The Process of Effective Instruction Includes Planning for Assessment in What and How You Teach

 How a Teacher Allows Student to Demonstrate Learning ◦ proficiently ◦ fluently ◦ at an appropriate level ◦ maintained over time ◦ generalized (transferred) over multiple settings

 Time/Chronology ◦ Daily Assessment ◦ Weekly Assessment  By Concept or Curriculum Sequence ◦ Use of CBA/CBM/CDAP ◦ Criterion-Reference Summative Assessments  Student Self-Monitoring ◦ Progress Charts ◦ Daily/Periodic Reflections

◦ Identify quick student progress checks (Check-in) ◦ 5 minute teacher queries—tying information from previous day to what will be taught today ◦ Weekly reflections (e.g., KWLs, Group assessments/concept mapping and subsequent publishing) ◦ In general, describe how you assess student progress by day and collect information for analyzing your students’ progress that helps you to gauge how students are progressing with the curriculum

 Progress Charts (Sample)Sample ◦ Provide students with opportunities and instruction for monitoring individual progress ◦ Collect student progress charts and review with students ◦ Create portfolios ◦ Create Class Progress Charts (Sample)Sample ◦ Determine method for assigning/awarding credit for improved academic progress

 Exit Tickets  Journaling ◦ Reflection/Analysis ◦ Work sample “artifacts” (photos, “temperature check” drawings) ◦ Blogs and Vlogs  Class Temperature Checks ◦ Where do you stand?

 See presentations on CBM/CBA/CDAP  In general, determine what you will teach, prepare objectives, determine pre-requisite skills, verify student readiness, teach and collect student performance data, review and analyze, move forward or reteach

 What to Teach in operational terms  How to Teach to required levels of mastery.  Instruction is delivered directly and systematically to ensure high levels of student competence ◦ To increase academic engaged time ◦ To maximize knowledge and skill

Elements & Sequence Process of Academic Competence  Essential elements ◦ Theory of Knowledge ◦ Theory of Observation ◦ Theory of Interpretation  Sequence ◦ Assessment ◦ Instruction ◦ Verification ◦ Revision=>Continuation Consequent Generalization Far transfer Apply to other settings Expertise Teach oneself Dissemination Teach others Subsequent Generalization Application Use in the existing setting Synthesis Systemic conceptions of knowledge & skill Antecedent Generalization Foundational Knowledge Acquisition Comprehension Foundational Skill Production Maintenance Academic Competence FoundationApplicationExpertise

Consequent Generalization Far transfer: Apply to other settings Expertise: Teach oneself Dissemination: Teach others Subsequent Generalization Application Use in the existing setting Synthesis Systemic conceptions of knowledge & skill Antecedent Generalization Foundational Knowledge Acquisition Comprehension Foundational Skill Production Maintenance Academic Competence FoundationApplicationExpertise

What is the content? Vision, Goals, Objectives Who are the students? What do they know? What are the prerequisites to learn new content? Disposition (Pscho-Social Access) Preparation How are students connected to the content? What is their motivation to engage

 What assessments are needed to observe ◦ Content ◦ Student pre-requisites for the content to be taught ◦ Connection of students to content

 What was actually taught?  What was actually acquired?  How do you know?

 DI is appropriate for teaching basic skills  SI is a general procedure based upon DI

 Cross-curricular skills (reading, writing, basic computation, study skills).  Content-specific skills (learning science vocabulary, lab procedures, reading maps, etc.).

 Gain the students’ attention  Structure the lesson (preview, advance organizer)  Modeling  Guided Practice  Independent Practice  Review

 Ask many task-related questions.  Prompting ◦ Engage students during modeling  Provide corrective/”non-corrective” feedback

 Maintain an appropriate pace  Use an appropriate style-to-lesson format  Monitor class behavior  Review with reteaching

 Preparation ◦ Task analysis ◦ Determining level of mastery  Delivery ◦ Using appropriate examples/non-examples ◦ Determining appropriate activities to frame learning objectives  Evaluation ◦ Test what has been taught ◦ Testing based on how you taught

 High levels of academic engaged time ◦ Attending to assigned tasks ◦ Displaying appropriate classroom behaviors  asking for help  helping others appropriately—peer-assisted instruction  listening and complying with teacher directions and instructions

 Systematically identify skill and knowledge requirements  Objectives of instruction  Sequence instruction  Deliver instruction  Evaluate, reteach, and/or continue