WELCOME

1. WELCOME Improving Instruction in the 21st Century

2. Our Learning Targets • I can explain the characteristics of effective instruction and how students learn. • I can identify instructional strategies that engage students in 21st century skills (critical thinking, communication, collaboration). • I can design a system for monitoring the instructional strategies.

3. Learning Results

4. Rubber Meets the Road curriculum alignment Monitoring progress unit planning classroom instruction Motivating students master schedule

5. Instruction Makes a Difference • Teaching has 6-10 times the impact on achievement than all other factors combined. (Mortimore and Sammons, 1987) • Numerous studies demonstrate that two teachers with the same socioeconomic population can achieve starkly different results on the same test. (Marzano, 2003) • Three years of effective teaching accounts for an improvement of 35-50 percentile points. (Sanders & Horn, 1994)

6. Instruction Makes a Difference • Five years of instruction from an above-average teacher could eliminate the achievement gap on some state assessments. (Haycock, 2005) • Improved classroom instruction is the prime factor to produce student achievement gains. (Odden and Wallace, 2003)

7. Effective Instruction • Read “Five Characteristics of Effective Instruction.” • With your partner(s), complete the Frayer Model organizer for your assigned characteristic. • Summarize your findings in the space on the Phases of Thinking and Learning Graphic Organizer.

8. Ineffective Instruction “We hear, we forget. We see, we remember. We do, we understand.”

9. How Students Learn • Learning involves a process of discovery and a process of mastery. • discovery involves formulating explanations, making predictions, and solving problems • mastery involves developing a foundation of factual knowledge and making certain skills automatic. • Learning is most successful when it is an active and self-conscious process. • more than a process in which a student receives and assimilates information passively. • it is an active process in which a student must access information, by extracting, analyzing, evaluating, organizing, and synthesizing information, so that it can be readily retrieved and used in problem solving.

11. Learning and Innovation Skills Learning and Thinking Skills are comprised of: • Critical Thinking and Problem Solving Skills • Communication Skills • Creativity and Innovation Skills • Collaboration Skills • Information and Media Literacy Skills • Contextual Learning Skills

12. Congruent vs. Correlated—Rewind “What gets taught is the strongest single predictor of gains in achievement,” but… “regardless of what a state policy or a district curriculum spells out, the classroom teacher decides… what topics to cover.” (Results Now, Mike Schmoker)

13. Appropriate Strategies • Engage students in the learning process • Require students to participate in thinking and processing • Provide practice for 21st century skills • Meet the characteristics of effective instruction

14. Monitoring and Feedback

15. Monitoring and Feedback

16. Monitoring and Feedback Easy to imbed, add-on Think about instructional outcomes Collegial Observations Strategy Day Strategy Week

17. Our Learning Targets • I can explain the characteristics of effective instruction and how students learn. • I can identify instructional strategies that engage students in 21st century skills (critical thinking, communication, collaboration). • I can design a system for monitoring the instructional strategies.