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Integrating Principles of Improving Instruction Across Professions

Integrating Principles of Improving Instruction Across Professions. Teaching, Learning, and Curriculum Instruction Conference Andrews University July 24 th , 2003. Julia Robinson Rob Ryan Melanie Wright. “Skillful teachers are made, not born.” -Fredism. Jones, 2003.

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Integrating Principles of Improving Instruction Across Professions

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  1. Integrating Principles of Improving Instruction Across Professions Teaching, Learning, and Curriculum Instruction Conference Andrews University July 24th, 2003 Julia Robinson Rob Ryan Melanie Wright

  2. “Skillful teachers are made, not born.” -Fredism Jones, 2003

  3. “Skillful school psychologists are made, not born.” -Groupism

  4. “Skillful educational psychologists are made, not born.” -Groupism

  5. Objective of Presentation • The participants will discuss key strategies for the implementation of improving instruction across disciplines by illustrating and modeling Danielson’s four domains in a cooperative group setting.

  6. Domains • What Are They? • Shared vocabulary • Structure for discussion • Sharpen focus • Communicates competencies Danielson, 1996

  7. Planning and Preparation Domain 1 • The Skillful Educational Professional • Conscious • Deliberate • Determined • Clear • Learner

  8. Domain 1 – Planning and Preparation • If you don’t know where you are going, you can’t get there. - Fredism Jones, 2003

  9. Domain 1 - Planning and Preparation • Good Objective Writing • ABCD • Audience • Behavior • Condition • Degree discuss key strategies for the implementation of improving instruction across disciplines • The participants will by illustrating and modeling Danielson’s four domains in a cooperative group setting. Danielson, 1996

  10. Domain 1 - Planning and Preparation • Professional Application • Teachers(Danielson, 1996) • Preparation of objectives • Learning styles • Resource Gathering • School Psychologists • Ethics (McCoach & Kehle, 2001) • “Best” efforts (Bergan & Caldwell, 1995) • Professionalism (Goldstein, 1995) • Educational Psychologists (Danielson, 1996) • Teacher evaluation • Designs for instructions • Goals

  11. Domain 2 – Professional Climate • Professional Climate • Culture • Procedures • Respect • Cinderella's slipper • Think Pair Share Danielson, 1996

  12. Domain 2 – Professional Climate • Professional Application • Teachers • Social skills (Kagan, 1992) • Classroom management (Wong, 2001) • Organization of physical space (Danielson, 1996) • Educational Psychologists • Evaluate and assess classroom structure (Kagan, 1992) • Review teacher’s classroom procedures (Wong, 2001)

  13. Domain 3 - Instruction • Domain 3- Instruction • 5 Components • Communicating Clearly and Accurately • Using Questioning and Discussion Techniques • Providing Feedback to Students • Engaging Students in Learning • Demonstrating Flexibility and Responsiveness Danielson, 1996

  14. Types of Knowledge • Declarative Knowledge • What will the students know and understand • Construct meaning • Organize • Store Construct Meaning Organize LEARNING Store Marzono, 1997

  15. Types of Knowledge • Procedural Knowledge • What processes and skills will the students are able to perform, both physical and mental • Construct Models • Shaping • Internalizing Learning Construct Models Shape Internalize Marzono, 1997

  16. Domain 3 - Instruction • Professional Application • School Psychologists • Clarifying teacher objectives (Bergan & Caldwell, 1995) • Determining cause of delay (McCoach & Kehle, 2001) • Educational Psychologists(Marzono, 1997; Danielson, 1996; Wong, 2001) • Evaluate the different styles and approaches to learning • Identify different methods for instructional and cooperative learning approaches. • Support system for teachers and students.

  17. Domain 3 Activity • T Charts • What does declarative knowledge look like and sound like? • What does procedural knowledge look like and sound like? Looks Like Sounds Like

  18. Domain 4 – Professional Responsibilities • Spirituality • Mentally • Physically • Socially

  19. Domain 4 – Professional Responsibilities • Spiritually • Establish a connection with God through morning and evening worship. Take time out and pray with your students that your relationships will be one of respect and communication. White, 1886

  20. Domain 4 – Professional Responsibilities • Mentally • Avoid information overload and giving into stressful situations. Practice different techniques that will calm you down when you are faced with a stressful situation. Gardner, 1983

  21. Domain 4 – Professional Responsibilities • Physically • Take time for exercise/sports and include lots fruits, water, and veggies in your diet. Keep of away from refined sugars they dull the senses. You want to feel more productive and have clarity and happier days. Bloom, 2001

  22. Domain 4 – Professional Responsibilities • Socially • Make time in your schedule for friends, vacations, relaxation, and fun. No matter how hard or how long you work, you will still have more to do the next day. Establish that balance so you will not feel you have missed out. Sackney, 2000; Noonan & Miller, 2000

  23. Domain 4 – Professional Responsibilities • Professional Application • School Psychologists • Mentally prepare before assessments and meetings • Life outside of work • Teachers • Reflection (Danielson, 1996) • Parent communication (Danielson, 1996) • Record keeping (Wong, 2001)

  24. References • Bergan, J. & Caldwell, T. (1995). Operant techniques in school psychology. Journal of Educational and Psychological Consultation,6(2), 103-110. • Cunningham, P., Hall, D., & Sigmon, C. (1999) The teachers’ guide to the four blocks. Carson-Dellosa Publishing Company Inc. • Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Washington: Association for Supervision and Curriculum Development. • Goldstein, S. (1995). Understanding and Managing Children’s Classroom Behavior. New York: John Wiley & Sons, Inc. • Johnson, D. & Johnson, R. (1994) Learning together and alone: Cooperative, competitive, and individualistic learning. Boston, Allyn and Bacon. • Jones, F. (2003) First year resources. Newark, NJ: Fred Jones Press.

  25. References • Kagan, S. (1992). Cooperative Learning. San Juan Capistrano, CA: Resources for Teachers, Inc. • Marzano, R., Arredondo, D., Brandt, R., & Pickering, D. (1997). Dimensions of learning: Teacher’s manual. Alexandria, VA: Association for Supervision and Curriculum Development. • McCoach, B. & Kehle, T. (2001). Best practices in the identification of gifted students with learning disabilities. Psychology in the Schools, 38(5), 403-412. • Schroeder, C. & Gordon, B. (1991). Assessment and Treatment of Childhood Problems. New York:The Guilford Press. • Wong, H. & Wong, R. (2001). The first days of school. Harry K. Wong Publishing, Inc.

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