Guide for Planning and Monitoring Effective Instruction

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Guide for Planning and Monitoring Effective
Instruction

• Butler County Schools
• Rita Wright

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• If The Fish
• Keep
• Getting
• Sick
• Change
• The Water

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Schools Do Make a Difference

• Effective Schools Research of Ron Edmonds,
  Larry Lezotte, Wilbur Brookover, Michael Rutter,
  and others concluded
• all children can learn
• and the school controls the
  factors to assure student mastery of the core
  curriculum

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Schools Do Make a Difference

• An analysis of research conducted over a
• thirty five year period demonstrates that
• schools that are highly effective produce
  results that almost entirely overcome the effects
  of student backgrounds.
• Robert Marzano, What
  Works in Schools, 2003

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Factors Influencing Achievement
1. Guaranteed and Viable Curriculum
2. Challenging Goals and Effective
Feedback 3. Parent and Community
Involvement 4. Safe and
Orderly Environment
5. Collegiality and Professionalism
School
6. Instructional Strategies 7. Classroom
Management 8. Classroom Curriculum Design
Teacher
9. Home Environment 10. Learned Intelligence/
Background Knowledge 11 Motivation
Student
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Impact on learning at the end of a year

• Figures represent the impact on an average
  student scoring at the 50th percentile when
  entering school

96
78
63
50
37
3
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Whatever It Takes

1. What do students need to know and be able to do?
2. How will we know when each student has acquired
   the intended knowledge and skills?
3. How will we respond when students experience
   difficulty?

• COS, AHSGE Standards, ADAW, ACT/SAT, AP, College
  Readiness, Job Readiness
• Assessment daily, weekly, by unit or concept,
  high stakes
• Intervention, re-teaching, varied instructional
  strategies, accommodations

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Failure to plan is planning to fail.
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Lesson Plan Minimum Requirements

• Objective(s) to be met and/or skills to be
  mastered
• Correlations
• Student activities to be used to meet the
  objectives or to master the skills (including
  classwork and/or homework assignments)
• Instructional strategies to be used by the
  teacher
• Resource materials noted
• Enrichment activities / Remediation activities /
  Differentiated Instruction
• Assessment
• All 7 should be in STI Classroom.
• First 3 should be posted in classroom.

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Specific written student objective(s) to be met
and/or skills to be mastered

• Objectives are important in the teaching of a
  lesson.
• Objectives are classroom learning targets.  The
  students know what they are aiming for, thus,
  they know what they are responsible for
  learning.
• Objectives remove the mystery to students.  If
  they do not know where they are going, they wont
  be able to get there.  So they moan, but rightly
  so, Boring!
• Objectives give students a focus and enable them
  to check for their own understanding.  They are
  more likely to know if they know something or
  not.
• Students are more likely to buy into the lesson
  and are more likely to participate in activities
  if they understand why they are doing it.

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Specific written student objectives to be met
and/or skills to be mastered

• Objectives
• are descriptions of observable student behavior
  or performance that are used to make judgments
  about learning - the ultimate aim of all teaching
• use behavioral or learning verbs
• they clarify the intent of instruction for the
  teacher
• provide a basis for making the best possible
  inferences about whether learning has occurred
• clarify the purposes and intent of instruction
  for all who have an interest in the outcomes of
  instruction
• (example know the continents)
• Communicate
• Are tied to standards (AL COS, AHSGE, etc.)
• Are NOT
• Activities
• Assignments
• Assessments

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Example

• AL COS Social Studies 10th Grade
• 7 Describe the development of a distinct culture
  within the United States between the American
  Revolution and the Civil War, including the
  impact of the 2nd Great Awakening and writings of
  James Fenimore Cooper, Henry David Thoreau, and
  Edgar Allan Poe.
• AHSGE
• Standard III Objective 2
• Identify and evaluate the Era of Expansion.
  Note Use map on territorial expansion.

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Lesson Objective?

• Discuss chapter 7
• Lecture Western Expansion
• Test Ch. 7
• Complete worksheet on Indian Removal Act
• Understand Western Expansion
• Explain Western Expansion

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Lesson Objective?

• Compare and contrast events in Alabama and the
  rest of the nation between 1781 and 1823 that
  were the result of the growing population and
  westward expansion.

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Assessment

• Is how each objective or skill will be measured
  or evaluated (i.e. written test item, project,
  homework, classwork, research paper, essay, group
  discussion, individual conference, etc.).
• Should measure appropriate cognitive levels of
  understanding
• Should often have items similar in format to the
  state assessments (i.e. open-ended and/or gridded
  response items similar to ARMT, questions worded
  as in AHSGE, reading of charts/graphs required,
  writing prompts similar to ADAW, etc).
• Is NOT to surprise or get students.
• Is NOT always a test.
• Should usually be developed before planning
  instruction.
• Can be daily, weekly, unit, quarter, etc.
• May need to be re-taught, re-given, accommodated,
  etc.

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Example

• Students will complete a multiple choice test
  which demonstrates their knowledge of important
  events in western expansion
• AND/OR
• Students will use their notes to construct a
  timeline showing events in Alabama and the
  nation. They will write a one page paper
  explaining the similarities and differences in
  the two timelines
• Accommodation allow students with difficulty
  writing to have a private conversation with you
  to explain.
• Students will complete a graphic organizer which
  compares and contrasts the Trail of Tears to
  similar events in world and U.S. History.

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Student activities to be used to meet the
objectives or to master the skills should

• Contribute in a direct and effective way to the
  lesson objective.
• Don't have your students engaged in activities
  just to keep them busy.
• Focus on learning the skill or content NOT test
  items
• Use varied instructional/learning strategies
• Incorporate best practice strategies for
  teaching/learning
• Be differentiated based on student readiness,
  interests, and learning profile
• Give students some choice
• Vary within a class period (especially blocked
  periods)
• Lead to mastery of content as expected on the
  assessment(s)
• Accommodate for student needs/differences
• NOTE
• ANY child may receive accommodations.
• ONLY students working toward a certificate exit
  document should receive modifications.
• Be flexible
• Address what STUDENTS will do.
• Should include writing, editing, revising work,
  strategies for increasing content area
  comprehension

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Teaching Strategies

• May be included in the student activities
• Focus on what you will do in direct instruction
• Are not as important as what the students will
  do

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Impact on learning at the end of a year

• Figures represent the impact on an average
  student scoring at the 50th percentile when
  entering school

96
78
63
50
37
3
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Marzano, Robert J., et al. Classroom Instruction
that Works. ASCD. 2001. p 7.
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Expected Heart Attacks With and Without Aspirin
Heart Attack No Heart Attack
Aspirin 48.3 51.7
No Aspirin 51.7 48.3
Rosnow. R.L. Rosenthal, R. (1989).
Statistical Procedures and the Justification I
Know in Psychological Science. American
Psychologist 44, 1276 - 1284
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Lesson Plan Minimum Requirements

• Objective(s) to be met and/or skills to be
  mastered
• Student activities listed to be used to meet the
  objectives or to master the skills (including
  classwork and/or homework assignments)
• Instructional strategies to be used by the
  teacher
• Resource materials noted
• Enrichment activities / Remediation activities /
  Differentiated Instruction
• Assessment
• Correlations

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Resources

• Alabama Learning Exchange (lesson plans
  correlated to AL COS)
• http//alex.state.al.us/
• Teaching Resources
• http//www.aptv.org/Learning/APTPlus/
• Teacher.net (Harry Wong)
• http//teachers.net/wong/MAY06/wongprint.html
• ADPRIMA (lesson plan help)
• http//www.adprima.com/mainmenu.htm

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Plans are only good intentions unless they
immediately degenerate into hard work.

• Peter DruckerAmerican (Austrian-born) management
  writer (1909 - 2005)

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Its kind of fun to do the impossible.Walt Disney
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Life is like a ten-speed bike. Most of us have
gears we never use.

• Charles Schulz

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Inspect What You Expect