Planning Effective Lessons Training for New Teachers - PowerPoint PPT Presentation

Loading...

PPT – Planning Effective Lessons Training for New Teachers PowerPoint presentation | free to view - id: 68c3ff-MDJhN



Loading


The Adobe Flash plugin is needed to view this content

Get the plugin now

View by Category
About This Presentation
Title:

Planning Effective Lessons Training for New Teachers

Description:

Title: Planning Effective Lessons Training for New Teachers Author: Karen Tutor Last modified by: McNeil Stanford Created Date: 7/29/2013 3:31:52 PM – PowerPoint PPT presentation

Number of Views:66
Avg rating:3.0/5.0
Slides: 33
Provided by: KarenT157
Category:

less

Write a Comment
User Comments (0)
Transcript and Presenter's Notes

Title: Planning Effective Lessons Training for New Teachers


1
Planning Effective Lessons Training for New
Teachers
2
Pontotoc City School District
  • We believe LEARNING is a priority,
  • a need, and a desire.
  • To be successful, we must nurture a learning
    community that allows everyone to participate in
    trusting, respectful relationships.
  • Together, we are committed to
  • Reaching Higher Levels of Learning.

3
Agenda
  • Pretest - Alpha Boxes
  • Introduction Why Are We Here?
  • Icebreaker Just For Fun
  • Decisions in Teaching
  • ITIP
  • Match Elements with Lesson Planner
  • Closure Alpha Boxes

4
Big Ideas
  • Instruction that is challenging, authentic,
    experiential and holistic is the most effective
    way to ensure high levels of learning. (Zemelman
    Daniels Hyde, 2005)
  • A focus on the lesson itself linked to high
    standards provides our best chance to improve
    student learning and hence improve instruction.
    (Schmoker, 2006)
  • Research has identified nine broad teaching
    strategies that have positive effects on student
    learning. (Marzano Pickering Pollock, 2001)
  • Clearly, we want our designs to be engaging. For
    unless students are provoked, enticed, or
    intrigued by the work, why would they persist or
    give their best effort? But engaging work is
    insufficient. The work must also be effective.
    In other words, the work must promote and make
    possible maximum achievement. The bottom line is
    performance showing that the design makes
    students achieve the targeted understandings.
    (Wiggins McTighe, 1999)

5
Essential Questions
  • How can decisions in teaching impact student
    achievement?
  • What factors impact instruction?
  • What constitutes an effective and engaging
    lesson?
  • What constitutes an effective instructional
    strategy?
  • What instructional strategies impact student
    achievement?
  • How can planning and implementing effective
    lessons impact student achievement?

6
Outcome
  • The design or enhancement of unit lessons and
    daily lesson plans that are focused on standards,
    with skills and objectives aligned with effective
    instructional strategies, that ensures learning
    for all students.

7
Who is Here?
  • Just For Fun

8
Decisions in Teaching
  • The Teacher Decision-Making Model
  • Emerged from examination of research and from
    informed observations of successful teaching
  • Incorporates psychological principles, as well as
    current cognitive research into the functioning
    of the brain
  • Provides an organization scheme for planning
    implementing, and analyzing decisions that affect
    both teaching and learning

9
The Teacher
  • The model is centered on the teacher, who,
    utilizing research, experience, and intuition,
    makes and implements decisions in three basic
    categories.
  • It is important for the teacher to identify
    consciously and deliberately the decisions they
    must make in each category and base their
    decisions on research-validated knowledge.
    Equally important is the teachers ability to
    read signals from students and to assess the
    learning situation, so necessary adjustments can
    be made.
  • There is nothing that a teacher must always do
    except think and teach in a way that maintains
    the dignity of every learner.

10
Teaching
  • Teaching can be defined as a constant stream of
    professional decisions made before, during, and
    after interaction with the student decisions
    that when implemented, increase the probability
    of learning.
  • The professional must learn, internalize, and
    implement with artistry the contributions of
    science plus ones own intuition to increase
    productive functioning.
  • The scientific principles must always be
    interpreted in light of the needs of the learner
    in her/his particular life space and modified to
    accommodate those needs.

11
Teaching
  • The synthesis of science and sensitivity to a
    situation explains why we cant supply pat
    answers to teachers. We can, however, equip
    educators with research-validated principles on
    which to base their decisions while adapting them
    to the individuality of students and situations.
  • All teaching decisions can be placed into three
    categories
  • Content what is to be learned
  • Learning Behaviors what the student will do to
    learn and to demonstrate learning has occurred
  • Teaching Behaviors what the teacher will do to
    facilitate the acquisition of that learning how
    the teacher uses the principles of learning to
    increase the probability of successful outcomes

12
Content
  • First professional decision What do I teach
    this group of learners today?
  • Dependent curriculum sequence prior, simpler
    learning must have occurred before more complex
    learning can be achieved
  • Independent sequence - order of learning doesnt
    matter
  • Time and energy is in too short supply to be
    expended on loosely associated material or random
    exchanges between students and teachers.
  • Disciplining yourself with regard to content adds
    the professional rigor that leads to successful
    learning.

13
Learning Behavior
  • Second professional decision the students how
    of learning student behavior that makes
    learning possible
  • Input modalities the channel through which we
    get information
  • Output modalities perceivable outcome that
    validates the acquisition of the knowledge or
    skill
  • Outputs must be perceivable so the teacher can
  • Know students have achieved mastery and are ready
    to move on
  • Mastery is not achieved, and teacher must reteach
    or extend practice of the current learning

14
Teaching Behavior
  • Third professional decision directed at your
    own teaching behavior What will I do to
    increase learning?
  • When teachers use learning principles that
    research indicates are accelerants to student
    achievement, they can have dramatic effects.
  • Hallmarks of a master teacher
  • Knowing the principles of learning
  • Deliberately implementing them
  • Artistically using them
  • Teachers Sense of Professionalism
  • Knowing what to do
  • Doing it on purpose
  • Finding that is makes a measurable difference in
    satisfaction and achievement for the student and
    the teacher

15
Decisions
  • Decisions in Teaching Activity
  • Content
  • Learning Behavior
  • Teaching Behavior

16
Thomas Edison
  • His genius he was quite content in one brief
    sentence to define Of inspiration one percent,
    of perspiration, ninety nine. Thomas A. Edison
    Read more at http//www.brainyquote.com/quotes/aut
    hors/t/thomas_a_edison.htmlEZiYR26IvPzIdvEz.99

17
Planning
  • Well-directed planning perspiration plus
    inspiration will work wonders in increasing
    learners successful achievement.
  • Skill in planning is acknowledged to be one of
    the most influential factors in successful
    teaching.
  • Decisions BEFORE a teacher plans
  • Teacher will have determined what students need
    to know (specific content)
  • Teacher will have identified a major target
    objective and know students achievement in
    relation to that objective (students entry
    behaviors
  • Specific objective for the total groups or
    subgroups subsequent instruction (target
    objectives)

18
ITIP
  • Madeline Hunter teacher decision-making
    model
  • ITIP Instructional Theory into Practice
  • Seven elements
  • Teacher decision making is the basis of this
    approach to teaching.
  • Decide, then design is the foundation on which
    all successful instruction is built.

19
Designing Lessons
  • Teacher must consider the seven elements in a
    certain order since each element is derived from
    and has a relationship to previous elements.
  • Teacher must decide which elements to include or
    exclude in the final design.
  • When this design framework is implemented in
    teaching, the sequence of the elements a teacher
    includes is determined by his/her professional
    judgment.

20
ITIP Elements
  • Learning Objective/Objective and Purpose
  • Anticipatory Set
  • Input
  • Modeling
  • Check for Understanding
  • Guided Practice
  • Independent Practice

21
Anticipatory Set
22
Objective/Purpose
  • Blooms Taxonomy
  • Knowledge/Recall
  • Comprehension
  • Application
  • Analysis
  • Synthesis
  • Evaluation

23
Input
  • Instructional
  • Strategies
  • That Affect
  • Student
  • Achievement

24
Instructional Strategies Activity
  • Identifying Similarities and Differences
  • Summarizing and Note Taking
  • Reinforcing Effort and Providing Recognition
  • Homework and Practice
  • Nonlinguistic Representation
  • Cooperative Learning
  • Setting Objectives and Providing Feedback
  • Generating and Testing Hypothesis
  • Cues, Questions, and Advance Organizers

25
Instructional Strategies
  • Identifying Similarities and Differences 45
    gain
  • Summarizing and Note Taking 34 gain
  • Reinforcing Effort and Providing Recognition
    29 gain
  • Homework and Practice 28 gain
  • Nonlinguistic Representation 27 gain
  • Cooperative Learning 27 gain
  • Setting Objectives and Providing Feedback 23
    gain
  • Generating and Testing Hypothesis 23 gain
  • Cues, Questions, and Advance Organizers 22
    gain

26
Model
27
Check for Understanding
  • Signaled Answers
  • Choral Responses
  • Sample Individual Response
  • Individual Private Response
  • What have you used
  • that is effective?

28
Guided Practice
  • Graphic Organizers
  • http//www.eduplace.com/graphicorganizer
  • Concept Maps - http//olc.spsd.sk.ca/de/pd/instr/
    strats/conceptmap/index.html
  • Diagrams and Graphs
  • Comprehension Questions
  • Games
  • Other Ideas?

29
Independent Practice
30
Reminders
  • Not all the ITIP seven elements are included in
    every lesson. These guides are for planning
    creative and effective lessons. They are not
    mandates.
  • It may take several lessons before students are
    ready for guided and/or independent practice.
  • The mere presence of an element in a lesson does
    not guarantee quality teaching.
  • The deliberate consideration of these seven
    element, which can promote effective instruction,
    constitutes the launching pad for planning
    effective and artistic teaching to achieve
    greater student achievement of any objective or
    goal.
  • Student success results from careful planning of
    how to bring the standards alive, and through
    artistic implementation of the plan!

31
Reflection
  • What will I do next to ensure that my students
    reach a higher level of learning?

32
Pontotoc City School District
  • We believe LEARNING is a priority,
  • a need, and a desire.
  • To be successful, we must nurture a learning
    community that allows everyone to participate in
    trusting, respectful relationships.
  • Together, we are committed to
  • Reaching Higher Levels of Learning.
About PowerShow.com