In-service January 17, 2011

1. In-serviceJanuary 17, 2011 Claysburg-Kimmel School District

2. Culture  Performance “A strong, positive relationship exists between professional culture and school performance, irrespective of the school poverty level.” --AEL, TransFormation, p. 1

3. We Learn… 10% 70% of what weread of what is discussed 50% 20% of what we hear of what we both see and hear of what we experiencepersonally 80% 30% of what wesee of what we teach to someone else 95% — William Glasser 3

5. Cycle of Effective Instruction- Active & Explicit Instruction Explicit Instruction/ Teach and Model… “I Do”, with whole group • Introduce the lesson’s goal – the targeted skill/strategy • Connect to prior, prerequisite learning • Demonstrate effective use of the targeted skill/strategy • Use Think Alouds to model your metacognitive processes • Use visual aids, manipulatives and examples Explicit Guided Practice… “We Do”, with whole group • Provide support and prompts as students practice the targeted skill/strategy • Prompt metacognition - reference your Think Aloud and metacognitive processes • Provide targeted and specific feedback – be explicit as you recognize effective use of the skill/strategy and correct ineffective skill use • Remove your supports as students show effective use of the targeted skill/strategy Active Instruction: Build student participation into your Explicit Instruction • Think-Pair-Share List • Visualize Turn and talk • Connect Thumbs Up/Thumbs Down

6. Cycle of Effective InstructionReflective Questions for Active Instruction • Do all teachers provide clear direct instruction on the identified targets? • Do they model what they would like to see the students do? • Do they provide guided practice on the targeted skill area?

7. Reflective Questions for Active Instruction • Is pacing brisk? • Are students generally on task? • Is the level of rigor sufficient for students to attain mastery of a target? • Are a variety of effective teaching strategies used to ensure that students are engaged in learning?

8. Reflective Questions for Active Instruction • Do teachers circulate and monitor instruction throughout the class period? • Do teachers use formative data gained from monitoring to guide instruction? • Do teachers maintain instructional time or is time wasted on nonessential activities? • Are classroom behavioral problems impeding instruction?

9. Reflective Questions for Active Instruction • Do they provide assessment and celebration? • Do they use assessments to determine if reteaching is necessary? • Is reteaching done when necessary?

10. HOW WE LEARN 1% 10% 20% 30% 50% 70% 80% 95% 98% Learning Pyramid

11. Discussion with others Fill out worksheet Having a personal experience-making connections Lecture Lecture with visuals Reading assignment Teaching someone else Using art, drama, music, movement-integrated curriculum with content Using only visuals

12. HOW WE LEARN 1% 10% 20% 30% 50% 70% 80% 95% 98% Learning Pyramid Fill out worksheet Reading Assignment Lecture Using only visuals Lecture with visuals Discussion with others Having a personal experience – Making connections (hands on) Teaching someone else Use art, drama, music, movement – Integrated curriculum with content

13. Student Engagement Is choosing a topic students want to learn more about. having students “go on stage” to present something they have learned very well. a challenging assignment that stretches students to develop ideas and think. students working collaboratively.

14. Student Engagement Is Not drill sheets. copying notes from the board or overhead. answering questions at the end of a chapter. activity for activity’s sake.