An Effective Teacher…

 "You cannot teach a man anything; you can help him to find it within himself. "

Galileo    

Objective of Teacher Effectiveness Session

Teachers will compare and contrast their own effective teaching traits with that of the TAP’s characteristics for effective teaching in a discussion.

Teachers will create a list of attributes that an effective teacher uses in a classroom on a post-it note to model the use of the card sort activity.

Reflection time: Think for a moment…1. Who was your favorite teacher as a child? 2. What three characteristics did the teacher have that made the teacher effective? 3. What teacher from your past do you teach like?4. What teachers, like Calvin, did you ignore?

Card Sort Activity:Question: What does an effective teacher look

like in terms of the teacher’s instruction, planning and the learning environment?

(5 minutes)• Individually, record each idea on a

post-it note. Make sure to use only one idea per card. Write so the others can read them.

Card Sort Continued...As a table, share your thoughts as a collaborative group. (3-5 minutes)Place ideas together that are similar. Keep the ideas that are different

in front of you. You will be creating a poster of your ideas. Decide as a group if you are going to add the cards that are different to

the poster. Next, as a group, label and categorize your cards into three areas-

instruction, planning and the learning environment? Make a display on poster paper. Identify ideas that might be overgeneralizations or misunderstandings.

Sort these cards out.

Museum TourAs a group, you will have 30 seconds to –

1 minute at each poster to look at other’s ideas.

Write an exclamation point next to ideas that you find interesting or agree with.

Write a question mark and a question next to ideas that need more clarification.

Return to your home base and as a table group, add to your collection ideas and categories.

Compare and Contrast Compare and contrast your ideas with those

on the TAP rubric.

TAP Your Ideas

“Good teaching is one-fourth preparation and three-fourths theatre.” Gail Godwin

Cluster MeetingSchedule AgendasIndex Card:

NameFavorite SnackA hobby you have…

Standards and ObjectivesWhat you will need to know for the

TAP Rubric

“The lasting measure of good teaching is what the individual student learns and carries away.”

Barbara Harrell Carson, 1996, Thiry Years of Stories

Objectives for Session:The learner will be able to accurately identify

the effectiveness levels of an objective using the TAP rubric.

The learner will create 3 objectives in an appropriate content area scoring on the exemplary or proficient level on the TAP rubric.

The learner will turn in one objective!

Domain: Instruction Indicator: Standards and ObjectivesPerformance Level: Exemplary

Performance Level: Proficient

Performance Level: Unsatisfactory

• All learning objectives and state content standards are explicitly communicated.

• Sub-objectives are aligned and logically sequenced to the lesson’s major objective.

• Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences , and (c) integrated with other disciplines.

• Expectations for student performance are clear, demanding, and high.

• State Standards are displayed and referenced throughout the lesson.

• There is evidence that most students demonstrate mastery of the objective.

• Most learning objectives and state content standards are communicated.

• Sub-objectives are mostly aligned to the lessons major objective.

• Learning objectives are connected to what students have previously learned.

• Expectations for student performance are clear.

• State standards are displayed.

• There is evidence that most students demonstrate mastery of the objective.

• Few learning objectives and state content standards are communicated.

• Sub-objectives are inconsistently aligned to the lesson’s major objective.

• Learning objectives are rarely connected to what students have previously learned.

• Expectations for student performance are vague.

• State standards are displayed. There is evidence that few students demonstrated mastery of the objective.

TAP Rubric on Standards and Objectives:Activity: Compare

and contrast the differences between the three performance levels on the rubric with a partner.

Highlight only the key words that are different.

SMART Objectives vs. TAP Rubric: • All learning objectives and state content

standards are explicitly communicated.

• Sub-objectives are aligned and logically sequenced to the lesson’s major objective.

• Learning objectives are: (a) consistently connected to what students have previously learned, (b) know from life experiences , and (c) integrated with other disciplines.

• Expectations for student performance are clear, demanding, and high.

• State Standards are displayed and referenced throughout the lesson.

• There is evidence that most students demonstrate mastery of the objective.

Specific --- Bowl, Cone, Carton

Timely --- The syrup- chocolate or strawberry

Realistic and Attainable --- Whipped Crème and a Cherry

Specific --- Bowl, Cone, Carton

Stated --- Eating the Ice Cream

Measurable ---Spoonful

SMART Objective Parts vs.

The Ice Cream Sundae

Measureable Realistic

Attainable

Specific

Timely TLW create a thumbnail sketch of a 3-D artwork labeling three elements of art with 100% accuracy.

SMART Objective Parts vs.

The Ice Cream Sundae

Measureable Realistic

Attainable

Specific

Timely After reviewing maps, TLW compare and contrast on a T- chart the geography of Morocco and Colorado using 5 accurate examples.

Getting rigorous and motivating objectives.The key to writing motivating and higher

level objectives starts with the verb! What type of thinking you want the students to engage in is determined by the verb. Look towards Bloom’s Taxonomy.

• Expectations for student performance are clear, demanding, and high.

Bloom’s Taxonomy According to Captain Jack Sparrowhttp://

youtu.be/qjhKmhKjzsQ

A look at some objectives: Modeled Process (we do together) Given four works of short fiction of

contrasting genres, the student will analyze and match each work with its correct genre.

Using the washingtonpost.com Web site, the student will correctly identify and print out two examples each of a news article and an editorial regarding a topical new item.

Given twenty examples of incorrect verb tense usage, the student will identify and correct a minimum of sixteen instances.

Objective Analysis: Where would you rate these objectives? (With a Partner)Choose two objectives to analyze within your

content area and two objectives not in your content area.

Use the TAP rubric to determine the

effectiveness of the objective.

Time to write your own objectives. Write three objectives by

yourself in your own content area.

When finished, partner with another teacher and determine whether or not your objective is well written based upon the SMART rules.

Evaluate the objective using the TAP rubric.

Points to remember... Focus on one or two skills for the day.A new objective might be needed every two

days to be effective in the classroom. Week long objectives are not effective for

students to be able to measure if they have learned something new for the day. Even reflective thinking can be a measure for success.

Time to WriteWrite three objectives Turn one objective in on an index card with

your name on it.

P D Q Chart (Plus/Delta/Question)

P (+)

D (∆)

Q (?)

“To raise new questions, new possibilities, to regard old problems from a new angle, requires creative imagination and marks real advance in science.”

Albert Einstein

Room Assignments for Cluster Meeting

6th grade/SPED with Mykel Donnelly – Room 122

7th grade/Exploratory with Michele Arthur – Room 142

8th grade/ELL with Chris Hawkinson – Room 120

Rotate Mykel’s group goes to MicheleMichele’s group goes to ChrisChris’ group goes to Mykel