EFFECTIVE LESSONS = EFFECTIVE TEACHING Fayetteville High School January 2012

TODAY Review the 5.0 Version of the Classroom Walkthrough (CWT) document and effective strategies being used in your classroom.

YOUR FAVORITE TEACHER What made the teacher so memorable? What were specific characteristics/behaviors? How do you compare your performance with your favorite teacher? similarities / differences?

WHAT STUDENTS WANT IN AN EFFECTIVE LESSON Be pushy! Have clear objectives, clearly communicated. Make the lesson relevant to their life. Be relatable. Teach with words, sights and sounds. Be consistent and firm. Believe in ALL students. Explain, Explain, Explain. Use time wisely. Be a good example The College Board

PURPOSE OF WALK-THROUGHS Everyone involved is working on their practice Everyone is obliged to be knowledgeable about the common task of instructional improvement Develop Instructional Leadership – Move from management to instructional leadership Create Common Language and Expectations Decrease variability between classrooms Increase teacher effectiveness and create an environment of continuous learning.

COMPONETS OF AN EFFECTIVE LESSON OPENING Hook, focus, engage, grab INSTRUCTION Tell, lecture, sit and get, stand and deliver demonstrate, show, explore Today we will cover the causes of the civil war Today we will explore different reasons the civil war began Incorporate Technology MONITORING Who understands (all, most, some, few, none), checking for understanding RELATIONSHIPS Positive, their world, attitude, caring CLOSING Give students feedback, ask what they learned, time it to the bell

TECHNOLOGY Work to be done! Integration of Technology Types of technology/computers. Smart Boards, White Boards and other technology. Creating Product Dependability. Replacement / 1500 District Wide Cutting Edge Common Core and more testing District Committee

OPENING Getting Students to Start Thinking How will I communicate the expectations for the day. The lesson is well planned/collaboration. Use of relevant connections. Review/Follow-Up of work from previous day. Clear purpose for learning. Materials and resources are well aligned. And congruent to the standards and objectives. Clear ties to adopted standards based curriculum. Standard/Objective is posted and used in instruction. Activity while you prepare for opening.

INSTRUCTION A variety of instructional strategies Lecture does not meet the needs of students. Take the back seat. Real world ties. Vocabulary Practices. Gradual Release Model. Graphic Organizers. Student write to communicate learning –quick writes. Students’ use or creation of charts, maps, graphs, tables or other visual representation. Research-based literacy strategies (Big 8 High Yield Strategies) Experiments, simulations, model creation, role play, discussion groups Socratic Seminars, etc. Students engage in complex or real world problems, inquiry-based learning/theme/project/problems based performances, service projects. Students use of hands on material. Lab based Student collaboration provides rigorous and relevance practice for each student.

MONITORING Frequent checks for understanding. Teacher uses questioning techniques that give opportunities for all students to respond. Teacher provides opportunity for feedback and adjustment or scaffolding of instruction is the result of checking for understanding. Students ask questions to clarify information or aid learning. Students build on answers of others. Movement in the room by the teacher.

LEADERSHIP STRATEGIES Growth in Years Formative Evaluations Providing Feedback Student Teacher Relations Prior Achievement Professional Development Peer Tutoring Scholastic

RELATIONSHIPS WE Survey Students are engaged in dialog with peers around learning activities. Students are working on producing a prduct a high level of rigor and/or relevance. Teacher relationships with students are positive and aid learning. Ask the students about their world. When was the last time you attended one of their activities? Lesson organization and management aid learning.

CLOSING Timed to when the bell rings. Closing is rigorous and relevant to aid student retention and comprehension. Closing is well planned and ties to stated standard/objective. Responsive to current student needs. Ask the students what they learned. – Check for understanding

LEVEL OF STUDENT LEARNING C D A B

WHAT DID WE LEARN TODAY? CWT Document. Successful Teaching Practices. One practice you can leave here with today and use in your classroom this week?

WHAT DID YOU LEARN TODAY? Evaluation Idea you can take away to implement within the next week? Follow – Up?

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