What's
Essential?
Seven
Essential Instructional Strategies for Powerful Teaching and
Learning
What's
Essential? Seven Strategies for Powerful Teaching and Learning
The
Problem
Teachers
and administrators are constantly asking the question, “ What
are the essential best practices for instruction that will
ensure that my students learn?” Several groups of educators
have all tried to answer this question. Although resources
for a response to this question are found in the Bellingham
School District Teacher Criterion, in the District Curriculum
Guides, in the state documents about standards, and in the
literature about best practices, they are open to individual
interpretation.
New
teachers wondered exactly what was meant by each of the criterion
and indicators that are used for supervision and evaluation.
University supervisors and cooperating teachers supporting
interns struggled to consistently describe powerful teaching
according to the standards. How could a district begin to
describe the consistent, essential teaching behaviors that
one would see in all K – 12 classrooms?
The
Rationale
Several
groups of teachers and administrators were asked why it would
be important to describe the essential strategies for powerful
teaching and learning.
Groups
included the Bellingham School District and Woodring College
of Education Partnership Coordinating Board, groups of teachers
and administrators, participants in the Joint Learning Institute,
and Bellingham District mentors. Here are the reasons stated
by these groups:
•
Statements describe consistent expectations for all teachers
and administrators.
•
Clear statements support the development of consistent understandings
about powerful teaching
across all K – 12 Classrooms.
•
Mentors, Coaches, and Administrators have a clear direction
and understanding.
•
Statements assist in aligning the understandings about powerful
teaching when working with University
Partnerships and Interns.
•
A description of the essential powerful teaching statements
supports the implementation of common
practices and the understanding of the language and intent
of district curriculum.
The Process
September,
2003 The Western Washington University and Bellingham School
District Partnership Coordinating Board was charged with developing
a seamless-continuum of support of professional development
for pre service, induction, and career teachers. An important
component would be a common understanding of what is powerful
teaching and learning. Two Joint Learning Institutes would
be held in January and April to describe powerful teaching
and learning.
October
2003 The literature base for powerful teachers
was shared at the K – 8 Grade Level Meetings in order to develop
an initial understanding of what research says about “Best
Practices”.
January,
2004 Sixty University and District staff made
up of teachers (selected by the Bellingham Education Association)
and administrators attend the first Joint Learning Institute
to learn about aligned systems with common understandings,
standards, and tools to support the development of pre service
and first year teachers.
January
– March 2004 A group of teachers and administrators participate
in a district professional development study group using Classroom
Instruction That Works by Robert Marzano as a resource.
February
& March 2004 At the winter grade level meetings, teachers
looked at the nine classroom practices that research says
make the most impact on student learning.
April
2004 Thirty teachers and administrators (who attended the
Joint Learning Institute) met together to describe what are
the essential strategies for powerful teaching and learning
that we would expect to see in all K-12 classrooms across
our district. The group identified seven instructional strategy
concepts. They also described what the strategy would look
like and sound like when a teacher is using it. A draft of
the work was sent to all the participants. Volunteers from
this group would be responsible for “word smithing” the draft
statements and sending the revised work out to the Association
and District Leadership for further input.
April
2004 At the second Joint Learning Institute, the participants
used the district seven strategies to align with the university
standards. The group also described indicators for each of
the statements. Our indicators came from the research literature,
the Professional Certificate Standards and Indicators, and
INTASC Standards and Indicators.
August
– April The District Leadership studies effective schools
research by Jeff Fouts, reads Robert Marzano's Classroom
Instruction That Works , develops common definition of
objectives, and reviews draft statements of the essential
strategies for powerful teaching and learning.
May
2004 The District Leadership reviewed the seven statements,
indicators, and looks like/sounds like descriptors. Several
suggestions were provided.
May
2004 The “word smithing” group met to clarify the intent of
each statement. They revised the word choice to use less jargon
and use more language that would be commonly understood by
all who would use these statements. The group aligned the
indicators and looks like and sounds like phrases to ensure
that each added clarity to the essential statement. The revised
draft was sent to the district participants who helped develop
the statements and to both district and association leadership.
June
2004 Plans for further input as well as strategies for sharing
these statements more broadly over the 2004/2005 school year
will be developed.
The
Participants
Thirty
District Participants for Joint Learning Institute and in
the development of the seven essential strategies of powerful
teaching and learning: Adrienne Nelson, Leslie Adcock-McInnis,
Tim Binderup, Andrea Buckley, Chris Carty, Lisa Conlon, Jeff
Coulter, Steve Dolmatz, Becky Elmendorf, Ann Marie Hanel,
Deborah Hanson, Edie Holcomb, Mark Kerr, Dale Kinsley, Rebecca
Lacey, Rob McElroy, Nora Klewiada, Lisa Peterson, Julia Ritchie,
Scott Smartt, Karen Tracy, Teresa Van Haalen, James Walsh,
Becky Walstad, Susan Zoller, Shirley Potter, Fred Chung, Laurie
Mueller, Sue Thomas, and Josie Estrada.
University
Participants for Joint Learning Institute: Catherine Ashcraft,
Chuck Atkinson, Susan Banister, Denise Binderup, David Carroll,
Linda Cave, Tracy Coskie, Dana Edwards, Paul Englesberg, Sheila
Fox, Michael Henniger, Victor Nolet, Tim Keiper, William Lay,
Kris McDuffy, nancy Nelson, George Nelson, Kay Price, Marsha
Riddle-Buly, Ron Riggins, Stephanie Salzman, Trish Skillman,
Ray Wolpow, Chris Ohana, Laurie Phelan, Jeffiner McCleery,
Beth Stickely, and Kris Slentz.
Word
Smithing Team: Steve Dolmatz, Leslie McInnis, Lisa Peterson,
Lisa Conlon, Ann Marie Hanel, and Adrienne Nelson
Bellingham
School District and Woodring College of Education Partnership
Coordinating Board: Lisa Conlon, Steve Dolmatz, Leslie McInnis,
Shirley Potter, Rob McElroy, Becky Elmendorf, Jeff Coutler,
Stephanie Salzman, Dale Kinsley, Susan Zoller, Sheila Fox,
David Carroll, Lauren McClenenhan, Bill Lay, Marv Klein, and
Adrienne Nelson
Facilitators
of the Process: Shirley Potter, Susan Zoller and Adrienne
Nelson
The
Teaching and Learning Cycle
The
primary focus for any teacher must be teaching and learning
that supports students to acquire and apply knowledge and
skills. Teachers must attend to four essential teaching behaviors
1) assessing prior learning using a variety of assessment
tools, 2) evaluating the assessment data in terms of what
students can do, need to learn next, and what the teacher
will do about it, 3) planning for instruction includes selecting
the objective, grouping strategies, level of support, and
resources, and 4) implementing instruction based on learning
theory and teacher understanding.
The
Teaching and Learning Cycle, as shown below, shows the four
teaching behaviors as a recursive and cyclical process. Effective
teachers purposely plan blocks of instruction to include these
four essential teaching behaviors. The four behaviors, when
in place and practiced consistently, ensure that instruction
meets the learner's needs.
A
group of Bellingham School District teachers and administrators
have identified a commonly held set of seven classroom instructional
strategies for powerful teaching and learning that engage
all students to achieve at higher levels. These Seven Essential
Strategies for Powerful Teaching and Learning represent a
shared understanding among staff and administrators.
Statement
1
Teachers
continuously assess and monitor student learning.
Statement
2
Teachers
give students continuous, relevant feedback based on assessment
data.
Statement
3
Teachers
provide a classroom environment that actively engages all
students in learning.
Statement
4
Teachers
differentiate by using a variety of instructional strategies
based on the assessed strengths, needs, and interests of their
students.
Statement
5
Teachers
implement whole group, small group, and individual instruction
that provide for independent application and practice.
Statement
6
Teachers
utilize a continuum of support leading to responsible, independent
learners.
Statement
7
Teachers
identify and articulate clear learning objectives based on
grade-level expectations and assessment of students' needs.
I.
On Going Assessment
Statement:
Teachers continuously assess and monitor student learning
Indicators:
-
Teacher
develops and uses formal and informal assessments based
on best practices.
-
Teacher
uses assessment data to inform instructional decision-making
and provides feedback about the whole child.
-
Teacher
uses a variety of assessments to monitor and adjust instruction.
-
Teacher
includes students in goal setting, developing assessments
and engaging in self-assessment.
-
Teacher
adjusts instruction while teaching, based on ongoing assessment.
-
Teacher
clearly articulates learning standards and assessment
parameters ahead of time.
Looks
like/Sounds like:
•
Recording assessments
•
Monitoring and interacting with all students
•
Adjusting instruction based on…
•
Asking students to self-assess and evaluate
•
Utilizing a variety of assessment tools
•
Assessing confidence, affect, behavior, learning, objective,
prior knowledge
•
Reteaching and revisiting
•
Questioning for understanding
•
Posing open-ended questions
•
Investigating students' thinking processes
•
Communicating about assessments
Guiding
Questions
•
What am I going to assess?
•
What information should I gather and how?
•
What is the appropriate tool?
•
When am I going to assess?
•
How will I give students feedback based on my assessment?
•
How will I manage/organize class for assessment to occur?
•
What am I going to do with this info now?
Literature
and Research Base:
Black,
Paul & William, Dylan. “Inside the Black Box: Raising
Standards Through Classroom Assessment.” Online Article, Phi
Delta Kappa, November 11, 1998.Brimijoin,
Kay, Marquissee, Ede, and Tomlinson, Carol Ann. “Using Data
to Differentiate Instruction.” In Educational Leadership
. ASCD. February, 2003. pages 70-73.
Cowie,
Bronwen, & Bell, Beverley. “A Model of Formative Assessment
in Science Education.” In Assessment in Education .
Volume 6, No. 1, 1999. pages 64-79.
On
Going Assessment
WHAT
IT IS AND WHAT IT'S NOT
DEFINITION
Ongoing
assessment is the process of appraising, judging or evaluating
students' work or performance and using the data with students
to shape and improve their competence.
CHARACTERISTICS
Individualized
and differentiated
Based
from measurable objectives
Aligned
with Grade Level Expectations
Part
of Teaching/Learning Cycle
Embedded
in instruction
Formative
and summative
Multiple
sources of data
Formal
and informal
Supports
differentiated instruction
A
variety of tools/methods
Feedback
for students assess
Intentionally
planned
Monitoring
notes
On-going
Questioning
for understanding
WHAT
IT IS
The
process to determine what and how we teach
The
basis for providing feedback, forming objectives and adjusting
instruction
A
tool to determine individual, small group, whole group needs
The
use of grade books (summative) and rubrics (formative)
A
process used before, during and after teaching
A
process used in all curriculum areas and grade levels
The
measurement of student progress toward standards/targets
The
engagement of students/parents in the learning process
AND
WHAT IT'S NOT
Limited
to only the regurgitation of facts
Punitive
Exclusively
summative
Exclusively
curricular centered
A
norm referenced test Inflexible
A
secret from students and parents
Inconsistently
delivered across all classrooms within District
A
surprise (at report card time!)
II.
Continuous Feedback
Statement:
Teachers give students continuous, relevant feedback based
on
assessment
data.
Indicators:
•
Teacher gives feedback that is timely, corrective, relevant,
and specific to a criterion.
•
Teacher gives honest, equitable feedback that is appropriate
for each student.
•
Teacher provides students with feedback that is relevant and
supports development of a lifelong learner.
•
Teacher ensures that students receive feedback from a variety
of sources: teacher, peers and self.
Looks
like/Sounds like:
•
Conferencing with students
•
Using rubrics to describe levels of understanding or competence
•
Using grading to give accurate feedback to students about
a specific criterion
•
Allowing for risk taking
•
Asking students to self assess and to engage in peer assessment
•
Keeping records of student performances
Guiding
Questions:
•
What type of feedback would be most useful in this lesson:
student-student, teacher-student, self-assessment?
•
What specifically do I want my students to know/be able to
do?
•
How will this assessment/feedback be meaningful to students
and foster learning?
•
How will I assess their learning based on a rubric/criteria?
•
How will I demonstrate what achievement looks like using student
work?
•
How will I engage students in identifying their next learning
steps and goals?
•
How do I manage my classroom so that kids can offer feedback
to each other?
Literature
and Research Base:
Tunstall,
Pat & Gipps, Caroline. “Teacher Feedback to Young Children
in Formative Assessment: a Typology. In British Educational
Research Journal, 22(4). 1996. pages 389-404.
Hattie,
J.A. (1992). Measuring the Effects of Schooling. Australian
Journal of Education, 36(1), 5-13.
Marzano,
Robert J., Pickering, Debra J., and Pollock, Jane E. “Setting
Objectives and Providing Feedback.” In Classroom Instruction
That Works: Research-Based Strategies for Increasing Student
Achievement . ASCD. 2001. pages 92-102.
Wiggins,
G. (1993). Assessing Student Performances: Exploring the
Purpose and Limits of Testing. San Francisco: Jossey-Bass
.
CONTINUOUS
FEEDBACK
WHAT
IT IS AND WHAT IT'S NOT
DEFINITION
Continuous
Feedback is a discussion/conversation that explains learning
targets, demonstrates achievement using student work, and
engages students in self-assessment. Feedback supports the
development of future learning strategies/next steps.
CHARACTERISTICS
Timely
Honest
Meaningful
Specific
to behavior of student
Includes
peers/self reflection
Supportive
and encouraging
Individual,
small group, whole group
Leads
to next steps
Specific
criteria/rubrics
Constructive
Purposeful
On
going
Related
to clear objectives
Specific
rather than general
WHAT
IT IS
The
process to revise and evaluate goal attainment
Conferencing
with students (one on one, small group, whole group)
The
involvement of self assessing/sharing with peers
The
next step after gathering data
The
recognition of student approximations to determine next steps
Structuring
feedback in a variety of ways: teacher—student/student—student/self-assessment
A
conversation that has meaning/relevancy to student
AND
WHAT IT'S NOT
Punitive
Negative/destructive
An
end in itself (builds to new learning)
vague/general/abstract
Impersonal
A
score or a grade, that result in a measure of failure
General
praise
Based
on a single sample
Only
given at the end of a project
Un-focused
(is based on rubric/criteria)
Only
from one source
III.
Active Engagement
Statement:
Teachers provide a classroom environment that actively
engages all
students
in learning.
Indicators:
•
Teacher provides a safe and comfortable environment in which
risk taking is both modeled and encouraged.
•
Teacher provides authentic and meaningful content and activities
that connect to the students' prior learning.
•
Teacher provides opportunities for learners to self-select
appropriate learning strategies.
Looks
like/Sounds like:
•
Personalizing learning
•
Encouraging students to inquire independently
•
Modeling the process for students that they will be using
•
Incorporating opportunities for students to practice knowledge
and skills in real ways
•
Allowing for risk taking
•
Giving relevant responses to students
•
Holding high expectations for all learners
•
Using strategies that promote cooperation among peers and
students taking responsibility for their learning
•
Designing classroom with resources that appropriately immerse
students in learning
•
Stating the value or purpose for learning
•
Utilizing a variety of resources to activate learning
Guiding
Questions
•
How will I engage all my students in this lesson?
•
What materials, resources and approaches will I use?
•
Is the purpose meaningful and authentic?
•
How does this connect with their prior learning?
•
What questions will I ask the students in order to promote
active engagement?
•
How will students interact with each other?
•
How will I personalize for the variety of learners in your
class?
•
How will I ensure that students take responsibility for their
learning?
•
What will I do to facilitate students in personalizing the
learning?
Literature
and Research Base:
Cambourne,
Brian. “Toward An Educationally Relevant Theory of Literacy
Learning: Twenty Years of Inquiry.” In Reading Teacher
. Volume 49. number 3, November 1995. pages 182-190.
“The
Teaching-Learning-Language Connection: How Learning in the
Real World and Learning in the Content Areas are Related.”
A draft report by Cambourne, Brian. 2003.
“How
People Learn: Bridging Research and Practice.” Copyright 2000
by National Academy of Sciences. Donovan, Suzanne M., Bransford,
John D., and Pellegrion, James W., Editors. Committee on Learning
Research and Educational Practice, Commission on Behavioral
and Social Sciences and Education and National Research Council.
ACTIVE
ENGAGEMENT
WHAT
IT IS AND WHAT IT'S NOT
DEFINITIONS
Engagement
is attending to learning
CHARACTERISTICS
High
expectations
Safe
and comfortable environment that allows risks
Authentic
and meaningful content
Learners
self-select appropriate learning process/products
Consideration
of students' interests and abilities
Students
reflection on their own progress
Active
participation by the learner
Looking
for student approximations
Teacher
demonstrations
Student
taking responsibility
WHAT
IT IS
High
expectations
Safe
and comfortable environment that allows risks
Authentic
and meaningful content
Learners
self-select appropriate learning process/products
Consideration
of students' interests and abilities
Students
reflection on their own progress
Active
participation by the learner
Looking
for student approximations
Teacher
demonstrations
Student
taking responsibility
AND
WHAT IT'S NOT
Compliance
Impersonal
personalization
Dependent
Superficial
Criticism
Uniformly
applied expectations
One
size fits all model
Fun
activities
Hearing
just the first volunteer and then moving on to another question
Disconnected
activities
One
right answer
IV.
Differentiation of Instruction
Statement:
Teachers differentiate by using a variety of instructional
strategies based on the assessed strengths, needs, and interest
of their students.
Indicators:
•
Teacher matches instruction and materials to the assessed
needs, interests and ability of the students.
•
Teacher effectively provides for individual students who have
particular learning differences and needs (ex: ELL, IEP, HCL).
•
Teacher provides relevant, respectful instruction that leads
to authentic tasks that are applicable to the real world.
•
Teacher assesses student's needs, interest and abilities in
multiple ways.
•
Teacher modifies content, process, and products.
Looks
like/Sounds like:
•
Providing accommodations and modifications
•
Using several resources at various levels
•
Utilizing a variety of teaching processes during the lesson
•
Incorporating a variety of resources and projects
•
Implementing projects that are authentic and meaningful
•
Meeting student needs
•
Working with different groups at various times
•
Dialoging among students and teachers
•
Providing opportunities for student decision making and choices
Guiding
Questions
•
What is my content outcome?
•
What are the profiles of my students that dictate pacing,
tools, etc?
•
What prior knowledge do my students have?
•
What do I need to teach to specific kids to bring them to
a level before beginning the essential content?
•
In using the Teaching and Learning Cycle to intentionally
plan for differentiation, what resources, approaches, and
grouping strategies will I use?
Literature
and Research Base:
Gardner,
H. (1991). The Unschooled Mind. How Children Think and
How Schools Should Teach. New York: Basic Books.
Tomlinson,
Carol Ann, and Kalbfleisch, M. Layne. “Teach Me, Teach my
Brain: A Call for Differentiated Classrooms.” In Educational
Leadership . ASCD. Volume 56 Number 3, November 1998.
Tomlinson,
Carol Ann. “Differentiating Instruction for Advance Learners
in the Mixed-Ability Middle School Classroom.” In ERIC
Digests E536. 1995. ERIC Clearninghouse on Disabilities
and Gifted Education Reston VA.
DIFFERENTIATION
OF INSTRUCTION
WHAT
IT IS AND WHAT IT'S NOT
DEFINITION
Differentiation
is providing students with multiple options for taking in
information, making sense of ideas, and expressing what they
learn based on student needs, interests, and readiness .
CHARACTERISTICS
Accommodations,
modifications that meet each student
Variety
of resources, approaches, products
Authentic
products
Addresses
multiple intelligence
Instruction
guided by assessment
Acknowledgement
of diverse learners
Interest
centers
Varied
homework
Varied
questioning strategies
Student
centered
WHAT
IT IS
The
intentional use of a variety of resources and strategies to
teach the content
The
knowledge about a child on a personal level in order to “develops
a bond”
A
variety of teaching processes based on student readiness,
interest, learning style
A
tool to form one on one, small group, large group learning
opportunities
The
use of ongoing assessment to guide planning
The
Incorporation of flexible grouping
The
development and delivery of respectful tasks for all learners
WHAT
IT'S NOT
Same
resource for every student
Same
goal
Same
product
Same
level of support
“Stand
and deliver”
Making
assumptions about your learners
Single
delivery mode
Accidental
Harder
grading
Enrichment
activities for those who finish first
Additional
assignments
V.
Flexible Grouping
Statement
5: Teachers implement whole group, small group and individual
instruction that provides for independent application and
practice.
Indicators:
•
Teacher groups and regroups students appropriately to meet
the diverse needs of all learners.
•
Teacher instructs students in the classroom procedures for
group or independent learning.
•
Teacher models roles and responsibilities of participants
in a learning community.
•
Teacher engages every student intellectually regardless of
grouping structure.
•
Teacher organizes the physical environment that is conducive
to a variety of grouping structures.
•
Teacher facilitates and monitors individual and group learning.
Looks
like/Sounds like:
•
Forming groups for specific or immediate needs
•
Forming groups that would work on extensive project or assignment
•
Forming long term groups to promote a sense of community
•
Ensuring positive interdependence
•
Teaching interpersonal and small group skills (listening,
trusting, leadership, decision making, conflict resolution)
Guiding
Questions
•
What does my data show?
•
Do I have a group of students with a common need?
•
How does grouping lead to the expected outcome?
•
What resources do I need?
•
How does my approach change based on the needs of the learners?
Literature
& Research Base:
Johnson,
D.W., & Johnson, R.T. (1999). Learning Together and
Alone: Cooperative, Competitive, and Individualistic Learning.
Boston: Allyn & Bacon.
Marzano,
Robert J., Pickering, Debra J., and Pollock, Jane E. “Grouping”
In Classroom Instruction That Works: Research-Based Strategies
for Increasing Student Achievement . ASCD. 2001. pages
92-102.
Slavin,
R (1987). Ability Grouping and Achievement in the Elementary
School: A Best Evidence Synthesis. Review of Educational
Research, 57, 293-336.
Slavin,
R. (1993). Ability Grouping in the Middle Grades: Achievement
Effects and Alternatives. Elementary School Journal, 93,
535-552
FLEXIBLE
GROUPING
WHAT
IT IS AND WHAT IT'S NOT
DEFINITION
Flexible
grouping is basing instructional configurations (whole group,
small group, individual) on what you know about students and
the learning objectives you have established.
CHARACTERISTICS
Meets
diverse needs of all learners
Varies
by activity
Varies
by needs of individuals
Considers
the physical setting
Teacher-directed
Modeling
group skills to enhance participation
Purposeful
by objectives and student needs
Varies
in size: one to whole group
Cooperative
groups
Supports
formative assessment
WHAT
IT IS
Grouping
and regrouping for effective instruction based on assessment
Instruction
that meets the diverse needs of all learners
A
process to intellectually engage all students
A
strategy for differentiated instruction
AND
WHAT IT'S NOT
Using
only one teaching strategy in small groups
Grouping
without a purpose
Rigid
or inflexible groups
Arranging
desks in pods
Always
by same set of criteria
VI.
Continuum of Support
Statement:
Teachers utilize a continuum of support leading to responsible,
independent
learners.
Indicators:
•
Teacher uses multiple teaching/learning strategies to engage
students in active learning opportunities in the development
of critical thinking and in problem solving.
•
Teacher helps students identify and use learning resources
•
Teacher monitors and adjusts strategies in response to learner
feedback.
•
Teacher support is on a continuum from direct modeling/instruction
to more indirect/facilitative support.
•
Teacher models thinking and guides student learning
•
Teacher provides a relevant, meaningful context for applying
learning.
Looks
like/Sounds like:
•
Demonstrating and thinking aloud
•
Forming groups based on how much support is needed (guided
and shared)
•
Moving around room and interacting with groups and individual
students and reteaching as necessary
•
Supporting students in learning at the right level of difficulty
•
Asking questions to promote higher level thinking and further
exploration of topic
•
Acknowledging multiple approaches to solutions
•
Responding to students questions
•
Guiding students to make inferences and connections
Guiding
Questions
•
What do my students already know or understand regarding the
topic/concept?
•
What specific learning strategies will I model?
•
What will I do with kids who need more or less support?
•
Am I doing too much scaffolding or too little?
•
Is this meaningful for them?
Literature
and Research Base:
Berk,
L., and Winsler, A. 1995. Scaffolding Children's Learning:
Vygosky and Early Childhood Education. Washington DC:
NAEYC.
Hillocks,
G. 1999. Ways of Thinking/Ways of Teaching. New
York: Teachers College Press.
Taylor,
B. T., Harris, L.A., Pearson, P.D., and Garcia, G.E. 1995.
Reading Difficulties, Instruction, and Assessment (2
nd ed.). New York: McGraw-Hill.
Wilhelm,
Jeffrey D., Baker, Tanya N., and Dube, Julie. “Introducing
Lev Vygotsky and George Hillocks” In Strategic Reading:
What Is Effective Teaching and Learning. Heinemann. 2001.
pages 9-25.
CONTINUUM
OF SUPPORT
WHAT
IT IS AND WHAT IT'S NOT
DEFINITION
A
continuum of support is identifying what students know, determining
the next steps, and providing opportunities for practice that
lead to independence.
CHARACTERISTICS
Scaffolding
instruction
Relinquishing
control—teacher as facilitator
Increasing
student responsibility
Varied
Resources
Fluid
grouping
Modeling,
guided practice/shared, independent practice
Supports
higher level thinking for all students
WHAT
IT IS
The
use of continuous assessment to monitor and adjust
The
use of grouping to provide various levels of support
A
process for student accountability
Holding
student responsible for their own learning
AND
WHAT IT'S NOT
Total
individualization
Just
teaching scope and sequence
Sink
or swim
One
method fits all
Static
grouping, or levels or support
VII.
Making Objectives Clear
Statement:
Teachers identify and articulate clear learning objectives
based on grade level expectations and assessment of students
needs.
Indicators:
•
Teacher states what is to be learned to the class.
•
Teacher designs objectives that accommodate the individual
and constructivist nature of the learning process.
•
Teacher develops objectives that describe the performance,
conditions, and quality of response.
Looks
like/Sounds like:
•
Writing the objective on the board
•
Referencing state EALRs, GLEs, district curriculum
•
Personalizing objectives through written goals (I can, I am
learning to, checklist, etc.)
•
Connecting objectives to outside life
•
Stating “We will learn…”
•
Having students articulate why they are learning the objective
(application)
•
Basing objectives on assessment data
Guiding
Questions
•
What are the main concepts, ideas, skills I want my kids to
learn?
•
What's essential?
•
What are the GLE's/curriculum expectations?
•
Is there a critical question that would direct the learning?
•
How will students demonstrate their understanding?
•
How can I assess what they currently know and what they need
next?
•
How do I break down my large objectives into do-able parts?
Literature
& Research Base:
Clarke,
Shirley. “Sharing Learning Intentions. In Unlocking Formative
Assessment: Practical Strategies for Enhancing Pupils' Learning
in the Primary Classroom . Hodder & Stoughton. 2001.
pages 19-23.
Kahle,
A.L., & Kelly, M.L. (1994). Children's Homework Problems:
A Comparison of Goal Setting and Parent Training. Behavior
Therapy, 25(2), 275-290.
Marzano,
Robert J., Pickering, Debra J., and Pollock, Jane E. “Setting
Objectives and Providing Feedback.” In Classroom Instruction
That Works: Research-Based Strategies for Increasing Student
Achievement. ASCD. 2001. pages 92-102.
Walberg,
H.J. (1999). Productive Teaching. In H.C Waxman & H.J.
Walberg (Eds.) New Directions for Teaching Practice and
Research, 75-104. Berkely, CA: McCutchen Publishing Corporation.
Making
Objectives Clear
WHAT
IT IS AND WHAT IT'S NOT
DEFINITION
Learning
objectives are clear, specific expectations for short term
learning in a lesson. Are stated in behavioral terms, using
active verbs, and can be written at any level of Bloom's taxonomy.
They identify the content, concept of skill to be learned
and assessed. They are tied to the Goals and Outcomes and
selected because of assessment data that indicates students'
need for this learning objective.
CHARACTERISTICS
Students
clarify their understanding of objective
Teacher
assesses for understanding
Objective
is based on assessment data
WHAT
IT IS
Communication
of what outcomes are expected (what a student should know
and be able to do)
AND
WHAT IT'S NOT
Haphazard
teaching/not based on assessment or GLE's
Isolated
activities/time fillers
Doing
the same thing every year
Keeping
the class in the dark about what they are doing and why.
Seven
Essential Strategies for Powerful Teaching & Learning |
