Integrating Principles of Improving Instruction Across Professions

Integrating Principles of Improving Instruction Integrating Principles of Improving Instruction Across ProfessionsAcross Professions

Integrating Principles of Improving Instruction Integrating Principles of Improving Instruction Across ProfessionsAcross Professions

Teaching, Learning, and Curriculum Instruction ConferenceTeaching, Learning, and Curriculum Instruction ConferenceAndrews UniversityAndrews University

July 24July 24thth, 2003 , 2003

Julia Robinson Julia Robinson Rob RyanRob Ryan Melanie WrightMelanie Wright

“Skillful teachersteachers are made, not born.”

-Fredism

“Skillful teachersteachers are made, not born.”

-Fredism

Jones, 2003Jones, 2003

“Skillful school school psychologistspsychologists are made, not born.”

-Groupism

“Skillful school school psychologistspsychologists are made, not born.”

-Groupism

“Skillful educational educational psychologistspsychologists are made, not born.”

-Groupism

“Skillful educational educational psychologistspsychologists are made, not born.”

-Groupism

Objective of PresentationObjective of PresentationObjective of PresentationObjective of Presentation

»The participants will discuss key strategies for the implementation of improving

instruction across disciplines by illustrating and modeling Danielson’s four domains in a cooperative group setting.

»The participants will discuss key strategies for the implementation of improving

instruction across disciplines by illustrating and modeling Danielson’s four domains in a cooperative group setting.

DomainsDomainsDomainsDomains

»What Are They?Shared vocabularyStructure for discussionSharpen focusCommunicates competencies

»What Are They?Shared vocabularyStructure for discussionSharpen focusCommunicates competencies

Danielson, 1996Danielson, 1996

Domain 1Domain 1Domain 1Domain 1

» Planning and Preparation

» Planning and Preparation

» The Skillful Educational Professional

» The Skillful Educational Professional»Consciou

s»Consciou

s»Deliberate»Deliberate»Determined»Determined

»Clear»Clear»Learner»Learner

Domain 1 – Planning and PreparationDomain 1 – Planning and PreparationDomain 1 – Planning and PreparationDomain 1 – Planning and Preparation

»If you don’t know where you are going, you can’t get there.

- Fredism

»If you don’t know where you are going, you can’t get there.

- Fredism

Jones, 2003Jones, 2003

Domain 1 - Planning and PreparationDomain 1 - Planning and PreparationDomain 1 - Planning and PreparationDomain 1 - Planning and Preparation»Good Objective Writing

ABCD

•Audience

•Behavior

•Condition

•Degree

»Good Objective WritingABCD

•Audience

•Behavior

•Condition

•Degree

The participants willThe participants will

discuss key strategies for the implementation of improving instruction across disciplines

discuss key strategies for the implementation of improving instruction across disciplinesby illustrating and modeling Danielson’s four

domainsby illustrating and modeling Danielson’s four

domainsin a cooperative group setting.in a cooperative group setting.

Danielson, 1996Danielson, 1996

Domain 1 - Planning and PreparationDomain 1 - Planning and PreparationDomain 1 - Planning and PreparationDomain 1 - Planning and Preparation»Professional Application

Teachers (Danielson, 1996)•Preparation of objectives•Learning styles•Resource Gathering

School Psychologists•Ethics (McCoach & Kehle, 2001)•“Best” efforts (Bergan & Caldwell, 1995)•Professionalism (Goldstein, 1995)

Educational Psychologists (Danielson, 1996)•Teacher evaluation•Designs for instructions•Goals

»Professional Application Teachers (Danielson, 1996)

•Preparation of objectives•Learning styles•Resource Gathering

School Psychologists•Ethics (McCoach & Kehle, 2001)•“Best” efforts (Bergan & Caldwell, 1995)•Professionalism (Goldstein, 1995)

Educational Psychologists (Danielson, 1996)•Teacher evaluation•Designs for instructions•Goals

Domain 2 – Professional ClimateDomain 2 – Professional ClimateDomain 2 – Professional ClimateDomain 2 – Professional Climate

»Professional ClimateCultureProceduresRespect

»Cinderella's slipper»Think Pair Share

»Professional ClimateCultureProceduresRespect

»Cinderella's slipper»Think Pair Share

Danielson, 1996Danielson, 1996

Domain 2 – Professional Climate Domain 2 – Professional Climate Domain 2 – Professional Climate Domain 2 – Professional Climate

» Professional Application Teachers

• Social skills (Kagan, 1992)• Classroom management (Wong, 2001)• Organization of physical space (Danielson,

1996) Educational Psychologists

• Evaluate and assess classroom structure (Kagan, 1992)

• Review teacher’s classroom procedures (Wong, 2001)

» Professional Application Teachers

• Social skills (Kagan, 1992)• Classroom management (Wong, 2001)• Organization of physical space (Danielson,

1996) Educational Psychologists

• Evaluate and assess classroom structure (Kagan, 1992)

• Review teacher’s classroom procedures (Wong, 2001)

Domain 3 - InstructionDomain 3 - InstructionDomain 3 - InstructionDomain 3 - Instruction»Domain 3- Instruction

5 Components•Communicating Clearly and Accurately•Using Questioning and Discussion Techniques•Providing Feedback to Students•Engaging Students in Learning•Demonstrating Flexibility and Responsiveness

»Domain 3- Instruction5 Components

•Communicating Clearly and Accurately•Using Questioning and Discussion Techniques•Providing Feedback to Students•Engaging Students in Learning•Demonstrating Flexibility and Responsiveness

Danielson, 1996Danielson, 1996

Types of KnowledgeTypes of KnowledgeTypes of KnowledgeTypes of Knowledge

»Declarative KnowledgeWhat will the students know and understand

•Construct meaning•Organize•Store

»Declarative KnowledgeWhat will the students know and understand

•Construct meaning•Organize•Store

Marzono, 1997Marzono, 1997

Construct

Meaning

Construct

Meaning

OrganizeOrganize

StoreStore

LEARNINGLEARNINGLEARNINGLEARNING

Types of KnowledgeTypes of KnowledgeTypes of KnowledgeTypes of Knowledge

»Procedural KnowledgeWhat processes and skills will the students are able to perform, both physical and mental

•Construct Models•Shaping•Internalizing

»Procedural KnowledgeWhat processes and skills will the students are able to perform, both physical and mental

•Construct Models•Shaping•Internalizing

Marzono, 1997Marzono, 1997

Construct

Models

Construct

ModelsShap

eShap

eInternaliz

eInternaliz

e

LearninLearningg

LearninLearningg

Domain 3 - InstructionDomain 3 - InstructionDomain 3 - InstructionDomain 3 - Instruction

»Professional ApplicationSchool Psychologists

•Clarifying teacher objectives (Bergan & Caldwell, 1995)•Determining cause of delay (McCoach & Kehle, 2001)

Educational Psychologists (Marzono, 1997; Danielson, 1996; Wong, 2001)

•Evaluate the different styles and approaches to learning•Identify different methods for instructional and cooperative learning approaches.

•Support system for teachers and students.

»Professional ApplicationSchool Psychologists

•Clarifying teacher objectives (Bergan & Caldwell, 1995)•Determining cause of delay (McCoach & Kehle, 2001)

Educational Psychologists (Marzono, 1997; Danielson, 1996; Wong, 2001)

•Evaluate the different styles and approaches to learning•Identify different methods for instructional and cooperative learning approaches.

•Support system for teachers and students.

Domain 3 ActivityDomain 3 ActivityDomain 3 ActivityDomain 3 Activity

»T ChartsWhat does declarative knowledge look like and sound like?

What does procedural knowledge look like and sound like?

»T ChartsWhat does declarative knowledge look like and sound like?

What does procedural knowledge look like and sound like?

Looks LikeLooks Like Sounds LikeSounds Like

Domain 4 – Professional ResponsibilitiesDomain 4 – Professional ResponsibilitiesDomain 4 – Professional ResponsibilitiesDomain 4 – Professional Responsibilities

»Spirituality»Spirituality

»Mentally»Mentally

»Physically»Physically

»Socially»Socially

Domain 4 – Professional ResponsibilitiesDomain 4 – Professional ResponsibilitiesDomain 4 – Professional ResponsibilitiesDomain 4 – Professional Responsibilities

»Spiritually Establish a connection Establish a connection

with God through with God through morning and evening morning and evening worship. Take time worship. Take time out and pray with out and pray with your students that your students that your relationships will your relationships will be one of respect and be one of respect and communication.communication.

»Spiritually Establish a connection Establish a connection

with God through with God through morning and evening morning and evening worship. Take time worship. Take time out and pray with out and pray with your students that your students that your relationships will your relationships will be one of respect and be one of respect and communication.communication.

White, 1886White, 1886

Domain 4 – Professional ResponsibilitiesDomain 4 – Professional ResponsibilitiesDomain 4 – Professional ResponsibilitiesDomain 4 – Professional Responsibilities

»Mentally Avoid information

overload and giving into stressful situations. Practice different techniques that will calm you down when you are faced with a stressful situation.

»Mentally Avoid information

overload and giving into stressful situations. Practice different techniques that will calm you down when you are faced with a stressful situation.

Gardner, 1983Gardner, 1983

Domain 4 – Professional ResponsibilitiesDomain 4 – Professional ResponsibilitiesDomain 4 – Professional ResponsibilitiesDomain 4 – Professional Responsibilities

»Physically Take time for

exercise/sports and include lots fruits, water, and veggies in your diet. Keep of away from refined sugars they dull the senses. You want to feel more productive and have clarity and happier days.

»Physically Take time for

exercise/sports and include lots fruits, water, and veggies in your diet. Keep of away from refined sugars they dull the senses. You want to feel more productive and have clarity and happier days.

Bloom, 2001Bloom, 2001

Domain 4 – Professional ResponsibilitiesDomain 4 – Professional ResponsibilitiesDomain 4 – Professional ResponsibilitiesDomain 4 – Professional Responsibilities

»Socially Make time in your

schedule for friends, vacations, relaxation, and fun. No matter how hard or how long you work, you will still have more to do the next day. Establish that balance so you will not feel you have missed out.

»Socially Make time in your

schedule for friends, vacations, relaxation, and fun. No matter how hard or how long you work, you will still have more to do the next day. Establish that balance so you will not feel you have missed out.

Sackney, 2000; Noonan & Miller, 2000Sackney, 2000; Noonan & Miller, 2000

Domain 4 – Professional ResponsibilitiesDomain 4 – Professional ResponsibilitiesDomain 4 – Professional ResponsibilitiesDomain 4 – Professional Responsibilities

» Professional Application School Psychologists

• Mentally prepare before assessments and meetings• Life outside of work

Teachers• Reflection (Danielson, 1996) • Parent communication (Danielson, 1996)• Record keeping (Wong, 2001)

» Professional Application School Psychologists

• Mentally prepare before assessments and meetings• Life outside of work

Teachers• Reflection (Danielson, 1996) • Parent communication (Danielson, 1996)• Record keeping (Wong, 2001)

ReferencesReferencesReferencesReferences» Bergan, J. & Caldwell, T. (1995). Operant techniques in school

psychology. Journal of Educational and Psychological Consultation, 6(2), 103-110.

» Cunningham, P., Hall, D., & Sigmon, C. (1999) The teachers’ guide to the four blocks. Carson-Dellosa Publishing Company Inc.

» Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Washington: Association for Supervision and Curriculum Development.

» Goldstein, S. (1995). Understanding and Managing Children’s Classroom Behavior. New York: John Wiley & Sons, Inc.

» Johnson, D. & Johnson, R. (1994) Learning together and alone: Cooperative, competitive, and individualistic learning.

Boston, Allyn and Bacon.

» Jones, F. (2003) First year resources. Newark, NJ: Fred Jones Press.

» Bergan, J. & Caldwell, T. (1995). Operant techniques in school psychology. Journal of Educational and Psychological Consultation, 6(2), 103-110.

» Cunningham, P., Hall, D., & Sigmon, C. (1999) The teachers’ guide to the four blocks. Carson-Dellosa Publishing Company Inc.

» Danielson, C. (1996). Enhancing professional practice: A framework for teaching. Washington: Association for Supervision and Curriculum Development.

» Goldstein, S. (1995). Understanding and Managing Children’s Classroom Behavior. New York: John Wiley & Sons, Inc.

» Johnson, D. & Johnson, R. (1994) Learning together and alone: Cooperative, competitive, and individualistic learning.

Boston, Allyn and Bacon.

» Jones, F. (2003) First year resources. Newark, NJ: Fred Jones Press.

ReferencesReferencesReferencesReferences» Kagan, S. (1992). Cooperative Learning. San Juan Capistrano,

CA: Resources for Teachers, Inc.

» Marzano, R., Arredondo, D., Brandt, R., & Pickering, D. (1997). Dimensions of learning: Teacher’s manual. Alexandria, VA: Association for Supervision and Curriculum Development.

» McCoach, B. & Kehle, T. (2001). Best practices in the identification of gifted students with learning disabilities. Psychology in the Schools, 38(5), 403-412.

» Schroeder, C. & Gordon, B. (1991). Assessment and Treatment of Childhood Problems. New York:The Guilford Press.

» Wong, H. & Wong, R. (2001). The first days of school. Harry K. Wong Publishing, Inc.

» Kagan, S. (1992). Cooperative Learning. San Juan Capistrano, CA: Resources for Teachers, Inc.

» Marzano, R., Arredondo, D., Brandt, R., & Pickering, D. (1997). Dimensions of learning: Teacher’s manual. Alexandria, VA: Association for Supervision and Curriculum Development.

» McCoach, B. & Kehle, T. (2001). Best practices in the identification of gifted students with learning disabilities. Psychology in the Schools, 38(5), 403-412.

» Schroeder, C. & Gordon, B. (1991). Assessment and Treatment of Childhood Problems. New York:The Guilford Press.

» Wong, H. & Wong, R. (2001). The first days of school. Harry K. Wong Publishing, Inc.