1 / 14

Maximizing Student Learning Through Personalized Instruction in Lancaster School District

This comprehensive analysis explores the effective practices for personalized learning and assessment in the Lancaster School District, drawing on Hattie's 2011 meta-analysis of educational strategies. By focusing on foundational skills, interdisciplinary units, and effective instructional methods like questioning, accountable talk, and CFUs, we enhance student engagement and understanding. The framework emphasizes the importance of academic language proficiency and the integration of diverse learning strategies to meet the needs of all students. Strategies include re-reading texts, independent reading, and structured writing practice to boost student achievement.

quynn-hammond
Télécharger la présentation

Maximizing Student Learning Through Personalized Instruction in Lancaster School District

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Personalized Learning Time Lancaster School District Curriculum Instruction Assessment

  2. Visual Learning-Meta-analysisAdvancing the Learning of StudentsHattie, 2011Effect Size Model

  3. Effective Practices for a PLT Hattie, 2011

  4. Ineffective Practices for PLT Hattie, 2011

  5. Process • Interdisciplinary • units • Foundational Skills • ELD • PLT • Reading • Writing • Reteach • ELD

  6. What? • Reading • Writing • Reteach/ELD

  7. How Can We Tackle This?

  8. Checking for Understanding (CFU) Fisher & Frey, 2007 • Oral Language Cues • Accountable Talk • Retellings • Questioning • Random Response Strategies • Response Cards • White boards • Index cards etc… • Read-Write-Think-Pair-Share • Hand signals • Thumbs up/down/sideways • Value Line-ups • 4 Corners • Whip Around • Entrance/Exit slips

  9. Daily 3 of PLT ~Secure the Core~ • Secure Foundational Skills K-3 • Develop Academic Language Proficiency • Speaking & Listening • Acquire reading fluency • Hear complex text read aloud • Read complex text closely • Increase the volume & range of accountable reading • Writing & Speaking to sources ~Preset ideas~ • Reread text • Mark it up-AVID, close reads, key words and details, questions, etc… • Read more on a topic • Independent reading • Partner Read/CAFÉ read • Power point book read • Writing: compare-contrast, argument with proof, etc…Constructed response practice

  10. Organization PLT ELA.RIT.10 COMMON CORE & Interdisciplinary Units WS.2.b SL.1,6 L.1,6 ELD1.A.1 4C’S 21st Century Skills & 5 Shifts

  11. Considerations • Procedures? • Rotations? • How many centers? • Purpose? • Reinforcement? • Repeat activities? • Classroom Management?

  12. Classroom Management/Transitions • Practice Routines/Procedures • Timers essential • Transition Cue? • Red, Yellow, Green Zones? • Group expectations-silent group? • Whisper group? • One person anywhere rule • Hand signals • Parking Lot/Post its • Peer Tutors • Partners

  13. Positive Classroom Management Option21st Century Teacher Class Dojo

More Related