Vision

Dr. L. Elovitz

Personal Vision

• Where do you want to go and how do you intend to get there?

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The Vision

• The vision is the end state, the intensions of where you want to go with your school.

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Think Afresh and Out of the Can

• How do you envision what your school should be like?

• What should be going on in such a school

• How would you describe and effective school?

• What values and beliefs about learning are important to address?

MY Vision

Beliefs

What beliefs do you hold about education?

• ALL CHILDREN CAN LEARN

• SUCCESS BREEDS SUCCESS

• TEACHERS CONTROL THE CONDITIONS OF LEARNING IN THEIR CLASSROOM

BELIEFSBELIEFS

� SELECT THE LEARNING (OBJECTIVE) AT THE CORRECT LEVEL OF DIFFICULTY

� TEACH TO THE INTENDED OBJECTIVE

� MONITOR THE LEARNING AND ADJUST THE TEACHING

� USE THE PRINCIPLES OF LEARNING

ESSENTIAL ELEMENTS OF INSTRUCTIONESSENTIAL ELEMENTS OF INSTRUCTION

Madeline Hunter

� SELECT THE LEARNING (OBJECTIVE) AT THE CORRECT LEVEL OF DIFFICULTY

� TEACH TO THE INTENDED OBJECTIVE

� MONITOR THE LEARNING AND ADJUST THE TEACHING

STANDARDS FOR INSTRUCTIONSTANDARDS FOR INSTRUCTION

JOEL SUZUKI

Domain I: Planning and PreparationComponent c: Selecting Instructional Goals (CLD)Component e: Designing Coherent Instruction(T2O)

Domain III: InstructionComponent e: Demonstrating Flexibility and Responsiveness (M&A)

Components of Professional PracticeComponents of Professional Practice

Charlotte DanielsonA Framework for Teaching

CORRECT LEVEL OF DIFFICULTY

• KNOWLEDGE OF PRIOR LEARNING

• USE OF QUESTIONS

• USE OF PRE-TESTS

• DIAGNOSTIC TESTING

TEACH TO THE OBJECTIVE

TEACHER ACTIONSGIVE INFORMATIONASK QUESTIONSMAKE SPECIFIC RESPONSES DESIGN ACTIVITIES

RELATED Vs. RELEVANT

MONITOR & ADJUST

• ELICIT OVERT BEHAVIOR

• CHECK FOR UNDERSTANDING

• INTERPRET THE BEHAVIOR

• ACT ON INTERPRETATION

SIGNAL SAMPLE CHORAL RESPONSE

PROCEED PRACTICE

RETEACH QUIT

BELIEF THEORY STANDARD

ALL CHILDREN CAN LARRY LEZOTTE TEACH TO OBJECTIVELEARN EFFECTIVE SCHOOLS

JOHN CARROLL TIME ON TASK

SUCCESS = SUCCESS BENJAMIN BLOOM CORRECT LEVEL OF DIFFICULTY COGNITIVE TAXONOMY

TEACHERS CONTROL B.F. SKINNER MONITOR AND ADJUSTLEARNING CAUSE AND EFFECT

LEARNING

M/A

CLDT2O

THEORY

STANDARDS

BELIEFS

* POWERFUL TOOLS THAT TEACHERS USE TO ENCOURAGE STUDENTS TO EXHIBIT BEHAVIORS THAT LEAD TO INCREASED LEARNING

* RESULT FROM CONTINUOUS DETAILED RESEARCH

* TEACHER DECIDES ON WHICH, WHEN AND HOW THEY ARE USED

* USE MUST BE CONGRUENT WITH STANDARDS

* NOT NECESSARY TO INCLUDE ALL PRINCIPLES IN ALL LESSONS

PRINCIPLES OF LEARNINGPRINCIPLES OF LEARNING

M/A

CLDT2O

THEORY

STANDARDS

BELIEFS

Set

ActiveParticipation

Motivation

TransferClosure

Retention

Reinforcement

* TEACHERS MAY CHOOSE FROM A VARIETY OF METHODS TO EMPLOY IN ORDER TO DELIVER INSTRUCTION

* METHODOLOGY REFLECTS THE APPLICATION OF THE PRINCIPLES OF LEARNING

* USE MUST BE CONGRUENT WITH THE STANDARDS

METHODS OF INSTRUCTIONMETHODS OF INSTRUCTION

M/A

CLDT2O

THEORY

STANDARDS

BELIEFS

Set

ActiveParticipation

Motivation

TransferClosure

Retention

Reinforcement

Content Specific

Strategies

GenericStrategies

Teaching Strategies

• GENERIC�COOPERATIVE

LEARNING

�LEARNING STYLES

�ACTIVE LEARNING

� CLASSROOM MANAGEMENT

• CONTENT SPECIFIC�PROCESS WRITING

�WHOLE LANGUAGE

�SCIENCE LAB

�SHOP

�ART STUDIO

THE TEACHER

�USES THE PRINCIPLES OF LEARNING

�CHOOSES FROM THE METHODS OF INSTRUCTION

Professional Development:

A JOINT EFFORT BETWEEN TEACHERS, SUPERVISORS AND ADMINISTRATORS TO INFUSE STANDARDS, PRINCIPLES AND METHODOLOGY THROUGHOUT THE DISTRICT FOR THE BENEFIT OF THE STUDENTS

is sustained over time

is based on adult learning theory

includes inside and outside experiences

can be job embedded

encourages risk taking, creativity and assessment

Professional Development:

In-service

M/A

CLDT2O

THEORY

STANDARDS

BELIEFS

Set

ActiveParticipation

Motivation

TransferClosure

Retention

Reinforcement

MentoringSupervision

PeerCoaching

ActionResearch

College Courses

Workshops

ContentSpecificStrategies

GenericStrategies

Study Groups

WRITTEN TAUGHT

LEARNED TESTED

CURRICULUM CONGRUENCE

INSTRUCTIONAL OBJECTIVESINSTRUCTIONAL OBJECTIVES

*IDENTIFY WHAT THE STUDENT SHOULD KNOW OR BE ABLE TO DO AS A RESULT OF INSTRUCTION

*IDENTIFY THE PIECE OF CONTENT TO BE TAUGHT

*IDENTIFY THE STUDENT BEHAVIOR WHICH WILL BE EXPECTED IN ORDER TO INDICATE ACHIEVEMENT OF THAT BEING LEARNED

LEVEL OF COMPLEXITY

1. KNOWLEDGE RECALL, MEMORY, FACTS

2. COMPREHENSION UNDERSTANDING, TRANSLATION

3. APPLICATION USE INFORMATION IN A NEW SITUATION

4. ANALYSIS TAKE APART, COMPARE/CONTRAST

5. SYNTHESIS PUT TOGETHER A NEW CREATION

6. EVALUATION JUDGMENTS BASED ON MORE THAN OPINIONS

BLOOM’S TAXONOMY OF THE COGNITIVE DOMAIN

OBJECTIVE DEVELOPMENT USING BLOOM’S TAXONOMYOBJECTIVE DEVELOPMENT USING BLOOM’S TAXONOMY

LEVEL VERB

1. KNOWLEDGE LIST, LABEL, DEFINE, NAME, STATE

2. COMPREHENSION SUMMARIZE, EXPLAIN, DESCRIBE IN YOUR OWN WORDS, ILLUSTRATE, PARAPHRASE, IDENTIFY

3. APPLICATION COMPUTE, DEMONSTRATE, USE, SOLVE

4. ANALYSIS BREAK INTO PARTS, CLARIFY, OUTLINE, COMPARE/CONTRAST

5. SYNTHESIS DESIGN, REARRANGE, COMPOSE, WRITE AN ORIGINAL ENDING

6. EVALUATION SUPPORT, DECIDE, CRITICIZE, CHOOSE

ONE AND JUSTIFY

SAMPLE INSTRUCTIONAL OBJECTIVESSAMPLE INSTRUCTIONAL OBJECTIVES

THE STUDENTS WILL DEMONSTRATE THE ABILITY TO:

-IDENTIFY THE POSITION OF THE EARTH RELATIVE TO THE SUN, THE MOON, AND OTHER PLANETS.

-DESCRIBE THE ROTATION AND REVOLUTION OF THE EARTH AND OTHER PLANETS AROUND THE SUN.

-DEMONSTRATE HOW THE EARTH’S POSITION AND TILT OF ITS AXIS PRODUCE THE SEASONS.

-COMPARE THE POSITIONS OF THE EARTH, MOON, AND SUN DURING A SOLAR ECLIPSE AND A LUNAR ECLIPSE.