Title: Teaching Practices Guide, Synthesis, and Strategy Assessment TOOLS
1 Teaching Practices Guide Synthesis and Strategy Assessment TOOLS
How can I assist teachers in choosing effective instructional strategies
How can I assist teachers in focusing effective teaching practices on student performance goals based on assessment
How can I assist teachers in developing their own personal plan for learning
2 The Session At A Glance
Welcome and Introductions
Jumpstart Your Thinking
Understanding the Alignment of State Standards and Instructional Practice
Using the Teaching Practices Guide
Using the Synthesis
Coaching for Skill Building
Online Strategy Assessment System
Checking for Understanding
Know the basic process used by Learning Bridges for the alignment of instructional strategies to state standards.
Understand the features and function of the TOOLS (Teaching Practices Guide Synthesis and Strategy Assessment System)
Know some basic interpersonal skills involved in facilitating and/or personal coaching for skill development.
Know the procedure for accessing the TOOLS.
Participants will be able to
Facilitate an instructional planning discussion based on the Teaching Practices Guide and Synthesis System.
Assist an individual in interpreting a School Composite Report which leads to the development of a system-wide staff development plan.
Coach an individual through a sample report of his or her skill level and help them to develop a plan or course of action.
Articulate a one or two sentence explanation of Effect Size.
5 Assessment Tasks
In pairs participants will coach each other in the significance of each tool (Teaching Practices Guide and Synthesis) for improving academic achievement through research-based instruction as well as its access.
In groups of three participants will use an Individual Strategy Assessment Report or a School Composite Report to coach an individual through the development of a brief course of action.
6 Personal Goal Setting
Given the standard for this session and the task you will be asked to accomplish at the conclusion of this session what personal learning goal will you set for yourself
7 Jump Start Your Thinking! Think of a skill that you have learned as an adult e.g. cooking jogging teaching adult learners etc. Record in the box below what kind of help you wanted or are receiving to gain and perfect this skill. Wants What were some of your thoughts apprehensions or expectations of yourself when you began the process Thoughts 8 Clump Alike A clump is a small group of people (2 or 3 or 4) who chat standing up for a short period of time. 9 Understanding the Alignment of State Standards and Instructional Practice How was the data base created 10 The Steps inCreating the Database 1. IDENTIFIED the most effective teaching practices (based on a review of 32000 research studies) 2. ALIGNED the teaching practices to the Grade Level standards of 49 states based on 2 criteria a. The type of knowledge of the standard (declarative procedural) b. The type of brain processing required to learn that type of knowledge (storage/retrieval information processing etc.) 3. RANKED the teaching practices for their impact on learning (based on Effect Size data from research). 11 What is the ContentStandard andBenchmark
Grades 3 5 Benchmark Knows the defining characteristics of a variety of literary forms and genres (e.g. fairy tales folktales fiction nonfiction myths poems fables fantasies historical fiction biographies autobiographies.) Demonstrates competence in the general skills and strategies for reading a variety of literary texts. 12 What kind of knowledge isrepresented by the Benchmark Standard Declarative Knowledge Declarative knowledge can be thought of as information and usually involves component parts. (Marzano 1996) For example knowledge of the concept of poetry includes an understanding of terms and concepts (e.g. poetic language symbols rhyme meter images) 13 What kind of brain processing is needed for the declarative knowledge of this Benchmark Information Processing Function of the Cognitive System Information being declarative knowledge about concepts principles ideas or generalizations (Marzano 1998) 14 What strategyaddresses that kind of brain processing for that kind of knowledge Concept Attainment (Joyce Weil) This instructional strategy is an information processing teaching practice for discovering the identifying characteristics and discriminating attributes of a concept principle generalization or idea and for reflecting on how the learning occurred. 15 Sample 16 Go to Your State Region District or School Website. Find and Click on the Learning Bridges Link Check it out on the web! 17 Your Website to Learning Bridges 18 Entering Learning Bridges 19 General Access Login 20 Creating a Personal Login 21 Saving Your Information Personal Information Email Address Registered_________________ Passwor d Registered_____________________ Organization ID__________________________ 22 Checking Your Computer 23 Learning Bridges Menu 24 Using the Teacher Practices Guide 25 Steps
Choose a subject.
Choose a grade level.
Choose a standard
Choose V or TP.
26 Select a Subject 27 Select a Grade Level 28 Choose a State StandardSample from California Grade 6 Language Arts 29 Choose the Vocabulary of the Standard 30 Choose the Teaching Practices ALIGNED to the Standard in RANK ORDER of their power 31 Teaching Practices Description 32 Synthesis SystemThe Ultimate Aligning Tool 33 Learning Bridges Menu 34 Choose a Subject 35 Choose a Grade Level 36 Choose a Standard Sample from Texas 37 Selecting the BenchmarksSample Grade 3 Language Arts - California 38 Selecting the BenchmarksHOW DO WE CHOOSE
Based on ASSESSMENT DATA choose the areas of low performance for students (by classroom by grade level by school).
For planning a unit choose the standards that will be addressed in the unit of instruction.
To identify WHAT WORKS for a STRAND in the standards (e.g. Problem Solving Comprehension Vocabulary Development Measurement).
39 Selecting the Benchmarks 40 The Power of the Synthesis 41 Teaching Practice that WORKS 42 Assessment Task
In pairs coach each other in the significance of each tool (Teaching Practices Guide and Synthesis) for improving academic achievement through research-based instruction as well as its access.
43 Coaching for Skill Development 44 Stages of Skill Learning Natural Integration Conscious Application Awkward Use Initial Awareness 45 Structured Interchange
Partner with someone you do not know well.
Complete the structured interchange process.
Self-evaluate and jot reflections as you go.
Set a personal target.
46 How are you saying it 47 What Do You Want Control Connect 3 X 3 48 3 Keys to Making Connections
Rapport How do we fit together
Control Who is in charge
Trust Do we trust each other
49 3 Style Combinations
Change May Fail
Long Term Stress
50 3 Ways of Listening
Persuasive- lead and/or control
Directive clarify and/or build awareness
Attentive discover and/or explore
51 Online Strategy Assessment System 52 Strategy Assessment Expert Proficient Basic Novice 53 Learning Bridges Menu 54 Online Strategy Assessment 55 Scenario-based Decision Sets 56 CONFIDENTIAL Individual Teacher Report CONFIDENTIAL TEACHERS ONLY 57 School Composite Report 58 Opening Door for New Teachers
How Learning Occurs
Discipline Classroom Management
Creating a Motivational Environment
The Politics of Teaching
Tools for Teaching
Using Media Technology
Working With Special Populations
- Tileston (2004)
Alternative Certification Teacher Induction 59 New Teacher Basic Skills Assessment 60 Checking for Understanding 61 Practice in the Lab
Using the database examine the vocabulary and the highest ranked teaching practice.
Take the online strategy assessment for that course that was ranked highest for the standard you chose. Complete reflection.
Print your individual proficiency assessment report.
In groups of three participants will use
an Individual Strategy Assessment Report or a School Composite Report to coach an individual through the development of a brief course of action.
63 Coaching Practice
Form Groups of Three participants
1-Coach 1-Feedback 1-Coachee
Use an Individual Strategy Assessment Report and role play a coaching session leading to the development of a brief course of action.
As a large group using a School Composite Report conduct a mock coaching session.
64 Closure 65 Reflecting on Your Thinking! Think of a how adults gain skills (e.g. cooking jogging instructional strategies etc.). Record in the box below what kind of help you want to be able to provide as they perfect this skill. Wants What were some of your thoughts apprehensions or expectations of yourself as you begin this process Thoughts 66 Td UP! 67 Ting it up for Trainers Td UP
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