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In-service January 17, 2011. Claysburg-Kimmel School District. Culture  Performance. “A strong, positive relationship exists between professional culture and school performance, irrespective of the school poverty level.” --AEL, TransFormation, p. 1. We Learn…. 10 %. 70 %.

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in service january 17 2011

In-serviceJanuary 17, 2011

Claysburg-Kimmel School District

culture performance
Culture  Performance

“A strong, positive relationship exists between professional culture and school performance, irrespective of the school poverty level.”

--AEL, TransFormation, p. 1

slide3

We Learn…

10%

70%

of what weread

of what is discussed

50%

20%

of what we hear

of what we both see and hear

of what we experiencepersonally

80%

30%

of what wesee

of what we teach to someone else

95%

— William Glasser

3

cycle of effective instruction active explicit instruction
Cycle of Effective Instruction- Active & Explicit Instruction

Explicit Instruction/ Teach and Model… “I Do”, with whole group

  • Introduce the lesson’s goal – the targeted skill/strategy
  • Connect to prior, prerequisite learning
  • Demonstrate effective use of the targeted skill/strategy
    • Use Think Alouds to model your metacognitive processes
    • Use visual aids, manipulatives and examples

Explicit Guided Practice… “We Do”, with whole group

  • Provide support and prompts as students practice the targeted skill/strategy
  • Prompt metacognition - reference your Think Aloud and metacognitive processes
  • Provide targeted and specific feedback – be explicit as you recognize effective use of the skill/strategy and correct ineffective skill use
  • Remove your supports as students show effective use of the targeted skill/strategy

Active Instruction: Build student participation into your Explicit Instruction

  • Think-Pair-Share List
  • Visualize Turn and talk
  • Connect Thumbs Up/Thumbs Down
slide6
Cycle of Effective InstructionReflective Questions for Active Instruction
  • Do all teachers provide clear direct instruction on the identified targets?
  • Do they model what they would like to see the students do?
  • Do they provide guided practice on the targeted skill area?
reflective questions for active instruction
Reflective Questions for Active Instruction
  • Is pacing brisk?
  • Are students generally on task?
  • Is the level of rigor sufficient for students to attain mastery of a target?
  • Are a variety of effective teaching strategies used to ensure that students are engaged in learning?
reflective questions for active instruction1
Reflective Questions for Active Instruction
  • Do teachers circulate and monitor instruction throughout the class period?
  • Do teachers use formative data gained from monitoring to guide instruction?
  • Do teachers maintain instructional time or is time wasted on nonessential activities?
  • Are classroom behavioral problems impeding instruction?
slide9

Reflective Questions for Active Instruction

  • Do they provide assessment and celebration?
  • Do they use assessments to determine if

reteaching is necessary?

  • Is reteaching done when necessary?
slide10

HOW WE LEARN

1%

10%

20%

30%

50%

70%

80%

95%

98%

Learning Pyramid

slide11

Discussion with others

Fill out worksheet

Having a personal experience-making connections

Lecture

Lecture with visuals

Reading assignment

Teaching someone else

Using art, drama, music, movement-integrated curriculum with content

Using only visuals

slide12

HOW WE LEARN

1%

10%

20%

30%

50%

70%

80%

95%

98%

Learning Pyramid

Fill out worksheet

Reading Assignment

Lecture

Using only visuals

Lecture with visuals

Discussion with others

Having a personal experience – Making connections (hands on)

Teaching someone else

Use art, drama, music, movement – Integrated curriculum with content

student engagement is
Student Engagement Is

choosing a topic students want to learn more about.

having students “go on stage” to present something they have learned very well.

a challenging assignment that stretches students to develop ideas and think.

students working collaboratively.

student engagement is not
Student Engagement Is Not

drill sheets.

copying notes from the board or overhead.

answering questions at the end of a chapter.

activity for activity’s sake.