EDUU 512: The Art and Craft of Teaching Dr. Renae Mattson, PhD Brandman University

“Effective teachers reflect on and examine their own teaching and the success of their students” (Burden & Byrd, 2013, p. 10) In this section of the presentation, we will be discussing the following two talking points: Effective Teaching Reflective Practice

Effective Teaching: “Even before instruction takes place, teachers think about and make decisions concerning content, instructional strategies, the use of instructional materials and technology, delivery techniques, classroom management and discipline, assessment of student learning, and a host of other related issues. During instruction, teachers must implement these decisions as they interact with students in a dynamic way” (Burden & Byrd, 2013, p. 2).

Effective Teaching – Burden and Byrd identify the following decision-making areas for effective teaching: Basic teaching functions, such as planning, implementing, and assessing (p. 2). Essential teacher characteristics, such as knowledge, skills, and dispositions (p. 3). Expectations for effectiveness: measures of effectiveness and NCLB (p. 5).

Reflective Practice – “Reflective practice is a problem- solving strategy by which individuals or groups can work to improve practice by reviewing routines and the procedures and other aspects of the instructional environment” (Burden & Byrd, 2013, p. 9) Before we discuss reflective practice, write down your thoughts on being a reflective practitioner. How might self-reflection increase your effectiveness as an educator? As a decision maker?

Reflective Practice – “Reflection can be defined as a way of thinking about educational matters that involves the ability to make rational choices and to assume responsibility for those choices. Reflection requires that teachers be introspective, open- minded, and willing to accept responsibility for decisions and actions” (Burden & Byrd, 2013, p. 9).

Reflective Practice – According to Irvine, Armeto, & Causey, Chapter (2001), effective teachers take time to self-reflect on their own individual values and beliefs and, in doing so, are better able to understand and respect the different cultural values and beliefs that their students bring to the classroom (Ch. 1).

Reflective Practice – “Understanding your own cultural background and connecting that background to the students in your classroom creates a rich learning environment in which the teacher and students value each other” (White, Zion, & Kozleski, 2009, p. 5). The authors suggest activities to help teachers build awareness of their own cultures: Learn about your history, heritage, family, and community (p. 5) Share stories with family and friends (p. 6) Write about celebrations, traditions, practices (p. 6) Reflect on what you value, such as artifacts, memories, customs (p. 6)

Turn to a partner and discuss the irony and severity of this quote and cartoon.

According to Burden & Byrd (2013), “With differentiation, a teacher actively plans a variety of ways for students to learn the content and to express their learning, taking into account the range of learner characteristics” (p. 43). Differentiating Instruction is an approach to teaching, not just a list of strategies. Teachers can differentiate for student readiness, interest, and learning profile (Sousa & Tomlinson, 2011). In addition to using differentiation strategies, teachers can differentiate their classrooms by drawing from the following strategies and techniques:

Sources of Student Diversity Differentiation Strategies Universal Design for Learning SIOP Model Adaptations for EL, Gifted Students and Students with Special Needs

Sources of Student Diversity “A student’s past school experiences, home opportunities, support systems, emotional state, and personal strengths and weaknesses are a few of the factors that con propel a student forward or hold a student back in regard to learning” (Sousa & Tomlinson, 2011, p. 86).

Sources of Student Diversity Burden & Byrd (2013) identify the following sources of student diversity: Age (p. 27) Cognitive area (p. 27) Affective area (p. 29) Physical area (p. 30) Learning Styles (p. 30) Gender (p. 32) Sexual Orientation (p. 33) Language (p. 34) Cultural Diversity (p. 36) Exceptionalities (p. 37) Students at Risk (p. 38) Socioeconomic status (p. 38) Please choose a card from the box. Find the person who has the same source. Using the provided materials, or your computer/tablet, create a graphic organizer describing your source and some suggested strategies to address the differences that result from that source.

Differentiation Strategies (see Figure 2.1, p. 44 of Burden & Byrd): Content – present curriculum in a variety of modalities, use texts at more than one reading level (Burden & Byrd, 2013). Process – provide options based on readiness and/or interest, such as contracts and tiering (Sousa & Tomlinson, 2011). Product – performance-based assessments, portfolios, and student projects evaluated using rubrics.

Universal Design for Learning (see pages in Burden & Byrd, 2013): “In many classrooms, the focus is on an illusory average student” (David Rose, UDL: Principals and Practice, 0:10). This quote was taken from the UDL video under Week 2 Documents and Resources. Take a moment to discuss this quote with a partner. What are your thoughts on the idea of an “illusory average student”?

Universal Design for Learning (see pages in Burden & Byrd, 2013): “UDL is an instructional approach that helps meet the challenge of diversity by suggesting flexible instructional materials, techniques, and strategies which empower educators to meet students’ varied needs” (Center for Applied Special Technology, 2011; Council for Exceptional Children, 2005; as cited in Burden & Byrd, 2013, p. 47). This can be done through multiple means of representation, expression, and engagement.

SIOP (Sheltered Instruction Observation Protocol) Model (see Figure 1.3, p. 21, Burden & Byrd): Lesson Preparation - Based on student assessments Building Background - Connect learning Comprehensible Input - Increasing understanding Strategies - Instructional Vs. Learning Strategies Interaction - % of “teacher talk”? Practice/Application - Example lesson Lesson Delivery – Example lesson Review & Assessment - Authentic assessments The SIOP Model (2015). Pearson Education. Retrieved from

Adaptations for: This slide has been left blank to give you the opportunity to fill is some suggested strategies for each student group. You may create a graphic organizer, use your computer or tablet, or simply write down your responses. 1. English Language Learners 2. Gifted Students 3. Students with Special Needs

Burden, P.R. & Byrd, D. M. (2013). Methods for effective teaching, 6th edition. Boston: Pearson Education Inc. ISBN: Irvine, J. J. & Armeto, B. J. (2001). Culturally responsive teaching: Lesson planning for elementary and middle grades. New York, NY: McGraw-Hill. Retrieved from The University of Phoenix eBook Colleciton database.

Sousa, D. A., & Tomlinson, C. A. (2011). Differentiation and the Brain: How neuroscience supports the learner friendly classroom. Bloomington, IN: Solution Tree Press. White K., Zion S., & Kozleski E. Cultural Identity and Teaching. (2009, August). National Institute for Urban School Improvement. Retrieved from query=Cultural%20Identity%20and%20Teaching query=Cultural%20Identity%20and%20Teaching