1. University of Phoenix Professional Development
NCPISP/100
Instructional Strategies for Para-educators
University of Phoenix
Professional Development

2. Workshop Overview
This professional development workshop will empower para- educators to assist teachers by delivering successful lessons and utilizing effective instructional strategies to positively affect student learning.
Consider printing entire PPT in notes format so that participants will have strategies in print for later reference.

3. Instructional Strategies
Part 3
Instructional Strategies
This professional development workshop will empower para-educators to assist teachers by delivering successful lessons and utilizing effective instructional strategies to positively affect student learning.

4. Objective 3.1
In this workshop, participants will understand when and how to implement formative assessments within instruction.
Define formative assessment
Recognize examples of formative assessment
Objective 3.1 Explore and discuss classroom management strategies.
Positive reinforcement and incentives
Extinction
Consequences/punishment
Behavior strategy tips
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5. Something to Think About….
“The important thing is not to stop questioning.”
Albert Einstein
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6. Assessment
In education we focus on two types of assessment- formative and summative. Both formative and summative assessments are an integral part of information gathering. Both forms of assessment are necessary for student achievement.
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7. Summative Assessment State assessments
Summative assessments are given periodically to determine at a particular point in time what students do and do not know. Some examples are:
State assessments
District benchmarks or interim assessments
End-of-unit or chapter tests
End-of-term or semester exams
Scores that are used for accountability for schools (AYP) and students (report card grades)

8. Formative Assessment

9. Why Formative Assessment?
Allows you to know in real time what students have mastered
Provides information on how to adapt instruction to meet the need of all learners
Can be quick and easy and is not typically graded

10. Examples of Formative Assessment
Observation
Walk around the classroom and observe students as they work to check for learning.
Strategies include:
Anecdotal Records
Conferences
Checklists
Hand Signals
Ask students to display a designated hand signal to indicate their understanding of a specific
concept, principal, or process: - I understand____________ and can explain it (e.g., thumbs
up). - I do not yet understand ____________ (e.g., thumbs down). - I’m not completely sure
about ____________ (e.g., wave hand).

11. Examples of Formative Assessment, continued
Exit Card
Exit cards are written student responses to questions posed at the end of a class or learning
activity or at the end of a day.
Journal Entry
Students record in a journal their understanding of the topic, concept or lesson taught. The
teacher reviews the entry to see if the student has gained an understanding of the topic,
lesson or concept that was taught.
One Word Summary
Select (or invent) one word which best summarizes a topic.

12. Examples of Formative Assessment, continued
Think-Pair-Share/Turn to Your Partner
Teacher gives direction to students. Students formulate individual response, and then turn to
a partner to share their answers. Teacher calls on several random pairs to share their answers
with the class.
Oral Questioning
How is ___similar to/different from ___?
What are the characteristics of ___?
Give an example of ____?
What is wrong with ____?
What question are we trying to answer?
What might you infer from _____?
What evidence supports ______?
Compiled by K Lambert, OCPS Curriculum Services, 4/2012

13. Something to Think About….
©commonswikimedia.org
©flickr/creativecommons.org

14. Exit Tickets: Checking for Understanding Video
Edutopia video (4:30)

15. References
ASCD.org Retrieved from Maurice J. Elias, “Response: ‘Creating a Culture Where Students Want to Succeed’. Education Week Teacher, Larry Ferlazzo, June 9, 2014 Student Engagement Trust. (2014). The classroom interaction model of student engagement. Retrieved from Marzano, R. J. (2007). The art and science of teaching. Alexandria, VA: ASCD. Tom Herner (NASDE President ) Counterpoint 1998, p.2) 8-Step Lesson Plan by Beth Lewis Retrieved from Hammeken, Peggy A. (2009). The paraprofessional's essential guide to inclusive education. Thousand Oaks, CA: Corwin. Substitute Teaching Institute. Substitute teacher handbook: Proven professional management skills and teaching strategies. (2004). Logan, UT: Utah State University.