1. Instructional Imperatives for Student Achievement Boyd Anderson Zone Mrs. Angela Jackson

2. Classroom Walkthroughs Data Observed Teachers tied to textbooks and worksheets Teachers tied to textbooks and worksheets Teacher-centered instruction Teacher-centered instruction Non-student centered classroom arrangements Non-student centered classroom arrangements No checking for student understanding No checking for student understanding Lack of critical and high-order thinking Lack of critical and high-order thinking Too much sit and get / passive Too much sit and get / passive

3. Patterns of Weakness Observed Poor use of time; need to use times; chunking Poor use of time; need to use times; chunking Little or no high order questioning Little or no high order questioning Passive instructional activities w/ little or no student to student interaction; pairing, small group; sharing out, etc Passive instructional activities w/ little or no student to student interaction; pairing, small group; sharing out, etc Poor opening and closing; do not facilitate learning Poor opening and closing; do not facilitate learning

4. Typical Teacher-Centered Classroom Do Now Activity using low order question or activity Do Now Activity using low order question or activity Teacher presents lessons in front of room Teacher presents lessons in front of room Ask low order questions of individual students Ask low order questions of individual students Round-robin reading or individual readers Round-robin reading or individual readers Use of board or overhead by teacher Use of board or overhead by teacher Teacher models task for students Teacher models task for students Independent work – of low order Independent work – of low order Teacher reviews independent work by calling on individual students Teacher reviews independent work by calling on individual students Students are dismissed without an exit activity Students are dismissed without an exit activity

5. Sample Student-Centered Lesson Do Now –Students pair up to share responses; each reports out; timed activity, no more than 5 minutes Do Now –Students pair up to share responses; each reports out; timed activity, no more than 5 minutes Teacher presents lesson; has all students respond to a variety of questions (including some high order) through signals, white boards, or Promethean response cards (10 minutes) Teacher presents lesson; has all students respond to a variety of questions (including some high order) through signals, white boards, or Promethean response cards (10 minutes) Teacher purposefully groups students; models tasks using multiple learning styles; individual students in group take on specific roles (8 minutes) Teacher purposefully groups students; models tasks using multiple learning styles; individual students in group take on specific roles (8 minutes)

6. Sample Student-Centered LessonSample Student-Centered Lesson Teacher assesses student learning by calling on numbered students in groups Teacher assesses student learning by calling on numbered students in groups Teacher sets up learning stations for student groups to complete tasks in 6-8 minute segments (total 24 minutes) Teacher sets up learning stations for student groups to complete tasks in 6-8 minute segments (total 24 minutes) Students report out findings for their groups and submit work samples to teacher (5 minutes) Students report out findings for their groups and submit work samples to teacher (5 minutes) Teacher assigns and collects exit cards (“ticket out the door”) from students (3 minutes) Teacher assigns and collects exit cards (“ticket out the door”) from students (3 minutes)

7. Moving from Teacher-Centered to Student-Centered Instruction Planning for organization; grouping; activities that include movement, different groupings, high order; alignment with the learning outcomes and SSS Planning for organization; grouping; activities that include movement, different groupings, high order; alignment with the learning outcomes and SSS Prepare materials for efficient distribution Prepare materials for efficient distribution Provide details and expectations orally and in written format before commencing the activity Provide details and expectations orally and in written format before commencing the activity Time all activities Time all activities Require full participation of all students; assign roles and reporting out Require full participation of all students; assign roles and reporting out

8. Your Turn! How do we take a teacher from where they are to where we want them to be?

9. Moving from Teacher-Centered to Student-Centered Instruction Incorporate: Incorporate: Movement Movement Technology Technology And Multiple Learning styles And Multiple Learning styles Continually assess individual student learning through: Continually assess individual student learning through: Observation Observation Reporting out Reporting out Exit Cards/Ticket Out the Door Exit Cards/Ticket Out the Door

10. Mandatory Instructional Requirements Daily in each Class Full Implementation of DI Full Implementation of DI Technology use Technology use At least one pair share activity At least one pair share activity At least one small group activity At least one small group activity Movement of students at least once during the class period Movement of students at least once during the class period All activities timed All activities timed Pre-plan your high order questions Pre-plan your high order questions

11. Ticket Out the Door What steps will you take at your school to ensure that you have Student-Centered Classroom?