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Module One: Basic Principles of Instructional Leadership

Module One: Basic Principles of Instructional Leadership. Why investigate Instructional Intelligence?. Promoting excellence in teaching and learning Major research indicates that best means of improving student achievement is improving the instructional practices of teachers

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Module One: Basic Principles of Instructional Leadership

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  1. Module One:Basic Principles of Instructional Leadership

  2. Why investigate Instructional Intelligence? • Promoting excellence in teaching and learning • Major research indicates that best means of improving student achievement is improving the instructional practices of teachers • Learning from up-to-date research • Continuous Professional Development

  3. Instructional Intelligence Merges 5 key areas • Curriculum • Assessment • Instruction • How students learn • Change and Systemic Change

  4. The key focus in the systemic change projects is on instruction

  5. Aims for this session • To acquaint participants with the general principles and ideas upon which the theory of Instructional Intelligence is built. • To develop participants’ understanding of the notion of Instructional Leadership. • To provide participants with a vocabulary or language with which they can begin to articulate aspects of their practice as teachers. • To introduce participants to such central pillars of the theory, and of the teacher’s instructional repertoire, as Skills, Tactics, Strategies and Power. • To begin to explore with participants how these terms and concepts interplay with each other in the teacher’s classroom practice.

  6. Basic Components Integrate the knowledge of five key areas: • how students learn • what students are to learn (curriculum) • assessing the learning • instruction • educational change • systemic change

  7. Instructional Intelligence involves awareness of… • Instructional concepts • Instructional concepts that are skills • Instructional concepts that are tactics • Instructional concepts that are strategies • Instructional concepts that are instructional organizers

  8. Instruction can be classified into 5 areas • Instructional concepts • Instructional skills • Instructional tactics • Instructional strategies • Instructional organizers The red guide; you enact and integrate the green

  9. David Perkins (1994) “It is an everyday observation that often people do not develop robust intelligent behaviours in areas where they have a great deal of experience. We do not automatically learn from experience, even extended experiences. For instance, people play chess or bridge for years without ever getting better at it”.

  10. Skills are the instructional actions of teachers that enhance learning They increase the chances that more complex instructional processes (tactics and strategies) are implemented Most teachers are tacitly or unconsciously skilled Framing questions Applying wait time Suspending judgment Discussing the purpose of the lesson Linking with students’ past experience Responding to a ‘no’ response Checking for understanding Instructional Skills

  11. A tactic fits between a skill and a strategy It is an action used to enrich or strengthen the application of a strategy Can be linked to other tactics or skills Tactics make strategies less complex and more workable Tactics Think Pair Share Brainstorming Venn Diagram Flow Chart Round Robin 3 Step Interview PMI Six Thinking Hats Instructional Tactics

  12. Graphic Organizers • Word Webs • Time Lines • Flow Charts • Venn Diagrams • Fish Bone Diagrams • Ranking Ladders • Mind Maps • Concept Maps

  13. Strategies are usually grounded in theory May involve a sequence of steps, or number of related elements Have intended effect on student learning Skills drive tactics, tactics and skills drive strategies Strategies Concept Attainment 5 Basic Elements (of groupwork) Mind Mapping Concept Mapping Jigsaw Academic Controversy Group Investigation Reading Recovery Role play ICT use (an aspect of) Instructional Strategies

  14. Concepts provide lenses to understand how, when and where to apply and integrate skills, tactics and strategies Cannot be “done” in themselves, can be enacted through application of skills, strategies, tactics For example: wait time and think/pair/share can invoke concepts of safety and accountability Concepts (only) Safety Accountability Novelty Authenticity Motivation Active Participation Instructional Concepts

  15. Instructional Organisers • Organisers are frameworks or bodies of research that assist teachers in organising an array of skills, tactics and strategies into a coherent set of teaching methods • They are the lenses that clarify or enhance thought about how we instruct • They increase teacher wisdom about the teaching and learning process, based on the needs and inclinations of the learner

  16. Multiple Intelligence Gender Ethnicity Culture Brain Research Critical Thinking Child Development Learning Difficulties At Risk Environment Co-operative Learning Instructional Organisers

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