2. 2 Differentiated Technical Assistance Team (DTAT) Video Series Instructional Delivery Part II of III: A Framework Judy Johnston, LaVonne Kunkel, and Steve DeGaetani

3. 3 The ultimate goal in school improvement is for the people attached to the school to drive its continuous improvement for the sake of their own children and students. - Dr. Sam Redding

4. Instructional Delivery Session 1 – Building a Foundation Session 2 – A Framework Session 3 – Best Practices

5. Instructional Delivery Series  The sessions are designed to be used by individuals or in a group setting.  The sessions are sequential.  The PowerPoints and all other materials or references may be downloaded from the Virginia Department of Education (VDOE) Web site.  An Instructional Video Guide is also available on the VDOE Web site. 5

6. 6 Purpose Series: To identify components of effective instructional delivery To examine the impact of effective instructional delivery on student achievement Today’s Video Presentation: To examine what the teacher must do to prepare effective instructional delivery To examine a framework of research-based strategies that ensure effective instructional delivery

7. 7 Today’s Agenda 1)What must the teacher keep in mind when designing effective instructional delivery? 2)What does research reveal about strategies that deliver the most effective instructional delivery?

8. What Does the Research Say? “Highly effective teachers do not merely facilitate learning. They design, direct and orchestrate it.” (Elaine McEwan, Ten Traits of Effective Teachers, 2002) “Effective teachers are clear about what they intend to accomplish through instruction, and they keep these goals in mind in designing the instruction and in communicating its purpose to the students.” (Porter and Brophy, 1988) 8

9. Instructional Preparation Seven Critical Behaviors:  Keep goals in mind  Identify key concepts  Model strategies  Develop examples and analogies  Help students relate new to familiar  Correct misconceptions  Create lessons that are clear, meaningful, planned, sequential, and varied (McEwan, 2002) 9

10. 10 Reflection  We have discussed the seven critical behaviors of teachers in preparing effective instruction.  Now let us move on to the structure of what research shows most effective.  If you were to predict the four most essential components of instructional delivery, what would they be?

11. A Framework for Instructional Delivery: Research-based Strategies 1.Set the Learning Stage/Motivation 2.Explicit Teaching/Direct Teaching 3.Gradual Release of Responsibility/ I do; we do; you do. 4. Formative Assessment (Center on Innovation & Improvement: Redding, Walberg) 11

12. A Framework for Instructional Delivery 1.Set the Learning Stage/Motivation Tell students why this is important to them Make connections Stimulate interest: cues, questioning Tap prior knowledge: advanced organizers 12

13. A Framework for Instructional Delivery 2. Explicit Teaching/Direct Teaching Key facts, concepts, skills Well organized, concise, pre-planned Model, demonstrate, think-aloud Graphic organizers, questions, cues 13

14. A Framework for Instructional Delivery 3. Gradual Release of Responsibility Guided practice with teacher Practice with a partner Independent practice ( Teacher will circulate to assess, respond, encourage, prompt, observe, listen, question, give feedback, focus on goals, etc.) 14

15. A Framework for Instructional Delivery 4. Formative Assessment Integrated/ongoing Adjusting instruction Corrective instruction Descriptive feedback what is right what is wrong how to fix it 15

16. Activity: A Framework for Instructional Delivery Framework for Instructional Delivery What do we do now?How can it be improved?What is our first step? Set the Learning Stage/Motivation. tell students why this is important to them. stimulate interest: cues, questioning. tap prior knowledge: advanced organizers Explicit Teaching/Direct Teaching. present key facts, concepts, and skills. explain, model, and demonstrate. use graphic organizers Gradual Release of Responsibility. guided practice with teacher. practice with a partner. independent practice Formative Assessment. relevant feedback. corrective instruction. adjusting instruction 16

17. 17 What was one idea I learned during today’s webinar that I will use or plan to share with teachers at my school?

18. 18 Questions? If you come up with a question today, or even later when you share content from this video in your school, please contact the Office of School Improvement staff at: osita@doe.virginia.gov osita@doe.virginia.gov

19. Additional Resources  Marzano, R., Picker, D., Pollack, J. (2001). Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development.  McEwan, Elaine (2002). Ten Traits of Highly Effective Teachers: How to Hire, Coach, and Mentor Successful Teachers. Thousand Oaks, California: Corwin Press Thousand Oaks, California: Corwin Press, 2002.  Redding, S. (2006). The mega system. Deciding. Learning. Connecting. A handbook for continuous improvement within a community of the school. Lincoln, IL: Academic Development.  http://dww.ed.gov/How-to-Organize-Your-Teaching/topic/index.cfm?T_ID=19http://dww.ed.gov/How-to-Organize-Your-Teaching/topic/index.cfm?T_ID=19  Next Steps Form. http://www.doe.virginia.gov/support/school_improvement/training/index.shtml http://www.doe.virginia.gov/support/school_improvement/training/index.shtml

20. 20 Instructional Delivery Next Session Session 1 – Building a Foundation Session 2 – A Framework Session 3 – Best Practices