Louisiana Department of Education

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• Louisiana Components of Effective Teaching
• GLEEM Module 2
• Effective Classroom Practices

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Question?

• What do you think about when you
• Hear
• Read
• Observe
• Effective Classroom Practices?

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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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Plan

• Review the LCET
• Discuss the 3 Domains
• Memory Match
• LCETAttributesECP
• Report Out

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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

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Effective Classroom Practices

• Most educators and researchers agree that in
  order for schools to improve student outcomes,
  teachers must
• Provide instruction that is engaging
• Plan instruction that is grade/level appropriate
  for all students.

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Louisiana Components of Effective Teaching

• The Louisiana Components of Effective Teaching
  are
• a three-tiered structure of skills
• knowledge essential to effective instruction
  i.e., instruction that results in high student
  achievement.

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Louisiana Components of Effective Teaching

• There are 5 Domains
• Planning
• Management
• Instruction
• Professional development
• School improvement

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The Vehicle for Effective Classroom Practices -
LCET
LA Comp. Curriculum
Professional Development
School Improvement
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Louisiana Components of Effective Teaching

• Content Standards
• Benchmarks
• GLEs

• Domain
• Components
• Attributes

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Effective Classroom Practices

• Measuring and evaluating effective classrooms can
  be challenging because of the
• Variety of techniques and activities
• Disparities in the implementation of practices
• Different program and implementation goals based
  on context (e.g., location, grade configuration,
  percentage of free/reduced lunch students)
• Situation where no two schools are alike in their
  priorities or implementation choices.

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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

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Planning (Domain I.)

• The teacher plans effectively for instruction

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

Domain Blue Component Green
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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.

Domain Blue Component Green
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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.

Domain Blue Component Green
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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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Domain IV Professional Development Domain V.
School Improvement

• Domain V
• School Improvement
• Component A. The teacher takes an active role in
  building-level decision making.
• Component B. The teacher creates partnerships
  with parents/caregivers and colleagues.

• Domain IV
• Professional Development
• Component A. The experienced teacher plans for
  professional self-development.
• Component B. The new teacher plans for
  professional self-development.

Domain Blue Component Green
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Strategies for Effective Teaching

• Designed to assist teachers in
• Their understanding of the Louisiana Components
  of Effective Teaching
• Is intended to improve specific teaching skills
• Each attribute is accompanied by suggested
  strategies, evidence of completion, and resources
• The Strategies are specific suggestions for
  gaining knowledge about teaching skills and
  practicing them
• The suggested Evidence of Completion consists of
  observable means by which teachers and principals
  can document professional development activities
• The Resources section of Strategies for Effective
  Teaching lists those materials and persons
  essential for the successful completion of the
  activity
• www.louisianaschools.net professional dev tab,
  LATAAP Resources

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