Please do the following:

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Welcome!

• Please do the following
• Sit as close to the front as you can
• Write down your ideas about What is a good
  lesson?
• Share your ideas with someone close by

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Welcome!

• Please take notes during this presentation

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Teaching to mastery

• Increase the amount of time the student is working

• Create highly structured lessons with directions
  for exactly what is to be accomplished

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How do you want to feel at the end of the day?
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The silver bullet
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The 3 Characteristics of effective teachers

• High expectations that all of their students will
  succeed
• Extremely good classroom managers

• Design lessons to help students reach mastery

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Teaching to mastery

• Increase the amount of time the student is working

• Create highly structured lessons with directions
  for exactly what is to be accomplished

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Three key concepts

• Learning
• Information or a skill has been acquired
• Comprehension
• Understanding of what has been learned
• Mastery
• Ability to use what has been learned

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Teaching to mastery

• Increase the amount of time the student is working

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The four kinds of time

• Allocated time
• Instructional time
• engaged time
• Academic learning time

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With someone close by, discuss what the
percentages might be above
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Academic learning time
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How to increase academic learning time

• Classroom management

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The silver bullet
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Teaching to mastery

• Increase the amount of time the student is working

• Create highly structured lessons with directions
  for exactly what is to be accomplished

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Teaching to mastery
so, How do you Create highly structured lessons?
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Ask the question

• What do I want my students to learn, achieve,
  accomplish?

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• The roll of the teacher is not to Cover.
  The role of the teacher is to uncover.
• - Harry Wong

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Antarctica
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The I. R. P.
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Ok! Now what?
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Ok! Now what?

• Ive asked the question What do I want my
  students to learn?
• Ive read the IRP and all my resources

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Ok! Now what?

• Design your unit

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Ok! Now what?

• Choose a verb
• Write a sentence
• Create evaluation tool
• Design learning activities

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Bloom
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Write yourLearning outcomes

• Choose a verb
• compare
• Write a sentence
• Compare the arctic and antarctic regions

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Bloom
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Bloom and Antarctica

• Knowledge
• who was the first person to reach the south pole?

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Bloom and Antarctica

• Comprehension
• Describe the antarctic region

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Bloom and Antarctica

• application
• Give an example of one piece of modern technology
  that, had it been available to the explorers,
  would have made a difference to their trip

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Bloom and Antarctica

• analysis
• Compare the Arctic and antarctic regions

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Bloom and Antarctica

• synthesis
• Pretend that you made the journey. Write an entry
  in your diary describing your emotions on the day
  you reached the South pole

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Bloom and Antarctica

• evaluation
• Should Antarctica remain a continent free of
  development and left with its natural habitat?
  Justify your position

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Bookends picture
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(No Transcript)
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South pole blank
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South pole 1
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South pole 1
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South pole 2
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South pole 2
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South pole 3
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South pole 3
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South pole 4
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South pole 4
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South pole 5
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South pole 5
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South pole 6
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South pole 6
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More Specific Learning Outcomes
Assessment and Evaluation
Teaching/Learning Activities
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Bookends picture
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Now its your turn

• Choose something you know a lot about
• Create a short unit
• Choose a verb
• Write a sentence
• Create your evaluation tool
• Design some activities
• I will be collecting them

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Now its your turn

• Choose something you know a lot about
• Create a short unit
• Choose a verb
• Write a sentence
• Create your evaluation tool
• Design some activities
• I will be collecting them

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Name _______________________________
What do I want my students to learn?______________
____________ _____________________________________
___________________
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Bloom
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Now its your turn

• Share your results with others and/or me
• When I raise my hand, please return to your place
  and give me your attention
• Dont hand your work in just yet

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Name _______________________________
What do I want my students to learn?______________
____________ _____________________________________
___________________
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Bloom
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Now its your turn

• Please discuss with someone nearby the usefulness
  of this approach.
• What works for you?
• What doesnt work?
• Which unit would you apply it to?
• Lets share

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Teaching to mastery

• Increase the amount of time the student is working

• Create highly structured lessons with directions
  for exactly what is to be accomplished

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A useful procedure

• Please make sure your name is on your paper
• Pass your paper to the right
• Keep passing papers to the right until they are
  all collected

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Key idea

• To increase student learning and achievement,
  increase the amount of time students are working

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How to increase academic learning time

• Classroom management

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The silver bullet
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Typical Lesson

• richard knights grade 9 Math class - 1980
• 900 Students enter classroom, walk around and
  talk
• 905 Teacher enters classroom holding cup of
  coffee
• 906 teacher yells at students to get in their
  desks
• 908 Teacher yells again, students wander to
  their desks
• 910 teacher takes attendance by calling out
  names
• 915 Teacher tells students to take out math
  books
• Many students dont have books
• 919 Teacher deals with students who have no
  materials
• 920 Teacher tells students to open books to page
  30
• 921 teacher asks a student to start reading

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Typical Lesson

• richard knights grade 8 fsl class - 2002
• 855 teacher Is standing at the door
• 856 Students start entering, teacher greets them
• students go to desk, look at posted
  assignment
• Students start working
• 900 students continue to work as the bell sounds
• teacher circulates while taking
  attendance
• Using seating plan
• 910 Some students finish assignment, take out
  novel
• begin reading quietly
• 915 teacher signals attention
• discusses the opening assignment

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Entering the classroom

• Greet students at the door
• Have an assignment posted
• On board or overhead
• Have it posted in the same place everyday
• Have a routine for students who finish early
• Take attendance from your seating plan

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Entering the classroom

• Circulate, helping students with assignment
• Collect homework, notices, deal with unprepared
  students
• Discuss/mark assignment

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Expectations

• Be on time
• Be prepared
• Work hard
• Be respectful
• Have fun

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Roles and Responsibilities

• Why are you here?
• Why did you walk into this classroom?
• Why am I here?
• What is my purpose?

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Contact Information

• richardjamesknight_at_shaw.ca