Start with a language of instruction. Becoming a Reflective Teacher

Transcription

1 Becomig a Reflective Teacher Robert J. Marzao Tammy Heflebower Tia Boogre Effective teachers are made ot bor. Eve small icremets i teacher effectiveess ca have a positive effect o studet achievemet. Start with a laguage of istructio

2 The Art & Sciece of Teachig is a desiged as a comprehesive framework that puts together other works ito a uified At the level of teacher plaig, The Art & Sciece of Teachig ivolves desig questios teachers ask of themselves as they pla a uit of istructio. Q: What will I do to establish ad commuicate learig goals, track studet progress, ad celebrate success? If you do t like this oe create your ow but it should be at least as complex. Q: What will I do to establish ad commuicate learig goals, track studet progress, ad celebrate success? Q: What will I do to help studets effectively iteract with ew kowledge? Q: What will I do to establish ad commuicate learig goals, track studet progress, ad celebrate success? Q: What will I do to help studets effectively iteract with ew kowledge? Q: What will I do to help studets practice ad deepe their uderstadig of ew kowledge?

3 Q: What will I do to establish ad commuicate learig goals, track studet progress, ad celebrate success? Q: What will I do to help studets effectively iteract with ew kowledge? Q: What will I do to help studets practice ad deepe their uderstadig of ew kowledge? Q: What will I do to help studets geerate ad test hypotheses about ew kowledge? Q: What will I do to establish ad commuicate learig goals, track studet progress, ad celebrate success? Q: What will I do to help studets effectively iteract with ew kowledge? Q: What will I do to help studets practice ad deepe their uderstadig of ew kowledge? Q: What will I do to help studets geerate ad test hypotheses about ew kowledge? Q5: What will I do to egage studets? Q6: What will I do to establish or maitai classroom rules ad procedures? Q6: What will I do to establish or maitai classroom rules ad procedures? Q7: What will I do to recogize ad ackowledge adherece to ad lack of adherece to classroom rules ad procedures? Q6: What will I do to establish or maitai classroom rules ad procedures? Q7: What will I do to recogize ad ackowledge adherece to ad lack of adherece to classroom rules ad procedures? Q8: What will I do to establish ad maitai effective relatioships with studets? Q6: What will I do to establish or maitai classroom rules ad procedures? Q7: What will I do to recogize ad ackowledge adherece to ad lack of adherece to classroom rules ad procedures? Q8: What will I do to establish ad maitai effective relatioships with studets? Q9: What will I do to commuicate high expectatios for all studets?

4 Q6: What will I do to establish or maitai classroom rules ad procedures? Q7: What will I do to recogize ad ackowledge adherece to ad lack of adherece to classroom rules ad procedures? Q8: What will I do to establish ad maitai effective relatioships with studets? Q9: What will I do to commuicate high expectatios for all studets? Q: What will I do to develop effective lessos orgaized ito a cohesive uit? Fudametal Segmets of Classroom Istructio Segmets that are routie compoets of every lesso Cotet- lesso segmets Segmets that must be eacted o the spot Supervisig The Art ad Sciece of Teachig SEGMENTS ENACTED ON THE SPOT ROUTINE SEGMENTS CONTENT-SPECIFIC SEGMENTS Teacher Studet Relatioships Iteractig With Kowledge Supervisig The Art ad Sciece of Teachig ENACTED ON THE SPOT Studet Egagemet INVOLVES ROUTINES Learig Goals ad Feedback Rules ad Procedures ADDRESSES CONTENT IN SPECIFIC WAYS Practicig ad Deepeig High Expectatios Geeratig ad Testig Hypotheses Adherece to Rules ad Procedures Have teachers set yearly growth goals Each teacher geerates a persoal profile across the elemets of your model of teachig

5 Iovatig Applyig Developig Begiig Not Usig Stages of learig a ew skill meet eeds of studets or used ad moitored to i a mechaistic missig. ot used. Cogitive phase Shapig phase Autoomous phase Graph of Progress o Growth Cotiuum Have teachers egage i focused practice Compariso Matrix: Iovatig Applyig Developig Begiig Not Usig Idetify the elemets you wish to compare ad write them at the top of each colum Idetify the attributes o which you wish to compare the elemets, ad write them i the rows I each cell, record how the elemets are similar(ote that similarities will be the same for multiple cells). I each cell, also record how the elemets are differet( ote that differeces will ot be the same i each cell) Summarize what you have leared about the elemets meet eeds of studets or used ad moitored to i a mechaistic missig. ot used. 5

6 Develop a protocol (Usually doe for behaviors that have ot bee well articulated i the literature) Focus o steps Protocol for Effective Relatioships: Iovatig Applyig Developig Begiig Not Usig I will focus o studets who seem disefrachised i my class ad those with whom I do t have a good rapport Whe a studet does somethig well, I will complimet him or her I will fid out iformatio about my studets ad use that kowledge i my iteractios with them meet eeds of studets or used ad moitored to i a mechaistic missig. ot used. K-W-L Develop fluecy Studets idetify what they kow about the topic, ad the teacher records this iformatio uder the K o a chart Studets list what they wat to kow about a topic, ad the teacher records this iformatio uder the W o the chart After a lesso, the studets idetify ad list thigs that they leared, ad the teacher records this uder the L o the chart 6

7 Iovatig Applyig Developig Begiig Not Usig Make adaptatios meet eeds of studets or used ad moitored to i a mechaistic missig. ot used. K-W-L Iovatig Applyig Developig Begiig Not Usig Studets idetify what they kow about the topic, ad the teacher records this iformatio uder the K o a chart Studets list what they wat to kow about a topic, ad the teacher records this iformatio uder the W o the chart After a lesso, the studets idetify ad list thigs that they leared, ad the teacher records this uder the L o the chart meet eeds of studets or used ad moitored to i a mechaistic missig. ot used. K-W-L Itegrate several strategies to create a macro strategy Studets idetify what they kow about the topic, ad the teacher records this iformatio uder the K o a chart Studets list what they wat to kow about a topic, ad the teacher records this iformatio uder the W o the chart After a lesso, the studets idetify ad list thigs that they leared, ad the teacher records this uder the L o the chart 7

8 Iovatig meet eeds of studets or Applyig used ad moitored to Developig i a mechaistic Begiig missig. Not Usig ot used. Provide teachers with focused feedback 9/ I used a bubble map to itroduce the writig process. It was ot very effective at first because I explaied how the map works Video data istead of showig studets how to use it. The class seemed to like the exercise though, so I would like to keep tryig to use the maps. 9/ Today, we used bubble maps to braistorm ideas for a essay. Oce my studets had selected a topic for their essay, they mapped out mai ideas ad details usig aother bubble map. It worked well, but the bubbles teded to get disorgaized. /9 Today, I tried askig studets to use bubble maps to compare two thigs, ad it worked really well. They drew the two thigs they were comparig i two big bubbles o the left ad right of a page, ad the wrote descriptors ad facts i bubbles aroud them. The they coected the big bubbles to all the descriptors ad facts that applied to them. There were some really iterestig maps that helped the kids see coectios that they had t realized before. / Today, the couselor came i to do a career lesso ad I asked her to use a bubble map as a part of her lesso, because the kids were already familiar with it. They really caught o to the idea of puttig themselves i the ceter bubble, ad the fillig i their life goals i the surroudig bubbles. Some of them eve made Studet survey data Learig Goals ad Feedback. My teacher clearly commuicates what I am supposed to be learig durig lessos. I disagree I agree I strogly agree. My teacher helps me see how well I am doig durig each uit. I disagree I agree I strogly agree. My teacher otices whe I do well. I disagree I agree I strogly agree 8

9 Learig Goals ad Feedback. My teacher clearly commuicates what I am supposed to be learig durig lessos. I disagree I agree I strogly agree. My teacher helps me see how well I am doig durig each uit. I disagree I agree I strogly agree. My teacher otices whe I do well. I disagree I agree I strogly agree As your teacher, I ve bee tryig to wait a little while before callig o someoe to aswer a questio. How does this chage the way you thik whe questios are asked? Studet achievemet data Proof at the classroom level. Ask teachers to Idetify two groups of studets with whom you ca teach the same cotet Teach both groups usig the selected strategy i oe class but ot the other Compare the results Provide opportuities for teachers to observe ad discuss teachig 9

10 Types of opportuities: Videos of other teachers Coachig colleagues Istructioal rouds Istructioal Rouds Teams are guided by lead teacher. Rouds ca be short or log i duratio. Primary focus is for observers to compare ad cotrast their practice with observed practice. It might be used to provide feedback to observed. How do you fit this ito your state teacher evaluatio model? Aswer: Use it as the basis of your professioal developmet pla for differet elemets of your state model. Remember, all state models have a relatively large sectio ivolvig istructio. What must a district or school do?

11 Develop a Commo Laguage of Teachig Four Domais for a Commo Laguage of Teachig Domai : Classroom strategies ad behaviors Domai : Plaig ad preparig Domai : Reflectig o teachig Domai : Collegiality ad professioalism Four Domais for a Commo Laguage of Teachig Domai : Classroom strategies ad behaviors Domai : Plaig ad preparig Domai : Reflectig o teachig Domai : Collegiality ad professioalism