Improving Outcomes for Students Effective Instructional Practices Using Microteaching & Research Based Curriculum

1. Improving Outcomes for Students Effective Instructional Practices Using Microteaching & Research Based Curriculum Summer “Jump Start” New Teacher Staff Development July, 2006

2. Opening Activities • Brief Introductions • Box Elder • Ogden • Weber • Davis • Facilities overview • “Housekeeping”

3. Why The “Jump Start” Staff Development • Provide new teachers with. . . • SupportBEFORE entering the classroom • Staff Development in effective practices • Materials to use in reading instruction • Practice in small group settings with curriculum coaches • Ongoing Support when implementing new practices and curriculum in the classroom setting with students

4. Course Outline • Day 1: Effective Instructional Practices • Time Management, Teaching Functions, Academic Feedback • Effective Reading Instruction – Dr. Gordon Gibb • Day 2: Effective Instructional Practices, Small Group Instruction & Reading Content Instruction • Phonemic Awareness – Tammy Pettigrew • Handwriting

5. Course Outline (cont.) • Day 3: Reading Content & Application of Effective Practices in Reading Instruction • Overview of Reading Programs • Small group practice – coaches model lessons • Day 4: Further application of practices & content • Small group practice – participants deliver lessons • Jump Start Backpacker’s Guide to Survival – Dr. Hofmeister • Working with Parents • Jumpstart website • Ongoing Support – phone, email, on-site coaching

6. Participant Expectations • Participate in all classroom activities and assignments • Conduct Microteaching lesson – 15-20 minute lesson with peer feedback • Participate in peer observations • Solicit support from curriculum coaches as needed • Enjoy the journey!

7. What is Microteaching? • Microteaching is organized practice teaching. • Goals of Microteaching • Give instructors confidence, support & feedback by letting them try out (among friends and colleagues) a “snapshot” of what/how to teach • Provide an opportunity to try teaching strategies you may not have used regularly or effectively • Provide a safe forum for practicing strategies and receiving feedback

8. Why the Microteaching Model? • Rationale: No Child Left Behind (NCLB) requirements have one major goal: namely, increasing the effectiveness of instruction to all students, and particularly to students at risk of failure in reading and math.

9. Why the Microteaching Model? Two Problems With the Present Staff Development Practices • Lack of Transfer • Lack of Viable, Aligned Solutions

10. Lack of Transfer • The more traditional in-service model generates less than 10% transfer to classroom practices • The “How Do You Know?” question is often not addressed. “Staff development activities must provide an ongoing way to monitor the impact of staff development, as measured by changes in the learner.”

11. Lack of Viable, Aligned Solutions • Many staff development efforts fail to address the availability of classroom instructional materials. • Teachers feel disappointed by the promises of practical support implicit in staff development programs.

12. Steps in Microteaching • Step One: Select Intervention Select the specific pedagogical and curriculum domains – research validation for at-risk students (Research Into Practice, Reading for All Learners)

13. Steps in Microteaching • Step Two: Peer-to-Peer Microteaching Practice Conduct microteaching sessions until competency in a non-student setting is demonstrated (small group practice with curriculum coaches)

14. Steps in Microteaching • Step Three: Classroom Practice with Representative Samples The teacher implements representative samples of the intervention program with students, under close mentoring supervision (in authentic school setting).

15. Steps in Microteaching • Step Four: Implement Total Intervention Plan After demonstrated success with the selected representative samples of the intervention program, the teacher implements the total program with feedback from the mentor, the flow of student monitoring data, and self-evaluation (continued implementation in school setting).

16. Steps in Microteaching • Step Five: Validation Based on Student Outcomes The teacher documents instructional effectiveness using student monitoring outcomes (use student data to make decisions about programming)

17. Course Objectives • Increase knowledge of and skills in • Utilizing research-based curriculum • Implementing effective instructional practices • Direct Instruction Teaching Cycle • Providing Praise Statements • Providing opportunities for student responses • Effective error correction • Developing & implementing lesson plans • Collecting and interpreting student data

18. Ground Rules for This Training • Respect confidentiality concerning what we learn about each other. • Respect agreed-upon time limits. • Maintain collegiality – we’re in this together. • Stay psychologically & physically present and on task.

19. Ground Rules for This Training • Respect others’ attempts to experiment and take risks. • Listen and speak in turn, so everyone can hear all comments. • Enjoy the journey and learn from the process!

20. Balance Effective Instructional Practices & Research-Based Curriculum Positive Student Outcomes Effective Instructional Practices Research-based Curriculum

21. Research Into Practice • How to use this book • Chapter One – Planning For Instructional Improvement • Additional Chapters • Two – Time Management • Three – Teaching Functions • Four – Academic Feedback • Five – Academic Monitoring • Six – Classroom Management

22. Effective Student Learning Experiences • Teacher performance • Student learning experiences • Student outcomes • Ask yourself, “What am I doing to create learning experiences that result in positive student outcomes?”

23. Research Into Practice • Chapters briefly covered in this training • Two – Time Management • Three – Teaching Functions • Four – Academic Feedback • Sections of each chapter • A – Research literature • B – Knowledge quiz • C – Self-evaluation checklist • D – Information gathering • E – Practical suggestions • F – Self-Improvement plan

24. Is There a Better Way To Get Clear Directions? Yes, It’s called using materials in Research Into Practice!

25. Time Management • Quiz • Self-Evaluation • What does the research say? • Practical Application – How do I use it? • Guided notes – individual work • Self-Improvement Plan

26. Guided Notes • Technique to increase academic learning time & on-task behavior • Provides scaffolding support for learners • Consider level for your own class • Gets students into “learning behaviors” – listening, writing, reading, • Provides template for disseminating content • Easy to create – copy & white out!

27. Teaching Functions • Quiz • Self-evaluation • What does the research say? • Practical Application – How do I use it? • Sample direct instruction lesson • Develop lesson plan – small group work • Self-Improvement plan – use self-evaluation checklist and evaluation with three recording periods

28. Small Group Work • Objective – Complete lesson plan together as a small group • Consider completed lesson plan template • Look at lesson objective • Use template to guide lesson plan development • Make certain teaching functions are included

29. Techniques for Working Cooperatively (Okay, so this is a non-example)

30. Small Group Work – Outcomes • What did we learn about lesson plan development? • How important is a clear objective? • Does the lesson plan template include the teaching functions? • Could anyone pick up the lesson plan and teach the lesson? (stranger test)

31. Direct Instruction Principles Heart of EVERY Lesson • I do it – teacher directed instruction • We do it – guided practice (80% accuracy) • You do it – independent practice (90-100% accuracy)

32. Direct Instruction Principles • Group & individual responses • At least four student responses per minute • Include group and individual responses (80% group to 20 % individual) • Signals • Error Correction • Identify error • Model • Test • Delayed test

33. Effective Teaching Cycle • Teacher-directed instruction • Learning set • Review previously taught material • Tells you where to go – forward or reteach • Enables you to control outcome • New material • Small increments of material • Guided practice • Independent practice

34. Teacher-Directed Instruction – I Do It • Learning Set • Sets stage for new learning • Builds instructional momentum • Feedback/reinforcement • Reduces off-task behavior • Students will persist through learning • Error detection – reduces probability of errors/increases student achievement • Builds on prior knowledge

35. Teacher-Directed Instruction • New Material • Acquisition stage • Linked to prior knowledge • Presented in small segments • Demonstration/present new material (rule of thumb: 3 examples) • Sequence examples presented • Integrate with guided practice

36. Guided Practice – We Do It • More guided practice (added support) • Student completes task with you • Provide response prompt & response direction • Provide three examples • Less guided practice (decreased support) • Student completes task with you • Provide response direction only • Provide three examples • High rates of opportunities to respond with feedback

37. Independent Practice – You Do It • Fluency • Consolidation • Mastery • Application • Monitor – provide feedback • Praise/error correction • Practice – How many student responses can be expected in about one minute? • Let’s try it! – reader & data keeper – 6 seconds

38. Remember T.G.I.F. • T – Teacher Directed Instruction • I Do It • G – Guided Practice • We Do It • I – Independent Practice • You Do It • F – Feedback

39. Small Group Practice • Objective – Practice direct instruction teaching cycle • Roles in small groups • Teacher, student, timer, observer • What will you be doing? • Instruct “student” using direct instruction techniques (I, We, You) • Solicit student responses • Provide praise statements

40. Academic Feedback & Error Correction • Quiz • Self-evaluation • What does the research say? • Practical Application – How do I use it? • Whole group practice • Small group practice • Error Correction • Identify error • Model • Test • Delayed test

41. Small Group Practice • Objective – Practice providing error correction, using direct instruction principles and error correction techniques • Roles in small groups • Teacher, student, timer, observer • What will you be doing? • Student reads the passage of leveled text and makes 2-3 errors • Teacher listens and engages in error correction procedure • Observer watches and provides feedback

42. Research-based interventions are like lighthouses. They are fixed practices that have endured the test of time and have proven to be effective.

43. Closing Activities • Brief Review • “Ah Ha’s” • “Big Ideas” • Homework – Read “E” section in chapters 2, 3 & 4 of Research Into Practice

44. Opening & Review • Learning Outcomes from Homework (Section “E” in Chapters 2, 3 & 4 in Research Into Practice - RIP) • “Ah Ha’s” from Day 1 • Reconnect – • Questions ???

45. Course Objectives • Increase knowledge of and skills in • Utilizing research-based curriculum • Implementing effective instructional practices • Direct Instruction Teaching Cycle • Providing Praise Statements • Providing opportunities for student responses • Effective error correction • Developing & implementing lesson plans • Collecting and interpreting student data

46. Balance Effective Instructional Practices & Research-Based Curriculum Positive Student Outcomes Effective Instructional Practices Research-based Curriculum

47. Research-based interventions are like lighthouses. They are fixed practices that have endured the test of time and have proven to be effective.

48. Dealing with the “Gators”

49. Dealing with The “Gators”

50. Dealing with the “Alligators” • “Gators” in the group • Good! And Wants Everybody to Know It! • Academy Award Specialist • Majors in Distraction 101 • Tardy City • Trouble City • “Gators” outside the group • All of the above • “Gators” outside the classroom • Assemblies • Other adults • Interruptions