INSTRUCTIONAL BEST PRACTICES IN TEACHING

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INSTRUCTIONAL BEST PRACTICES IN TEACHING
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Collegial Collaborators

• Sign your name on the top of your paper.
• Avoid people seated at your table.
• Find a different partner for 200, 400, 600,
  
• 800, 1000 1200
• Trade signatures.
• Sit down as soon as you have all
• signatures.
• You have 2 minutes 14 seconds.

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OBJECTIVES

• By the end of this session you will
• CONTENT
• IDENTIFY the components of Best Practices in
  Teaching
• PARTICIPATE in activities that illustrate these
  components
• LANGUAGE
• DISCUSS ways to implement Instructional Best
• Practices in your classroom through collegial
• collaboration.

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How We Teach Makes A Difference!
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High performance is never an accident it is
always the result of high intention, sincere
effort, intelligent direction, careful planning,
and skillful execution it represents the wise
choice of many alternatives. Adapted from
Willa A. Foster
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BEST TEACHING PRACTICES

• Activating prior knowledge to make connections
• Framing the learning for all students
• Presenting smaller amounts of material at any
  time (102 Theory)
• Guiding student practice as students worked
  problems
• Providing for student processing of the new
  material (102 Theory) during and after lesson
• Checking the understanding of all students
• Preventing students from developing misconceptions

J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.)
(1997) Issues in educating students with
disabilities.
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ACTIVATING PRIOR KNOWLEDGE

• Raises students mental Velcro
• Engages students cognitively
• Identifies current knowledge
• Empowers the learner I already know something
• Allows adaptation of lesson plan
• Applies the SIOP connection

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Activating Prior Knowledge to Make Connections

• Example Word Splash

How might you use a Word Splash in your
classroom? Find your 400 collaborator and share.
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Word Splash Applications

• Prior to a unit or lesson
• Prior to viewing a film and pausing the film
  periodically for students to discuss/revise
  predictions
• Prior to having a guest speaker
• Creating a picture splash What do these pictures
  have to do with the Civil War?
• As a summarizing strategy, students read and then
  create their own word splash of what they
  consider to be the key terms or ideas of the
  passage

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ACTIVATING PRIOR KNOWLEDGE WHY?
The most important single factor influencing
learning is what the learner already knows.
Ascertain this and teach him accordingly.
David Ausubel, Educational Psychology A
Cognitive View
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SIT IN TABLE GROUPS OF 4
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Activating Prior Knowledge

• At your tables, number off 1, 2, 3, 4
• Discuss why activating students prior knowledge
  is so important.
• Share a strategy youve used since our last
  meeting to activate prior knowledge.
• Be prepared to share out.

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Framing the Learning for All Students

• Let the students know verbally
• What they will be learning using kid friendly
  objectives
• Why they are learning it
• How they will learn it
• How they will know they know it
• How you will know they know it

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Pyramid of Learning
READING
10
HEARING
20
30
SEEING
HEARING SEEING
40
DISCUSS WITH OTHERS
70
TALK/WRITE OR DO/APPLY
90
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Presenting Smaller Amounts of Material At Any
Time

• 10-2 Theory (10 minutes of instruction w/2
  minutes to process)
• 37-90 Theory (for every 37 minutes of
  instruction, people need to get up and move for
  at least 90 seconds)
• Create lots of starts and stops
• Research shows that people remember the first 3-5
  minutes of what they hear and the last 3-5
  minutes of what they hear.

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Presenting Smaller Amounts of Material At Any Time

• Example Think, Pair, Share
• Think How might you use chunking of material
  in your classroom?
• Turn to your neighbor and share. Be ready to
  share out to whole group.

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Guiding Student Practice

• Practice makes permanent not perfect
• Dont allow students to practice incorrectly
• Learning Sequence
• I do (teacher models)
• We do (whole class practice w/teacher)
• Yall do (small group or partner practice while
  teacher monitors)
• You do (independent practice)

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Providing for Student Processing of the New
Material

• Slowing down is a way of speeding up
• Madeline Hunter
• 10-2 Theory (again)
• Wait Time
• Summarizing

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Providing for Student Processing of New Material-
pg. 106

• Example A,B,C to X,Y,Z
• Letter off A,B,C, etc.
• Write one thing youve learned so far or had
  reinforced in this session beginning with your
  letter of the alphabet
• Be ready to share

How might you use this in your classroom? Turn to
your table groups and share.
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Checking the Understanding of All Students

• What it isnt.
• Are there any questions?
• Are you all with me?
• Am I going too fast?
• This is an adverb, isnt it?
• Who can tell me?

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Checking for Understanding of All Students

• What it is
• Think-pair-share
• Whip around
• Craft sticks
• Slate/white boards
• Learning partners
• Pair-share-squared
• Quick-writes
• Tickets to leave
• Paired Verbal fluency (30-20-10)

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Checking the Understanding of All Students

• Example Quick-Write
• On a piece of paper, please take 2 minutes to
  answer the following questions.
• Of the 6 Best Practices weve examined so far,
  which do you feel you consistently implement in
  your classroom?
• Which do you need to be more intentional about
  implementing in the future?

How might you use a quick-write in your classroom?
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Preventing Student Misconceptions

• Students do not come to school as blank slates
• What they think they know greatly impacts their
  learning
• Anticipate confusion
• Use specific strategies to bring forth
  misconceptions
• Get all voices heard (SIOP)

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Preventing Student Misconceptions

• Example Anticipation Guide

Before Reading After Reading
Earthquake experts are called meteorologists.
2. Most earthquakes happen along a fault.
3. California has 5-10 earthquakes each year.
How might you use this in your classroom? Find
your 800 collaborator and share.
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FINAL PROCESSING

• ALWAYS END YOUR DAILY LESSON WITH A FINAL
  PROCESSING ACTIVITY
• cements the days lesson for the students
• provides immediate assessment to inform next
  days instruction

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Paired-Verbal Fluency

• Find a partner at your table-label yourselves 1
  2
• At the signal, 1 begins telling everything
  he/she knows about Best Practices in Instruction
• 2 listens carefully but says nothing
• At the signal, switch 2 talks and 1 listens,
  trying not to repeat anything 1 said
• At the signal, switch again.

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FINAL COUNTDOWN
Some idea you really connected with
Two strategies you can use immediately
Three of the Best Practices in Instruction