Defining Quality Instruction within Berrien County Classrooms

1. Defining Quality Instruction within Berrien County Classrooms BResa Coaching Staff April 26, 2011

2. Take a moment to think about the best teacher you ever had. Then think about the worst teacher you ever had. Teachers Make a Difference Points to Ponder. . . What kind of learning experience did you have?

3. Teachers Make a Difference “The impact of decisions made by individual teachers is far greater than the impact of decisions made at the school level.” “More can be done to improve education by improving the effectiveness of teachers than by any other single factor.” Robert Marzano

4. Marzano’s Classroom Instruction Research • Identifying similarities and differences • Summarizing and note taking • Reinforcing effort and providing recognition • Homework and practice • Representing knowledge • Learning Groups • Setting objectives and providing feedback • Generating and testing hypotheses • Cues, questions, and advance organizers

5. Teacher Behaviors: Reinforce effort and provide recognition Set objectives and provide feedback Develop and use cues, questions, and advance organizers Generate and test hypotheses Student Behaviors: Identify similarities and differences Summarize and take notes Practice/homework Represent knowledge Participate in learning groups Generate and test hypotheses Research Breakdown:

6. The Impact of Teacher Effectiveness Percentile Ranking after two years of instruction Percentile Ranking Robert Marzano, Classroom Instruction thatWorks

7. Allocated Time What factors impact the amount of time that is allocated for students to receive instruction? Time as a factor on student learning

8. Factors that Impact Allocated Time • State and Federal Requirements • Employment Contracts • District or School Mandates • District or School Priorities • School Master Schedule • Snow Days

9. Allocated Time Actual Time What factors impact the amount of time instruction actually occurs? Time as a factor on student learning

10. Factors that Impact Actual Time • Interruptions, Announcements • Taking Attendance, Lunch Counts, Head Counts, Field Trip Money, etc. • Classroom Management • Assemblies, Field Trips, Visitors • Tests

11. Allocated Time Actual Time Engaged Time What factors impact the amount of time students are actually engaged in instruction? Time as a factor on student learning

12. Student attendance Student attention Student interest Belief that students can be successful despite skill level Use of engagement techniques Teacher presentation style Management skills Teacher preplanning and expectations Focus of instruction Environmental layout Teacher-student relationships Factors that Impact Engaged Time

13. What factors impact the opportunities students have to respond and receive corrective feedback? Allocated Time Actual Time Engaged Time Opportunities To Respond And Receive Feedback Time as a factor on student learning

14. Instructional materials Teacher-student proximity Group size Instructional level of materials used Instructional focus Pacing and signaling Use of modeling and corrective feedback Use of formative assessments Communication of expectations and results Use of peer and self-monitoring activities Factors Impacting Opportunities to Respond and Receive Feedback “Our use of time must master our priorities.“ Mike Schmoker “Time makes a difference, but teachers make more.” Anita Archer

15. Managing Instruction • Teachers spend anywhere from 40 to 75% of available instructional time in activities other than instruction. • Students spend as little as 17%of their classroom time successfully engaged in academic tasks. • A typical intermediate grade level averaged 38minutes of instruction out of a three-hour period. Colvin and Lazar, The Effective Elementary Classroom: Managing for Success, 1997

16. Observations from 1,500 classrooms Classrooms in which: there was evidence of clear learning objectives: 4% high-yield strategies were being used: 0.2% there was evidence of higher-order thinking: 3% students were either writing or using rubrics: 0% fewer than half of students were paying attention: 85% students were using worksheets (a bad sign): 52% non-instructional activities were occurring: 35% Mike Schmoker, Results Now (Learning 24/7, 2005) Learning 24/7 Classroom Observation Study (2005)

17. So What Should our Teachers Be Doing? Explicit Instruction Is… • Systematic • Relentless • Engaging • Successful!

18. Implicit – Explicit Learning Continuum Continuum of Implicit to Explicit Instructional Practice Guided by Student Need Implicit Instruction Explicit Instruction

19. “We’ve got to stop teaching the way we like to teach and start teaching the way they like to learn.” Wendy Robinson Heartland AEA, Johnson Iowa

20. Explicit Instruction is Systematic • Instruction focuses on critical content. • Skills, strategies, and concepts are logically sequenced. • Complex skills and strategies are broken down into smaller (easy to understand) instruction units.

21. Explicit Instruction is Systematic • Lessons are both organized and focused. • Lessons include: • Opening (attention, review, preview, PURPOSE) • Body • Closing (review, preview) • Instructional routines are used.

22. Video Example

23. Explicit Instruction is Systematic • Explicit Instruction of Skills/Strategies: Model: Ido it. My turn. Prompt: WEdo it. Let’s do this together. Check You do it. Your turn. I.P.I.C example

24. Mantle

25. Your Turn! I.P.I.C. – Instructional Routine for Vocabulary Step 1. Introduce the word Write the word on the board Give students correct pronunciation. Then repeat chorally. Introduce the word with me: “This word is compulsory. What word?”

26. Instructional Vocabulary Routine (Continued) Step 2. Introduce the meaning of the word. Option #1 – Present a student-friendly explanation. a) tell students the explanation or b) have students read the explanation with you. Present the definition with me. “When something is required and you must do it, it is compulsory. So if it is required and you must do it, it is _______________.”

27. Instructional Vocabulary Routine(Continued) Step 3. Illustrate the word with examples. a) concrete examples b) visual examples c) verbal examples (illustrative stories) (also discuss when the term might be used and who might use the term) Present the examples with me. “Coming to school as an 8th grader is compulsory.” “Stopping at a stop sign when driving is compulsory.”

28. Instructional Vocabulary Routine(Continued) Step 4. Check for understanding-deepen understanding Option #1. Ask deep processing questions. Check students’ understanding with me. “Many things become compulsory. Why do you think something would become compulsory?” Option #2. Provide examples and non-examples. Check understanding with examples and non-examples with me. “Is going to school in the 8th grade compulsory, yes or no, everyone?” “Is going to college when you are 26 compulsory, yes or no, everyone?”

29. Explicit Instruction is Relentless • Adequate initial practice opportunities. • Distributed practice. Best Practice! • Cumulative review. • Teach to mastery.

30. Pssst…It’s o.k. to modify TG directions! • A curriculum review indicates many programs (even those with a strong research base) need instructional enhancements: • Demonstrate explicit steps and strategies. • Model multiple examples. • Provide multiple opportunities to practice. • Structure ample review and opportunities to receive feedback.

31. Explicit Instruction is Engaging • Frequent responses are elicited • Student performance is carefully monitored. • Immediate affirmative and corrective feedback is provided. • Lessons are delivered at a brisk (perky) pace.

32. Video Clips

33. Explicit Instruction is Engaging • Verbal Responses • Choral Responses • Teacher asks question and provides think time. • Signals for all students to say answer. • Partner Responses • Teacher assigns partners. • Teacher asks a question, provides think time. • Students share answers with partner. • Students share their or their partner’s answer w/ • class. • Team Responses • Teacher forms teams by combining 2 partnerships. • Teacher poses a question, provides think time. • Teams share responses, agree on an answer. • Teams select an individual to report to class. • Individual Responses • Partner 1st: Teacher poses question. Students think & • share with partner. Teacher then calls on a student. • Whip Around or Pass: • Written Responses • Written Response • During the lesson teacher requests students to • write answers on: paper, post-its, • graphic organizers, whiteboards, slates, ipads. • Formative Assessments: • Quick Write/Quick Draw • S.O.S. Cards • Stop ‘N’ Jot • 3-2-1 cards • Tear ‘N’ Share • Response Cards • Students hold up a card to answer teacher’s • question. For example: • ~ Red/green • ~ Example/Non-Example • ~ Content related (letters/math symbols/vocab) • Roving Overhead • Teacher copies sample of students’ ideas onto • overhead with initial identifiers, to share w/class • Action Responses • Touch or point at stimulus • Act out • Gesture • Facial Expressions • Hand Signals

34. Explicit Instruction is Engaging Student performance is carefully monitored. • Walk around. • Look around. • Talk around. “A teacher on his/her feet is worth a thousand in his/her seat.” Source Unknown

35. Praise and Feedback To be effective, feedback must: • Be provided • Be immediate • Specific and informative (actionable) • Focused on correct versus incorrect response • Delivered with appropriate tone • End with students providing correct responses

36. Maximizing Instructional Time Delivering lessons at a “perky” pace requires: • Lesson preparation. • Use of instructional routines. • Timing…(know when to move on) • Avoid digressions

37. Explicit Instruction is Successful! HQI Scavenger Hunt One component of High Quality Instruction is:

38. Instruction matters. Teachers make a difference. “How well we teach = How well they learn.” Anita Archer