In-serviceJanuary 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 weread 10%

of what we hear20%

of what is discussed70%

of what wesee30%

We Learn…

of what we both see and hear50%

of what we teach to someone else95% — 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 Visualize Turn and talk Connect Thumbs 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 PyramidLearning 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 PyramidLearning Pyramid

Student Engagement Student Engagement IsIs

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 NotStudent 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.