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Effective Instruction

Effective Instruction. Choosing and teaching curricular content to maximize student engagement. Schoolwide Positive Behavior Support. Comprehensive, Integrated Three-tiered (CI3T) Models of Support. Low Intensity Strategies. Basic Classroom Management Effective Instruction

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Effective Instruction

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  1. Effective Instruction Choosing and teaching curricular content to maximize student engagement

  2. Schoolwide Positive Behavior Support Comprehensive, Integrated Three-tiered (CI3T) Models of Support Low Intensity Strategies Basic Classroom Management Effective Instruction Low Intensity Strategies Behavior Contracts Self-Monitoring Functional Assessment-Based Interventions Higher Intensity Strategies Assess, Design, Implement, and Evaluate Assessment

  3. Critical Elements of Effective Instruction • Promoting student motivation and engagement • Using a variety of instructional delivery formats • Differentiating instruction

  4. What is the relationship between effective instruction and behavior?

  5. How motivating is your classroom? • Do students have some choice in how they approach a task? • Can they choose one activity over another? • Can they decide what order to complete tasks? • Do they have opportunities to chose what they read or write about? • Do they get to study areas of interest in depth? • Are the rules and expectations clear so that students do not have to ask you for permission to leave their seat, sharpen a pencil, talk to a peer, or get a drink? • Do students have to wait long periods of time for you to get organized, give directions, or get started with a lesson? • Do students have structured opportunities to problem solve or discuss concepts with their peers? • Do you use a variety of instructional delivery formats to introduce content? • Is instruction at the appropriate level for the student?

  6. Boring Classroom • http://www.youtube.com/watch?v=Gl7WpYCdarc&feature=related Use HO 1 to guide your analysis of this lesson… Why is this teacher ineffective?

  7. Student Engagement and Motivation • Student engagement is directly related to student behavior (Brophy, 1985) • When students are engaged in their work, they have less opportunity, and need, to display undesirable behaviors More time on task = Less time for trouble!

  8. Student Engagement and Motivation Contributing Factors: Teacher • Rapid pacing of instruction • Adequate academic learning time • Providing students with feedback • Active teaching • modeling and systematic focused presentation of concepts • supervision during learning activities Brophy, 1986

  9. Student Engagement and Motivation Contributing Factors: Student • Autonomy over learning • Engagement in authentic tasks • Opportunities to collaborate with their peers • Opportunities to showcase their strengths Newman, 1991

  10. KCU: Low-Intensity Strategies Items: 1, 3, 4 Student Motivation Intrinsic Motivation Extrinsic Motivation • Engagement in activities for their own sake and without coercion (Alderman, 1999) • Engagement in activities to attain rewards (Alderman, 1999) • Praise • Grades • Special privileges • Tangibles This is what we want to develop in our students!

  11. KCU: Low-Intensity Strategies Items: 1, 2, 3, 4 The 4-Cs Elements of Instruction that Promote Intrinsic Motivation • Control • Challenge • Curiosity • Contextualization What is the background for each of these topics? How can we develop them in our classrooms?

  12. Control – Challenge – Curiosity – ContextControl • When students are able to exert some autonomy during learning activities, they become more intrinsically motivated.

  13. Control – Challenge – Curiosity – ContextControl • Students can participate in the design of academic tasks. • Students can choose how tasks are completed. • Students can be allowed some discretion about when they complete tasks. • Students can correct some of their own assignments. • Students can set personal goals.

  14. Control – Challenge – Curiosity – Context Challenge • Principle of Optimal Challenge (Stipek, 1993) – desire for tasks that are new or moderately difficult.

  15. Control – Challenge – Curiosity – Context Challenge • Lepper (1988) argued that for an activity to be optimally challenging to students, it must provide meaningful goals about which there is • (a) uncertainty about success, yet • (b) clear performance feedback regarding one’s progress in order to help maintain the student’s interest.

  16. Control – Challenge – Curiosity – Context Curiosity • Stimuli that are moderately discrepant will arouse interest, whereas those that are not novel or discrepant from an individual’s expectations will not arouse interest (Cooper et. al., 2007) • Beware of discrepancies that are too wide, as they may result in anxiety or simply be ignored (Stipek, 1993)

  17. Control – Challenge – Curiosity – Context Curiosity • Highlight inconsistency or incompleteness of a student’s knowledge to prompt curiosity (Lepper, 1988) • “You seem to know a lot about this, but have you considered…?” • Make the topic or activity pertinent or relevant for students • Be prepared to answer questions like, “When am I ever going to use this?” • Start lessons with thought provoking questions (Stipek, 1993) • Provide background knowledge and encourage students to ask questions

  18. Control – Challenge – Curiosity – Context Context • Highlight the functionality of an activity by presenting it in either a naturalistic context or a fantasy context (Lepper, 1988) • Students need to both see and experience the real-world functionality of the content they are learning (Lepper). • The classroom is often a decontextualizing environment • Students fail to see (or teachers fail to show) how content and activities relate to a bigger picture.

  19. Control – Challenge – Curiosity – Context Context • Present topics in their natural context • Tie to real-world applications • Present topics within a fantasy context • Simulations or games

  20. The 4 Cs: Intrinsic Motivation • Work with your Expert group to answer the following questions on HO 2 (use HO 3 Fact Sheets if needed): • What does it look like when ___________ is well developed in a classroom? • How can we coach others to develop ___________ in their classrooms? (guiding questions and tips) ContentChallenge CuriosityContextualization

  21. The 4 Cs: Intrinsic Motivation • Return to your school team – have Experts share out information and record the key ideas for each of the 4 Cs on HO 4.

  22. KCU: Instructional Delivery Strategies Items: 3, 8, 11 Using a Variety of Instructional Models • Explicit instruction • Cooperative learning • Strategy instruction

  23. Explicit Instruction A highly-organized, teacher-directed six step sequence for teaching content. • Use of an advanced organizer • Instruction/modeling of the target skill or concept • Guided practice opportunity • Independent practice opportunity • Use of a post organizer • Assessment of skill or concept acquisition

  24. Cooperative Learning • Maximizes active engagement • Reduces competition thus eliminating winners and losers • Establishes group goals which are dependent on all members contributing and participating • Peer reinforcement for working toward a mutual goal • Individual accountability within the structure • Requires thoughtful teacher planning of students’ roles and social skills for group work

  25. Cooperative Learning Activities • Jigsaw II • Team product • Think-pair-share • Numbered heads Together • Student teams – achievement divisions • Teams-games-tournaments • Others?

  26. Strategies Instruction Allows students to monitor their own learning and promotes independence decreases wait time for teacher assistance increases engagement • Teach through explicit instruction • Step-by-step instruction • Guided Practice • Independent Practice • Fluency with application of strategy • Memorize the strategy

  27. Strategies Instruction • Self-Regulated Strategy Development in writing (Santangelo, Harris, & Graham, 2008) • POW (Pick a topic, Organize my ideas, Write and say more) for general writing • WWW What=2 How=2 for story writing • Others? (Strategy examples from Tracy, Reid, & Graham, 2009)

  28. KCU: Instructional Delivery Strategies Items: 3, 8, 11 Differentiating the Curriculum • Differentiation allows for variations in delivery of that content to match it to the learning preferences, skill level, or interests of differing students • Teachers should make choices about three elements of the educational process

  29. KCU: Instructional Delivery Strategies Items: 13, 14, 15 Differentiation of Instruction • Three elements: • Content: what to teach • Process: how to teach • Product: measuring student understanding

  30. Differentiation of InstructionContent • Concept-Based Teaching Using critical curricular concepts and principles to guide planning. • Curriculum Compacting Using assessment data to excuse students from previously learned content and to design activities to access new concepts. • Using Varied Materials Planning instruction with a wide variety of materials in mind including media, computer applications, video, magazines, texts, audio files, and field trips.

  31. Differentiation of InstructionContent • Learning Contracts Students create a plan that indicates what they will study and how they will tackle the content. Student and teacher discuss the plan together to reach agreement on its goals and activities. • Mini-lessons Development of short, focused lessons for reteaching or enrichment. • Varied Support Systems Use of a variety of supports such as graphic organizers, advance organizers, peer buddies, adult mentors, reading partners, highlighting important text, and study sheets.

  32. Differentiation of InstructionProcess Simultaneous process activities Sequential Process Activities providing several options which are available at the same time for students all students are involved in the same activity, but more than one activity is planned so that all students experience several ways of processing the content (Tomlinson, 2005; Tomlinson & McTighe, 2006)

  33. Differentiation of InstructionProcess • Cooperative learning groups • Computer assisted instruction • Learning centers • Writing activities • Creating graphic organizers • Others?

  34. Differentiation of InstructionProduct • A product is the tangible evidence of a student’s understanding of a topic, skill, or concept • Provide opportunities for students to think deeply about the target skill or concept (Tomlinson, 2005; Tomlinson & McTighe, 2006)

  35. Differentiation of InstructionProduct • Research Paper • Experiment • Brochure • Simulation • Painting/Drawing • Musical Performance • Dance Performance • Create a Game • PowerPoint Presentation • Theater Production • Readers’ Theater Performance • Models • Demonstration • Essay

  36. Content – Process – ProductDifferentiate your Standards • Pick a standard that has previously been difficult for all students to master or for teachers to present to students. • Use HO 5 to brainstorm one way to differentiate instruction to increase engagement on that lesson: • Content • Process • Product

  37. Using Effective Instruction to Increase Academic Motivation • Increasing Intrinsic Motivation • The 4 “C”s • Instructional Delivery Models • Direct and Explicit Instruction • Cooperative Learning • Strategies Instruction • Differentiating Instruction • Content • Process • Product

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