Louisiana Department of Education

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Reflective Reading

• Reviewing Research and Applying the Understanding
  to Effective Classroom Practices

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Reflective Reading

• Page 20
• Pre-Reading of 2 Articles
• Groups of 4
• 15 min to review assigned article by group
• 15 min to develop group plan to report out

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Instructions

• Chapter I
• In your group
• Appoint a leader
• Review article
• Draw a picture representing the 4 practices and
  how you will use them with the Comprehensive
  Curriculum
• Display once finished
• Leader to report out

• Chapter II
• In your group
• Appoint a leader
• Review article
• Analyze Instructional Framework
• Draw a diagram using an activity from the
  Comprehensive Curriculum chosen earlier
• identify the
• skills
• methods
• strategies
• model needed to implement
• Display once finished
• Leader to report out

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Comparing LCET to Research

• Synopsis of Reflective Reading

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Learning Objective

• To identify the 3 domains of LCET
• Planning
• Management
• Instruction
• To identify how the 3 domains of LCET result in
  Effective Classroom Practices

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What is Effective Teaching?

• Not generic practices
• Not same set of practices for every lesson
• Rather it is
• A set of context driven decisions
• Reflecting about teaching
• Observing students learning
• Adjusting practices accordingly

Ch 2 Reflective Reading Teaching as Decision
Making
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The Vehicle for Effective Classroom Practices -
LCET
LA Comp. Curriculum
Ch 2 Reflective Reading Teaching as Decision
Making
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Louisiana Components of Effective Teaching

• Content Standards
• Benchmarks
• GLEs

Broad

• Domain
• Components
• Attributes

Specific
Ch 2 Reflective Reading Conceptual Base
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A Comprehensive Instructional Cycle
Planning
Teacher-Student Consultation
Teacher
Self-Reflection
Consultation
Student
Environment
Instruction
Deliver Instruction
Ch 1 Reflective Reading Teaching as Guiding
Principles
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Effective Classroom Characteristics and Practices

• Successful Classroom Practices include
• Careful preplanning
• Effective classroom management and instruction
• Positive teacher-student interactions
• Regular assessment

• Skills
• Defined Described
• Art Science
• Creating Autonomous Learners
• Instructional Decision-Making

Ch 1 Reflective Reading Foundations
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Planning (Domain I.)

• Skills
• Be prepared in your
• Subject
• Content
• Instructional practice
• Plan task that are achievable
• Consider processes specified in the curriculum
• Adapt to meet individual learners needs

• Planning is
• Important for teaching and learning
• Primarily a mental activity
• The teacher plans effectively for instruction
• The teacher plans effectively for instruction

Domain Blue Component Green
Ch 2 Reflective Reading Conceptual Base
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How To Implement Effective Classroom Practices
Develop Planning and Learning Goals

• Use the preplanned curriculum to guide
  instruction
• Louisiana Content Standards
• Louisiana Benchmarks
• Louisiana GLEs
• Provide instruction that integrates traditional
  school subjects
• Thematic Units
• Project-based learning
• Performance and authentic assessment

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Management (Domain II.)

• Management is
• The organization of the learning environment
• The maintenance of student behavior.
• A focus placed on teacher behavior
• Component A. The teacher maintains an environment
  conducive to learning.
• Component B. The teacher maximizes amount of time
  available for instruction.
• Component C. The teacher manages learner behavior
  to provide productive learning opportunities

• Skills
• Concerned with Quality Assurance
• Considers every lesson a fresh one
• Work at honing skills
• Variety
• Timing
• Contexuality
• Expressiveness
• Reaches out touches individual

Domain Blue Component Green
Ch 1 Reflective Reading Foundations
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How to Develop Effective Practices Classroom
Management and Organization

• Form instructional groups that meet students'
  academic and affective needs
• Utilize whole group learning when introducing new
  skills.
• Provide opportunities for cooperative learning
  groups.
• Utilize peer tutoring when needed.
• Make efficient use of learning time
• Allocate appropriate time allotments for
  activities.
• Keep non-instructional time to a minimum.
• Provide immediate feedback and correctives.

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How to Develop Effective Practices Classroom
Management and Organization

• Establish smooth and efficient classroom routines
• Plan rules and procedures and present during
  first days of school.
• Circulate around the room to keep students on
  task.
• Make smooth, rapid transitions between
  activities.
• Teachers set clear standards for classroom
  behavior and apply them fairly and consistently
• Teach and reinforce positive behavior.
• Establish rules that are clear and specific.
• Provide written behavior standards.

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Instruction (Domain III.)

• The teacher is
• The Expert
• Best-suited to determine effective instruction
  for his/her classroom
• Component A. The teacher delivers instruction
  effectively
• Component B. The teacher presents appropriate
  content
• Component C. The teacher provides opportunities
  for student involvement in the learning process
• Component D. The teacher demonstrates ability to
  assess and facilitate student academic growth.

• Skills
• Explaining and Demonstrating
• Questioning
• Wait time
• Levels of Questions
• Methods
• Direct instruction
• Indirect instruction
• Interactive instruction
• Whole Group vs Small Group
• Independent
• Learning Contracts

Domain Blue Component Green
Ch 2 Reflective Reading Conceptual Base
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How to Develop Effective Practices Instruction

• Carefully orient students to lessons
• Post or review learning objectives for each
  lesson
• Communicate enthusiasm for learning
• Relate lessons to real-life situations
• Provide clear and focused instruction
• Give clear written and verbal directions
• Take note of learning style differences among
  students
• Use validated strategies to develop students'
  higher-level thinking skills

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How to Develop Effective Practices Instruction

• Routinely provide students feedback and
  reinforcement regarding their learning progress
• Give students immediate feedback on all
  assignments.
• Make use of peer evaluation techniques.
• Give praise and other verbal reinforcements for
  correct answers and progress
• Review and re-teach as necessary to help all
  students master learning material
• Address learning style differences during review
  and re-teaching.
• Use different materials and examples for
  re-teaching.
• Re-teach priority lesson content until students
  show they've learned it.

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How to Develop Effective Practices Instruction

• Use validated strategies to help build students'
  critical and creative thinking skills
• Provide instruction in study skills
• Ask higher-order questions
• Teach strategies for problem solving, decision
  making, and hypothesizing
• Use effective questioning techniques to build
  basic and higher-level skills
• Structure questions on key elements in the lesson
• Ask a combination of lower-cognitive (fact and
  recall) and higher-cognitive (open-ended and
  interpretive) questions
• Allow generous amounts of "wait-time" when
  questioning

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Want More Info?

• Enrichment Section
• Article on Universal Design for Learning

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