Download
s p o t a leader days 3 4 instruction n.
Skip this Video
Loading SlideShow in 5 Seconds..
S.P.O.T. A Leader Days 3-4: Instruction PowerPoint Presentation
Download Presentation
S.P.O.T. A Leader Days 3-4: Instruction

S.P.O.T. A Leader Days 3-4: Instruction

99 Views Download Presentation
Download Presentation

S.P.O.T. A Leader Days 3-4: Instruction

- - - - - - - - - - - - - - - - - - - - - - - - - - - E N D - - - - - - - - - - - - - - - - - - - - - - - - - - -
Presentation Transcript

  1. S.P.O.T. A LeaderDays 3-4: Instruction Systemic Pursuit Optimizing Teaching in Texas

  2. Guiding Questions What are the underlying assumptions regarding the Lesson Cycle and models of instruction based upon it? What are the differences between inductive and deductive instructional models? What is the significance of the shapes and symbols used in the Lesson Cycle Models? What are the essential elements of instruction for each lesson cycle component? How does PDAS language describe critical elements of lesson cycles? How do lesson cycles reflect the best research on teaching and learning?

  3. The Origins of Lesson Cycles The “Lesson Cycles” for this training had their genesis in the work of Dr. Madeline Hunter. In 1985, Dr. Hunter’s work was developed into the “Original Lesson Cycle” by Dr. Jim Boyd (Dean of Education at Tarleton State University and later president of Weatherford College) and a team that developed the original Instructional Leadership Training. Educators in Texas will be forever be indebted to Dr. Boyd for his vision and pioneering work. In 1989, Dr. Boyd’s work was extended by creating other instructional models—inquiry, cooperative, and laboratory lesson cycles. The group that created these lesson cycles included: • Dr. Jennifer Anderson, Mesquite ISD • Karen Anderson, Mesquite ISD • Dr. John A. Crain, University of Dallas • Katherine Kee, Carrollton-Farmers Branch ISD • Dr. Sandi Maddox, Region X Education Service Center, Richardson • Dr. Lynn Mefford, Region X Education Service Center, Richardson • Ron Simpson, Region X Education Service Center, Richardson In 1990, with the encouragement of Dr. Denist Harrison at Texas Education Agency, the work of this team was adopted by TEA and offered as optional extension of instructional leadership training.

  4. ASSUMPTIONS ABOUT THE INSRUCTIONAL MODELS 1. Learning occurs most efficiently and effectively when the learning experience is structured. The models (visually depicted as Lesson Cycles) do not necessarily occur in a single instructional period. Other instructional/educational related activities may occur in an Instructional period which are not reflected in a Lesson Cycle. The shapes, forms, and lines (symbols) on a Lesson Cycle diagram have interpretive meaning. Each model of instruction is represented as a decision-making model. 2. 3. 4. 5.

  5. The Symbols Have Meaning Decision Points (Yes/No) Planning Processes Instruction Options • Corrective Teaching, as required • Extension, as needed Instruction • Frequency may vary with need • Placement may vary with need Bold Line: Primary Cycle Light Line: Optional Loops

  6. Guiding Questions What are the similarities and differences between the original “Lesson Cycle” with the Direct Teaching Model? What are the Critical Attributes of the Direct Teaching Model of the Lesson Cycle?

  7. MODEL FOR EFFECTIVE TEACHINGLESSON CYCLE THE ORIGINAL Correction (Reteach) Explanation Check Understanding Task Analysis Plan Lesson State Objective Focus Guided Practice Check Mastery Monitoring and Adjusting CURRICULUM Independent Practice Assess Mastery No Yes Next Objective Closure Extension PLANNING TEACHING

  8. LESSON CYCLE Decision Points (Yes/No) Planning A MODEL FOR EFFECTIVE TEACHING Processes Instruction Direct Teaching *Deductive Process (Cognitive, Affective & Psychomotor Objectives? Options * Corrective Teaching, as required * Extension, as needed Instruction * Frequency may vary with need * Placement may vary with need Explanation *Students Acquire The Database Check for Understanding Plan Plan Corrective Teaching (Reteach) Student Teacher Application/ Processing Initiated Behaviors/ Behaviors/ Outcomes Outcomes Guided Practice/ Application/ Processing How? Why? Task Analysis Content, Vocabulary, Level of Difficulty, & Critical Attributes What? Check Mastery Focus Monitoring and Adjusting Closure Curriculum Select Objective(s) Independent Practice/Application Processing Assess Mastery Closure Extension Individual/ Group Application/ Processing PLANNING INSTRUCTIONAL DELIVERY TEACHING AND LEARNING TO-LL-13

  9. DIAMONDS: MAJOR DECISION POINT • CURRICULUM DECISIONS • SELECTION OF INSTRUCTIONAL OBJECTIVES

  10. Student Behaviors/ Outcomes Why? Teacher & Student Behaviors/ Strategies How? Cognitive/Psychomotor: Knowledge and Skills Affective: Attitudes/Values What? TRIANGLES: INSTRUCTIONAL PLANNING Instruction Performance Standards Content Standards

  11. CIRCLES:INSTRUCTIONAL OPTIONS • CORRECTIVE TEACHING • (Reteach) • EXTENSION(s) •

  12. OCATAGON:INSTRUCTIONAL PROCESSES • MONITORING AND ADJUSTING • Not a “step”—a process.

  13. BROKEN LINE RECTANGLES:VARIABLE INSTRUCTIONAL STEPS • CLOSURE • Placement and Frequency may vary.

  14. DIAMOND :MAJOR DECISION POINTS • “Yes/No” DECISIONS •

  15. LINES:Cycles and Loops BOLD LINE: Primary Cycle • “Yes/No” DECISIONS • LIGHT LINE: Optional Loops

  16. Check for Understanding LESSON CYCLE A MODEL FOR EFFECTIVE TEACHING DIRECT TEACHING *Deductive Process (Cognitive, Affective & Psychomotor Objectives? PLANNING INSTRUCTIONAL DELIVERY TEACHING AND LEARNING

  17. LESSON CYCLE Decision Points (Yes/No) Explanation *Students Acquire The Database Planning A MODEL FOR EFFECTIVE TEACHING Processes Instruction Inquiry/Discovery Learning *Inductive Process (Higher Cognitive & Affective Objectives? Options * Corrective Teaching, as required * Extension, as needed Instruction * Frequency may vary with need * Placement may vary with need Structure Inquiry/ Discovery Experience Check for Understanding Plan Plan Focus Corrective Teaching (Reteach) Student Teacher Application/ Processing Initiated Check for Understanding Behaviors/ Behaviors/ Outcomes Outcomes Guided Practice/ Application/ Processing How? Why? Task Analysis Content, Vocabulary, Level of Difficulty, & Critical Attributes What? Check Mastery Focus Monitoring and Adjusting Closure Curriculum Select Objective(s) Independent Practice/Application Processing Assess Mastery Closure Extension Group Accountability Individual/ Group Application/ Processing Assess Mastery PLANNING INSTRUCTIONAL DELIVERY TEACHING AND LEARNING TO-LL-13

  18. LESSON CYCLE Decision Points (Yes/No) Planning A MODEL FOR EFFECTIVE TEACHING Processes Instruction Cooperative Learning *Deductive Process (Cognitive, Affective & Psychomotor Objectives? Instruction * Frequency may vary with need * Placement may vary with need Options * Corrective Teaching, as required * Extension, as needed * Group Accountability, as needed Explanation Teacher Explanation/ Modeling of the Database Structure Task and the Interdependence Plan Plan Focus Corrective Teaching (Reteach) Student Teacher Check for Understanding Check for Understanding Behaviors/ Behaviors/ Outcomes Outcomes Cooperative Practice/Application/ Processing How? Why? Task Analysis Content, Vocabulary, Level of Difficulty, & Critical Attributes What? Check Mastery Focus Monitoring and Adjusting Closure Curriculum Select Objective(s) Group Process Closure Individual Accountability Assess Mastery Closure Extension Group Accountability Individual/ Group Application/ Processing Assess Mastery PLANNING INSTRUCTIONAL DELIVERY TEACHING AND LEARNING TO-LL-12

  19. LESSON CYCLE Decision Points (Yes/No) Planning A MODEL FOR EFFECTIVE TEACHING Processes Instruction Cooperative Learning *Inductive Process (Cognitive, Affective & Psychomotor Objectives? Options * Corrective Teaching, as required * Extension, as needed Instruction * Frequency may vary with need * Placement may vary with need *Students Cooperatively Acquire the Database Structure Task and the Interdependence Explanation Check for Understanding Plan Plan Focus Corrective Teaching (Reteach) Student Teacher Practice/Application/ Processing Initiated Check for Understanding Behaviors/ Behaviors/ Outcomes Outcomes How? Cooperative Practice/ Application/ Processing Why? Task Analysis Content, Vocabulary, Level of Difficulty, & Critical Attributes What? Check Mastery Focus Monitoring and Adjusting Closure Curriculum Select Objective(s) Group Process Closure Individual Accountability Assess Mastery Closure Extension Group Accountability Individual/ Group Application/ Processing Assess Mastery PLANNING INSTRUCTIONAL DELIVERY TEACHING AND LEARNING TO-LL-13 TO-CL-10

  20. LESSON CYCLE Decision Points (Yes/No) Planning A MODEL FOR EFFECTIVE TEACHING Processes Instruction Laboratory Learning *Deductive Process (Cognitive, Affective & Psychomotor Objectives? Options * Corrective Teaching, as required * Extension, as needed * Group Accountability, as needed Instruction * Frequency may vary with need * Placement may vary with need Teacher Explanation/ Modeling of the Database Structure Laboratory Task/Experience Plan Plan Focus Corrective Teaching (Reteach) Student Teacher Check for Understanding Check for Understanding Behaviors/ Behaviors/ Outcomes Outcomes Guided Practice/ Application/ Processing Manipulation of Database How? Why? Task Analysis Content, Vocabulary, Level of Difficulty, & Critical Attributes What? Check Mastery Focus Monitoring and Adjusting Closure Curriculum Select Objective(s) Individual Accountability Assess Mastery Closure Extension Group Accountability Individual/ Group Application/ Processing Assess Mastery PLANNING INSTRUCTIONAL DELIVERY TEACHING AND LEARNING TO-LL-11

  21. LESSON CYCLE Decision Points (Yes/No) Planning A MODEL FOR EFFECTIVE TEACHING Processes Instruction Laboratory Learning *Inductive Process (Cognitive, Affective & Psychomotor Objectives? Options * Corrective Teaching, as required * Extension, as needed * Group Accountability, as needed Instruction * Frequency may vary with need * Placement may vary with need Explanation *Students Acquire The Database Structure Laboratory Task/ Experience Check for Understanding Plan Plan Focus Corrective Teaching (Reteach) Student Teacher Check for Understanding Application/ Processing Initiated Behaviors/ Behaviors/ Outcomes Outcomes Guided Practice/ Application/ Processing Manipulation of Database How? Why? Task Analysis Content, Vocabulary, Level of Difficulty, & Critical Attributes What? Check Mastery Focus Monitoring and Adjusting Closure Curriculum Select Objective(s) Individual Accountability Assess Mastery Closure Extension Group Accountability Individual/ Group Application/ Processing Assess Mastery PLANNING INSTRUCTIONAL DELIVERY TEACHING AND LEARNING TO-LL-13