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Improving Outcomes for Students Effective Instructional Practices Using Microteaching & Research Based Curriculum. Summer “Jump Start” New Teacher Staff Development July, 2006. Opening Activities. Brief Introductions Box Elder Ogden Weber Davis Facilities overview “Housekeeping”.

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slide1

Improving Outcomes for Students Effective Instructional Practices Using Microteaching & Research Based Curriculum

Summer “Jump Start”

New Teacher Staff Development

July, 2006

opening activities
Opening Activities
  • Brief Introductions
    • Box Elder
    • Ogden
    • Weber
    • Davis
  • Facilities overview
  • “Housekeeping”
why the jump start staff development
Why The “Jump Start” Staff Development
  • Provide new teachers with. . .
    • SupportBEFORE entering the classroom
    • Staff Development in effective practices
    • Materials to use in reading instruction
    • Practice in small group settings with curriculum coaches
    • Ongoing Support when implementing new practices and curriculum in the classroom setting with students
course outline
Course Outline
  • Day 1: Effective Instructional Practices
    • Time Management, Teaching Functions, Academic Feedback
    • Effective Reading Instruction – Dr. Gordon Gibb
  • Day 2: Effective Instructional Practices, Small Group Instruction & Reading Content Instruction
    • Phonemic Awareness – Tammy Pettigrew
    • Handwriting
course outline cont
Course Outline (cont.)
  • Day 3: Reading Content & Application of Effective Practices in Reading Instruction
    • Overview of Reading Programs
    • Small group practice – coaches model lessons
  • Day 4: Further application of practices & content
    • Small group practice – participants deliver lessons
    • Jump Start Backpacker’s Guide to Survival – Dr. Hofmeister
    • Working with Parents
    • Jumpstart website
  • Ongoing Support – phone, email, on-site coaching
participant expectations
Participant Expectations
  • Participate in all classroom activities and assignments
  • Conduct Microteaching lesson – 15-20 minute lesson with peer feedback
  • Participate in peer observations
  • Solicit support from curriculum coaches as needed
  • Enjoy the journey!
what is microteaching
What is Microteaching?
  • Microteaching is organized practice teaching.
  • Goals of Microteaching
    • Give instructors confidence, support & feedback by letting them try out (among friends and colleagues) a “snapshot” of what/how to teach
    • Provide an opportunity to try teaching strategies you may not have used regularly or effectively
    • Provide a safe forum for practicing strategies and receiving feedback
why the microteaching model
Why the Microteaching Model?
  • Rationale:

No Child Left Behind (NCLB) requirements have one major goal: namely, increasing the effectiveness of instruction to all students, and particularly to students at risk of failure in reading and math.

why the microteaching model9
Why the Microteaching Model?

Two Problems With the Present Staff Development Practices

  • Lack of Transfer
  • Lack of Viable, Aligned Solutions
lack of transfer
Lack of Transfer
  • The more traditional in-service model generates less than 10% transfer to classroom practices
  • The “How Do You Know?” question is often not addressed.

“Staff development activities must provide an ongoing way to monitor the impact of staff development, as measured by changes in the learner.”

lack of viable aligned solutions
Lack of Viable, Aligned Solutions
  • Many staff development efforts fail to address the availability of classroom instructional materials.
  • Teachers feel disappointed by the promises of practical support implicit in staff development programs.
steps in microteaching
Steps in Microteaching
  • Step One:

Select Intervention

Select the specific pedagogical and curriculum domains – research validation for at-risk students (Research Into Practice, Reading for All Learners)

steps in microteaching13
Steps in Microteaching
  • Step Two:

Peer-to-Peer Microteaching Practice

Conduct microteaching sessions until competency in a non-student setting is demonstrated (small group practice with curriculum coaches)

steps in microteaching14
Steps in Microteaching
  • Step Three:

Classroom Practice with Representative Samples

The teacher implements representative samples of the intervention program with students, under close mentoring supervision (in authentic school setting).

steps in microteaching15
Steps in Microteaching
  • Step Four:

Implement Total Intervention Plan

After demonstrated success with the selected representative samples of the intervention program, the teacher implements the total program with feedback from the mentor, the flow of student monitoring data, and self-evaluation (continued implementation in school setting).

steps in microteaching16
Steps in Microteaching
  • Step Five:

Validation Based on Student Outcomes

The teacher documents instructional effectiveness using student monitoring outcomes (use student data to make decisions about programming)

course objectives
Course Objectives
  • Increase knowledge of and skills in
    • Utilizing research-based curriculum
    • Implementing effective instructional practices
      • Direct Instruction Teaching Cycle
      • Providing Praise Statements
      • Providing opportunities for student responses
      • Effective error correction
    • Developing & implementing lesson plans
    • Collecting and interpreting student data
ground rules for this training
Ground Rules for This Training
  • Respect confidentiality concerning what we learn about each other.
  • Respect agreed-upon time limits.
  • Maintain collegiality – we’re in this together.
  • Stay psychologically & physically present and on task.
ground rules for this training19
Ground Rules for This Training
  • Respect others’ attempts to experiment and take risks.
  • Listen and speak in turn, so everyone can hear all comments.
  • Enjoy the journey and learn from the process!
balance effective instructional practices research based curriculum
Balance Effective Instructional Practices & Research-Based Curriculum

Positive Student Outcomes

Effective Instructional Practices

Research-based Curriculum

research into practice
Research Into Practice
  • How to use this book
    • Chapter One – Planning For Instructional Improvement
  • Additional Chapters
    • Two – Time Management
    • Three – Teaching Functions
    • Four – Academic Feedback
    • Five – Academic Monitoring
    • Six – Classroom Management
effective student learning experiences
Effective Student Learning Experiences
  • Teacher performance
  • Student learning experiences
  • Student outcomes
  • Ask yourself, “What am I doing to create learning experiences that result in positive student outcomes?”
research into practice23
Research Into Practice
  • Chapters briefly covered in this training
    • Two – Time Management
    • Three – Teaching Functions
    • Four – Academic Feedback
  • Sections of each chapter
    • A – Research literature
    • B – Knowledge quiz
    • C – Self-evaluation checklist
    • D – Information gathering
    • E – Practical suggestions
    • F – Self-Improvement plan
slide24

Is There a Better Way To Get Clear Directions?

Yes, It’s called using materials in Research Into Practice!

time management
Time Management
  • Quiz
  • Self-Evaluation
  • What does the research say?
  • Practical Application – How do I use it?
    • Guided notes – individual work
  • Self-Improvement Plan
guided notes
Guided Notes
  • Technique to increase academic learning time & on-task behavior
  • Provides scaffolding support for learners
  • Consider level for your own class
  • Gets students into “learning behaviors” – listening, writing, reading,
  • Provides template for disseminating content
  • Easy to create – copy & white out!
teaching functions
Teaching Functions
  • Quiz
  • Self-evaluation
  • What does the research say?
  • Practical Application – How do I use it?
    • Sample direct instruction lesson
    • Develop lesson plan – small group work
  • Self-Improvement plan – use self-evaluation checklist and evaluation with three recording periods
small group work
Small Group Work
  • Objective – Complete lesson plan together as a small group
    • Consider completed lesson plan template
    • Look at lesson objective
    • Use template to guide lesson plan development
    • Make certain teaching functions are included
slide29

Techniques for Working Cooperatively

(Okay, so this is a non-example)

small group work outcomes
Small Group Work – Outcomes
  • What did we learn about lesson plan development?
  • How important is a clear objective?
  • Does the lesson plan template include the teaching functions?
  • Could anyone pick up the lesson plan and teach the lesson? (stranger test)
direct instruction principles
Direct Instruction Principles

Heart of EVERY Lesson

  • I do it – teacher directed instruction
  • We do it – guided practice (80% accuracy)
  • You do it – independent practice (90-100% accuracy)
direct instruction principles32
Direct Instruction Principles
  • Group & individual responses
    • At least four student responses per minute
    • Include group and individual responses (80% group to 20 % individual)
  • Signals
  • Error Correction
    • Identify error
    • Model
    • Test
    • Delayed test
effective teaching cycle
Effective Teaching Cycle
  • Teacher-directed instruction
    • Learning set
      • Review previously taught material
      • Tells you where to go – forward or reteach
      • Enables you to control outcome
    • New material
      • Small increments of material
  • Guided practice
  • Independent practice
teacher directed instruction i do it
Teacher-Directed Instruction – I Do It
  • Learning Set
    • Sets stage for new learning
    • Builds instructional momentum
    • Feedback/reinforcement
    • Reduces off-task behavior
    • Students will persist through learning
    • Error detection – reduces probability of errors/increases student achievement
    • Builds on prior knowledge
teacher directed instruction
Teacher-Directed Instruction
  • New Material
    • Acquisition stage
    • Linked to prior knowledge
    • Presented in small segments
    • Demonstration/present new material (rule of thumb: 3 examples)
    • Sequence examples presented
    • Integrate with guided practice
guided practice we do it
Guided Practice – We Do It
  • More guided practice (added support)
    • Student completes task with you
    • Provide response prompt & response direction
    • Provide three examples
  • Less guided practice (decreased support)
    • Student completes task with you
    • Provide response direction only
    • Provide three examples
    • High rates of opportunities to respond with feedback
independent practice you do it
Independent Practice – You Do It
  • Fluency
  • Consolidation
  • Mastery
  • Application
  • Monitor – provide feedback
  • Praise/error correction
  • Practice – How many student responses can be expected in about one minute?
  • Let’s try it! – reader & data keeper – 6 seconds
remember t g i f
Remember T.G.I.F.
  • T – Teacher Directed Instruction
        • I Do It
  • G – Guided Practice
        • We Do It
  • I – Independent Practice
        • You Do It
  • F – Feedback
small group practice
Small Group Practice
  • Objective – Practice direct instruction teaching cycle
  • Roles in small groups
    • Teacher, student, timer, observer
  • What will you be doing?
    • Instruct “student” using direct instruction techniques (I, We, You)
    • Solicit student responses
    • Provide praise statements
academic feedback error correction
Academic Feedback & Error Correction
  • Quiz
  • Self-evaluation
  • What does the research say?
  • Practical Application – How do I use it?
    • Whole group practice
    • Small group practice
  • Error Correction
    • Identify error
    • Model
    • Test
    • Delayed test
small group practice41
Small Group Practice
  • Objective – Practice providing error correction, using direct instruction principles and error correction techniques
  • Roles in small groups
    • Teacher, student, timer, observer
  • What will you be doing?
    • Student reads the passage of leveled text and makes 2-3 errors
    • Teacher listens and engages in error correction procedure
    • Observer watches and provides feedback
slide42

Research-based interventions are like lighthouses. They are fixed practices that have endured the test of time and have proven to be effective.

closing activities
Closing Activities
  • Brief Review
  • “Ah Ha’s”
  • “Big Ideas”
  • Homework – Read “E” section in chapters 2, 3 & 4 of Research Into Practice
opening review
Opening & Review
  • Learning Outcomes from Homework (Section “E” in Chapters 2, 3 & 4 in Research Into Practice - RIP)
  • “Ah Ha’s” from Day 1
  • Reconnect –
  • Questions ???
course objectives45
Course Objectives
  • Increase knowledge of and skills in
    • Utilizing research-based curriculum
    • Implementing effective instructional practices
      • Direct Instruction Teaching Cycle
      • Providing Praise Statements
      • Providing opportunities for student responses
      • Effective error correction
    • Developing & implementing lesson plans
    • Collecting and interpreting student data
balance effective instructional practices research based curriculum46
Balance Effective Instructional Practices & Research-Based Curriculum

Positive Student Outcomes

Effective Instructional Practices

Research-based Curriculum

slide47

Research-based interventions are like lighthouses. They are fixed practices that have endured the test of time and have proven to be effective.

dealing with the alligators
Dealing with the “Alligators”
  • “Gators” in the group
    • Good! And Wants Everybody to Know It!
    • Academy Award Specialist
    • Majors in Distraction 101
    • Tardy City
    • Trouble City
  • “Gators” outside the group
    • All of the above
  • “Gators” outside the classroom
    • Assemblies
    • Other adults
    • Interruptions
effectively implementing small group instruction
Effectively Implementing Small Group Instruction
  • Task 1 – Planning & Preparing
  • Task 2 – Assembling the Group
  • Task 3 – Initiating Instruction
  • Task 4 – Maintaining Momentum
  • Task 5 – Closing the Session
slide52

Working with each student individually is like spinning plates – it can be very difficult . . . and exhausting!

observation form
Observation Form
  • Focus on what we want to have happen!
  • Target Behaviors
    • Overall learning environment
    • Teacher praise rates
    • Opportunities for student response
    • Error Correction
video observation focus 1
Video Observation – Focus # 1
  • Overall learning environment . . .
    • Seating arrangement
    • Teacher eye contact
    • Teacher voice tone
    • Access to materials
video observation focus 2
Video Observation – Focus #2
  • Overall learning environment . . .
    • Number of praise statements
    • Type of praise statements
    • Ease of delivery of praise statements
    • Method of addressing student errors
    • Reinforcement methods
video observation focus 3
Video Observation – Focus # 3
  • Overall learning environment. . .
    • Student response opportunities
      • Verbal responses
      • Non-verbal responses
    • Group responses
    • Individual responses
    • Developing routine of responding
content training
Content Training
  • “Big Five” in Reading
    • Phonemic awareness
    • Phonics
    • Fluency
    • Vocabulary
    • Comprehension
phonemic awareness
Phonemic Awareness
  • Presenter – Tammy Pettigrew
    • Scope & sequence
    • Content instruction
    • Elements of lesson delivery
    • Effective teaching strategies
    • Program components of Reading For All Learners Phonemic Awareness
    • Other programs
    • Assessment techniques
closing activities59
Closing Activities
  • Brief Review
  • “Ah Ha’s”
  • “Big Ideas”
  • Homework – Review Reading For All Learners & Rewards programs
opening activities60
Opening Activities
  • Brief Introductions of instructors
  • Revisit Objectives
    • Increase knowledge of and skills in
      • Implementing effective instructional practices
      • Using research-based curriculum
      • Implementing key components of lesson plans
      • Learning how to collect and interpret student data
content training61
Content Training
  • “Big Five”
    • Phonemic Awareness
    • Phonics
    • Fluency
    • Vocabulary
    • Comprehension
  • Programs
    • Phonemic Awareness – RALP
    • Reading For All Learners Little Books
    • Fluency Builders
    • Decoding for All Ages
    • Radio Dramas
    • Rewards
content training62
Elementary

Phonemic Awareness

Little Books

Lesson Plans

Secondary

Decoding for All Ages

Rewards

Lesson Plans

Content Training
  • Elementary & Secondary
    • Fluency Builders
    • Radio Dramas
coaching sessions
Coaching Sessions
  • Objective – Learn practices of effective lesson delivery of reading content
  • What will you be doing?
    • Coaches – present sample lesson using one of the Reading for All Learners Programs or Rewards
    • Participants – observe lessons and take turns either participating as a student or taking data on student responses & praise statements
    • Everyone – enjoy learning together!
slide65

Coaches Can Provide Strong Reinforcement . . .

There’s Nothing Like a Good Pat On the Back!

ground rules for this training66
Ground Rules for This Training
  • Respect confidentiality concerning what we learn about each other.
  • Respect agreed-upon time limits.
  • Maintain collegiality – we’re in this together.
  • Stay psychologically & physically present and on task.
ground rules for this training67
Ground Rules for This Training
  • Respect others’ attempts to experiment and take risks.
  • Listen and speak in turn, so everyone can hear all comments.
  • Enjoy the journey and learn from the process!
closing activities68
Closing Activities
  • Revisit self-evaluations in Chapters 2, 3 & 4
    • Would your rating be the same
  • Partner share regarding two “Ah Ha’s” OR self-evaluation
  • Identify one strategy you’ll incorporate into your classroom
    • Write it down
    • Discuss with partner share
  • Don’t run faster than you’re able
      • (Video clip)
homework
Homework
  • Participants develop 15-20 minute lesson using one of the programs
  • Prepare to deliver a practice lesson in small group setting
  • Bring completed lesson plan template with “draft” lesson plan completed
  • Bring any materials that will be needed for your lesson
reconnect review
Reconnect & Review
  • Group response regarding outcomes of small group instruction
  • Learning outcomes from preparing to deliver microteaching lesson
  • Importance of peer feedback
  • Data collection techniques on error correction
  • Questions???
practice in small group instruction
Practice in Small Group Instruction
  • Elementary or Secondary Focus
  • Participants take data on coaches’ lesson
  • Participants deliver lesson to peers
  • Topics
    • Opportunities for practice
    • Implementing small-group instruction effectively
    • Error correction procedures
    • Content instruction
    • Elements of lesson delivery
    • Effective teaching strategies
additional elements for success
Additional Elements for Success
  • Jump Start Backpacker’s Survival Guide
    • Dr. Alan Hofmeister, Academic Success for All Learners
additional elements for success74
Additional Elements for Success
  • Jump Start web site
    • http://iseesam.com/jumpstart/
  • Resources available – incredible!
    • Matching size, shapes & colors
    • Counting Objects
    • Others
  • Working With Parents
    • Make the relationship work for you and the student
  • Handwriting
handwriting resource book
Handwriting Resource Book
  • Appropriate Practices in Handwriting
    • Chapter 5 – Errors & Practices
  • Where do I get it?
    • http://iseesam.com/jumpstart/
    • Online Academy Beginning Language Arts

Program & Interventions

  • What is the cost of these materials?
    • FREE!!! (just the cost of printing)
review of data celebrations objectives achieved
Review of Data & Celebrations Objectives Achieved!
  • Increase knowledge of and skills in
    • Utilizing research-based curriculum
    • Implementing effective instructional practices
      • Direct Instruction Teaching Cycle
      • Providing Praise Statements
      • Providing opportunities for student responses
      • Effective error correction
    • Developing & implementing lesson plans
    • Collecting and interpreting student data
let s look at all we ve accomplished
Let’s Look at All We’ve Accomplished!
  • Learning outcomes
    • Greater expertise in effective instructional practices
    • Practice in lesson delivery
    • Understanding of curriculum
  • Relationships & networks developed
    • Within district
    • Across districts
  • Learning outcomes not intended (wonderful “byproducts” of the training)
slide78

Research-based interventions are like lighthouses. They are fixed practices that have endured the test of time and have proven to be effective.

curriculum coaches support to participants
Curriculum Coaches’ Support to Participants
  • Schedule observation and/or verify contact information with curriculum coach
  • Participants will . . .
    • Conduct lesson with students during observation
    • Meet with curriculum coach after lesson for feedback and goal review
    • Continue to implement program and monitor student progress
closing activities80
Closing Activities
  • Future goals
    • RIP Self-evaluations
    • Strategy you committed to implement
    • Others – partner share
  • Plans for implementation
    • Future support during the school year
    • Lesson plans for use with program
  • Passion for teaching – why we do what we do!
attitude of gratitude
Attitude of Gratitude
  • People who make things happen!
    • Al & Judy Hofmeister & staff
    • Coaches
    • Participants
    • Others – video clip
  • A Hero’s Journey – finding the hero in all of us!