedback A Research literature B Knowledge quiz C Self-evaluation checklist D Information gathering E Practical suggestions F Self-Improvement plan

Sections of each chapter

Is There a Better Way To Get Clear Directions?

Yes, Its called using materials in Into Practice!

Research

Time Management

Quiz Self-Evaluation What does the research say? Practical Application How do I use it?

Guided notes individual work

Self-Improvement Plan

Guided Notes

Technique to increase academic learning time & on-task behavior Provides scaffolding support for learners Consider level for your own class Gets students into learning behaviors listening, writing, reading, Provides template for disseminating content Easy to create copy & white out!

Teaching Functions

Quiz Self-evaluation What does the research say? Practical Application How do I use it?

Sample direct instruction lesson Develop lesson plan small group work

Self-Improvement plan use selfevaluation checklist and evaluation with three recording periods

Small Group Work

Objective Complete lesson plan together as a small group

Consider completed lesson plan template Look at lesson objective Use template to guide lesson plan development Make certain teaching functions are included

Techniques for Working Cooperatively

(Okay, so this is a non-example)

Small Group Work Outcomes

What did we learn about lesson plan development? How important is a clear objective? Does the lesson plan template include the teaching functions? Could anyone pick up the lesson plan and teach the lesson? (stranger test)

Direct Instruction Principles

Heart of EVERY Lesson

I do it teacher directed instruction We do it guided practice (80% accuracy) You do it independent practice (90-100% accuracy)

Direct Instruction Principles

Group & individual responses

At least four student responses per minute Include group and individual responses (80% group to 20 % individual)

Signals Error Correction

Identify error Model Test Delayed test

Effective Teaching Cycle

Teacher-directed instruction

Learning set
Review previously taught material Tells you where to go forward or reteach Enables you to control outcome

New material

Small increments of material

Guided practice Independent practice

Teacher-Directed Instruction I Do It

Learning Set

Sets stage for new learning Builds instructional momentum Feedback/reinforcement Reduces off-task behavior Students will persist through learning Error detection reduces probability of errors/increases student achievement Builds on prior knowledge

Teacher-Directed Instruction

New Material

Acquisition stage Linked to prior knowledge Presented in small segments Demonstration/present new material (rule of thumb: 3 examples) Sequence examples presented Integrate with guided practice

Guided Practice We Do It

More guided practice (added support)

Student completes task with you Provide response prompt & response direction Provide three examples
Student completes task with you Provide response direction only Provide three examples High rates of opportunities to respond with feedback

Less guided practice (decreased support)

Independent Practice You Do It

Fluency Consolidation Mastery Application Monitor provide feedback Praise/error correction Practice How many student responses can be expected in about one minute? Lets try it! reader & data keeper 6 seconds

Remember T.G.I.F.

T Teacher Directed Instruction

I

Do It

G Guided Practice
We

Do It Do It

I Independent Practice
You

F Feedback

Small Group Practice

Objective Practice direct instruction teaching cycle Roles in small groups

Teacher, student, timer, observer Instruct student using direct instruction techniques (I, We, You) Solicit student responses Provide praise statements

What will you be doing?

Academic Feedback & Error Correction

Quiz Self-evaluation What does the research say? Practical Application How do I use it?

Whole group practice Small group practice Identify error Model Test Delayed test

Error Correction

Small Group Practice

Objective Practice providing error correction, using direct instruction principles and error correction techniques Roles in small groups

Teacher, student, timer, observer Student reads the passage of leveled text and makes 2-3 errors Teacher listens and engages in error correction procedure Observer watches and provides feedback

What will you be doing?

Research-based interventions are like lighthouses. They are fixed practices that have endured the test of time and have proven to be effective.

Closing Activities
Brief Review Ah Has Big Ideas Homework Read E section in chapters 2, 3 & 4 of Research Into Practice

Opening & Review

Learning Outcomes from Homework (Section E in Chapters 2, 3 & 4 in Research Into Practice - RIP) Ah Has from Day 1 Reconnect Questions ???

Course Objectives

Increase knowledge of and skills in

Utilizing research-based curriculum Implementing effective instructional practices

Direct Instruction Teaching Cycle Providing Praise Statements Providing opportunities for student responses Effective error correction

Developing & implementing lesson plans Collecting and interpreting student data

Balance Effective Instructional Practices & Research-Based Curriculum

Positive Student Outcomes

Effective Instructional Practices

Research-based Curriculum

Research-based interventions are like lighthouses. They are fixed practices that have endured the test of time and have proven to be effective.

Dealing with the Gators

Dealing with The Gators

Gators

Kids in Group

Kids not in Group

Adults & Outside Classroom

Dealing with the Alligators

Gators in the group
Good! And Wants Everybody to Know It! Academy Award Specialist Majors in Distraction 101 Tardy City Trouble City

Gators outside the group

All of the above

Gators outside the classroom

Assemblies Other adults Interruptions

Effectively Implementing Small Group Instruction

Task 1 Planning & Preparing Task 2 Assembling the Group Task 3 Initiating Instruction Task 4 Maintaining Momentum Task 5 Closing the Session

Working with each student individually is like spinning plates it can be very difficult . . . and exhausting!

Observation Form

Focus on what we want to have happen! Target Behaviors

Overall learning environment Teacher praise rates Opportunities for student response Error Correction

Video Observation Focus # 1

Overall learning environment . . .

Seating arrangement Teacher eye contact Teacher voice tone Access to materials

Video Observation Focus #2

Overall learning environment . . .

Number of praise statements Type of praise statements Ease of delivery of praise statements Method of addressing student errors Reinforcement methods

Video Observation Focus # 3

Overall learning environment. . .

Student response opportunities

Verbal responses Non-verbal responses

Group responses Individual responses Developing routine of responding

Content Training

Big Five in Reading

Phonemic awareness Phonics Fluency Vocabulary Comprehension

Phonemic Awareness

Presenter Tammy Pettigrew

Scope & sequence Content instruction Elements of lesson delivery Effective teaching strategies Program components of Reading For All Learners Phonemic Awareness Other programs Assessment techniques

Closing Activities
Brief Review Ah Has Big Ideas Homework Review Reading For All Learners & Rewards programs

Opening Activities

Brief Introductions of instructors Revisit Objectives

Increase knowledge of and skills in Implementing effective instructional practices Using research-based curriculum Implementing key components of lesson plans Learning how to collect and interpret student data

Content Training

Big Five

Phonemic Awareness Phonics Fluency Vocabulary Comprehension

Phonemic Awareness RALP Reading For All Learners Little Books Fluency Builders Decoding for All Ages Radio Dramas Rewards

Programs

Content Training

Elementary

Secondary

Phonemic Awareness Little Books Lesson Plans

Decoding for All Ages Rewards Lesson Plans

Elementary & Secondary

Fluency Builders Radio Dramas

Coaching Sessions

Objective Learn practices of effective lesson delivery of reading content What will you be doing?

Coaches present sample lesson using one of the Reading for All Learners Programs or Rewards Participants observe lessons and take turns either participating as a student or taking data on student responses & praise statements Everyone enjoy learning together!

Critical Skills in Coaching

Coaches Can Provide Strong Reinforcement . . .

Theres Nothing Like a Good Pat On the Back!

Ground Rules for This Training

Respect confidentiality concerning what we learn about each other. Respect agreed-upon time limits. Maintain collegiality were in this together. Stay psychologically & physically present and on task.

Ground Rules for This Training

Respect others attempts to experiment and take risks. Listen and speak in turn, so everyone can hear all comments. Enjoy the journey and learn from the process!

Closing Activities

Revisit self-evaluations in Chapters 2, 3 & 4 Would your rating be the same Partner share regarding two Ah Has OR selfevaluation Identify one strategy youll incorporate into your classroom Write it down Discuss with partner share Dont run faster than youre able (Video clip)

Homework

Participants develop 15-20 minute lesson using one of the programs Prepare to deliver a practice lesson in small group setting Bring completed lesson plan template with draft lesson plan completed Bring any materials that will be needed for your lesson

Reconnect & Review

Group response regarding outcomes of small group instruction Learning outcomes from preparing to deliver microteaching lesson Importance of peer feedback Data collection techniques on error correction Questions???

Practice in Small Group Instruction

Elementary or Secondary Focus Participants take data on coaches lesson Participants deliver lesson to peers Topics

Opportunities for practice Implementing small-group instruction effectively Error correction procedures Content instruction Elements of lesson delivery Effective teaching strategies

Additional Elements for Success

Jump Start Backpackers Survival Guide

Dr. Alan Hofmeister, Academic Success for All Learners

Additional Elements for Success

Jump Start web site

http://iseesam.com/jumpstart/
Matching size, shapes & colors Counting Objects Others

Resources available incredible!

Working With Parents

Make the relationship work for you and the student

Handwriting

Handwriting Resource Book

Appropriate Practices in Handwriting

Chapter 5 Errors & Practices

http://iseesam.com/jumpstart/ Online Academy Beginning Language Arts Program & Interventions FREE!!! (just the cost of printing)

Where do I get it?

What is the cost of these materials?

Review of Data & Celebrations Objectives Achieved!

Increase knowledge of and skills in Utilizing research-based curriculum Implementing effective instructional practices
Direct Instruction Teaching Cycle Providing Praise Statements Providing opportunities for student responses Effective error correction

Developing & implementing lesson plans Collecting and interpreting student data

Lets Look at All Weve Accomplished!

Learning outcomes
Greater expertise in effective instructional practices Practice in lesson delivery Understanding of curriculum

Relationships & networks developed

Within district Across districts

Learning outcomes not intended (wonderful byproducts of the training)

Research-based interventions are like lighthouses. They are fixed practices that have endured the test of time and have proven to be effective.

Curriculum Coaches Support to Participants

Schedule observation and/or verify contact information with curriculum coach Participants will . . .
Conduct lesson with students during observation Meet with curriculum coach after lesson for feedback and goal review Continue to implement program and monitor student progress

Closing Activities
Future goals
RIP Self-evaluations Strategy you committed to implement Others partner share

Plans for implementation

Future support during the school year Lesson plans for use with program

Passion for teaching why we do what we do!

Attitude of Gratitude
People who make things happen!
Al & Judy Hofmeister & staff Coaches Participants Others video clip

A Heros Journey finding the hero in all of us!