Do Now Open Curriculum Manager Launch Presentation U2-C2-L4 - - PowerPoint PPT Presentation

EFFECTIVE TEACHING STRATEGIES

Do Now

• Open Curriculum Manager
• Launch Presentation U2-C2-L4 “Stationary

Movements” Basic_No_CPS

• Open “Lesson Plan” outside CM (Minimize)
• Write a “DO Now” for this lesson

EFFECTIVE TEACHING STRATEGIES

Welcome

CSM Boyce Coolidge HS Washington, DC 1SG Overton Anacostia HS Washington, DC SGM Hayes DAI Office Washington, DC

EFFECTIVE TEACHING STRATEGIES

LEARNING OBJECTIVES

• Create an environment for learning
• Select teaching strategies that establish

classroom procedures

• Identify strategies that engage all

students to exert effort and not give up

• Identify Strategies that support the JPA
• Define key words contained in this

lesson

EFFECTIVE TEACHING STRATEGIES

. Not in order

EFFECTIVE TEACHING STRATEGIES

.

FIRST DAY FOR STUDENTS “ WILL I BE ACCEPTED?” “ CAN I DO THE WORK?”

EFFECTIVE TEACHING STRATEGIES Threshold

Threshold should accomplish two things.

• stablish a personal connection
• Reinforce your classroom expectations

It’s the critical time to establish rapport and set the

• tone. Send students to the back of the line to enter

and greet you again.

EFFECTIVE TEACHING STRATEGIES

Making a habit out of what’s efficient.

• Where to sit
• Homework
• Activities
• Worksheets
• Do Now

Entry Routine

EFFECTIVE TEACHING STRATEGIES

Do Now

The activity should preview the day’s lesson or review a recent lesson. The activity should take three to five minutes. Students should be able to complete the Do Now without directions. The Do Now should be in the same place every day.

EFFECTIVE TEACHING STRATEGIES

There are six levels of cognitive behavior that can explain thinking skills and abilities used in the classroom (and in real life, for that matter): Bloom’s Taxonomy

EFFECTIVE TEACHING STRATEGIES

Teachers: Provide opportunities for students to make judgments based on appropriate criteria. Have students demonstrate that they can judge, critique, or interpret processes, methods, etc: Bloom’s Taxonomy Evaluating

EFFECTIVE TEACHING STRATEGIES

EVALUATING KEY WORDS Agree Appraise Assess Award Choose Compare Conclude Criteria Criticize Decide Deduct Defend Determine Disprove Dispute Estimate Evaluate Explain Importance Influence Interpret Judge Justify Measure Opinion Perceive Prioritize Prove Rate Recommend Select Support Value

EFFECTIVE TEACHING STRATEGIES

EVALUATING QUESTIONS Do you agree with the actions… with the outcome…? What is your opinion of …? Would it be better if …? Assess the value /importance of? How would you justify …? What would you cite to defend the actions …? How could you determine…? What choices …? How would you prioritize …? What judgment can you make ..? Based on what you know, how would you explain …? What information would you use to support the view…? What data was used to make the conclusion…? How would you compare the ideas …?

EFFECTIVE TEACHING STRATEGIES Tight Transitions

Moving from place to place or activity to activity. Messy transitions are an invitation to disruptions. Break down procedures and map out the right way to do them.

EFFECTIVE TEACHING STRATEGIES Seat Signals

To avoid disrupting your teaching , have students use nonverbal seat signals.

• Two fingers crossed (Bathroom)
• Pinch nose (Tissue paper)

EFFECTIVE TEACHING STRATEGIES

100 Percent Technique

Use the lease invasive form of intervention

• Nonverbal intervention (Eye contact)
• Positive group correction (Following along)
• Anonymous individual correction (Need two people)
• Private individual correction (Proximal, private, calm)
• Lightning individual correction (____ I need your eyes)

EFFECTIVE TEACHING STRATEGIES Open Lesson Plan to Gather Phase

Your SAI/AI would like to introduce ways to differentiate instruction during the Gather Phase. What would you recommend to Him/her?

EFFECTIVE TEACHING STRATEGIES Differentiate Instruction and Bloom’s Taxonomy Students who are unfamiliar with a lesson may be required to complete tasks in the areas of: Remembering and Understanding

EFFECTIVE TEACHING STRATEGIES Differentiate Instruction and Bloom’s Taxonomy Students with some mastery may be asked to complete tasks in the areas of: Applying and Analyzing

EFFECTIVE TEACHING STRATEGIES Differentiate Instruction and Bloom’s Taxonomy Students who have high levels of mastery may be asked to complete tasks in the areas of: Evaluating and Creating

EFFECTIVE TEACHING STRATEGIES Circulate Strategically move around the classroom to engage and hold students accountable.

EFFECTIVE TEACHING STRATEGIES Circulate Cont. Break the Plane: Move beyond the imaginary line that runs the length the classroom. Break the plane before a behavioral correction require you to.

EFFECTIVE TEACHING STRATEGIES Circulate Cont.

Engage When You Circulate: Don’t just stand there; work the classroom. Make frequent verbal and nonverbal interventions. Offer positive reinforcement.

EFFECTIVE TEACHING STRATEGIES Circulate End.

Move Systematically: Look for opportunities. Be unpredictable. Avoid using the same pattern.

EFFECTIVE TEACHING STRATEGIES Break it Down

Provide an example Provide Context Provide a rule Provide the missing step Rollback Eliminate the false choice

EFFECTIVE TEACHING STRATEGIES Wait Time

Question – Delay (3 to 5 sec) – Select Benefits:

• Length & correctness of responses

increase

• Number of “I don’t know” decrease
• Volunteers increase

Computer Select

EFFECTIVE TEACHING STRATEGIES

Cold Call

Key Idea: In order to make engaged participation the expectation, call on students regardless of whether they have raised their hands.

1

Slide 26 1 Hi!

Roy Olson, 5/10/2017

EFFECTIVE TEACHING STRATEGIES No Opt Out

A sequence that begins with a student unable or unwilling to answer a question should end with the student answering that question, even if only to repeat the correct answer.

EFFECTIVE TEACHING STRATEGIES Right is Right

Set and defend a high standard of correctness in your classroom. Do not add some detail of your own to make the response fully correct. Set the expectation that the question and their answer truly matter.

EFFECTIVE TEACHING STRATEGIES Right is Right (4 Techniques)

• 1. Hold out for all the way
• 2. Answer the question
• 3. Right answer, right time
• 4. Use Technical vocabulary

EFFECTIVE TEACHING STRATEGIES Right is Right (4 Techniques)

• 1. Hold out for all the way

Use positive language to appreciate Hold them to the expectation (more)

EFFECTIVE TEACHING STRATEGIES Right is Right (4 Techniques)

• 2. Answer the question

Stray away & answer another question You ask for a definition and the response in an example Direct the student back to the question

EFFECTIVE TEACHING STRATEGIES Right is Right (4 Techniques)

• 3. Right answer, right time

Protect the integrity of your lesson by not jumping ahead to engage an exciting “right” answer at the wrong

• time. “My question was about the next

step not the solution.”

EFFECTIVE TEACHING STRATEGIES Right is Right (4 Techniques)

• 4. Use technical vocabulary

Great teachers push for precise technical key words to strengthen a student’s vocabulary

EFFECTIVE TEACHING STRATEGIES Check For Understanding

Survey your student’s antennae. Ask several students at different ability levels. It’s vital to stop and correct the misunderstanding.

EFFECTIVE TEACHING STRATEGIES Formative Assessments

Use this assessment to check how your students are progressing daily.

EFFECTIVE TEACHING STRATEGIES Exit Ticket

By collecting answers to one or a few questions at the end of the class, you can gather important information about student understanding.

EFFECTIVE TEACHING STRATEGIES Effective Exit Tickets

They are Quick They are designed to yield data They make a great Do Now

EFFECTIVE TEACHING STRATEGIES

Key Words

Threshold

• Right is Right

Entry Routine - Circulate Icebreaker - Exit Ticket Do Now - Wait Time Seat Signals - Tight Transitions No Opt Out - Break it Down Check for Understanding - 100%

EFFECTIVE TEACHING STRATEGIES

Reflection:

• What was the most interesting fact you learned

about your effective teaching strategies?

• How does praise tie in with effective teaching

strategies?

• Questions?