Alabama Department of Education Instructional Strategies Project

1. Alabama Department of Education Instructional Strategies Project

2. SDE Mission To provide the standards, resources, and support LEAs need to ensure ALL students graduate college and career ready.

3. ARI AQTS CONTINUOUS IMPROVEMENT PLANS RTI AMSTI PBS

4. Project Rationale Because increases in student learning are directly related to strategic choices made by teachers (Marzano, 2003), this project aims to provide resources and support to impact instruction across all grade spans and content areas.

5. Instructional Strategies Project IS • A recommendation • A process • Hard work • A collection of lesson EXAMPLES IS NOT • A mandate • A program • A quick fix • A repository for ready-to-go lessons

6. Project Outcomes The SDE Instructional Strategies Project will: • Illustrate “how” research based strategies are used across the curriculum and across all grade spans; • Provide a planning and observation tool that emphasizes teaching curriculum standards, effective pacing and purpose of instruction, active student engagement, and daily formative assessment; and • Provide an evaluation tool that illustrates the effectiveness of instructional strategies.

7. Research “Appropriate strategies can increase student learning for all students. But there also are specific instructional strategies that target particular needs. And teachers should be able to move fluidly from effective, global strategies to intentional, targeted ones.” (underlines added, Balka, Hulll, & Miles, A Guide to Mathematics Leadership Sequencing Instructional Change, Chapter 5- Incorporating Effective Instructional Strategies, p. 65, 2010)

8. Global Strategy Sets • Questioning • Generating Student Responses • Graphic/Visual Tools • Learning Groups

9. Questioning “We are shifting from viewing questions as devices by which one evaluates the specifics of learning to conceptualizing questions as a means of actively processing, thinking about, and using information productively. Many educators are weaning students from believing that questions are phrased to attain certain answers and are helping them to accept questions as key vehicles that elicit awareness of the diversity, complexity, and richness of knowledge” (Hunkins, as quoted by Walsh, 1995).

10. Generating Student Responses “Reading, writing, talking, listening, and investigating are the cornerstones of active literacy. Throughout the school day, kids are actively questioning, discussing, debating, responding, inquiring, extending their learning, and generating new questions about their learning…Active literacy is the means to deeper understanding and diverse, flexible thinking, and is the hallmark of our teaching and learning” (Harvey & Goudvis, 2005).

11. Reading

12. Writing

13. Talking

14. Listening

15. Investigating

16. Graphic/Visual Tools Students must be active thinkers during the learning process. Graphic organizers: • enhance content comprehension • combine both linguistic and non-linguistic modes of learning • demonstrate relationships between different content and new and prior knowledge • depict a visual, organized display that makes “information easier to understand and learn” www.mentoringminds.com/pdf/pdfGraphicOrganizersResearch.pdf

17. Learning Groups All the research arrives at the same conclusion: • Learning groups outperform individuals on learning tasks • Individuals who work in groups do better on later individual assessments. • Cooperative group work benefits students in social and behavioral areas. • Low-income students, urban students, and minority students benefited even more from cooperative group work. Adapted from Powerful Learning: What We Know About Teaching for Understanding, a new book reviewing research on innovative classroom practices, by Linda Darling-Hammond, Brigid Barron, P. David Pearson, Alan H. Schoenfeld, Elizabeth K. Stage, Timothy D. Zimmerman, Gina N. Cervetti, and Jennifer L. Tilson, published in 2008 by Jossey-Bass. Published with support from The George Lucas Educational Foundation.

18. Targeted Strategies Anticipation Guide Exit Ticket/Slip ICE (Illustrate, Calculate or Connect, Explain) Jigsaw Journaling/Note taking KIM (Key Ideas, Information, Memory Clues) Q-Chart Question Cards Think-Pair-Share Graphic Organizers

19. Purposeful Planning • is the Key to • Effective Instruction! • This form is a lesson planning and • observation tool. • Planning with this approach • Consistently will place the teacher • in the applying phase of the • Alabama Quality Teaching Standards • (AQTS) continuum.

20. Teaching the Curriculum Standards Course: Date: COS Standard(s): Lesson objectives with daily student outcomes:

21. Pacing and Purpose

22. Pacing and Purpose

23. Pacing and Purpose

24. 100% Student Engagement

25. DAILY Formative Assessment Data

26. Lesson Reflection • What were the students able to do? • Which students need additional instruction? • How will the next lesson be adjusted to meet their needs?

27. Intentional, Targeted Strategies Anticipation Guide Exit Ticket/Slip ICE-Illustrate, Calculate or Connect, Explain Jigsaw Journaling & Note taking KIM-Key Ideas, Information, Memory Clues Q-Chart Question Cards Think-Pair-Share Graphic Organizers

28. Strategy Evaluation Form The purpose of this form is to assist teachers in evaluating the usefulness of specific strategies.

29. Course: Sixth Grade Social Studies Date: May 4, 2011 COS Standard(s): Explain major political events from the Nixon Administration to the present, including the September 11, 2001 terrorist attacks and the war on Terrorism. Lesson objective with daily student outcome(s): You will be able to explain how the terrorist attacks of September 11, 2001 affected people in the United States and the world.

30. 100% Student Engagement

31. DAILY Formative Assessment Data

32. Course: Sixth Grade Social Studies Date: May 4, 2011 COS Standard(s): Explain major political events from the Nixon Administration to the present, including the September 11, 2001 terrorist attacks and the war on Terrorism. Lesson objective with daily student outcome(s): You will be able to explain how the terrorist attacks of September 11, 2001 affected people in the United States and the world.

33. 100% Student Engagement

34. DAILY Formative Assessment Data

35. Course: Sixth Grade Social Studies Date: May 4, 2011 COS Standard(s): Explain major political events from the Nixon Administration to the present, including the September 11, 2001 terrorist attacks and the war on Terrorism. Lesson objective with daily student outcome(s): You will be able to explain how the terrorist attacks of September 11, 2001 affected people in the United States and the world.

36. 100% Student Engagement

37. DAILY Formative Assessment Data

38. Strategy Evaluation Form The purpose of this form is to assist teachers in evaluating the usefulness of specific strategies.

39. Consider This… • The power of the Instructional Strategies Project is not in completing the forms and categorizing strategies. • The power of the Instructional Strategies Project is in the systematic way a teacher plans lessons for every class, every day.

40. Consider These Questions • What standard am I teaching? • What are my daily measurable objectives for this standard? • What strategies will help me pace my lesson appropriately? • What strategies will require ALL (100%) of my students to engage in content through reading, writing, talking, listening, and investigating? • What actions will I take to assess throughout the lesson?

41. What does this project include now? Sample lesson plans Sample lesson scenarios Sample strategy evaluations Content areas - math, language arts, science, social studies Grade spans- K-3, 4-5, 6-8, 9-12 Co-teaching models

42. What’s coming? More lesson samples (plans & scenarios) Videos Blended support model Q & A sessions via WebEX

43. Recommended Next Steps Decide how the Instructional Strategies Project applies to your current instructional goals. Assess the current situation (your school; your classroom). Determine when/how the information can be shared with teachers (view WebEx/district or school PD). Conduct a lesson study with the posted lessons. Use the buddy system for support (teacher pairs; leadership teams). Incorporate technology. Try it on a consistent basis! What do you have to lose?

44. ARI AQTS CONTINUOUS IMPROVEMENT PLANS RTI AMSTI PBS

45. Bottom Line “Teachers are the most important influence on student learning, and the difference between effective and ineffective teaching is profound. For students to consistently learn and be well-prepared for their world, a school must have teachers who continually work on and improve their own knowledge and expertise in content, current teaching strategies, and assessment.” (Jolly; NSDC 2005)

46. Questions & Discussion

47. SDE Contacts Tod Beers tbeers@alsde.edu Reeda Betts rbetts@alsde.edu Theresa Farmer tfarmer@alsde.edu Sandy Ledwellsledwell@alsde.edu Nettie Mullins ncarson-mullins@alsde.edu Christine Spear cspear@alsde.edu