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Module One: Basic Principles of Instructional Leadership

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Title: HIST 2006 PHASE 5 SESSION 1 TIMETABLE Author: Pat Callan Created Date: 8/28/2005 5:52:52 PM Document presentation format: On-screen Show Other titles – PowerPoint PPT presentation

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Title: Module One: Basic Principles of Instructional Leadership


1
Module OneBasic Principles of
Instructional Leadership
2
Why investigate Instructional Intelligence?
  • Promoting excellence in teaching and learning
  • Major research indicates that best means of
    improving student achievement is improving the
    instructional practices of teachers
  • Learning from up-to-date research
  • Continuous Professional Development

3
Instructional Intelligence
  • Merges 5 key areas
  • Curriculum
  • Assessment
  • Instruction
  • How students learn
  • Change and Systemic Change

4
The key focus in the systemic change projects is
on instruction
5
Aims for this session
  • To acquaint participants with the general
    principles and ideas upon which the theory of
    Instructional Intelligence is built.
  • To develop participants understanding of the
    notion of Instructional Leadership.
  • To provide participants with a vocabulary or
    language with which they can begin to articulate
    aspects of their practice as teachers.
  • To introduce participants to such central pillars
    of the theory, and of the teachers instructional
    repertoire, as Skills, Tactics, Strategies and
    Power.
  • To begin to explore with participants how these
    terms and concepts interplay with each other in
    the teachers classroom practice.

6
Basic Components
Integrate the knowledge of five key areas how
students learn what students are to learn
(curriculum) assessing the learning
instruction educational change systemic
change
7
Instructional Intelligence involves awareness of
  • Instructional concepts
  • Instructional concepts that are skills
  • Instructional concepts that are tactics
  • Instructional concepts that are strategies
  • Instructional concepts that are instructional
    organizers

8
Instruction can be classified into 5 areas
  • Instructional concepts
  • Instructional skills
  • Instructional tactics
  • Instructional strategies
  • Instructional organizers
  • The red guide you enact and integrate the green

9
David Perkins (1994)
  • It is an everyday observation that often people
    do not develop robust intelligent behaviours in
    areas where they have a great deal of experience.
    We do not automatically learn from experience,
    even extended experiences. For instance, people
    play chess or bridge for years without ever
    getting better at it.

10
Instructional Skills
  • Skills are the instructional actions of teachers
    that enhance learning
  • They increase the chances that more complex
    instructional processes (tactics and strategies)
    are implemented
  • Most teachers are tacitly or unconsciously
    skilled
  • Framing questions
  • Applying wait time
  • Suspending judgment
  • Discussing the purpose of the lesson
  • Linking with students past experience
  • Responding to a no response
  • Checking for understanding

11
Instructional Tactics
  • A tactic fits between a skill and a strategy
  • It is an action used to enrich or strengthen the
    application of a strategy
  • Can be linked to other tactics or skills
  • Tactics make strategies less complex and more
    workable
  • Tactics
  • Think Pair Share
  • Brainstorming
  • Venn Diagram
  • Flow Chart
  • Round Robin
  • 3 Step Interview
  • PMI
  • Six Thinking Hats

12
Graphic Organizers
  • Word Webs
  • Time Lines
  • Flow Charts
  • Venn Diagrams
  • Fish Bone Diagrams
  • Ranking Ladders
  • Mind Maps
  • Concept Maps

13
(No Transcript)
14
Instructional Strategies
  • Strategies are usually grounded in theory
  • May involve a sequence of steps, or number of
    related elements
  • Have intended effect on student learning
  • Skills drive tactics, tactics and skills drive
    strategies
  • Strategies
  • Concept Attainment
  • 5 Basic Elements (of groupwork)
  • Mind Mapping
  • Concept Mapping
  • Jigsaw
  • Academic Controversy
  • Group Investigation
  • Reading Recovery
  • Role play
  • ICT use (an aspect of)

15
Instructional Concepts
  • Concepts provide lenses to understand how, when
    and where to apply and integrate skills, tactics
    and strategies
  • Cannot be done in themselves, can be enacted
    through application of skills, strategies,
    tactics
  • For example wait time and think/pair/share can
    invoke concepts of safety and accountability
  • Concepts (only)
  • Safety
  • Accountability
  • Novelty
  • Authenticity
  • Motivation
  • Active Participation

16
Instructional Organisers
  • Organisers are frameworks or bodies of research
    that assist teachers in organising an array of
    skills, tactics and strategies into a coherent
    set of teaching methods
  • They are the lenses that clarify or enhance
    thought about how we instruct
  • They increase teacher wisdom about the teaching
    and learning process, based on the needs and
    inclinations of the learner

17
Instructional Organisers
  • Multiple Intelligence
  • Gender
  • Ethnicity
  • Culture
  • Brain Research
  • Critical Thinking
  • Child Development
  • Learning Difficulties
  • At Risk Environment
  • Co-operative Learning
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