Characteristics of Effective Instruction

Characteristics of Effective Instruction

Iowa Core CurriculumLeadership Development Series

Year Two

Welcome Back!

Year Two: Objectives

• To deepen understanding of Iowa Core Curriculum

• To increase foundational knowledge of Alignment, Instruction, and Assessment in order to determine future direction of district

• To obtain materials and information for replication back in district and to support initiative and district (10%-10% -80%)

• To complete Self-Study for baseline data to create draft version of Implementation Plan

Tough Questions for Journey Ahead

1. Can we change and make improvements in education? Will we?

2. What does it look like in the classroom?

3. HOW are we going to go about it?

4. What can be done that will get us there?

LUNCH

11:40 am– 12:50 pm

We will start on time!

Motivation

When I Become a Teacher . . .

““Roll-Out” Roll-Out”

DocumentDocument

Year Two:Stages of Work for Districts

Stage 1: Initial Awareness of Iowa Core Curriculum

Stage 2: Introductory Work in Content, Instruction, and Assessment AND Making Connections

Stage 3: Digging Deeper with the Iowa Core Curriculum

Stage 4: Making Iowa Core Curriculum a Reality

Stage 5: Full-Implementation & Continuous Improvement

Stage Attributes Time Frame Training Focus Activity

Stage 1: Initial Awareness of Iowa Core Curriculum

Attributes of Stage 1oParticipants are . . . .

Aware of the basic structural design of the Iowa Core Curriculum (ICC)

Able to articulate intents & purposes of ICC

Understands the implications of ICC in the classroom

Documentation: 1.Initial rating from Self-Study obtained or reviewed (6 Outcomes)

August 2008 – December 2010

Introduction to ICC and it’s Magnitude for Change

1st and 2nd Order Change Overview of Five Characteristics of Effective

Instruction Local, State, National, & Global rationale for

ICC Creation of ICC Vision (district) Introduction to Implementation Plan & Self-

Study Rubrics Round One, District Self-Study

Option 1: Participants attend initial six modules, “Leadership Development Series (LDS).”*Option 2: Training provided by district staff.

Charting Progress

Activity #1: AEA Roll-Out

DISCUSS

How does this document “fit” with what you have done?

What will you need to do? What needs clarified? How will you know you’ve made progress?

Making Making Connections to Connections to

Iowa Core Iowa Core CurriculumCurriculum

SINA/DINA ConnectionAudit Process

• Content, Instruction, and Assessment addressed

• Element: Standards, item 3

• Element: Materials, item 2

• Element: Instruction, item 4

• Element: Assessment, item 3

• Professional Development: use of IPDM

• Plus more . . . . . . .

Action Plan

Actions and Activities can and should address the Iowa Core Curriculum! Specifically HOW you assure it happens for each and every student.

Professional Learning Communities or Data Teams

• SCHOOLS engaged in collecting, sharing, reviewing, and analyzing data for direction of work

• Committed LEADERSHIP actions “The challenge of change leadership is to create

a “system” for continuous improvement of teachers/ lesson and supervision – rooted in a common vision of performance standards students must meet [ICC].”

• COLLABORATION! “Teachers working alone, with little or no

feedback on the quality of their lessons, will not be able to improve significantly- no matter how much professional development they receive.”

» Tony Wagner, 9/17/9

Professional Learning Communities or Data Teams (cont.)

The need to review, reflect, and discuss introduces students to the concept of being critics. Students are used to being the ones whose work is reviewed and corrected. Reviewing work is a complex task; students must analyze a piece of writing, evaluate it’s strengths and weaknesses, then predict how it would be different if changes were made.

Evaluation of: Ideas, Organization, Voice, Word Choice, Sentence Fluency, Conventions

Primary & Intermediate Writing Essential Concept with Skill:

Use an effective writing process (prewrite, draft, revise, edit, publish)

Building Initiative Example: 6 + 1 Trait Writing

Activity #2: Making Connections

• Groups of 2-4

• Choose a prevalent initiative in your district or building

• Make the connection with Iowa Core Curriculum

• Discuss as table group

• 20 minutes

Review of Five Review of Five Characteristics of Characteristics of

Effective Effective InstructionInstruction

Activity #3:

Five Characteristics Review

Think-Pair-Share

Working with Examples

Establishing a Definition

Think-Pair-Share

Review Characteristics of Effective Instruction

1. Teaching for Understanding (Review-Module 2, Read Article, “Teaching for Understanding,” by David Perkins and completed 4-box Frayer Model with small group)

Teaching for Understanding

T-P-S

Characteristics of Effective Instruction

5. Teaching for Learner Differences (Module 5)

T-P-S

Characteristics of Effective Instruction

4. Student-Centered Classrooms (Module 5)

Student-Centered Classrooms

T-P-S

Characteristics of Effective Instruction

3. Rigor & Relevance (Module 4, Matrix of what it is and is not)

Rigor &

Relevance

T-P-S

Characteristics of Effective Instruction

2. Assessment for Learning (Module 3, Read Article, “Fair Test,” and looked at different vignettes of what is and is not formative assessment)

Assessment for

Learning

Step 1 Number off 1-5

Step 2 Read definition of the characteristic of

effective instruction (found on blue sheet).

Step 3 Read through the cards and place under

the appropriate column on your poster

Activity Directions

Activity Directions (cont.)

Step 4 Rotate clockwise when you hear signal If you think one of the cards is incorrect, place a *

on the poster and write which poster you believe where the card would be better placed.

Repeat rotation

Step 5

Return to your original chart

Group decides final placement of cards

Step 6

Write a group summary: Teaching for Understanding means to us __________.

(Replace underlined phrase with the effective instruction you began and ended with)

Activity Directions (cont.)

BREAKBREAK

(10 minutes)(10 minutes)

Differentiated Differentiated InstructionInstruction

Linda MannhardtLinda Mannhardt

Chuck SolheimChuck Solheim

Nicole PetersonNicole Peterson

LUNCH

11:40 am– 12:50 pm

We will start on time!

IOWA CORE IOWA CORE CURRICULUM:CURRICULUM:

LESSON SAMPLELESSON SAMPLE

The Grant Proposal Project

• Sarah Brown Wessling, Johnston, Iowa

• English Teacher

• Assignment: Students create a nonprofit organization, currently unavailable in central Iowa, that will support a verified need in the community; they will fund this organization by asking for fictitious grant monies from a grant panel.

Activity #4: During Video & Discussion Questions

• View Video Segment

• Step One: Individually apply Information to Five Characteristics Sheet & complete during video Can you identify five characteristics?

• Step Two: Following video, In a group of 2-4, choose at least two discussion questions and discuss.

• Share out

• 25 minutes

Effective Instruction Briefs

Review Guiding Questions and Review These Important Questions

1. Can we change and make improvements in education? Will we?

2. What does it look like in the classroom?

3. HOW are we going to go about it?

4. What can be done that will get us there?

PROCESSING & PROCESSING & EVALUATIONEVALUATION