Classroom Management & Effective Instructional Strategies

1. Classroom Management & Effective Instructional Strategies

2. Objectives: Effective Instructional Strategies • Teacher Questioning • Group Responding • Guided Notes • Organization and Management

3. Objectives: Classroom Management Strategies • Organizing space • Using teacher attention manage behavior • Establish and implement classroom rules • Manage time effectively • Manage materials • Manage paperwork • Dealing with behavior 5. Manage classroom materials effectively 6. Manage paperwork effectively 7. Dealing with behavior problems

4. Behavior-Instruction The BEST classroom management strategy is effective instruction. • The Ultimate Purpose of Behavior Support • 10 Research-Based Effective Teaching Principles

5. The Behavior-Instruction Connection Infrequent Errors • Procedures for Academic ProblemsProcedures for Behavioral Problems • *Assume student is trying to make the *Assume student is not trying to make • correct response the correct response *Assume error was accidental *Assume error was deliberate *Provide assistance (model-lead-test) *Provide negative consequence *Provide practice *Practice not required *Assume student has learned the skill *Assume student will make the right and will perform correctly in future choice and behave in future (as a result of the application of the negative consequence)

6. The Behavior-Instruction Connection Frequent Errors Procedures for Academic ProblemsProcedures for Behavioral Problems *Assume the student has learned *Assume student refuses to cooperate the wrong way *Assume student has been taught *Assume student knows what is right (inadvertently) the wrong way and has been told often enough *Diagnose the problem *Provide more negative consequences withdraw student from normal context *Adjust presentation, use effective *Provide more negative consequences instructional strategies, provide maintain removal from normal context feedback, practice & review *Assume student has learned the skill *Assume student has learned his/her lesson

7. Teach it how you want it “You call that mowin’ the lawn?…Bad dog!…No biscuit!…Bad dog!”

8. Effective Instruction

9. Two Dimensions of Instructional Delivery Instructional Design EffectiveInstruction

10. EFFECTIVE INSTRUCTION Lesson Design 1.I DO Demonstrate 2.WE DO Guided practice * High guided practice * Low guided practice 3.YOU DO Independent practice 1. Model 2. Lead 3. Test

11. Ten Effective Teaching Principles • Teach all students at a high level of success • Must be: • Practical • Empirically validated (30 years of research)

12. TEN EFFECTIVE TEACHING PRINCIPLES Principle 1: Principle 2: Engagement Time Success Rate Principle 3: Principle 4: Content Coverage/ Grouping for Instruction Opportunity to Learn Principle 5: Principle 6: Scaffolded Instruction Addressing Forms of Knowledge Principle 7: Principle 8: Activating & Organizing Teaching Strategically Knowledge Principle 9: Principle 10: Making Instruction Explicit Teaching Sameness in the Curriculum

13. Principle: 1 Engagement Time Students learn more when they are engaged actively during an instructional task. …time is an important instructional variable!!

14. Principle: 1 Engagement Time Three aspects of time that directly impact student learning: • time allocated for the activity • degree to which students are engaged during the allocated time • the rates of success the students experience while engaged in the activity (academic engaged time)

15. Principle: 1 Engagement Time • time allocated for the activity • (time in the schedule) • Decisions of how much time to allocate to content areas of the curriculum are made based on: • State recommendations • District/school goals and objectives • Characteristics of the students in the class

16. Principle: 1 Engagement Time • degree to which students are engaged in • instruction during the allocatedtime (great • variability) • When large differences in engaged time with a • curriculum were found, so too were substantial differences in achievement in the curriculum area found. (Rosemiller, 1982). Engaged Time Engaged Time Achievement Achievement

17. Engaged Time Let’s do the math!! 180 school days allocated 30 min/day subtract: winter holiday standardized tests field trips special programs play practice _______________ _______________

18. Engaged Time 180 days - 40 days 140 days 140 days X 30 min (.5 hrs.) 70 hours Engaged time (30% -90%) 70 hrs X 30% -90% 21 hrs – 63 hrs Do we need more time??

19. It’s Not About MORE Time! Its About How We Use The Time We Have

20. Principle: 1 Engagement Time • The rates of success the students experience while engaged in the activity Success rate is a critical variable: when students are provided with high rates of success during instructional activities, student learning is increased.

21. Principle: 1 Engagement Time Academic Engaged Time The amount of allocated time a student spends actively engaged in appropriate tasks that s/he can perform with a high rate of success. This is learning!!! BTES

22. Allocated Time Engaged Time Academic Engaged Time

23. The Time Drain Go to it!!!

24. A B C 2 Truths and a Lie A.The degree to which students are engaged during allocated time directly impacts student learning. B. The time factor that teachers have the most control over is allocated time. C. When students experience high rates of success on appropriately challenging tasks, learning is occurring.

25. The Lie A. The degree to which students are engaged during allocated time directly impacts student learning. B.The time factor that teachers have the most control over is allocated time. C. When students experience high rates of success on appropriately challenging tasks, learning is occurring.

26. Change the lie to a truth The time factor that teachers have theleast control over is allocated time. The time factor that teachers have the most control over isengaged time/academic engaged time. OR

27. Effective InstructionalStrategies Principle 1: Engaged Time

28. Effective Instructional Strategies • 1. Teacher questioning • 2. Group responding • a. choral responding • b. response cards (write-on & pre-printed) • 3. Guided notes • 4. Organization and management structures to protect allocated time (more later…)

29. Effective Instructional Strategies • Teacher questioning: • Question – Response – Feedback • Questions need to be of high frequency (3 teacher statements to 1 student response) • Provide ample response time for students

30. Effective Instructional Strategies Teachers provide average-achieving or high- achieving student a greater length of time to respond than they do for low-achieving students. and Teachers tend to give more eye contact and smiles to, as well as call on more frequently, higher performing students than their lower-performing students. They are better teachers for their better students.

31. Effective Instructional Strategies 2. Group responding a. choral responding b. response cards (write-on & pre-printed) Teachers engage students in unison oral or written responses to increase student attention and engagement. Teachers use a signal to cue students to respond.

32. Benefits of Group Responding • More learning • Increased on-task behavior • Immediate feedback for the teacher

33. Using Group Responding • Intersperse Group Responding trials within Lessons (I do, we do, you do) • Lesson Warm-ups/Review of Previous Content/Skills • End-of-Lesson Review • Opening Drill • Transitions

34. Choral Responding All students in the group respond orally, in unison to a question or item presented by the teacher One of the simplest way to increase active student responding in group instruction

35. Choral Responding Provide clear directions and model one or two trials Provide think time(response time) Use a clear signal or cue to indicate when students are to respond Provide specific feedback on the correct responses Maintain a lively pace Randomly call on individual students from time to time

36. Focus Question How could you use Choral Responding in your class?

37. Response Cards Response cards are cards, signs, or items which are simultaneously held up by all studentsin the class to display their responses to questions or problems.

38. Response Cards Research: Science lessons in inner-city, fifth grade class: students responded to teacher questions an average of 21.8 times per 30-minute lesson when response cards were used, but only 1.5 responses per 30-minute lesson when teacher called on individuals to answer. All students scored higher on quizzes and review tests Most students preferred response cards (Gardner, Heward, & Grossi, 1994)

39. Response Cards If response cards were used instead of hand raising for just 30 minutes per day, each student would make more than 3,700 additional academic responses during the school year.

40. Types of Response Cards • Preprinted response cards • Each student selects the card with the answer s/he wants to display from a personal set of cards • Yes/No; True/False; Agree/Disagree; punctuation marks; science terms; planets; cause/effect; colors; fiction/nonfiction, etc. • Pinch cards (ABC; clock, etc.)

41. Types of Response Cards Advantages and Possible Disadvantages of Preprinted Cards • Advantages • Produce high rates of responding • Can begin with few errors by beginning with few cards and expanding • Easier to see than write on • Possible Disadvantages • Responses limited to those on cards • Instruction limited to recognition • Not appropriate for lesson with large number of different answers

42. Types of Response Cards • Write-on cards • students mark their answers to each question on blank cards or boards that are erased between each question-and-answer trial • White boards (shower boards) • Small chalkboards • Cards with permanent organizing structure (treble and bass clef; handwriting lines; etc.)

43. Types of Response Cards Advantages and Possible Disadvantages of Write-on Cards • Advantages • Can be used when there are multiple correct answers • Students not limited to predetermined answers • More demanding recall-type responses • Can incorporate spelling into the lesson • Possible Disadvantages • Lower responding rate than preprinted • Error rates can be higher than with preprinted cards • May be difficult for teacher to read

44. Focus Question How could you use Response Cards in your classroom? Handout

45. Effective Instructional Strategies 3.Guided Notes Guided Notes • Teacher-made handouts that provide a structured format for students to take notes. They follow the sequence of the lesson content. • Guided notes enable students to capture the information that the teacher wants them to learn.

46. What are guided notes? • “A skeleton outline that lists main points of a verbal presentation and provides designated spaces for students to complete as the speaker elaborates on each main idea.” • A student directed strategy used prior to, during, and after the note taking. (Lazarus 1991)

47. Research on guided notes • Once students are trained to use guide notes they “produced great gains on tests” than when using their conventional note-taking technique. (Lazarus, 1991)

48. The purpose of guided notes: • Aid student understanding of lecture points • Use as reference material for later study

49. Actively engages students during “lectures”. Improves students’ comprehension of lecture. Provides structure for identifying concepts and key points. Benefits of guided notes Divesta and Gray, 1972; Peper and Mayer, 1986

50. How to develop guided notes • Read/review content to be relayed to students. • Identify the critical content that is aligned with the school district curriculum/standards. • Select format for guided notes. • Construct the guided notes.