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Agenda Review the goals of the Vanguard Team Special Guest– Bob Marzano

Agenda Review the goals of the Vanguard Team Special Guest– Bob Marzano Best and Brightest; Concerns and Challenges Share Exemplars and Makeovers Developing a Model of Instruction Engagement Developing a Model of Instruction Interact with New Knowledge Nonlinguistic Representations.

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Agenda Review the goals of the Vanguard Team Special Guest– Bob Marzano

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  1. Agenda • Review the goals of the Vanguard Team • Special Guest– Bob Marzano • Best and Brightest; Concerns and Challenges • Share Exemplars and Makeovers • Developing a Model of Instruction • Engagement • Developing a Model of Instruction • Interact with New Knowledge • Nonlinguistic Representations

  2. How to improve teacher expertise? • Develop an agreed-upon common language/model of instruction.

  3. How to improve teacher expertise? • Develop an agreed-upon common language/model of instruction. What is a model/language of instruction? • Defines the areas of teacher expertise considered important to the school and provides focus for instructional improvement.

  4. How to improve teacher expertise? • Develop an agreed-upon common language/model of instruction. • Develop criteria for evaluating each aspect of teacher expertise included in your model

  5. Area of teacher expertise:

  6. From your model/language of instruction Areas of teacher expertise: ???

  7. From your model/language of instruction Area of Expertise: Communicating Learning Goals

  8. From your model/language of instruction Area of Expertise: Student Engagement

  9. How to improve teacher expertise? • Develop an agreed-upon common language/model of instruction. • Develop criteria for evaluating each aspect of teacher expertise included in your model. • Use the model and criteria develop a teaching profile based on reflection and feedback.

  10. How to improve teacher expertise? • Use the model and criteria develop a teaching profile based on reflection and feedback. • Individual teachers and groups(teams, departments, faculty) use the model and the criteria to: • identify areas of strength and weakness • establish and monitor profiles that reflect these strengths and weaknesses of their teaching • work toward • 1)strengthening areas of weakness and • 2)using areas of strength to help others

  11. Teacher Profile

  12. How am I doing? How do teachers determine strengths and weaknesses? How do they determine if they are improving? Reflection and Feedback

  13. Reflection and Feedback • Use the criteria for personal reflection, based on • Experiences • Evidence (artifacts, action research) • Viewing video (Yourself and others) • Watching others (rounds) • Collegial discussions (PLCs, walk-through debriefs, department and faculty meetings. • Use the criteria to seek specificfeedback • Survey students • Collegial discussions (critical friends, PLCs) • Observational feedback from peers and supervisors from • video • rounds • formal observations • walk-throughs

  14. How to improve teacher expertise? • Develop an agreed-upon common language/model of instruction.

  15. For Example

  16. Ten Questions Teachers Should Ask During Planning WHAT WILL I DO TO… 1. Establish and communicate learning goals, track student progress, and celebrate success? 2. Help students effectively interact with the new knowledge? 3. Help students practice and deepen their understanding of new knowledge? 4. Help students generate and test hypotheses about new knowledge? 5. Engagestudents?

  17. Ten Questions Teachers Should Ask During Planning WHAT WILL I DO TO… 6. Establish and maintain classroom rules and procedures? 7. Recognize and acknowledge adherence to and lack of adherence to rules and procedures? 8. Establish and maintain effective relationships with students? 9. Communicate high expectations for all students? 10. Organize lessons into a coherent unit?

  18. The Art and Science of Teaching SEGMENTS ENACTED ON THE SPOT ROUTINE SEGMENTS CONTENT SPECIFIC SEGMENTS

  19. The Art and Science of Teaching SEGMENTS ENACTED ON THE SPOT Student Engagement Learning Goals and Feedback Rules and Procedures ROUTINE SEGMENTS CONTENT SPECIFIC SEGMENTS Interacting with New Knowledge Practicing and Deepening Generating/ Testing Hypotheses Teacher/Student Relationships Adherence to Rules and Procedures High Expectations

  20. The Art and Science of Teaching Learning Goals and Feedback Rules and Procedures ROUTINE SEGMENTS

  21. The Art and Science of Teaching Learning Goals and Feedback Rules and Procedures ROUTINE SEGMENTS CONTENT SPECIFIC SEGMENTS Interacting with New Knowledge Practicing and Deepening Generating/ Testing Hypotheses

  22. The Art and Science of Teaching Learning Goals and Feedback Rules and Procedures ROUTINE SEGMENTS CONTENT SPECIFIC SEGMENTS Interacting with New Knowledge

  23. The Art and Science of Teaching Learning Goals and Feedback Rules and Procedures ROUTINE SEGMENTS CONTENT SPECIFIC SEGMENTS Practicing and Deepening

  24. The Art and Science of Teaching Learning Goals and Feedback Rules and Procedures ROUTINE SEGMENTS CONTENT SPECIFIC SEGMENTS Generating/ Testing Hypotheses

  25. SEGMENTS ENACTED ON THE SPOT Learning Goals and Feedback Rules and Procedures ROUTINE SEGMENTS Student Engagement CONTENT SPECIFIC SEGMENTS Interacting with New Knowledge Practicing and Deepening Generating/ Testing Hypotheses Teacher/Student Relationships Adherence to Rules and Procedures High Expectations

  26. SEGMENTS ENACTED ON THE SPOT Student Engagement Teacher/Student Relationships Adherence to Rules and Procedures High Expectations

  27. How to improve teacher expertise? • Develop an agreed-upon common language/model of instruction. • Develop criteria for evaluating each aspect of teacher expertise included in your model

  28. Area of Teacher Expertise in the Model Exemplars (Original and Makeovers) Criteria

  29. The Art and Science of Teaching Learning Goals and Feedback Rules and Procedures ROUTINE SEGMENTS Learning Goals

  30. Area of Teacher Expertise in the Model Exemplars (Original and Makeovers) ROUTINE SEGMENTS Learning Goals Criteria • When using the technologies, I am/teachers are • Helping students to understand the learning goals and focus, and refocus, on the learning goals. • Emphasizing important learning goals • Using activities that enhance the achievement of the learning goals Scale I A D B NU I A D B NU I A D B NU

  31. SEGMENTS ENACTED ON THE SPOT Student Engagement-Attention Student Engagement Teacher/Student Relationships Adherence to Rules and Procedures High Expectations

  32. Area of Teacher Expertise in the Model Exemplars (Original and Makeovers) Criteria • When using the technologies, I am/teachers are • Scanning the room to monitor students’ attention • Gaining, and regaining, students attention by using: • Games • Inconsequential competition • Questions and response rates • Physical movement • Pacing Scale I A D B NU I A D B NU • Intensity and enthusiasm • Friendly controversy • Opportunities for students to talk about themselves • Unusual information

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