Teaching Practices Guide, Synthesis, and Strategy Assessment TOOLS

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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

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The Session At A Glance

• Welcome and Introductions
• Jumpstart Your Thinking
• Clump Alike
• 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
• Closure

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Standard

• Declarative Knowledge
• Participants will
• 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.

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Standard

• Procedural Knowledge
• 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.

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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.

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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

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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
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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.
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Understanding the Alignment of State Standards
and Instructional Practice
How was the data base created
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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).
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What is the ContentStandard andBenchmark

• Language Arts
• Standard 6

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.
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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)
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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)
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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.
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Sample
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Go to Your State Region District or School
Website. Find and Click on the Learning Bridges
Link
Check it out on the web!
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Your Website to Learning Bridges
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Entering Learning Bridges
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General Access Login
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Creating a Personal Login
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Saving Your Information
Personal Information
Email Address Registered_________________ Passwor
d Registered_____________________ Organization
ID__________________________
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Checking Your Computer
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Learning Bridges Menu
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Using the Teacher Practices Guide
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Steps

• Choose a subject.
• Choose a grade level.
• Choose a standard
• Choose V or TP.

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Select a Subject
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Select a Grade Level
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Choose a State StandardSample from California
Grade 6 Language Arts
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Choose the Vocabulary of the Standard
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Choose the Teaching Practices ALIGNED to the
Standard in RANK ORDER of their power
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Teaching Practices Description
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Synthesis SystemThe Ultimate Aligning Tool
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Learning Bridges Menu
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Choose a Subject
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Choose a Grade Level
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Choose a Standard Sample from Texas
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Selecting the BenchmarksSample Grade 3 Language
Arts - California
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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).

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Selecting the Benchmarks
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The Power of the Synthesis
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Teaching Practice that WORKS
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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.

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Coaching for Skill Development
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Stages of Skill Learning
Natural Integration
Conscious Application
Awkward Use
Initial Awareness
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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.

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How are you saying it
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What Do You Want
Control
Connect
3 X 3
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3 Keys to Making Connections

• Rapport How do we fit together
• Control Who is in charge
• Trust Do we trust each other

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3 Style Combinations

• Similar People
• Bond Quickly
• Lack Synergy

• Deep Differences
• Change May Fail
• Bring Energy
• Provide Balance

• Differing People
• Fascinate
• Long Term Stress

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3 Ways of Listening

• Persuasive- lead and/or control
• Directive clarify and/or build awareness
• Attentive discover and/or explore

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Online Strategy Assessment System
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Strategy Assessment
Expert Proficient Basic Novice
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Learning Bridges Menu
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Online Strategy Assessment
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Scenario-based Decision Sets
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CONFIDENTIAL Individual Teacher Report
CONFIDENTIAL TEACHERS ONLY
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School Composite Report
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Opening Door for New Teachers

• How Learning Occurs
• Diverse Learners
• Discipline Classroom Management
• Planning
• Creating a Motivational Environment
• The Politics of Teaching
• Tools for Teaching
• Using Media Technology
• Working With Special Populations
• Assessment
• - Tileston (2004)

Alternative Certification
Teacher Induction
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New Teacher Basic Skills Assessment
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Checking for Understanding
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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.

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Assessment

• 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.

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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.

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Closure
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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
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Td UP!
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Ting it up for Trainers
Td UP