Classroom Instruction
Antwuan Stinson, Ed. D.Assistant Professor of Secondary Education
Curriculum & InstructionAlabama State University
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
To be prepared for the future, our students need a more advanced set of skills. Employers are seeking college graduates with the capacity to think about problems in new ways, design their own solutions, and collaborate and communicate in multicultural settings. By 2018, 63 percent of all U.S. job openings will require at least some college coursework.
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Overview
Moreover, today’s students will become the next generation of leaders and citizens. They’ll face complex environmental and social problems, like climate change and global poverty. To meet those challenges, they’ll need to be able to work together and think analytically. As Albert Einstein said, “We can’t solve problems by using the same kind of thinking we used when we created them.”
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Overview
Impact schools are demonstrating that students who are engaged in deeper learning are more motivated and take ownership of their education
Impact schools are teaching students knowledge and to recall facts, but also how to apply what they know to real-world situations.
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Overview
Overview Stronger students
work well in teams, communicate effectively, solve problems, manage their own priorities and goals, and believe in hard work.
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
In the early 1990s, a team of researchers decided to follow about 40 volunteer families — some poor, some middle class, some rich — during the first three years of their new children's lives. Every month, the researchers recorded an hour of sound from the families' homes. Later in the lab, the team listened back and painstakingly tallied up the total number of words spoken in each household.
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Word Gap
What they found came to be known as the "word gap."
It turned out, by the age of 3, children born into low-income families heard roughly 30 million fewer words than their more affluent peers.
Research since then has revealed that the "word gap" factors into a compounding achievement gap between the poor and the better-off in school and life.
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Word Gap (cont.)
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Cell Biology College Course Syllabus
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Biology Course of Study
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Marzano Instructional Strategies
Identifying Similarities & Differences
Summarizing & Note Taking
Reinforcing Effort & Providing Recognition
Homework and Practice
Nonlinguistic Representations
Cooperative Learning
Setting Objectives & Providing Feedback
Generating & Testing Hypotheses
Questions, Cues, & Adv. Organizers
Instructional Strategies
Course Objective This survey course introduces students to
major topics in modern American history, with special attention on subjects such as Reconstruction, the closing of the frontier, immigration, suffrage, industrialization, twentieth-century world wars and global depressions, the Cold War, civil rights, ecology, Vietnam, and the Watergate era and the rise of modern American partisanship.
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
U.S. History Since 1877
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
ALEX Course of Study
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Study Companion
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Elements of Lesson Planning-Madeline Hunter
1. Discuss objective for lesson 2. Set standard 3. Anticipatory set-get students’ interest4. Teaching – input, modeling, check for
understanding5. Guided practice6. Closure – questions – cues to wrap up7. Independent practice
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
22
Cycle of Low Achievement
Low Expectations
Low Level Assignments/ Instruction
Poor Test Results
Less Challenging Courses
23
Revisit the Cycle of Low Achievement with Embedded PD
Higher Expectations
Relevant Assignments/ Instructions
Improve Test Results
Improved Planning /
Preparation
Clear Objective
s
Immediate
Feedback
Student driven
Instruction
Mentoring
Discussion
Reflection
Strategic Teaching
Reflection
Assessment
Strategies
One or more daily outcome(s) based on state standards
Two everyday instructional practice: chunking (breaking text, lectures, video, etc. into small, manageable pieces) and student discussion of concepts
Three parts to a purposeful lesson structure: using connected Before, During, and After literacy strategies
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
5 Components of a Strategic Lesson
Four steps to explicit instruction: “I Do”, “We Do”, Y’all Do”, and “You Do”
Five component of active literacy: talk, write, investigate, read, and listen (T.W.I.R.L.)
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
5 Components of a Strategic Lesson
Lower and Higher-Order Questions Lower level questions are those at the
level remembering, understanding and lower level application levels of the taxonomy
Usually questions at the lower levels are appropriate for:◦ Evaluating students’ preparation and
comprehension◦ Diagnosing students’ strengths and weaknesses◦ Reviewing and/or summarizing content
Higher level questions are those requiring complex application, analysis, evaluation or creation skills
Questions at higher levels of the taxonomy are usually most appropriate for:◦ Encouraging students to think more deeply and
critically◦ Problem solving◦ Encouraging discussions◦ Stimulating students to seek information on
their own
Lower and Higher-Order Questions
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
5E Instructional Model
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Instructional Models
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Student PersonalitiesHoward Gardner
Visual/spatial – Students possess the ability to accurately perceive the visual/spatial world.
Verbal/Linguistics – Students possess the ability to use words whether in written or spoken form. They think and express themselves in words. The most widely used form of intelligence.
Musical/rhythmic – Students possess the ability to produce rhythm, pitch, melody, and timbre, and appreciate musical expression. They think via sounds, melodies, and rhythms.
Logical/mathematical – Students possess the ability to discern logical patterns and relationships. They think by reasoning.
Bodily/Kinesthetics - Students possess the ability to control their body movements and express ideas and feelings through movement. They also have a good sense of timing. Students think and feel through bodily movement.
Interpersonal/social – Students possess the ability to perceive and discern moods, intentions, motivations, temperaments in people; they are sensitive to both verbal and nonverbal communication. They think by sharing ideas with one another.
Student PersonalitiesHoward Gardner
Intrapersonal/introspective – Students possess self-knowledge and self-awareness, and the ability to express themselves. They understand their own emotive states. They think inside themselves.
Naturalist/physical world – Students possess the ability to observe, categorize, and analyze nature and their environment. They think through organization themes.
Student PersonalitiesHoward Gardner
10 Hands: After you ask a question in class, wait for at least 10 students to raise their hands before you call on someone to share their answer. Too often, we call on the students who raise their hands first. Tell your students you want to give everyone time to think and process the question, therefore you’re going to wait until at least 10 hands are raised.
Integrating Moments of Reflection Follow Up
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Collaborative Real Time Writing Prompt: If you have access to Google Docs or another shared writing platform, give students a writing prompt or a question to think about. Post it on the Google Doc and give all students real-time access to the document. During class, allow students time to think and write together. Watch the document come to life. You can also consider projecting their document on the screen so everyone can see how ideas transform and grow with more time to think.
Integrating Moments of Reflection Follow Up (cont.)
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Read, Record, Reflect, & Review: During class, assign a reading. The reading could be a section of a chapter, an excerpt from a journal article, a chart or diagram to analyze, or a creative piece of work. Any type of reading task will work. Ask students to read it and record any interesting points, relevant quotes, or confusing information. They may record it in their notes, on a worksheet, on a computer screen, on the board, etc. It doesn’t matter how they record it as long as they document what they see, think, or feel. This process makes learning visible, and that’s what we want to encourage them to do. Give them time to go back and review the reading and make additional notes.
Integrating Moments of Reflection Follow Up (cont.)
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
You could end this activity by asking them to choose only one or two notes to discuss as a class, or you could do a follow up activity with their notes that allows everyone to share their ideas. The point of this reflective activity is to guide students through reading for critical analysis, not just for comprehension. Slowing down and giving them time to do all four parts of reading, recording, reflecting, and reviewing encourages them to re-read and to think.
Integrating Moments of Reflection Follow Up (cont.)
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Ha…Ha…Ha
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
We can support students’ information processing by supplementing auditory information with visual clues. When we can provide students with multi-sensory experiences observing and communicating, it helps all students, especially emerging readers and English language learners. Instructions should be given using a variety of visual or aural support materials: drawings, diagrams, and pictures to support the spoken
word written instructions on word cards or SmartBoard along with
verbal instructions set-up examples to supplement written lab instructions audiotaped instructions alongside written directions pictures with words in stages of lab procedures that students
can sequencehttp://www.learnnc.org/lp/pages/7079?style=print
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Giving Instructions
Limit traditional vocabulary instruction. Traditional science vocabulary instruction, in which words are taught in isolation, is not conducive to conceptual development.
Pair students with peers during reading. Use active voice when introducing or
discussing concepts. Students understand active voice better than passive voice. “Animals use oxygen,” for example, rather than “Oxygen is used by animals.”
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Teaching Vocabulary
Encourage “instruction talk” brainstorming. Provide students with opportunities to brainstorm ideas about science and encourage them to wonder and talk about the natural world. For example, teachers can help students learn about the process of science classification. Provide students with sets of objects with varying features like buttons or dried beans and ask students to work in small groups and discuss properties for grouping the objects. When groups share their categories with each other, students have an opportunity to experience conversations.
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Class Discussion (cont.)
Integrate technology into your instruction. It is helpful to engage students — particularly ELLs — with a variety of visual and aural alternatives. The use of technology can help to reinforce instruction and provide students with multi-sensory connections.
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Using Technology (cont.)
Minor class assignments
Immediate feedbackReteaching
Engage students in instructional conversations. In instructional conversations, students have discussions with other students and the teacher on topics that are relevant and have meaning to them. The goal of this student-centered technique is not to get correct answers to test questions, but instead to explore ideas.
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Classroom Conversations (cont.)
Minor class assignments
Immediate feedbackReteaching
Work with students to identify the different meanings and applications of words with multiple meanings.
Words with multiple meanings can be confusing for students
Provide experiences that show abstract concepts are drawn from and applied to the everyday world
http://www.tolerance.org/supplement/five-standards-effective-pedagogy
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Classroom Instruction (cont.)
Use direct instruction of word learning strategies, including structural analysis. In structural analysis, students examine the component parts of a word — e.g. the root word, suffix, and prefix — to determine the word’s meaning. Teaching students this strategy can empower them to decode unfamiliar words.
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Direct Instruction (cont.)
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Sometimes pets don’t want it
Begins activities with what students already know from home, community, and school.
Designs instructional activities that are meaningful to students in terms of local community norms and knowledge.
Acquires knowledge of local norms and knowledge by talking to students, parents or family members, community members, and by reading pertinent documents.
Assists students to connect and apply their learning to home and community.
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Indicators of Contextualization
Plans jointly with students to design community-based learning activities
Provides opportunities for parents or families to participate in classroom instructional activities.
Varies activities to include students’ preferences, from collective and cooperative to individual and competitive.
Varies styles of conversation and participation to include students’ cultural preferences, such as co-narration, call-and-response, and choral, among others.
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Indicators of Contextualization (cont.)
Arrange the classroom to accommodate conversation between the teacher and a small group of students on a regular and frequent basis.
Set clear academic goal that guides conversation with students.
Ensure that student talk occurs at higher rates than teacher talk.
Guide conversation to include students’ views, judgments, and rationales using text evidence and other substantive support.
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Indicators of Challenging Activities
Ensure that all students are included in the conversation according to their preferences
Listen carefully to assess levels of students’ understanding.
Assist students’ learning throughout the conversation by questioning, restating, praising, encouraging, etc.
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Indicators of Challenging Activities
Classroom Instruction
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
An effective teacher chooses a strategy to fit a particular situation. By remaining flexible and observant, we can determine which strategy may be most effective.
http://www.naeyc.org/dap/10-effective-dap-teaching-strategies
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Acknowledge what children do or say. Let children know that we have noticed by giving positive attention, sometimes through comments, sometimes through just sitting nearby and observing.
Encourage persistence and effort rather than just praising and evaluating what the child has done.
Give specific feedback rather than general comments.
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Demonstrate the correct way to do something.
Ask questions that provoke higher order thinking.
Provide information, directly giving children facts, verbal labels, and other information.
20 Instructional Strategies for Successhttp://www.oswego.org/files/5/20is.pdf
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Pedagogical Content KnowledgePlanning, Pedagogy, Reflection
Learning Pyramid