Effective Instruction:

A Summer Institute on

Co-TeachingDay 2

Effective Instruction:Effective Instruction:Effective Instruction:Effective Instruction:

Planning for Planning for Powerful Powerful

InstructionInstruction

Planning for Planning for Powerful Powerful

InstructionInstruction

Co-Planning Instruction Using Assessment

Today’s AgendaToday’s AgendaToday’s AgendaToday’s Agenda

Establish how to dialogue as co-teachers about our analysis to better plan instruction Outline various methods to collect data and assess student performanceDetermine effective ways to analyze data and assessmentsExperience various planning tools

Listening to Colleagues’ Listening to Colleagues’ ThinkingThinking

Listening to Colleagues’ Listening to Colleagues’ ThinkingThinking

Listen without judging. Recognize you bring your own assumptions to the table. Try to leave them at the door.Use controversy as an opportunity to explore and understand each others’ perspectives.Make your own thinking clear to others.Be patient and persistent.

HORACE, November 1996, p.2, Coalition of Essential Schools

Ground Rules for Ground Rules for DialogueDialogue

Ground Rules for Ground Rules for DialogueDialogue

Describe the behavior, not personUse observations, avoid inferringSeek to understand, not to judgeConsider other perspectives, rather than one wayRestate what was said, not an interpretationValidate ideas, rather than oppose

Co-Planning InstructionCo-Planning InstructionCo-Planning InstructionCo-Planning Instruction

Planning Realities 1Planning Realities 1Planning Realities 1Planning Realities 1

Teachers work alone and struggle in their efforts to “cover the curriculum” even though “covering” and “teaching” are not the same.

Planning Realities Planning Realities 2 2

Planning Realities Planning Realities 2 2

Rarely does the “self-talk” of planning center on the difficult task of reaching those who are struggling to learn.

“What could make this difficult for my students to learn?”“Did all the students understand the content in yesterday’s lesson so that we are ready to move on?”


Planning is typically focused on group learning. Then individual accommodations are frequently in conflict with the goals of the group.


Planning for diversity requires quality time. Most of the time given to teachers is not quality planning time.

Planning Realities Planning Realities 55

Planning Realities Planning Realities 55

Planning for diversity is rarely recorded in “planning books.”

ImplicationsImplicationsImplicationsImplications

The goals of planning should shift from focusing on covering the curriculum to focusing on student learning the curriculum.

Adaptation for students with disabilities should be considered as part of the broader challenge of responding to the academic diversity within a class.

Planning ParticularsPlanning ParticularsPlanning ParticularsPlanning Particulars

Objective of the lessonInstructional arrangements and activitiesOpportunities to apply learningAcademic/behavioral modifications and/or accommodationsMonitor, (assess) and provide feedbackDocument student progress on meeting the objective and then instructional changes to be made if needed for each student

Connecticut’s Common Connecticut’s Common Core of TeachingCore of Teaching

Connecticut’s Common Connecticut’s Common Core of TeachingCore of Teaching

Planning1. Teachers plan instruction based upon

knowledge of subject matter, students, the curriculum and the community.

2. Teachers select and/or create learning tasks that make subject matter meaningful to students.

Planning

Instruction

Evaluation

Planning, teaching, assessing and adapting are interconnected parts of a whole educational process.

A Piece of the PIEA Piece of the PIEA Piece of the PIEA Piece of the PIE

Planning Planning Planning Planning Demonstrate knowledge of content, pedagogy, students, and resources Create an instructional design that sequences learning activities, materials and strategiesUse continuous feedback to make the content of the general education curriculum accessible to all students

Planning means goal setting and identifying the specific learning to occur.

PlanningPlanningPlanningPlanning

Take into consideration student needs, skill level and prior knowledgeAllow for modifications and accommodationsDifferentiate instructional methods and materials. (Content, Process and Product) (Respectful Tasks)

Consult and collaborate with others

Accommodations vs. Accommodations vs. ModificationsModifications


Accommodation A change made to the teaching or testing procedures in order to provide a student with access to information and to create an EQUAL OPPORTUNITY to demonstrate knowledge and skills (HOW)

ModificationA change in what the student is expected to learn and/or demonstrate (WHAT)While a student may be working on modified course content, the subject area/context remains the same as for the rest of the class.

V. Nolet & M. J. McLaughlin (2000) Accessing the general curriculum: Including students with disabilities in standards-based reform.



Accommodation Accommodations do notdo not change the instructional level, content, or performance criteria for meeting standards; they do notdo not alter the big idea or major learning outcomes expected of the instruction.

ModificationModifications may alter the subject matter or the expected performance of the student.


Three Types of Three Types of Accommodations Accommodations

Three Types of Three Types of Accommodations Accommodations

Alternative Acquisition Modes to augment, bypass, or compensate for a motor, sensory, or information processing deficit.Content Enhancements to assist with identification, organization, comprehension, and memory of information.Alternative Response Modes in order to reduce barriers created by sensory or motor deficits or language differences.


Two Types of Two Types of ModificationsModificationsTwo Types of Two Types of ModificationsModifications

Change in the amount of key concepts or performance expectations to be learned within the grade level standard (e.g., learn characteristics of one planet in depth vs. characteristics of all nine planets)

Change of the grade level standard to match the student’s instructional level (e.g., recognition of wholes and parts vs. equivalent fractions)


What do we want the What do we want the student to do?student to do?

What do we want the What do we want the student to do?student to do?

Using the desired goals, level of expectation/standard in the general curriculum, and student’s current level of performance, determine what can be achieved within the context of the general curriculum.

AS IS?AS IS? With accommodations? orWith modifications?

Using Assessment to Co-Using Assessment to Co-Plan InstructionPlan Instruction

Using Assessment to Co-Using Assessment to Co-Plan InstructionPlan Instruction

What is the Purpose for What is the Purpose for Assessment?Assessment?


To determine if there is a gap between

expectations and current performance

To establish the current level of functioning for a student (baseline)

To monitor student growth (outcomes)



To drive instructionWhat do we teach?

Collecting DataCollecting DataCollecting DataCollecting Data

Ways to Assess

Turn To Your Turn To Your Co-Teacher…Co-Teacher…Turn To Your Turn To Your Co-Teacher…Co-Teacher…

What are five ways you collect data on student academic and behavioral performance?

1.

2.

3.

4.

5.

Testing vs. AssessmentTesting vs. AssessmentTesting vs. AssessmentTesting vs. Assessment

TestsCommercial StandardizedFocus on quantitative data

AssessmentProcess

Multi-purposeful

Information gathering

Testing vs. AssessmentTesting vs. AssessmentTesting vs. AssessmentTesting vs. Assessment

The Numbers and The Numbers and Words About Words About Assessment Assessment

The Numbers and The Numbers and Words About Words About Assessment Assessment

Quantitative data (Numbers)

Instructional level

Frequency

Duration

Overall student progress

Qualitative data (Words)

Environmental or instructional conditions

Intensity

Error analysis

Function of behavior

Instructional Levels for Instructional Levels for ReadingReading

Instructional Levels for Instructional Levels for ReadingReading

Word IdentificationIndependent level

98%-100%

Instructional level93%-97%

Frustration level92% or less

Reading Comprehension

Independent level100%



Instructional Levels for Instructional Levels for MathMath

Instructional Levels for Instructional Levels for MathMath

Drill/FactsIndependent level

85%-100%



ApplicationIndependent level

96%-100%



Pre-assessment: Pre-assessment: A DefinitionA Definition

Pre-assessment: Pre-assessment: A DefinitionA Definition

Pre-assessment is an instructional strategy teachers use to uncover what students know about a curriculum unit before they begin formal instruction.

Pre-assessment: Pre-assessment: Diagnostic ToolsDiagnostic ToolsPre-assessment: Pre-assessment: Diagnostic ToolsDiagnostic Tools

Teacher ObservationsLearner Profiles K-N-W ChartsJournalsParent LettersLists, SurveysProductsPerformancesConferencesConcept Maps

Pre-assessment Tool: Pre-assessment Tool: A Modified K-W-LA Modified K-W-L

Pre-assessment Tool: Pre-assessment Tool: A Modified K-W-LA Modified K-W-L

What the student already KNOWS

What the student NEEDS to know

What the student WANTS to know

K N W

- Prior Experiences- Knowledge- Skills- Accomplishments- Attitudes

-Self-rating of current proficiency with unit objectives

- Interests- Questions- Ideas for exploration or investigation

Pre-assessment Tool: Pre-assessment Tool: JournalsJournals

Pre-assessment Tool: Pre-assessment Tool: JournalsJournals

Ask students to describe processes/ examples or provide reflections related to a curriculum objective

Give the teacher an opportunity for a one-to-one interchange with the student

Tell me what you

know about

fractions

What is the purpose of a hero in a

story?

Pre-assessment Tool: Pre-assessment Tool: Parent LetterParent Letter

Pre-assessment Tool: Pre-assessment Tool: Parent LetterParent Letter

Informs parents about unit skills, concepts, and types of unit activities;Enlists parents’ help with resources, artifacts, community connections, etc.Asks for parents’ insights into their child’s interests, strengths, and experiences;Informs parents that you will be giving homework assignments intended to be worked on together.

Pre-assessment Tool: Pre-assessment Tool: Lists and SurveysLists and Surveys

Pre-assessment Tool: Pre-assessment Tool: Lists and SurveysLists and Surveys

“Tell me all the words that come to mind when I say “oceanography’;List the attributes of French Impressionistic paintings;Name several types of land masses;Give examples of foods that contain high fats and sugars.

Pre-assessment Tool: Pre-assessment Tool: ProductsProducts

Pre-assessment Tool: Pre-assessment Tool: ProductsProducts

Create a bar graph using data from the sports section of the newspaper;

Make a landscape drawing with a horizon;

Show me your latest science lab report.

Pre-assessment Tool: Pre-assessment Tool: Performances or Performances or

Conferences Conferences

Pre-assessment Tool: Pre-assessment Tool: Performances or Performances or

Conferences Conferences Explain how you found this answer;Import a graphic for the newspaper;Create a mobius strip;Use a graphing calculator to determine an equation;Develop a roll of black and white film;Read to me.

Pre-assessment Tool: Pre-assessment Tool: Graphic OrganizersGraphic Organizers

Pre-assessment Tool: Pre-assessment Tool: Graphic OrganizersGraphic Organizers

Are useful thinking tools that allow students to organize information and allow them to see their thinking;Give visual representations of facts/concepts;Show relationship between and among new facts and previous information.

Pre-assessment Tool: Pre-assessment Tool: Concept MapConcept Map


Used when teaching concepts and principles;

Graphic representation of students’ understandings;

Uses a word bank, web, and links



Word BankSun

Hot gasSpaceHeatNight

Constellation

DayStar

Star space

heat

hot gas

day

sun

nightconstellation

is in

seen in

is a

has

makesmakes a

see at

Pre-assessment: Pre-assessment: When?When?

Pre-assessment: Pre-assessment: When?When?

At the beginning of the year?At the end of the year?At the beginning of each semester?At the beginning of a unit?At the beginning of a lesson?

Basic Information To Basic Information To Remember When Remember When

ObservingObserving

Basic Information To Basic Information To Remember When Remember When

ObservingObserving

One Teach/One One Teach/One Observe Observe

One Teach/One One Teach/One Observe Observe

Tips for ObserverUse/carry recording materials a few times before observationOccasionally float aroundLook at a few different studentsBe consistent in observation methods, time frames, and the focus behavior

Tips for Co-teachersAvoid always having the same person observePlan together what will be observed, when, and whyBe clear on the focus behaviorExamine the data together

Observational Based Observational Based AssessmentAssessment

Observational Based Observational Based AssessmentAssessment

Clearly define the behavior to observeObservable (can be seen)Measurable (can be counted)Specific (clear terms, not vague, no room for a judgement call)

Observe at least 3 timesDifferent/same settingsDifferent/same timesDifferent/same activities

Tally/FrequencyTally/FrequencyTally/FrequencyTally/Frequency

A tick mark is made each time the behavior occurs

Tally/FrequencyTally/FrequencyTally/FrequencyTally/Frequency

Jon hits another student

Jon leaves his seat during story time

Jon throws blocks

Behavior Occurrence Count: 8 within a 60 minute observation.

Other Ideas for TallyingOther Ideas for TallyingOther Ideas for TallyingOther Ideas for Tallying

Masking TapePennies (in pocket)/PaperclipsGolf CounterPost-It NotesMailing LabelsIndex Card

DurationDurationDurationDurationThe length of time that the behaviors occurs is recorded

Use the same unit of timeHours

Minutes

Seconds

DurationDurationDurationDuration

Average duration of behavior: 18/30 minutes = 60% of the time.

Setting Start time Stop time Duration Total time

Story 10:05 10:11 6 minutes

Seat 10:16 10:25 9

Blocks 10:31 10:35 4 18 minutes

Momentary IntervalMomentary IntervalMomentary IntervalMomentary Interval

Set a predetermined unit of time5 minutes30 seconds

At that exact unit of time, tally the occurrence of the behaviorIf the behavior occurs in between the set time, do not count it

Momentary IntervalMomentary IntervalMomentary IntervalMomentary Interval

1 2 3 4 5 6 7 8 9

Story + + - + + - - - +

Seat + - - - + + - + +

Blocks - + - - - - - + -

Percentage of behavior occurrence: 15/27 = 55.5%

Analyzing Student WorkAnalyzing Student WorkAnalyzing Student WorkAnalyzing Student Work

Making Assessments

Work for You

Effective Questions to Effective Questions to Analyze The Instructional Analyze The Instructional

EnvironmentEnvironment

Effective Questions to Effective Questions to Analyze The Instructional Analyze The Instructional

EnvironmentEnvironmentWhat curriculum standards does this address?What are the expectations of the task?What is the amount of relevant practice/student engagement provided?

What teaching strategies are used?

Is there appropriate pacing?

Is there an instructional match provided?

Essential Questions to Essential Questions to Analyze Student Analyze Student

PerformancePerformance

Essential Questions to Essential Questions to Analyze Student Analyze Student

PerformancePerformanceWhat does the student know/do?What are the student’s strengths and interests?What it the student’s instructional level? How does the student approach new learning?

What learning strategies does the student use?How does the student organize information?Does the student self-monitor? What are the patterns in errors?

Effective Questions to Effective Questions to Ask About Student Ask About Student

BehaviorBehavior

Effective Questions to Effective Questions to Ask About Student Ask About Student

BehaviorBehaviorWhat does the student contribute to his environment? When, where, and with whom is the behavior most likely to occur?When does he exhibit appropriate behaviors?

What happens immediately before the behavior?What do others do when the behavior occurs?What other environmental conditions may contribute to the behavior?

Planning Tips & ToolsPlanning Tips & ToolsPlanning Tips & ToolsPlanning Tips & Tools

Finding Time to Plan As Finding Time to Plan As Co-TeachersCo-Teachers

Finding Time to Plan As Finding Time to Plan As Co-TeachersCo-Teachers

Department meetingsTeam meetingsCohort groupsSubstitutes for a dayCommon prep time½ hour every day before/after schoolEarly release days

VAK Planning OrganizerVAK Planning OrganizerVAK Planning OrganizerVAK Planning Organizer

T1 ____________ T2 ____________ Approach

V

A

K

Provide lecture on Columbus

Put notes on overhead

Help students move model ships on world map

Team Teach

Team Teach

Team Teach

Help students move model ships on world map

Student Reading

Teacher Read Alouds(listening) Oral Language

(speaking)

Written Language

Math

Science Physical Education

Art

Culminating Activity

Social Studies

Music

Planning WebPlanning WebPlanning WebPlanning Web

Folk Tales Create scenery

Compare to folk songs

Compare to folk dances

Dramatize a folk tale

Locate countries of folk tales

Write a folk tale Read a folk

tale Read a folk tale

Examples of colloquialisms

Spatial representations of plot

Determine biomes of setting

Lesson Planning with Lesson Planning with the Multiple the Multiple IntelligencesIntelligences


Linguistic Mathematical-Logical

Visual-Spatial Bodily-Kinesthetic

Musical Interpersonal

Intrapersonal Naturalist



Linguistic Mathematical-Logical

Visual-Spatial Bodily-Kinesthetic

Musical Interpersonal

Intrapersonal Naturalist

Fraction Vocabulary Fractions

Fraction Bars Pizzas and pies

Locating fractions in forest

Musical notes

Journal reflections on new learning

Cooperative learning

A Piece of Curriculum A Piece of Curriculum PiePie

A Piece of Curriculum A Piece of Curriculum PiePie

What most students will learn

What some students will learn

What all students will learn

KU-CRL

Identify

animals that

are

mammals

Define

the characteristics

of mammals

Compare

the

characteristics

of mammals

to reptiles

5 Points of Entry5 Points of Entry5 Points of Entry5 Points of EntryTeacher

What are state and local requirements? What prior knowledge do I as the teacher have of this content?

Students Do my students have the vocabulary they need?

TopicWhat are the new concepts introduced?

Context(classroom climate) How well are my students working in groups?

Instructional PracticesHow will I monitor and assess student learning?

Levels of LearningLevels of LearningLevels of LearningLevels of LearningFacts

Monet was an Impressionist

Concepts Perspective

Principles Objects can be viewed through a variety of perspectives

Attitudes I prefer realism to abstract

Skills Present realistic and impressionistic views of an object.

4MAT4MAT Cycle of Learning Cycle of Learning4MAT4MAT Cycle of Learning Cycle of LearningWhat would you teach first?

Realities of Planning

Variety of Planning Tools

Implement your lesson

What is the purpose of instruction?

Shooting in the dark

Select a planning tool that you like

Write a lesson plan

Assess students and refine lesson plan to meet individual needs

Refl

ectio

nA

cti

on

Connect

Imagine

Inform

Practice

Extend

Perform

Refine Attend

Bernice McCarthy, Ph.D.

The Unit OrganizerThe Unit OrganizerTeaching DeviceTeaching Device


Is a visual device that:Is used under teacher guidanceFocuses attention on critical outcomesIdentifies critical unit contentPrompts elaboration on critical pointsHelps make relationships concrete

KU-CRL



Is a visual device that:Is designed to enhance student…

...Organization

...Understanding

...Remembering

...Responses

...Belief in the value of the content

KU-CRL

NAMEDATEThe Unit Organizer BIGGER PICTURE

LAST UNIT/Experience CURRENT UNIT NEXT UNIT/Experience U

NIT

SE

LF

-TE

ST

Q

UE

ST

ION

S

is about...

UN

IT

RE

LA

TIO

NS

HIP

S

UNIT SCHEDULE UNIT MAP

CURRENT UNIT1 32

4

5

6

7

8

KU-CRL

Short Story Drama

Types of Literature

Point of View

Setting

Character Plot

Theme

By Exploring

By Analyzing

By Identifying

By Following

By Identifying

Learning about world through brief tales that can be read in 1 sitting

pp. 1-221

Quality Writing

Cause/effect

Problem-solution

9/19 Concept anchoring

9/20 Quiz on rd strategies

9/27 Portfolio presentation

10/1 Quiz on character/plot

10/5 Film on point of view

10/8 Project due

10/12 Point of view assign

10/15 Portfolio presentation

10/21 Quiz on theme/setting

10/24 Short story due

10/25 Review

10/27 Short story analysis

What makes a good short story?

How do short stories helps us learn and think about the world?

How do you write a short story?

NAMEDATEThe Unit Organizer

NE

W

UN

IT

SE

LF

-TE

ST

QU

ES

TIO

NS

Expanded Unit Map is about...

9

10

KU-CRL

Point of View

Setting

Character Plot

Theme

By Exploring

By Analyzing

By Identifying

By Following

By Identifying

Learning about world through brief tales that can be read in 1 sitting

pp. 1-221Where

When

Main

Other

First person

Third person

Conflict

Problem-solution

Lesson

Moral

Which is comprised of


Which can be

Which can be

Which can be

Which can be





What lessons or morals can we learn from the short story?

Short Story

Unit Organizer Unit Organizer Implementation OptionsImplementation Options

Unit Organizer Unit Organizer Implementation OptionsImplementation Options

Option 1Blank form is displayed on an overhead or chalkboard.Unit framework is built from scratch.Students construct their own organizer on blank paper.

Option 2Blank forms are distributed to students.Teacher guides the class using a form on an overhead or chalkboard.

Option 3Partially completed Unit Organizer forms are distributed to students.Teacher and students add information as the Unit Organizer is created.

KU-CRL

Learning has nothing to do with what the teacher COVERS.

Learning has to do with what the student ACCOMPLISHES.

Harry K. Wong

Next Steps…Next Steps…Next Steps…Next Steps…

Plan your first unitPre-assessmentCo-teaching approachesContentAccommodations/ modifications

Documents

Effective Instruction: