delivery of instruction for effective teaching and learning

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Delivery of Instruction for Effective Teaching and Learning Day 1: Knowing and Engaging the Learner Tuesday, July 17, 2012

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Delivery of Instruction for Effective Teaching and Learning. Day 1: Knowing and Engaging the Learner Tuesday, July 17, 2012. Outcomes:. Participants will deepen knowledge and explore strategies for k nowing their learners e ngaging their learners l eading the learning in their classroom - PowerPoint PPT Presentation

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Page 1: Delivery of Instruction for Effective Teaching and Learning

Delivery of Instruction for Effective Teaching and

LearningDay 1: Knowing and Engaging the Learner

Tuesday, July 17, 2012

Page 2: Delivery of Instruction for Effective Teaching and Learning

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:

Page 3: Delivery of Instruction for Effective Teaching and Learning

Course set up

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Moodle Orientation

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Self-Assessment

Page 6: Delivery of Instruction for Effective Teaching and Learning

Knowing the Learner

Page 7: Delivery of Instruction for Effective Teaching and Learning

A definition…

"What we share in common makes us human. How we differ makes us individuals. In a classroom with little or no differentiated instruction, only student similarities seem to take center stage.

Page 8: Delivery of Instruction for Effective Teaching and Learning

A definition…

In a differentiated classroom, commonalities are acknowledged and built upon, and student differences become important elements in teaching and learning as well ....

Page 9: Delivery of Instruction for Effective Teaching and Learning

A definition…

Students have multiple options for

• taking in information• making sense of ideas• expressing what they learn.

Page 10: Delivery of Instruction for Effective Teaching and Learning

A definition…

In other words, a differentiated classroom provides different avenues to

• acquiring content• processing or making sense of ideas• and developing products."

Carol Ann Tomlinson

Page 11: Delivery of Instruction for Effective Teaching and Learning

Differentiation Concepts

Student characteristics Readiness Interest Learning Profile

Page 12: Delivery of Instruction for Effective Teaching and Learning

How well do I know my students?

Think of a particular student.

Create a web of information you know about that student.

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How well do I know my students?

Highlight and label the learner characteristic for each item

Learning profile = LPInterest = I

Readiness = R

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How well do I know my students?

What don’t you know that would be helpful?Reflect on how you might get to know that student better.

Page 15: Delivery of Instruction for Effective Teaching and Learning

Tools for Knowing the Learner:

Page 16: Delivery of Instruction for Effective Teaching and Learning

How might you respond to this data for a class?

Page 17: Delivery of Instruction for Effective Teaching and Learning

Differentiation Concepts

Student characteristics Readiness Interest Learning Profile

Page 18: Delivery of Instruction for Effective Teaching and Learning

Inspiration rapid fire web

Collecting formative data on readiness

Page 19: Delivery of Instruction for Effective Teaching and Learning

Exploring formative assessment strategies

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Responding to formative data: Analysis of Student Work tool

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Responding to formative data

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Break

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Engaging the Learner

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Do students feel engaged in school?

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2009 High School Survey on Student Engagement

66% bored every day81% material not interesting42% material lacks relevance33% work is not challenging

http://ceep.indiana.edu/hssse/index.htm

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I like attending school. I work hard in my classes. But I would like them to be a little more interesting, interactive.

Many teachers don't understand that people learn in different ways.

I like hands on things and group projects… because they help me focus and really feel excited and I interact more. It makes me want to learn and (makes) the material that I'm learning interesting.

Quotes from the 2009 HSSSE

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Is it about entertainment? Attention? What does an engaged student look like? How do I write it into my lesson plans? What does an engaged classroom look and

sound like?

So, what is engagement anyway?

Think.Ink.

Share.

Page 28: Delivery of Instruction for Effective Teaching and Learning

Student Motivation & Engagement(Schlechty)

1. Engagement2. Strategic Compliance3. Ritual Compliance4. Retreatism5. Rebellion

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Clock WatchersThe Six C’s: Creating Context That Motivates Students and Nurtures Engagement

•Caring Class Community

•Checking In and Checking Out

•Choice

•Collaboration

•Challenge

•Celebration

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Maine Center for Meaningful Engaged Learning

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31

The Highly Engaged ClassroomMarzano and Pickering (2011)

31

How do I feel?

Am I interested?

Is this important?

Can I do this?

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Student Engagement Observation Forms

www.education.ky.gov

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• Global citizen

• Creative

• Active

• Mission-driven

• Civically-engaged

• Knowledge-hungry

• Innovator

• Independent thinker

• Problem solver

• Collaborative

• Visionary

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• Relate learning to real life• Give students control over learning• Assign challenging but achievable tasks• Arouse students’ curiosity• Design projects that allow students to

share/work with others

Motivating students to engage in class activities

Page 35: Delivery of Instruction for Effective Teaching and Learning

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?

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Engaging students with technology

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DIFFERENTIATION:What is it?

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A different kind of crossword

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Carol Ann TomlinsonProfessor of Educational

LeadershipUniversity of Virginia

Differentiation based on research and writings of:

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“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)

Page 41: Delivery of Instruction for Effective Teaching and Learning

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

Differentiation Non-Negotiables

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The Cogs of Differentiation

Tomlinson, 2003

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Differentiationis a teacher’s response to learners’ needsguided by general principles, such as

Respectful Tasks Flexible GroupingContinuous Assessment

Teachers can differentiate

Content Process Product

according to students’

Interests Learning Profile Readiness

through a range of strategies

Page 44: Delivery of Instruction for Effective Teaching and Learning

Classroom elements

Content Process Products Learning Environment/ Affect Assessment

Differentiation concepts

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With the knowledge you just gained, how would you change a clue on your puzzle?

Look back at your puzzle

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

Differentiation Strategies

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Let’s Dive into Some DI-nalysis

At each station, you will

1. Choose an artifact and analyze it using your organizer.

2. Process the strategy with the group using the prompt provided.

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daretodifferentiate.wikispaces.com

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Preview of work time

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Lunch

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Lesson/unit plan◦ Student data collection tools◦ Formative assessment strategies◦ Engaging activities◦ Differentiated activities

Work Time

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Presentations and Feedback

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Delivery of Instruction for Effective Teaching and

LearningDay 2: Leading and Assessing the Learning

Thursday, July 19, 2012

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Participants will deepen knowledge and explore strategies foroknowing their learnersoengaging their learnersoleading the learning in their classroomoassessing the learning of their students.

Outcomes:

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Preview of work time

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Lunch

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Work Time

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Presentations and Feedback

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Your assignment

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Revisit Self-Assessment