Effective Instruction GRADES 9-12 JEFF BARR

Traits of an Effective Educator  Content Area Expertise  Thoughtful and Purposeful Lesson Design  Highly Effective Delivery  Collection of Data  Reflection and Revision

Content Area Expertise  Selecting a highly qualified faculty  Expert teachers “combine mastery of academic content with knowledge” (Hoy and Hoy, 2013).  Interview for strategies, merit, and ability. Not solely personality.  Teacher Introductory Programs  School culture, shared experiences, discussion on best practices  Professional Development  Develop a culture where professional development and growth are the norm  Mentorship Initiatives  Pairing veteran teachers with new faculty members to help in their transition to the school

Thoughtful and Purposeful Lesson Design  “Planning Influences what students will learn” (Hoy and Hoy, p. 198, 2013)  Plans lead to preparedness in the classroom – bell to bell instruction (Hoy and Hoy, 2013).  The activity of lesson planning should not happen independently.  Expert teachers can assist with new teachers on pacing and activity design  For expert teachers, “Planning is more informal, “in their heads.”  Vertical and Horizontal Planning PLCs  Plans must “have a learning goal in mind” (Hoy and Hoy, p. 199, 2012).  Foyer > Library > Kitchen> The Porch (Educational Impact)

Highly Effective Delivery  Design ing and Establishing Learning Goals  Identification of critical information  “It is important to communicate learning objectives to student explicitly by stating them verbally, displaying them in writing, and calling attention to them throughout a unit or lesson.” (Dean et al., p. 7, 2012).  Classroom management and Routine  Rules, expectations, consequences, equality and fairness  Developing rubrics to measure students progress towards learning goals  Presentation of materials  Lecture, activities, media, readings, documents, artifacts (routine with variety)  “Teachers must intentionally select the best mix of instructional strategies to meet the diverse needs of students in their classrooms.” (Dean et al., p. 152, 2012).  Motivation and Feedback  “Celebrate Success” (Marzano, p. 158, 2012).  “Use praise intentionally but sparingly – praise for every small accomplishment can be viewed as praise that is insincere” (Dean et al., p. 31, 2012).  Scaffolding student growth  “Withitness” (Marzano, p. 158, 2012).  The wherewithal to manage and engage with a classroom of students.

Marzano’s Nine Categories  Similarities and Differences:  Compare & Contrast, Graphic Organizers: Venn Diagram (Marzano, 2001).  Note taking  Guided Notes, shorthand, Cornell styled notes  Homework and Practice  Use the homework to reinforce classroom activity, or provide added practice  Cooperative learning (Marzano, 2001)  “Cooperative learning is more than simply organizing them into groups. It requires careful planning before and international facilitation during cooperative learning activities” (Dean et al., p. 39, 2012).  Think-pair-share  Generating and testing hypothesis (Marzano, 2001)

Collection of Data  Progress Monitoring – “tracking students progress” towards mastery of the learning goal  “Managing Response Rates” (Marzano, 2012)  Instructional Learning Teams (Educational Impact)  Use data to influence instruction and refine lesson plans

Reflection and Continuous Development  Lesson studies  Defining areas of Strength and Weakness  Revision of lessons using student data, and personal reflection logs (Marzano, 2012).  Professional goal setting, growth plans  Find someone you share a similar work ethic with to develop and improve your instructional practice.  Implement reflection in the planning process

Content Knowledge and Professional Dev. Planning and Lesson Design Delivery of Content Collection of Data Reflection and Revision

References Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. (2012). Classroom instruction that works, 2nd ed. Alexandria, VA: Association for Supervision and Curriculum Development. Hoy, A. W. & Hoy, W. K. (2013). Instructional leadership: A research-based guide to learning in schools, 4 th ed. Boston: Allyn and Bacon. Marzano, R., & Boogren, T. (2012). Becoming a reflective teacher. Bloomington, Ind.: Marzano Research Laboratory. Marzano, R., & Pickering, D. (2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, Va.: Association for Supervision and Curriculum Development. Educational Impact. The 5 Practices of Highly Effective Classrooms. (n.d.). Retrieved February 9, 2015, from