Differentiated Technical Assistance Team (DTAT) Video Series Instructional Delivery

2. Differentiated Technical Assistance Team (DTAT) Video Series Instructional Delivery Part I of III: Building a Foundation Judy Johnston, LaVonne Kunkel, and Steve DeGaetani

3. The ultimate goal in school improvement is for the people attached to the school to drive its continuous improvement for the sake of their own children and students. - Dr. Sam Redding

4. Instructional Delivery Session 1 – Building a Foundation Session 2 – A Framework Session 3 – Best Practices

5. Instructional Delivery Series • The sessions are designed to be used by individuals or in a group setting. • The sessions are sequential. • The PowerPoints and all other materials or references may be downloaded from the Virginia Department of Education (VDOE) Web site. • An Instructional Guide is also available on the VDOE Web site.

6. Purpose • Series: • To identify components of effectiveinstructional delivery • To examine instructional best practices that result in effective instructional delivery • Today’s Video Presentation: • To examine the teacher’s role in effective instructional delivery • To examine how the brain processes information and its impact on instructional delivery

7. Today’s Agenda What does research tell us about what the teacher does that ensures effective instructional delivery? What does the latest research tell us about how the brain learns that impacts the way we should deliver instruction?

8. What Does the Research Say? • The teacher is the strongest predictor of student achievement.(Wright, Horn, and Sanders, 1997) • Students placed with high performing teachers will progress three times as fast as those placed with low-performing teachers. (Barber and Mourshed, 2007) 8

9. What Does the Research Say? Teachers have a powerful, long lasting influence on how students learn, what they learn, how much they learn, and the ways they interact with one another and the world around them. - James Stronge, 2002, Qualities of Effective Teachers

10. What Does the Research Say? Close relationships with teachers lead to higher student engagement and achievement. - Pianta, 1999

11. Building Relationships • Call students by name. • Talk, listen, and respond to students. • Ask about their families. • Attend outside activities. • Model empathy and fairness. • Provide opportunities for all to participate and succeed. • Demonstrate a sense of humor.

12. Building Relationships • Display student work and thinking. • Write encouraging notes. • Make positive phone calls. • Provide opportunities for students to praise each other. • Have lunch with students. • Contact students and families prior to the beginning of school.

13. What Does the Research Say? • The brain is a social brain. (Caine and Caine, 1991) • Students involved in discussion retain information better, apply new knowledge, and develop higher order thinking skills. (Gardiner, 1998) • What does it look like? • Small groups/pairs • 2. What does it sound like? • Talking/questioning/purposeful • 3. How can we do it? • Careful planning/Bloom’s

14. What Does the Research Say? The brain responds to ritual, novelty, movement, and emotion. (Jensen, 1998) Ritual Movement -Rules -Stimulates brain processing -Procedures -Intermittent and frequent -Routines -Encourages interaction -Reduces stress -Stimulates interest Novelty Emotion -Surprise! -Affects all human response -Gets attention -Drives attention -Raises awareness -Can change instantly -Sets expectations -Can affect teaching as well as learning

15. Reflection and Review • We have spent time reviewing selected research including • The teacher as the strongest predictor of student achievement • Developing close relationships with students • Establishing rituals: rules, procedures, and routines • Using novelty to ensure attention • Including movement to stimulate processing • Being aware of the impact emotion has on learning • Remembering that the brain is a social brain • Including opportunities for purposeful discussion and interaction • We cannot say that we do not have enough money or enough time…we must make the time…because it is all we have to prepare our future citizens.

16. What was one idea I learned during today’s webinar that I will use or plan to share with teachers at my school?

17. Questions? If you come up with a question today, or even later when you share content from this video in your school, please contact the Office of School Improvement staff at: osita@doe.virginia.gov

18. Additional Resources • Stronge, James (2002). Qualities of Effective Teachers. Alexandria, VA: • Association for Supervision and Curriculum Development . • Canter, Lee and Marlene (1993). Succeeding with Difficult Students. • Bloomington, IN : Solution Tree Press. • Redding, S. (2006). The mega system. Deciding. Learning. Connecting. • A handbook for continuous improvement within a community of the • school. Lincoln, IL: Academic Development Institute. • Caine, R. N., & Caine, G. (1991). Making connections: Teaching and the • Human Brain. Alexandria, VA: Association for Supervision and Curriculum • Development. • Jenson, Eric (1998).Teaching With the Brain in Mind. Alexandria, VA: Association for Supervision and Curriculum Development. • http://dww.ed.gov/How-to-Organize-Your-Teaching/topic/index.cfm?T_ID=19

19. Instructional DeliveryNext Session Session 1 – Building a Foundation Session 2 – A Framework Session 3 – Best Practices