Improving Outcomes for Students Effective Instructional Practices Using Microteaching & Research...

Improving Outcomes for Improving Outcomes for Students Students

Effective Instructional Practices Using Effective Instructional Practices Using

Microteaching & Research Based CurriculumMicroteaching & Research Based Curriculum

Summer “Jump Start” Summer “Jump Start” New Teacher Staff DevelopmentNew Teacher Staff Development

July, 2006July, 2006

Opening ActivitiesOpening Activities

Brief Introductions Brief Introductions Box ElderBox Elder OgdenOgden WeberWeber DavisDavis

Facilities overviewFacilities overview ““Housekeeping”Housekeeping”

Why The “Jump Start” Staff Why The “Jump Start” Staff DevelopmentDevelopment

Provide new teachers with. . . Provide new teachers with. . . SupportSupport BEFOREBEFORE entering the classroom entering the classroom Staff Development Staff Development in effective practices in effective practices MaterialsMaterials to use in reading instruction to use in reading instruction PracticePractice in small group settings with in small group settings with

curriculum coachescurriculum coaches Ongoing SupportOngoing Support when implementing new when implementing new

practices and curriculum in the classroom practices and curriculum in the classroom setting with studentssetting with students

Course OutlineCourse Outline

Day 1: Effective Instructional PracticesDay 1: Effective Instructional Practices Time Management, Teaching Functions, Academic Time Management, Teaching Functions, Academic

FeedbackFeedback Effective Reading Instruction – Dr. Gordon GibbEffective Reading Instruction – Dr. Gordon Gibb

Day 2: Effective Instructional Practices, Small Day 2: Effective Instructional Practices, Small Group Instruction & Reading Content InstructionGroup Instruction & Reading Content Instruction Phonemic Awareness – Tammy PettigrewPhonemic Awareness – Tammy Pettigrew HandwritingHandwriting

Course Outline Course Outline (cont.)(cont.)

Day 3: Reading Content & Application of Day 3: Reading Content & Application of Effective Practices in Reading InstructionEffective Practices in Reading Instruction Overview of Reading ProgramsOverview of Reading Programs Small group practice – coaches model lessonsSmall group practice – coaches model lessons

Day 4: Further application of practices & contentDay 4: Further application of practices & content Small group practice – participants deliver lessonsSmall group practice – participants deliver lessons Jump Start Backpacker’s Guide to Survival – Dr. Jump Start Backpacker’s Guide to Survival – Dr.

HofmeisterHofmeister Working with ParentsWorking with Parents Jumpstart websiteJumpstart website

Ongoing Support – phone, email, on-site Ongoing Support – phone, email, on-site coachingcoaching

Participant ExpectationsParticipant Expectations

Participate in all classroom activities and Participate in all classroom activities and assignmentsassignments

Conduct Microteaching lesson – 15-20 Conduct Microteaching lesson – 15-20 minute lesson with peer feedbackminute lesson with peer feedback

Participate in peer observationsParticipate in peer observations Solicit support from curriculum coaches as Solicit support from curriculum coaches as

neededneeded Enjoy the journey!Enjoy the journey!

What is Microteaching?What is Microteaching? Microteaching is Microteaching is organizedorganized practice teaching. practice teaching.

Goals of MicroteachingGoals of Microteaching Give instructors confidence, support & feedback by Give instructors confidence, support & feedback by

letting them try out (among friends and colleagues) a letting them try out (among friends and colleagues) a “snapshot” of what/how to teach “snapshot” of what/how to teach

Provide an opportunity to try teaching strategies you Provide an opportunity to try teaching strategies you may not have used regularly or effectivelymay not have used regularly or effectively

Provide a safe forum for practicing strategies and Provide a safe forum for practicing strategies and receiving feedbackreceiving feedback

Why the Microteaching Model?Why the Microteaching Model?

Rationale:Rationale:

No Child Left Behind (NCLB) requirements No Child Left Behind (NCLB) requirements have one major goal: namely, increasing have one major goal: namely, increasing the effectiveness of instruction to all the effectiveness of instruction to all students, and particularly to students at students, and particularly to students at risk of failure in reading and math.risk of failure in reading and math.

Why the Microteaching Model?Why the Microteaching Model?

Two Problems With the Present Staff Two Problems With the Present Staff Development PracticesDevelopment Practices

Lack of TransferLack of Transfer

Lack of Viable, Aligned SolutionsLack of Viable, Aligned Solutions

Lack of TransferLack of Transfer

The more traditional in-service model generates The more traditional in-service model generates less than 10% transfer to classroom practicesless than 10% transfer to classroom practices

The “How Do You Know?” question is often not The “How Do You Know?” question is often not addressed.addressed.

“ “Staff development activities must provide an ongoing way Staff development activities must provide an ongoing way to monitor the impact of staff development, to monitor the impact of staff development, as measured as measured by changes in the learnerby changes in the learner.”.”

Lack of Viable, Aligned SolutionsLack of Viable, Aligned Solutions

Many staff development efforts fail to Many staff development efforts fail to address the availability of classroom address the availability of classroom instructional materials.instructional materials.

Teachers feel disappointed by the Teachers feel disappointed by the promises of practical support implicit in promises of practical support implicit in staff development programs.staff development programs.

Steps in MicroteachingSteps in Microteaching

Step One:Step One:

Select InterventionSelect Intervention

Select the specific pedagogical and Select the specific pedagogical and curriculum domains – research validation curriculum domains – research validation for at-risk students (Research Into for at-risk students (Research Into Practice, Reading for All Learners)Practice, Reading for All Learners)

Steps in MicroteachingSteps in Microteaching

Step TwoStep Two::

Peer-to-Peer Microteaching PracticePeer-to-Peer Microteaching Practice

Conduct microteaching sessions until Conduct microteaching sessions until competency in a non-student setting is competency in a non-student setting is demonstrated (small group practice with demonstrated (small group practice with curriculum coaches)curriculum coaches)

Steps in MicroteachingSteps in Microteaching

Step ThreeStep Three::

Classroom Practice with Representative Classroom Practice with Representative SamplesSamples

The teacher implements representative The teacher implements representative samples of the intervention program with samples of the intervention program with students, under close mentoring students, under close mentoring supervision (in authentic school setting).supervision (in authentic school setting).

Steps in MicroteachingSteps in Microteaching

Step Four:Step Four: Implement Total Intervention PlanImplement Total Intervention Plan

After demonstrated success with the selected After demonstrated success with the selected representative samples of the intervention representative samples of the intervention program, the teacher implements the total program, the teacher implements the total program with feedback from the mentor, the flow program with feedback from the mentor, the flow of student monitoring data, and self-evaluation of student monitoring data, and self-evaluation (continued implementation in school setting).(continued implementation in school setting).

Steps in MicroteachingSteps in Microteaching

Step FiveStep Five::

Validation Based on Student Outcomes Validation Based on Student Outcomes

The teacher documents instructional The teacher documents instructional effectiveness using student monitoring effectiveness using student monitoring outcomes (use student data to make outcomes (use student data to make decisions about programming)decisions about programming)

Course Objectives Course Objectives Increase knowledge of and skills inIncrease knowledge of and skills in

Utilizing Utilizing research-based curriculumresearch-based curriculum Implementing Implementing effective instructional effective instructional

practicespractices Direct Instruction Teaching CycleDirect Instruction Teaching Cycle Providing Praise StatementsProviding Praise Statements Providing opportunities for student responsesProviding opportunities for student responses Effective error correctionEffective error correction

Developing & implementing Developing & implementing lesson planslesson plans Collecting and interpreting Collecting and interpreting student datastudent data

Ground Rules for This TrainingGround Rules for This Training

Respect confidentiality concerning what Respect confidentiality concerning what we learn about each other.we learn about each other.

Respect agreed-upon time limits.Respect agreed-upon time limits. Maintain collegiality – we’re in this Maintain collegiality – we’re in this

together.together. Stay psychologically & physically present Stay psychologically & physically present

and on task.and on task.

Ground Rules for This TrainingGround Rules for This Training

Respect others’ attempts to experiment Respect others’ attempts to experiment and take risks.and take risks.

Listen and speak in turn, so everyone can Listen and speak in turn, so everyone can hear all comments.hear all comments.

Enjoy the journey and learn from the Enjoy the journey and learn from the process!process!

Balance Effective Instructional Practices & Balance Effective Instructional Practices & Research-Based CurriculumResearch-Based Curriculum

Effective Instructional

Practices

Research-based Curriculum

Positive Student Outcomes

Research Into PracticeResearch Into Practice

How to use this book How to use this book Chapter One – Planning For Instructional Chapter One – Planning For Instructional

ImprovementImprovement Additional ChaptersAdditional Chapters

Two – Time ManagementTwo – Time Management Three – Teaching FunctionsThree – Teaching Functions Four – Academic FeedbackFour – Academic Feedback Five – Academic MonitoringFive – Academic Monitoring Six – Classroom ManagementSix – Classroom Management

Effective Student Learning Effective Student Learning Experiences Experiences

Teacher performanceTeacher performance Student learning experiencesStudent learning experiences Student outcomesStudent outcomes

Ask yourself, “What am I doing to create Ask yourself, “What am I doing to create learning experiences that result in positive learning experiences that result in positive student outcomes?”student outcomes?”

Research Into PracticeResearch Into Practice Chapters briefly covered in this training Chapters briefly covered in this training

Two – Time ManagementTwo – Time Management Three – Teaching FunctionsThree – Teaching Functions Four – Academic FeedbackFour – Academic Feedback

Sections of each chapterSections of each chapter A – Research literatureA – Research literature B – Knowledge quizB – Knowledge quiz C – Self-evaluation checklistC – Self-evaluation checklist D – Information gatheringD – Information gathering E – Practical suggestionsE – Practical suggestions F – Self-Improvement planF – Self-Improvement plan

Is There a Better Way To Get Clear Directions?

Yes, It’s called using materials in Research Into Practice!

Time ManagementTime Management

QuizQuiz Self-EvaluationSelf-Evaluation What does the research say?What does the research say? Practical Application – How do I use it?Practical Application – How do I use it?

Guided notes – individual workGuided notes – individual work Self-Improvement PlanSelf-Improvement Plan

Guided NotesGuided Notes

Technique to increase academic learning Technique to increase academic learning time & on-task behavior time & on-task behavior

Provides scaffolding support for learnersProvides scaffolding support for learners Consider level for your own classConsider level for your own class Gets students into “learning behaviors” – Gets students into “learning behaviors” –

listening, writing, reading,listening, writing, reading, Provides template for disseminating Provides template for disseminating

contentcontent Easy to create – copy & white out!Easy to create – copy & white out!

Teaching FunctionsTeaching Functions QuizQuiz Self-evaluationSelf-evaluation What does the research say?What does the research say? Practical Application – How do I use it?Practical Application – How do I use it?

Sample direct instruction lessonSample direct instruction lesson Develop lesson plan – small group workDevelop lesson plan – small group work

Self-Improvement plan – use self-Self-Improvement plan – use self-evaluation checklist and evaluation with evaluation checklist and evaluation with three recording periodsthree recording periods

Small Group Work Small Group Work

ObjectiveObjective – Complete lesson plan together – Complete lesson plan together as a small groupas a small group Consider completed lesson plan templateConsider completed lesson plan template Look at lesson objectiveLook at lesson objective Use template to guide lesson plan Use template to guide lesson plan

developmentdevelopment Make certain teaching functions are includedMake certain teaching functions are included

Techniques for Working Cooperatively

(Okay, so this is a non-example)

Small Group Work – Outcomes Small Group Work – Outcomes

What did we learn about lesson plan What did we learn about lesson plan development?development?

How important is a clear objective?How important is a clear objective? Does the lesson plan template include the Does the lesson plan template include the

teaching functions?teaching functions? Could anyone pick up the lesson plan and Could anyone pick up the lesson plan and

teach the lesson? (stranger test)teach the lesson? (stranger test)

Direct Instruction PrinciplesDirect Instruction Principles

Heart of EVERY LessonHeart of EVERY Lesson

I do it – teacher directed instructionI do it – teacher directed instruction We do it – guided practice (80% accuracy)We do it – guided practice (80% accuracy) You do it – independent practice You do it – independent practice

(90-100% accuracy) (90-100% accuracy)

Direct Instruction PrinciplesDirect Instruction Principles

Group & individual responsesGroup & individual responses At least four student responses per minuteAt least four student responses per minute Include group and individual responses (80% group to Include group and individual responses (80% group to

20 % individual) 20 % individual) SignalsSignals Error CorrectionError Correction

Identify errorIdentify error ModelModel TestTest Delayed testDelayed test

Effective Teaching CycleEffective Teaching Cycle

Teacher-directed instructionTeacher-directed instruction Learning setLearning set

Review previously taught materialReview previously taught material Tells you where to go – forward or reteach Tells you where to go – forward or reteach Enables you to control outcomeEnables you to control outcome

New materialNew material Small increments of materialSmall increments of material

Guided practiceGuided practice Independent practiceIndependent practice

Teacher-Directed Instruction – I Do ItTeacher-Directed Instruction – I Do It

Learning SetLearning Set Sets stage for new learningSets stage for new learning Builds instructional momentumBuilds instructional momentum Feedback/reinforcementFeedback/reinforcement Reduces off-task behaviorReduces off-task behavior Students will persist through learningStudents will persist through learning Error detection – reduces probability of Error detection – reduces probability of

errors/increases student achievementerrors/increases student achievement Builds on prior knowledgeBuilds on prior knowledge

Teacher-Directed InstructionTeacher-Directed Instruction

New MaterialNew Material Acquisition stageAcquisition stage Linked to prior knowledgeLinked to prior knowledge Presented in small segmentsPresented in small segments Demonstration/present new material (rule of Demonstration/present new material (rule of

thumb: 3 examples)thumb: 3 examples) Sequence examples presentedSequence examples presented Integrate with guided practiceIntegrate with guided practice

Guided Practice – We Do ItGuided Practice – We Do It

More guided practice (added support)More guided practice (added support) Student completes task with youStudent completes task with you Provide response prompt & response directionProvide response prompt & response direction Provide three examplesProvide three examples

Less guided practice (decreased support)Less guided practice (decreased support) Student completes task with youStudent completes task with you Provide response direction onlyProvide response direction only Provide three examplesProvide three examples High rates of opportunities to respond with feedbackHigh rates of opportunities to respond with feedback

Independent Practice – You Do ItIndependent Practice – You Do It

FluencyFluency ConsolidationConsolidation MasteryMastery ApplicationApplication Monitor – provide feedbackMonitor – provide feedback Praise/error correctionPraise/error correction Practice – How many student responses can be Practice – How many student responses can be

expected in about one minute? expected in about one minute? Let’s try it! – reader & data keeper – 6 secondsLet’s try it! – reader & data keeper – 6 seconds

Remember T.G.I.F.Remember T.G.I.F.

T – Teacher Directed Instruction T – Teacher Directed Instruction I Do ItI Do It

G – Guided Practice G – Guided Practice We Do ItWe Do It

I – Independent Practice I – Independent Practice You Do ItYou Do It

F – FeedbackF – Feedback

Small Group PracticeSmall Group Practice

ObjectiveObjective – Practice direct instruction – Practice direct instruction teaching cycleteaching cycle

Roles in small groupsRoles in small groups Teacher, student, timer, observerTeacher, student, timer, observer

What will you be doing?What will you be doing? Instruct “student” using direct instruction Instruct “student” using direct instruction

techniques (I, We, You)techniques (I, We, You) Solicit student responsesSolicit student responses Provide praise statementsProvide praise statements

Academic Feedback & Error CorrectionAcademic Feedback & Error Correction QuizQuiz Self-evaluationSelf-evaluation What does the research say?What does the research say? Practical Application – How do I use it?Practical Application – How do I use it?

Whole group practiceWhole group practice Small group practiceSmall group practice

Error CorrectionError Correction Identify errorIdentify error ModelModel TestTest Delayed testDelayed test

Small Group PracticeSmall Group Practice ObjectiveObjective – Practice providing error correction, – Practice providing error correction,

using direct instruction principles and error using direct instruction principles and error correction techniquescorrection techniques

Roles in small groupsRoles in small groups Teacher, student, timer, observerTeacher, student, timer, observer

What will you be doing?What will you be doing? Student reads the passage of leveled text and makes Student reads the passage of leveled text and makes

2-3 errors2-3 errors Teacher listens and engages in error correction Teacher listens and engages in error correction

procedureprocedure Observer watches and provides feedbackObserver watches and provides feedback

Research-based interventions are like lighthouses. They are fixed practices that have endured the test of time and have proven to be effective.

Closing Activities Closing Activities

Brief ReviewBrief Review ““Ah Ha’s” Ah Ha’s” ““Big Ideas” Big Ideas” Homework – Read “E” section in chapters Homework – Read “E” section in chapters

2, 3 & 4 of Research Into Practice2, 3 & 4 of Research Into Practice

Opening & ReviewOpening & Review

Learning Outcomes from Homework Learning Outcomes from Homework (Section “E” in Chapters 2, 3 & 4 in (Section “E” in Chapters 2, 3 & 4 in Research Into Practice - RIP)Research Into Practice - RIP)

““Ah Ha’s” from Day 1Ah Ha’s” from Day 1 Reconnect –Reconnect – Questions ???Questions ???

Course Objectives Course Objectives Increase knowledge of and skills inIncrease knowledge of and skills in

Utilizing Utilizing research-based curriculumresearch-based curriculum Implementing Implementing effective instructional effective instructional

practicespractices Direct Instruction Teaching CycleDirect Instruction Teaching Cycle Providing Praise StatementsProviding Praise Statements Providing opportunities for student responsesProviding opportunities for student responses Effective error correctionEffective error correction

Developing & implementing Developing & implementing lesson planslesson plans Collecting and interpreting Collecting and interpreting student datastudent data

Balance Effective Instructional Practices & Balance Effective Instructional Practices & Research-Based CurriculumResearch-Based Curriculum

Effective Instructional

Practices

Research-based Curriculum

Positive Student Outcomes

Research-based interventions are like lighthouses. They are fixed practices that have endured the test of time and have proven to be effective.

Dealing with the “Gators”Dealing with the “Gators”

Dealing with The “Gators”Dealing with The “Gators”

“Gators”

Kids in Group Kids not in GroupAdults &

Outside Classroom

Dealing with the “Alligators”Dealing with the “Alligators”

““Gators” in the groupGators” in the group– Good! And Wants Everybody to Know It!Good! And Wants Everybody to Know It!– Academy Award SpecialistAcademy Award Specialist– Majors in Distraction 101Majors in Distraction 101– Tardy CityTardy City– Trouble City Trouble City

““Gators” outside the groupGators” outside the group– All of the aboveAll of the above

““Gators” outside the classroomGators” outside the classroom– AssembliesAssemblies– Other adultsOther adults– InterruptionsInterruptions

Effectively Implementing Small Effectively Implementing Small Group Instruction Group Instruction

Task 1 – Planning & PreparingTask 1 – Planning & Preparing Task 2 – Assembling the GroupTask 2 – Assembling the Group Task 3 – Initiating InstructionTask 3 – Initiating Instruction Task 4 – Maintaining MomentumTask 4 – Maintaining Momentum Task 5 – Closing the SessionTask 5 – Closing the Session

Working with each student individually is like spinning plates – it can be very difficult . . . and exhausting!

Observation FormObservation Form

Focus on what we want to have happen!Focus on what we want to have happen! Target BehaviorsTarget Behaviors

Overall learning environmentOverall learning environment Teacher praise ratesTeacher praise rates Opportunities for student responseOpportunities for student response Error CorrectionError Correction

Video Observation – Focus # 1Video Observation – Focus # 1

Overall learning environment . . . Overall learning environment . . . Seating arrangementSeating arrangement Teacher eye contactTeacher eye contact Teacher voice toneTeacher voice tone Access to materialsAccess to materials

Video Observation – Focus #2Video Observation – Focus #2

Overall learning environment . . .Overall learning environment . . . Number of praise statementsNumber of praise statements Type of praise statementsType of praise statements Ease of delivery of praise statementsEase of delivery of praise statements Method of addressing student errorsMethod of addressing student errors Reinforcement methodsReinforcement methods

Video Observation – Focus # 3Video Observation – Focus # 3

Overall learning environment. . . Overall learning environment. . . Student response opportunitiesStudent response opportunities

Verbal responsesVerbal responses Non-verbal responsesNon-verbal responses

Group responsesGroup responses Individual responsesIndividual responses Developing routine of respondingDeveloping routine of responding

Content TrainingContent Training

““Big Five” in ReadingBig Five” in Reading Phonemic awareness Phonemic awareness PhonicsPhonics FluencyFluency VocabularyVocabulary ComprehensionComprehension

Phonemic AwarenessPhonemic Awareness

Presenter – Tammy Pettigrew Presenter – Tammy Pettigrew Scope & sequenceScope & sequence Content instructionContent instruction Elements of lesson delivery Elements of lesson delivery Effective teaching strategiesEffective teaching strategies Program components of Reading For All Program components of Reading For All

Learners Phonemic AwarenessLearners Phonemic Awareness Other programs Other programs Assessment techniquesAssessment techniques

Closing Activities Closing Activities

Brief ReviewBrief Review ““Ah Ha’s” Ah Ha’s” ““Big Ideas” Big Ideas” Homework – Review Homework – Review Reading For All Reading For All

LearnersLearners & & RewardsRewards programs programs

Opening ActivitiesOpening Activities Brief Introductions of instructorsBrief Introductions of instructors Revisit ObjectivesRevisit Objectives

Increase knowledge of and skills inIncrease knowledge of and skills in Implementing Implementing effective instructional effective instructional

practicespractices Using Using research-based curriculumresearch-based curriculum Implementing key components of Implementing key components of lesson lesson

plansplans Learning how to collect and interpret Learning how to collect and interpret student student

datadata

Content TrainingContent Training ““Big Five”Big Five”

Phonemic AwarenessPhonemic Awareness PhonicsPhonics FluencyFluency VocabularyVocabulary ComprehensionComprehension

ProgramsPrograms Phonemic Awareness – RALPPhonemic Awareness – RALP Reading For All Learners Little Books Reading For All Learners Little Books Fluency Builders Fluency Builders Decoding for All AgesDecoding for All Ages Radio Dramas Radio Dramas Rewards Rewards

Content TrainingContent Training

ElementaryElementary Phonemic AwarenessPhonemic Awareness Little Books Little Books Lesson PlansLesson Plans

SecondarySecondary Decoding for All AgesDecoding for All Ages RewardsRewards Lesson PlansLesson Plans

• Elementary & SecondaryElementary & Secondary• Fluency BuildersFluency Builders• Radio DramasRadio Dramas

Coaching SessionsCoaching Sessions ObjectiveObjective – Learn practices of effective – Learn practices of effective

lesson delivery of reading contentlesson delivery of reading content What will you be doing?What will you be doing?

Coaches – present sample lesson using one Coaches – present sample lesson using one of the Reading for All Learners Programs or of the Reading for All Learners Programs or Rewards Rewards

Participants – observe lessons and take turns Participants – observe lessons and take turns either participating as a student or taking data either participating as a student or taking data on student responses & praise statementson student responses & praise statements

Everyone – enjoy learning together!Everyone – enjoy learning together!

Critical Skills in Coaching

Coaches Can Provide Strong Reinforcement . . .

There’s Nothing Like a Good Pat On the Back!

Ground Rules for This TrainingGround Rules for This Training

Respect confidentiality concerning what Respect confidentiality concerning what we learn about each other.we learn about each other.

Respect agreed-upon time limits.Respect agreed-upon time limits. Maintain collegiality – we’re in this Maintain collegiality – we’re in this

together.together. Stay psychologically & physically present Stay psychologically & physically present

and on task.and on task.

Ground Rules for This TrainingGround Rules for This Training

Respect others’ attempts to experiment Respect others’ attempts to experiment and take risks.and take risks.

Listen and speak in turn, so everyone can Listen and speak in turn, so everyone can hear all comments.hear all comments.

Enjoy the journey and learn from the Enjoy the journey and learn from the process!process!

Closing ActivitiesClosing Activities Revisit self-evaluations in Chapters 2, 3 & 4Revisit self-evaluations in Chapters 2, 3 & 4

Would your rating be the sameWould your rating be the same Partner share regarding two “Ah Ha’s” Partner share regarding two “Ah Ha’s” OROR self-evaluation self-evaluation Identify one strategy you’ll incorporate into your Identify one strategy you’ll incorporate into your

classroom classroom Write it downWrite it down Discuss with partner shareDiscuss with partner share

Don’t run faster than you’re able Don’t run faster than you’re able (Video clip)(Video clip)

Homework Homework

Participants develop 15-20 minute lesson Participants develop 15-20 minute lesson using one of the programs using one of the programs

Prepare to deliver a practice lesson in Prepare to deliver a practice lesson in small group settingsmall group setting

Bring completed lesson plan template with Bring completed lesson plan template with “draft” lesson plan completed“draft” lesson plan completed

Bring any materials that will be needed for Bring any materials that will be needed for your lesson your lesson

Reconnect & ReviewReconnect & Review

Group response regarding outcomes of Group response regarding outcomes of small group instructionsmall group instruction

Learning outcomes from preparing to Learning outcomes from preparing to deliver microteaching lessondeliver microteaching lesson

Importance of peer feedbackImportance of peer feedback Data collection techniques on error Data collection techniques on error

correctioncorrection Questions???Questions???

Practice in Small Group InstructionPractice in Small Group Instruction

Elementary or Secondary FocusElementary or Secondary Focus Participants take data on coaches’ lessonParticipants take data on coaches’ lesson Participants deliver lesson to peersParticipants deliver lesson to peers TopicsTopics

Opportunities for practiceOpportunities for practice Implementing small-group instruction effectivelyImplementing small-group instruction effectively Error correction proceduresError correction procedures Content instructionContent instruction Elements of lesson delivery Elements of lesson delivery Effective teaching strategiesEffective teaching strategies

Additional Elements for SuccessAdditional Elements for Success Jump Start Backpacker’s Survival GuideJump Start Backpacker’s Survival Guide

Dr. Alan Hofmeister, Academic Success for All Dr. Alan Hofmeister, Academic Success for All LearnersLearners

Additional Elements for SuccessAdditional Elements for Success

Jump Start web siteJump Start web site http://http://iseesam.comiseesam.com/jumpstart//jumpstart/

Resources available – incredible!Resources available – incredible! Matching size, shapes & colorsMatching size, shapes & colors Counting ObjectsCounting Objects OthersOthers

Working With ParentsWorking With Parents Make the relationship work for you and the studentMake the relationship work for you and the student

HandwritingHandwriting

Handwriting Resource Book Handwriting Resource Book

Appropriate Practices in HandwritingAppropriate Practices in Handwriting Chapter 5 – Errors & PracticesChapter 5 – Errors & Practices

Where do I get it?Where do I get it? http://iseesam.com/jumpstart/http://iseesam.com/jumpstart/ Online Academy Beginning Language ArtsOnline Academy Beginning Language Arts

Program & InterventionsProgram & Interventions What is the cost of these materials? What is the cost of these materials?

FREE!!! (just the cost of printing)FREE!!! (just the cost of printing)

Review of Data & Celebrations Objectives Achieved!

• Increase knowledge of and skills in• Utilizing research-based curriculum• Implementing effective instructional

practices• Direct Instruction Teaching Cycle• Providing Praise Statements• Providing opportunities for student responses• Effective error correction

• Developing & implementing lesson plans• Collecting and interpreting student data

Let’s Look at All We’ve Accomplished!

• Learning outcomes• Greater expertise in effective instructional

practices • Practice in lesson delivery• Understanding of curriculum

• Relationships & networks developed• Within district• Across districts

• Learning outcomes not intended (wonderful “byproducts” of the training)

Research-based interventions are like lighthouses. They are fixed practices that have endured the test of time and have proven to be effective.

Curriculum Coaches’ Support to Participants

• Schedule observation and/or verify contact information with curriculum coach

• Participants will . . .• Conduct lesson with students during observation• Meet with curriculum coach after lesson for

feedback and goal review• Continue to implement program and monitor

student progress

Closing Activities

• Future goals• RIP Self-evaluations• Strategy you committed to implement• Others – partner share

• Plans for implementation• Future support during the school year• Lesson plans for use with program

• Passion for teaching – why we do what we do!

Attitude of Gratitude

• People who make things happen!• Al & Judy Hofmeister & staff• Coaches• Participants• Others – video clip

• A Hero’s Journey – finding the hero in all of us!