improving outcomes for students effective instructional practices using microteaching & research...
TRANSCRIPT
Improving Outcomes for Improving Outcomes for Students Students
Effective Instructional Practices Using Effective Instructional Practices Using
Microteaching & Research Based CurriculumMicroteaching & Research Based Curriculum
Summer “Jump Start” Summer “Jump Start” New Teacher Staff DevelopmentNew Teacher Staff Development
July, 2006July, 2006
Opening ActivitiesOpening Activities
Brief Introductions Brief Introductions Box ElderBox Elder OgdenOgden WeberWeber DavisDavis
Facilities overviewFacilities overview ““Housekeeping”Housekeeping”
Why The “Jump Start” Staff Why The “Jump Start” Staff DevelopmentDevelopment
Provide new teachers with. . . Provide new teachers with. . . SupportSupport BEFOREBEFORE entering the classroom entering the classroom Staff Development Staff Development in effective practices in effective practices MaterialsMaterials to use in reading instruction to use in reading instruction PracticePractice in small group settings with in small group settings with
curriculum coachescurriculum coaches Ongoing SupportOngoing Support when implementing new when implementing new
practices and curriculum in the classroom practices and curriculum in the classroom setting with studentssetting with students
Course OutlineCourse Outline
Day 1: Effective Instructional PracticesDay 1: Effective Instructional Practices Time Management, Teaching Functions, Academic Time Management, Teaching Functions, Academic
FeedbackFeedback Effective Reading Instruction – Dr. Gordon GibbEffective Reading Instruction – Dr. Gordon Gibb
Day 2: Effective Instructional Practices, Small Day 2: Effective Instructional Practices, Small Group Instruction & Reading Content InstructionGroup Instruction & Reading Content Instruction Phonemic Awareness – Tammy PettigrewPhonemic Awareness – Tammy Pettigrew HandwritingHandwriting
Course Outline Course Outline (cont.)(cont.)
Day 3: Reading Content & Application of Day 3: Reading Content & Application of Effective Practices in Reading InstructionEffective Practices in Reading Instruction Overview of Reading ProgramsOverview of Reading Programs Small group practice – coaches model lessonsSmall group practice – coaches model lessons
Day 4: Further application of practices & contentDay 4: Further application of practices & content Small group practice – participants deliver lessonsSmall group practice – participants deliver lessons Jump Start Backpacker’s Guide to Survival – Dr. Jump Start Backpacker’s Guide to Survival – Dr.
HofmeisterHofmeister Working with ParentsWorking with Parents Jumpstart websiteJumpstart website
Ongoing Support – phone, email, on-site Ongoing Support – phone, email, on-site coachingcoaching
Participant ExpectationsParticipant Expectations
Participate in all classroom activities and Participate in all classroom activities and assignmentsassignments
Conduct Microteaching lesson – 15-20 Conduct Microteaching lesson – 15-20 minute lesson with peer feedbackminute lesson with peer feedback
Participate in peer observationsParticipate in peer observations Solicit support from curriculum coaches as Solicit support from curriculum coaches as
neededneeded Enjoy the journey!Enjoy the journey!
What is Microteaching?What is Microteaching? Microteaching is Microteaching is organizedorganized practice teaching. practice teaching.
Goals of MicroteachingGoals of Microteaching Give instructors confidence, support & feedback by Give instructors confidence, support & feedback by
letting them try out (among friends and colleagues) a letting them try out (among friends and colleagues) a “snapshot” of what/how to teach “snapshot” of what/how to teach
Provide an opportunity to try teaching strategies you Provide an opportunity to try teaching strategies you may not have used regularly or effectivelymay not have used regularly or effectively
Provide a safe forum for practicing strategies and Provide a safe forum for practicing strategies and receiving feedbackreceiving feedback
Why the Microteaching Model?Why the Microteaching Model?
Rationale:Rationale:
No Child Left Behind (NCLB) requirements No Child Left Behind (NCLB) requirements have one major goal: namely, increasing have one major goal: namely, increasing the effectiveness of instruction to all the effectiveness of instruction to all students, and particularly to students at students, and particularly to students at risk of failure in reading and math.risk of failure in reading and math.
Why the Microteaching Model?Why the Microteaching Model?
Two Problems With the Present Staff Two Problems With the Present Staff Development PracticesDevelopment Practices
Lack of TransferLack of Transfer
Lack of Viable, Aligned SolutionsLack of Viable, Aligned Solutions
Lack of TransferLack of Transfer
The more traditional in-service model generates The more traditional in-service model generates less than 10% transfer to classroom practicesless than 10% transfer to classroom practices
The “How Do You Know?” question is often not The “How Do You Know?” question is often not addressed.addressed.
“ “Staff development activities must provide an ongoing way Staff development activities must provide an ongoing way to monitor the impact of staff development, to monitor the impact of staff development, as measured as measured by changes in the learnerby changes in the learner.”.”
Lack of Viable, Aligned SolutionsLack of Viable, Aligned Solutions
Many staff development efforts fail to Many staff development efforts fail to address the availability of classroom address the availability of classroom instructional materials.instructional materials.
Teachers feel disappointed by the Teachers feel disappointed by the promises of practical support implicit in promises of practical support implicit in staff development programs.staff development programs.
Steps in MicroteachingSteps in Microteaching
Step One:Step One:
Select InterventionSelect Intervention
Select the specific pedagogical and Select the specific pedagogical and curriculum domains – research validation curriculum domains – research validation for at-risk students (Research Into for at-risk students (Research Into Practice, Reading for All Learners)Practice, Reading for All Learners)
Steps in MicroteachingSteps in Microteaching
Step TwoStep Two::
Peer-to-Peer Microteaching PracticePeer-to-Peer Microteaching Practice
Conduct microteaching sessions until Conduct microteaching sessions until competency in a non-student setting is competency in a non-student setting is demonstrated (small group practice with demonstrated (small group practice with curriculum coaches)curriculum coaches)
Steps in MicroteachingSteps in Microteaching
Step ThreeStep Three::
Classroom Practice with Representative Classroom Practice with Representative SamplesSamples
The teacher implements representative The teacher implements representative samples of the intervention program with samples of the intervention program with students, under close mentoring students, under close mentoring supervision (in authentic school setting).supervision (in authentic school setting).
Steps in MicroteachingSteps in Microteaching
Step Four:Step Four: Implement Total Intervention PlanImplement Total Intervention Plan
After demonstrated success with the selected After demonstrated success with the selected representative samples of the intervention representative samples of the intervention program, the teacher implements the total program, the teacher implements the total program with feedback from the mentor, the flow program with feedback from the mentor, the flow of student monitoring data, and self-evaluation of student monitoring data, and self-evaluation (continued implementation in school setting).(continued implementation in school setting).
Steps in MicroteachingSteps in Microteaching
Step FiveStep Five::
Validation Based on Student Outcomes Validation Based on Student Outcomes
The teacher documents instructional The teacher documents instructional effectiveness using student monitoring effectiveness using student monitoring outcomes (use student data to make outcomes (use student data to make decisions about programming)decisions about programming)
Course Objectives Course Objectives Increase knowledge of and skills inIncrease knowledge of and skills in
Utilizing Utilizing research-based curriculumresearch-based curriculum Implementing Implementing effective instructional effective instructional
practicespractices Direct Instruction Teaching CycleDirect Instruction Teaching Cycle Providing Praise StatementsProviding Praise Statements Providing opportunities for student responsesProviding opportunities for student responses Effective error correctionEffective error correction
Developing & implementing Developing & implementing lesson planslesson plans Collecting and interpreting Collecting and interpreting student datastudent data
Ground Rules for This TrainingGround Rules for This Training
Respect confidentiality concerning what Respect confidentiality concerning what we learn about each other.we learn about each other.
Respect agreed-upon time limits.Respect agreed-upon time limits. Maintain collegiality – we’re in this Maintain collegiality – we’re in this
together.together. Stay psychologically & physically present Stay psychologically & physically present
and on task.and on task.
Ground Rules for This TrainingGround Rules for This Training
Respect others’ attempts to experiment Respect others’ attempts to experiment and take risks.and take risks.
Listen and speak in turn, so everyone can Listen and speak in turn, so everyone can hear all comments.hear all comments.
Enjoy the journey and learn from the Enjoy the journey and learn from the process!process!
Balance Effective Instructional Practices & Balance Effective Instructional Practices & Research-Based CurriculumResearch-Based Curriculum
Effective Instructional
Practices
Research-based Curriculum
Positive Student Outcomes
Research Into PracticeResearch Into Practice
How to use this book How to use this book Chapter One – Planning For Instructional Chapter One – Planning For Instructional
ImprovementImprovement Additional ChaptersAdditional Chapters
Two – Time ManagementTwo – Time Management Three – Teaching FunctionsThree – Teaching Functions Four – Academic FeedbackFour – Academic Feedback Five – Academic MonitoringFive – Academic Monitoring Six – Classroom ManagementSix – Classroom Management
Effective Student Learning Effective Student Learning Experiences Experiences
Teacher performanceTeacher performance Student learning experiencesStudent learning experiences Student outcomesStudent outcomes
Ask yourself, “What am I doing to create Ask yourself, “What am I doing to create learning experiences that result in positive learning experiences that result in positive student outcomes?”student outcomes?”
Research Into PracticeResearch Into Practice Chapters briefly covered in this training Chapters briefly covered in this training
Two – Time ManagementTwo – Time Management Three – Teaching FunctionsThree – Teaching Functions Four – Academic FeedbackFour – Academic Feedback
Sections of each chapterSections of each chapter A – Research literatureA – Research literature B – Knowledge quizB – Knowledge quiz C – Self-evaluation checklistC – Self-evaluation checklist D – Information gatheringD – Information gathering E – Practical suggestionsE – Practical suggestions F – Self-Improvement planF – Self-Improvement plan
Is There a Better Way To Get Clear Directions?
Yes, It’s called using materials in Research Into Practice!
Time ManagementTime Management
QuizQuiz Self-EvaluationSelf-Evaluation What does the research say?What does the research say? Practical Application – How do I use it?Practical Application – How do I use it?
Guided notes – individual workGuided notes – individual work Self-Improvement PlanSelf-Improvement Plan
Guided NotesGuided Notes
Technique to increase academic learning Technique to increase academic learning time & on-task behavior time & on-task behavior
Provides scaffolding support for learnersProvides scaffolding support for learners Consider level for your own classConsider level for your own class Gets students into “learning behaviors” – Gets students into “learning behaviors” –
listening, writing, reading,listening, writing, reading, Provides template for disseminating Provides template for disseminating
contentcontent Easy to create – copy & white out!Easy to create – copy & white out!
Teaching FunctionsTeaching Functions QuizQuiz Self-evaluationSelf-evaluation What does the research say?What does the research say? Practical Application – How do I use it?Practical Application – How do I use it?
Sample direct instruction lessonSample direct instruction lesson Develop lesson plan – small group workDevelop lesson plan – small group work
Self-Improvement plan – use self-Self-Improvement plan – use self-evaluation checklist and evaluation with evaluation checklist and evaluation with three recording periodsthree recording periods
Small Group Work Small Group Work
ObjectiveObjective – Complete lesson plan together – Complete lesson plan together as a small groupas a small group Consider completed lesson plan templateConsider completed lesson plan template Look at lesson objectiveLook at lesson objective Use template to guide lesson plan Use template to guide lesson plan
developmentdevelopment Make certain teaching functions are includedMake certain teaching functions are included
Techniques for Working Cooperatively
(Okay, so this is a non-example)
Small Group Work – Outcomes Small Group Work – Outcomes
What did we learn about lesson plan What did we learn about lesson plan development?development?
How important is a clear objective?How important is a clear objective? Does the lesson plan template include the Does the lesson plan template include the
teaching functions?teaching functions? Could anyone pick up the lesson plan and Could anyone pick up the lesson plan and
teach the lesson? (stranger test)teach the lesson? (stranger test)
Direct Instruction PrinciplesDirect Instruction Principles
Heart of EVERY LessonHeart of EVERY Lesson
I do it – teacher directed instructionI do it – teacher directed instruction We do it – guided practice (80% accuracy)We do it – guided practice (80% accuracy) You do it – independent practice You do it – independent practice
(90-100% accuracy) (90-100% accuracy)
Direct Instruction PrinciplesDirect Instruction Principles
Group & individual responsesGroup & individual responses At least four student responses per minuteAt least four student responses per minute Include group and individual responses (80% group to Include group and individual responses (80% group to
20 % individual) 20 % individual) SignalsSignals Error CorrectionError Correction
Identify errorIdentify error ModelModel TestTest Delayed testDelayed test
Effective Teaching CycleEffective Teaching Cycle
Teacher-directed instructionTeacher-directed instruction Learning setLearning set
Review previously taught materialReview previously taught material Tells you where to go – forward or reteach Tells you where to go – forward or reteach Enables you to control outcomeEnables you to control outcome
New materialNew material Small increments of materialSmall increments of material
Guided practiceGuided practice Independent practiceIndependent practice
Teacher-Directed Instruction – I Do ItTeacher-Directed Instruction – I Do It
Learning SetLearning Set Sets stage for new learningSets stage for new learning Builds instructional momentumBuilds instructional momentum Feedback/reinforcementFeedback/reinforcement Reduces off-task behaviorReduces off-task behavior Students will persist through learningStudents will persist through learning Error detection – reduces probability of Error detection – reduces probability of
errors/increases student achievementerrors/increases student achievement Builds on prior knowledgeBuilds on prior knowledge
Teacher-Directed InstructionTeacher-Directed Instruction
New MaterialNew Material Acquisition stageAcquisition stage Linked to prior knowledgeLinked to prior knowledge Presented in small segmentsPresented in small segments Demonstration/present new material (rule of Demonstration/present new material (rule of
thumb: 3 examples)thumb: 3 examples) Sequence examples presentedSequence examples presented Integrate with guided practiceIntegrate with guided practice
Guided Practice – We Do ItGuided Practice – We Do It
More guided practice (added support)More guided practice (added support) Student completes task with youStudent completes task with you Provide response prompt & response directionProvide response prompt & response direction Provide three examplesProvide three examples
Less guided practice (decreased support)Less guided practice (decreased support) Student completes task with youStudent completes task with you Provide response direction onlyProvide response direction only Provide three examplesProvide three examples High rates of opportunities to respond with feedbackHigh rates of opportunities to respond with feedback
Independent Practice – You Do ItIndependent Practice – You Do It
FluencyFluency ConsolidationConsolidation MasteryMastery ApplicationApplication Monitor – provide feedbackMonitor – provide feedback Praise/error correctionPraise/error correction Practice – How many student responses can be Practice – How many student responses can be
expected in about one minute? expected in about one minute? Let’s try it! – reader & data keeper – 6 secondsLet’s try it! – reader & data keeper – 6 seconds
Remember T.G.I.F.Remember T.G.I.F.
T – Teacher Directed Instruction T – Teacher Directed Instruction I Do ItI Do It
G – Guided Practice G – Guided Practice We Do ItWe Do It
I – Independent Practice I – Independent Practice You Do ItYou Do It
F – FeedbackF – Feedback
Small Group PracticeSmall Group Practice
ObjectiveObjective – Practice direct instruction – Practice direct instruction teaching cycleteaching cycle
Roles in small groupsRoles in small groups Teacher, student, timer, observerTeacher, student, timer, observer
What will you be doing?What will you be doing? Instruct “student” using direct instruction Instruct “student” using direct instruction
techniques (I, We, You)techniques (I, We, You) Solicit student responsesSolicit student responses Provide praise statementsProvide praise statements
Academic Feedback & Error CorrectionAcademic Feedback & Error Correction QuizQuiz Self-evaluationSelf-evaluation What does the research say?What does the research say? Practical Application – How do I use it?Practical Application – How do I use it?
Whole group practiceWhole group practice Small group practiceSmall group practice
Error CorrectionError Correction Identify errorIdentify error ModelModel TestTest Delayed testDelayed test
Small Group PracticeSmall Group Practice ObjectiveObjective – Practice providing error correction, – Practice providing error correction,
using direct instruction principles and error using direct instruction principles and error correction techniquescorrection techniques
Roles in small groupsRoles in small groups Teacher, student, timer, observerTeacher, student, timer, observer
What will you be doing?What will you be doing? Student reads the passage of leveled text and makes Student reads the passage of leveled text and makes
2-3 errors2-3 errors Teacher listens and engages in error correction Teacher listens and engages in error correction
procedureprocedure Observer watches and provides feedbackObserver watches and provides feedback
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 Closing Activities
Brief ReviewBrief Review ““Ah Ha’s” Ah Ha’s” ““Big Ideas” Big Ideas” Homework – Read “E” section in chapters Homework – Read “E” section in chapters
2, 3 & 4 of Research Into Practice2, 3 & 4 of Research Into Practice
Opening & ReviewOpening & Review
Learning Outcomes from Homework Learning Outcomes from Homework (Section “E” in Chapters 2, 3 & 4 in (Section “E” in Chapters 2, 3 & 4 in Research Into Practice - RIP)Research Into Practice - RIP)
““Ah Ha’s” from Day 1Ah Ha’s” from Day 1 Reconnect –Reconnect – Questions ???Questions ???
Course Objectives Course Objectives Increase knowledge of and skills inIncrease knowledge of and skills in
Utilizing Utilizing research-based curriculumresearch-based curriculum Implementing Implementing effective instructional effective instructional
practicespractices Direct Instruction Teaching CycleDirect Instruction Teaching Cycle Providing Praise StatementsProviding Praise Statements Providing opportunities for student responsesProviding opportunities for student responses Effective error correctionEffective error correction
Developing & implementing Developing & implementing lesson planslesson plans Collecting and interpreting Collecting and interpreting student datastudent data
Balance Effective Instructional Practices & Balance Effective Instructional Practices & Research-Based CurriculumResearch-Based Curriculum
Effective Instructional
Practices
Research-based Curriculum
Positive Student Outcomes
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”
Dealing with The “Gators”Dealing with The “Gators”
“Gators”
Kids in Group Kids not in GroupAdults &
Outside Classroom
Dealing with the “Alligators”Dealing with the “Alligators”
““Gators” in the groupGators” in the group– Good! And Wants Everybody to Know It!Good! And Wants Everybody to Know It!– Academy Award SpecialistAcademy Award Specialist– Majors in Distraction 101Majors in Distraction 101– Tardy CityTardy City– Trouble City Trouble City
““Gators” outside the groupGators” outside the group– All of the aboveAll of the above
““Gators” outside the classroomGators” outside the classroom– AssembliesAssemblies– Other adultsOther adults– InterruptionsInterruptions
Effectively Implementing Small Effectively Implementing Small Group Instruction Group Instruction
Task 1 – Planning & PreparingTask 1 – Planning & Preparing Task 2 – Assembling the GroupTask 2 – Assembling the Group Task 3 – Initiating InstructionTask 3 – Initiating Instruction Task 4 – Maintaining MomentumTask 4 – Maintaining Momentum Task 5 – Closing the SessionTask 5 – Closing the Session
Working with each student individually is like spinning plates – it can be very difficult . . . and exhausting!
Observation FormObservation Form
Focus on what we want to have happen!Focus on what we want to have happen! Target BehaviorsTarget Behaviors
Overall learning environmentOverall learning environment Teacher praise ratesTeacher praise rates Opportunities for student responseOpportunities for student response Error CorrectionError Correction
Video Observation – Focus # 1Video Observation – Focus # 1
Overall learning environment . . . Overall learning environment . . . Seating arrangementSeating arrangement Teacher eye contactTeacher eye contact Teacher voice toneTeacher voice tone Access to materialsAccess to materials
Video Observation – Focus #2Video Observation – Focus #2
Overall learning environment . . .Overall learning environment . . . Number of praise statementsNumber of praise statements Type of praise statementsType of praise statements Ease of delivery of praise statementsEase of delivery of praise statements Method of addressing student errorsMethod of addressing student errors Reinforcement methodsReinforcement methods
Video Observation – Focus # 3Video Observation – Focus # 3
Overall learning environment. . . Overall learning environment. . . Student response opportunitiesStudent response opportunities
Verbal responsesVerbal responses Non-verbal responsesNon-verbal responses
Group responsesGroup responses Individual responsesIndividual responses Developing routine of respondingDeveloping routine of responding
Content TrainingContent Training
““Big Five” in ReadingBig Five” in Reading Phonemic awareness Phonemic awareness PhonicsPhonics FluencyFluency VocabularyVocabulary ComprehensionComprehension
Phonemic AwarenessPhonemic Awareness
Presenter – Tammy Pettigrew Presenter – Tammy Pettigrew Scope & sequenceScope & sequence Content instructionContent instruction Elements of lesson delivery Elements of lesson delivery Effective teaching strategiesEffective teaching strategies Program components of Reading For All Program components of Reading For All
Learners Phonemic AwarenessLearners Phonemic Awareness Other programs Other programs Assessment techniquesAssessment techniques
Closing Activities Closing Activities
Brief ReviewBrief Review ““Ah Ha’s” Ah Ha’s” ““Big Ideas” Big Ideas” Homework – Review Homework – Review Reading For All Reading For All
LearnersLearners & & RewardsRewards programs programs
Opening ActivitiesOpening Activities Brief Introductions of instructorsBrief Introductions of instructors Revisit ObjectivesRevisit Objectives
Increase knowledge of and skills inIncrease knowledge of and skills in Implementing Implementing effective instructional effective instructional
practicespractices Using Using research-based curriculumresearch-based curriculum Implementing key components of Implementing key components of lesson lesson
plansplans Learning how to collect and interpret Learning how to collect and interpret student student
datadata
Content TrainingContent Training ““Big Five”Big Five”
Phonemic AwarenessPhonemic Awareness PhonicsPhonics FluencyFluency VocabularyVocabulary ComprehensionComprehension
ProgramsPrograms Phonemic Awareness – RALPPhonemic Awareness – RALP Reading For All Learners Little Books Reading For All Learners Little Books Fluency Builders Fluency Builders Decoding for All AgesDecoding for All Ages Radio Dramas Radio Dramas Rewards Rewards
Content TrainingContent Training
ElementaryElementary Phonemic AwarenessPhonemic Awareness Little Books Little Books Lesson PlansLesson Plans
SecondarySecondary Decoding for All AgesDecoding for All Ages RewardsRewards Lesson PlansLesson Plans
• Elementary & SecondaryElementary & Secondary• Fluency BuildersFluency Builders• Radio DramasRadio Dramas
Coaching SessionsCoaching Sessions ObjectiveObjective – Learn practices of effective – Learn practices of effective
lesson delivery of reading contentlesson delivery of reading content What will you be doing?What will you be doing?
Coaches – present sample lesson using one Coaches – present sample lesson using one of the Reading for All Learners Programs or of the Reading for All Learners Programs or Rewards Rewards
Participants – observe lessons and take turns Participants – observe lessons and take turns either participating as a student or taking data either participating as a student or taking data on student responses & praise statementson student responses & praise statements
Everyone – enjoy learning together!Everyone – enjoy learning together!
Critical Skills in Coaching
Coaches Can Provide Strong Reinforcement . . .
There’s Nothing Like a Good Pat On the Back!
Ground Rules for This TrainingGround Rules for This Training
Respect confidentiality concerning what Respect confidentiality concerning what we learn about each other.we learn about each other.
Respect agreed-upon time limits.Respect agreed-upon time limits. Maintain collegiality – we’re in this Maintain collegiality – we’re in this
together.together. Stay psychologically & physically present Stay psychologically & physically present
and on task.and on task.
Ground Rules for This TrainingGround Rules for This Training
Respect others’ attempts to experiment Respect others’ attempts to experiment and take risks.and take risks.
Listen and speak in turn, so everyone can Listen and speak in turn, so everyone can hear all comments.hear all comments.
Enjoy the journey and learn from the Enjoy the journey and learn from the process!process!
Closing ActivitiesClosing Activities Revisit self-evaluations in Chapters 2, 3 & 4Revisit self-evaluations in Chapters 2, 3 & 4
Would your rating be the sameWould your rating be the same Partner share regarding two “Ah Ha’s” Partner share regarding two “Ah Ha’s” OROR self-evaluation self-evaluation Identify one strategy you’ll incorporate into your Identify one strategy you’ll incorporate into your
classroom classroom Write it downWrite it down Discuss with partner shareDiscuss with partner share
Don’t run faster than you’re able Don’t run faster than you’re able (Video clip)(Video clip)
Homework Homework
Participants develop 15-20 minute lesson Participants develop 15-20 minute lesson using one of the programs using one of the programs
Prepare to deliver a practice lesson in Prepare to deliver a practice lesson in small group settingsmall group setting
Bring completed lesson plan template with Bring completed lesson plan template with “draft” lesson plan completed“draft” lesson plan completed
Bring any materials that will be needed for Bring any materials that will be needed for your lesson your lesson
Reconnect & ReviewReconnect & Review
Group response regarding outcomes of Group response regarding outcomes of small group instructionsmall group instruction
Learning outcomes from preparing to Learning outcomes from preparing to deliver microteaching lessondeliver microteaching lesson
Importance of peer feedbackImportance of peer feedback Data collection techniques on error Data collection techniques on error
correctioncorrection Questions???Questions???
Practice in Small Group InstructionPractice in Small Group Instruction
Elementary or Secondary FocusElementary or Secondary Focus Participants take data on coaches’ lessonParticipants take data on coaches’ lesson Participants deliver lesson to peersParticipants deliver lesson to peers TopicsTopics
Opportunities for practiceOpportunities for practice Implementing small-group instruction effectivelyImplementing small-group instruction effectively Error correction proceduresError correction procedures Content instructionContent instruction Elements of lesson delivery Elements of lesson delivery Effective teaching strategiesEffective teaching strategies
Additional Elements for SuccessAdditional Elements for Success Jump Start Backpacker’s Survival GuideJump Start Backpacker’s Survival Guide
Dr. Alan Hofmeister, Academic Success for All Dr. Alan Hofmeister, Academic Success for All LearnersLearners
Additional Elements for SuccessAdditional Elements for Success
Jump Start web siteJump Start web site http://http://iseesam.comiseesam.com/jumpstart//jumpstart/
Resources available – incredible!Resources available – incredible! Matching size, shapes & colorsMatching size, shapes & colors Counting ObjectsCounting Objects OthersOthers
Working With ParentsWorking With Parents Make the relationship work for you and the studentMake the relationship work for you and the student
HandwritingHandwriting
Handwriting Resource Book Handwriting Resource Book
Appropriate Practices in HandwritingAppropriate Practices in Handwriting Chapter 5 – Errors & PracticesChapter 5 – Errors & Practices
Where do I get it?Where do I get it? http://iseesam.com/jumpstart/http://iseesam.com/jumpstart/ Online Academy Beginning Language ArtsOnline Academy Beginning Language Arts
Program & InterventionsProgram & Interventions What is the cost of these materials? What is the cost of these materials?
FREE!!! (just the cost of printing)FREE!!! (just the cost of printing)
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
Let’s Look at All We’ve 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 Hero’s Journey – finding the hero in all of us!