EDU 6526 Instructional Dimension Gerald J. Hasselman, Ed. D.

What is the instructional triad? Curriculum Plan & Prepare Teach Assess

Planning & Preparation Issues What does this mean to you?

Instructional Design The correct match between curriculum and your instructional strategies. OR How are you going to teach what you are trying to teach

Instructional Design/Plan 1.How do you plan to teach what you going to teach? 2.What will be your strategies? 3. How do you decide?

Prepare 1.Have all needed materials prepared. 2.Have these material close at hand. 3.Practice your delivery.

Instructional Issues 1.Varity of strategies 2.Remember teaching & learning styles 3.Do you teach to the “T”? 4.How about difficulty of questions? 5.How is your wait time? 6.Do you signal your expectations?

Assessment Issues What are your main types of assessments? Are you satisfied with the variety of assessments? Do your assessment take into consideration learning styles? How much formative assessment do you do? How about your summative assessments?

Instructional core Teacher Content Student

Is your classroom a standards based classroom? 1.What is a standard? 2.What is a standards based classroom? 3.Who makes that decision? 4.How do I do it? 5.Why is this important?

How do I make my classroom standards based? 1.How clear standards and high expectations. 2.Quality assessments 3.Well defined curriculum 4.Strong and aligned instruction 5.Have of support system for students that are falling behind

Have clear standards Clearly define and give examples of what represents quality and substandard work ALWAYS use a rubric Regularly publish and update your rubrics

Assessment Issues 1.Does your test have content validity? 2.Does it have emphasis validity? 3.Is it pleasing to the eye? 4.Does it show a variety of question types? 5.Do you highlight and, or and other things that call for a multiple answer? 6.Are the point values fair? 7.Is the length fair?

Are your assessment matched to the standards based instructional system? 1.Do the assessments match the standards? 2.Do they really measure the degree of mastery of each standard? 3.Do they measure each student not the class? 4.Do they measure the teachers effectiveness in the material covered?

Well defined curriculum Consider state and local curriculum Consider vertical and horizontal curriculum Make sure the students understand the curriculum Use the unit system

Unit System Divide the material in to teaching units Each unit should have: – a timeline –An overall goal –Measurable objectives –Important vocabulary –resources

Sample Unit World History Unit 21-World War I Text: Modern World History- Chapters Goal: The students will understand the issues that caused World War I, the actual war and the Treaty of Paris Objectives: The student will be able to: 1. List and discuss the three major causes of WWI 2. List the major members of the central and allied powers 3……

Sample Unit Assessments: Chart showing major battles, several check test and a final unit test Vocabulary: “sick man of Europe”, trench warfare,…. Resources: Guns of August by Barbara Tuchman,…. Timeline: 5-8 days

Strong Curriculum 1.Do you select material that matches the curriculum? 2.Is your material the correct degree of difficulty for all students? 3.Does a student have to stretch to achieve at a high level?

Support Systems 1.What systems are in place for the student that is falling behind? 2.How do you determine these students? 3.Do you accept substandard work from these students?

Effective Classroom Practice High Expectations for all students!!!

Effective Classroom Practice Instruction is matched to the developmental needs of all the students!!

Effective Classroom Practice Continuous feed back based on formative assessments!!

Effective Classroom Practice Teaching strategies adjusted based on learning styles and student mastery of material

Effective Classroom Practice Positive classroom relationships!!

Instructional Roles Faculty selection Curriculum leadership Textbooks Instructional leadership Instructional supervision Lesson plans Student assessment Student achievement Odds and ends

Faculty Selection Inherited faculty -review records -interview New faculty -finding -screening -interviewing -selection and assigning -supporting

Curriculum Leadership State frameworks District curriculum -use only state frameworks ? School curriculum -unique format ? Building instructional organization Impact of assessments -pre and post assessment Use of assessment data -program evaluation and adjustments

Textbooks Selection of textbooks -Who and how ? Replacement cycle Storage Maintaining records Administrative responsibility

Instructional Leadership Organizational “set up” Use of time Assessment leadership Administrative responsibility Goals and objectives Scope and sequence Resources Teaching procedures

Articulation Within the school - Grade Level -Subject area -Activities Within the District -Content -Textbooks Within the State -Curriculum

Instructional Supervision Formal model How and how often District or school format –Clinical model Career staff New staff Informal model

Lesson Plans Format -daily or unit or both To review or not to review Use in classroom visits

Student Assessment Academic scheduling format - pro and con Testing structure Testing value Testing evaluation Letter or numerical grades Weighting grades

Student Achievement Awards and recognition Use of achievement data for improvement Use of data for teacher evaluation

Odds and Ends Homework Make up work Cheating Weighting various assignment Spelling Writing Expectations