In-service January 17, 2011 Claysburg-Kimmel School District

Culture  Performance “A strong, positive relationship exists between professional culture and school performance, irrespective of the school poverty level.” --AEL, TransFormation, p. 1

of what we experience personally 80 % of what we read 10 % of what we hear 20 % of what is discussed 70 % of what we see 30 % We Learn… of what we both see and hear 50 % of what we teach to someone else 95 % — William Glasser 3

Cycle of Effective Instruction - Active & Explicit Instruction Explicit Instruction/ Teach and Model… “I Do”, with whole group Introduce the lesson’s goal – the targeted skill/strategy Connect to prior, prerequisite learning Demonstrate effective use of the targeted skill/strategy Use Think Alouds to model your metacognitive processes Use visual aids, manipulatives and examples Explicit Guided Practice… “We Do”, with whole group Provide support and prompts as students practice the targeted skill/strategy Prompt metacognition - reference your Think Aloud and metacognitive processes Provide targeted and specific feedback – be explicit as you recognize effective use of the skill/strategy and correct ineffective skill use Remove your supports as students show effective use of the targeted skill/strategy Active Instruction: Build student participation into your Explicit Instruction Think-Pair-ShareList VisualizeTurn and talk ConnectThumbs Up/Thumbs Down

Cycle of Effective Instruction Reflective Questions for Active Instruction  Do all teachers provide clear direct instruction on the identified targets?  Do they model what they would like to see the students do?  Do they provide guided practice on the targeted skill area?

Reflective Questions for Active Instruction Is pacing brisk? Are students generally on task? Is the level of rigor sufficient for students to attain mastery of a target? Are a variety of effective teaching strategies used to ensure that students are engaged in learning?

Reflective Questions for Active Instruction Do teachers circulate and monitor instruction throughout the class period? Do teachers use formative data gained from monitoring to guide instruction? Do teachers maintain instructional time or is time wasted on nonessential activities? Are classroom behavioral problems impeding instruction?

Reflective Questions for Active Instruction  Do they provide assessment and celebration?  Do they use assessments to determine if reteaching is necessary?  Is reteaching done when necessary?

HOW WE LEARN 1% 10% 20% 30% 50% 70% 80% 95% 98% Learning Pyramid

Discussion with others Fill out worksheet Having a personal experience-making connections Lecture Lecture with visuals Reading assignment Teaching someone else Using art, drama, music, movement- integrated curriculum with content Using only visuals

Use art, drama, music, movement – Integrated curriculum with content Having a personal experience – Making connections (hands on) Teaching someone else Discussion with others Lecture with visuals Fill out worksheet Reading Assignment Lecture Using only visuals HOW WE LEARN 1% 10% 20% 30% 50% 70% 80% 95% 98% Learning Pyramid Learning Pyramid

Student Engagement Is  choosing a topic students want to learn more about.  having students “go on stage” to present something they have learned very well.  a challenging assignment that stretches students to develop ideas and think.  students working collaboratively.

Student Engagement Is Not  drill sheets.  copying notes from the board or overhead.  answering questions at the end of a chapter.  activity for activity’s sake.