Download - S.P.O.T. A Leader Days 3-4: Instruction
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1Jan., 2006, John A. Crain, Ed.D.
S.P.O.T. A Leader
Days 3-4: Instruction
Systemic
Pursuit
Optimizing
Teaching in Texas
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Guiding Questions
What are the underlying assumptions regarding the Lesson Cycle and models of instruction based upon it?
What are the differences between inductive and deductive instructional models?
What is the significance of the shapes and symbols used in the Lesson Cycle Models?
What are the essential elements of instruction for each lesson cycle component?
How does PDAS language describe critical elements of lesson cycles?
How do lesson cycles reflect the best research on teaching and learning?
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The Origins of Lesson CyclesThe “Lesson Cycles” for this training had their genesis in the work of Dr. Madeline Hunter. In
1985, Dr. Hunter’s work was developed into the “Original Lesson Cycle” by Dr. Jim Boyd (Dean of Education at Tarleton State University and later president of Weatherford College) and a team that developed the original Instructional Leadership Training. Educators in Texas will be forever be indebted to Dr. Boyd for his vision and pioneering work.
In 1989, Dr. Boyd’s work was extended by creating other instructional models—inquiry, cooperative, and laboratory lesson cycles. The group that created these lesson cycles included: Dr. Jennifer Anderson, Mesquite ISD Karen Anderson, Mesquite ISD Dr. John A. Crain, University of Dallas Katherine Kee, Carrollton-Farmers Branch ISD Dr. Sandi Maddox, Region X Education Service Center, Richardson Dr. Lynn Mefford, Region X Education Service Center, Richardson Ron Simpson, Region X Education Service Center, Richardson
In 1990, with the encouragement of Dr. Denist Harrison at Texas Education Agency, the work of this team was adopted by TEA and offered as optional extension of instructional leadership training.
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4Jan., 2006, John A. Crain, Ed.D.
ASSUMPTIONS ABOUTTHE INSRUCTIONAL MODELS
Learning occurs most efficiently and effectively when the learning experience is structured.
The models (visually depicted as Lesson Cycles) do not necessarilyoccur in a single instructional period.
Other instructional/educational related activities may occur in an Instructional period which are not reflected in a Lesson Cycle.
The shapes, forms, and lines (symbols) on a Lesson Cycle diagramhave interpretive meaning.
Each model of instruction is represented as a decision-making model.
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The Symbols Have Meaning
Planning
Instruction
Instruction•Frequency may vary with need•Placement may vary with need
Options•Corrective Teaching, as required•Extension, as needed
Processes
Decision Points (Yes/No)
Bold Line: Primary CycleLight Line: Optional Loops
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6Jan., 2006, John A. Crain, Ed.D.
Guiding Questions
What are the similarities and differences between the original “Lesson Cycle” with the Direct Teaching Model?
What are the Critical Attributes of the Direct Teaching Model of the Lesson Cycle?
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MODEL FOR EFFECTIVE TEACHINGLESSON CYCLEC
UR
RIC
UL
UM
State Objective
Focus Plan Lesson
Explanation
Check Understanding
Monitoring and
Adjusting
Independent Practice Assess
Mastery
Guided Practice Check
Mastery
Next Objective
Closure
Extension
Yes
Correction
(Reteach)
Task Analysis
No
PLANNING TEACHING
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LESSON CYCLE
Direct Teaching*Deductive Process(Cognitive, Affective & Psychomotor Objectives?
PLANNING INSTRUCTIONAL
DELIVERY
TEACHING AND LEARNING
Curriculum
Plan PlanStudentTeacher
Behaviors/ Behaviors/
Outcomes Outcomes
Why? How?
Task AnalysisContent, Vocabulary,Level of Difficulty, &Critical Attributes
What?
Focus
Explanation*Students AcquireThe DatabaseCheck for Understanding
Application/Processing Initiated
Corrective Teaching (Reteach)
Guided Practice/ Application/ Processing
Check Mastery
Monitoring and
AdjustingClosure
AssessMastery
Independent Practice/Application
Processing
Extension
Individual/GroupApplication/Processing
Closure
Planning
Instruction
Instruction* Frequency may vary with need* Placement may vary with need
Decision Points (Yes/No)
Processes
Options* Corrective Teaching, as required* Extension, as needed
TO-LL-13
Select Objective(s)
A MODEL FOR EFFECTIVE TEACHING
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• CURRICULUM DECISIONS
• SELECTION OF INSTRUCTIONAL OBJECTIVES
DIAMONDS: MAJOR DECISION POINT
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TRIANGLES: INSTRUCTIONAL PLANNING
Student
Behaviors/
Outcomes
Why?
Teacher &
Student
Behaviors/
Strategies
How? Cognitive/Psychomotor:
Knowledge and Skills
Affective: Attitudes/Values
What?
Performance Standards
Content Standards
Instruction
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CIRCLES:INSTRUCTIONAL OPTIONS
• CORRECTIVE TEACHING • (Reteach)
• EXTENSION(s) •
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OCATAGON:INSTRUCTIONAL PROCESSES
• MONITORING AND ADJUSTING •
Not a “step”—a process.
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BROKEN LINE RECTANGLES:VARIABLE INSTRUCTIONAL STEPS
• CLOSURE •
Placement and Frequency may vary.
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DIAMOND :MAJOR DECISION POINTS
• “Yes/No” DECISIONS •
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LINES:Cycles and Loops
• “Yes/No” DECISIONS •
BOLD LINE:Primary Cycle
LIGHT LINE:Optional Loops
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16Jan., 2006, John A. Crain, Ed.D.
Check for Understanding
LESSON CYCLEA MODEL FOR EFFECTIVE TEACHING
DIRECT TEACHING*Deductive Process(Cognitive, Affective &Psychomotor Objectives?
PLANNING INSTRUCTIONAL
DELIVERY TEACHING AND LEARNING
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LESSON CYCLE
Inquiry/Discovery Learning*Inductive Process(Higher Cognitive & Affective Objectives?
PLANNING INSTRUCTIONAL
DELIVERY
TEACHING AND LEARNING
Curriculum
Plan PlanStudentTeacher
Behaviors/ Behaviors/
Outcomes Outcomes
Why? How?
Task AnalysisContent, Vocabulary,Level of Difficulty, &Critical Attributes
What?
Focus
Focus
StructureInquiry/ DiscoveryExperience
Check for Understanding
Check for Understanding
Application/Processing Initiated
Corrective Teaching (Reteach)
Guided Practice/ Application/ Processing
Check Mastery
Monitoring and
AdjustingClosure
Group Accountability
AssessMastery
AssessMastery
Independent Practice/Application
Processing
Extension
Individual/GroupApplication/Processing
Closure
Planning
Instruction
Instruction* Frequency may vary with need* Placement may vary with need
Decision Points (Yes/No)
Processes
Options* Corrective Teaching, as required* Extension, as needed
TO-LL-13
Select Objective(s)
A MODEL FOR EFFECTIVE TEACHING
*Students AcquireThe Database
Explanation
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LESSON CYCLE
Cooperative Learning*Deductive Process(Cognitive, Affective &Psychomotor Objectives?
PLANNING INSTRUCTIONAL
DELIVERY
TEACHING AND LEARNING
Curriculum
Plan PlanStudentTeacher
Behaviors/ Behaviors/
Outcomes Outcomes
Why? How?
Task AnalysisContent, Vocabulary,Level of Difficulty, &Critical Attributes
What?
Focus
Focus
Teacher Explanation/Modeling of the Database
Check for Understanding
Structure Task and the Interdependence
Check for Understanding
Corrective Teaching (Reteach)
Cooperative Practice/Application/
Processing
Check Mastery
Monitoring and
AdjustingClosure
Group Accountability
AssessMastery
AssessMastery
Individual Accountability
Extension
Individual/GroupApplication/Processing
Closure
Planning
Instruction
Instruction* Frequency may vary with need* Placement may vary with need
Decision Points (Yes/No)
Processes
Options* Corrective Teaching, as required* Extension, as needed* Group Accountability, as needed
TO-LL-12
Select Objective(s)
A MODEL FOR EFFECTIVE TEACHING
Group Process Closure
Explanation
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TO-CL-10
LESSON CYCLE
Cooperative Learning*Inductive Process(Cognitive, Affective &Psychomotor Objectives?
PLANNING INSTRUCTIONAL
DELIVERY
TEACHING AND LEARNING
Curriculum
Plan PlanStudentTeacher
Behaviors/ Behaviors/
Outcomes Outcomes
Why? How?
Task AnalysisContent, Vocabulary,Level of Difficulty, &Critical Attributes
What?
Focus
Focus
Structure Taskand the
Interdependence
Check for Understanding
*Students Cooperatively Acquire the Database
Check for Understanding
Practice/Application/Processing Initiated
Corrective Teaching (Reteach)
Cooperative Practice/ Application/ Processing
Check Mastery
Monitoring and
AdjustingClosure
Group Accountability
AssessMastery
AssessMastery
Individual Accountability
Extension
Individual/GroupApplication/Processing
Closure
Planning
Instruction
Instruction* Frequency may vary with need* Placement may vary with need
Decision Points (Yes/No)
Processes
Options* Corrective Teaching, as required* Extension, as needed
TO-LL-13
Select Objective(s)
A MODEL FOR EFFECTIVE TEACHING
Group Process Closure
Explanation
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LESSON CYCLE
Laboratory Learning*Deductive Process(Cognitive, Affective &Psychomotor Objectives?
PLANNING INSTRUCTIONAL
DELIVERY
TEACHING AND LEARNING
Curriculum
Plan PlanStudentTeacher
Behaviors/ Behaviors/
Outcomes Outcomes
Why? How?
Task AnalysisContent, Vocabulary,Level of Difficulty, &Critical Attributes
What?
Focus
Focus
TeacherExplanation/ Modeling of the Database
Check for Understanding
Structure LaboratoryTask/Experience
Check for Understanding
Corrective Teaching (Reteach)
Guided Practice/ Application/ ProcessingManipulation of Database
Check Mastery
Monitoring and
AdjustingClosure
Group Accountability
AssessMastery
AssessMastery
Individual Accountability
Extension
Individual/GroupApplication/Processing
Closure
Planning
Instruction
Instruction* Frequency may vary with need* Placement may vary with need
Decision Points (Yes/No)
Processes
Options* Corrective Teaching, as required* Extension, as needed* Group Accountability, as needed
TO-LL-11
Select Objective(s)
A MODEL FOR EFFECTIVE TEACHING
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LESSON CYCLE
Laboratory Learning*Inductive Process(Cognitive, Affective &Psychomotor Objectives?
PLANNING INSTRUCTIONAL
DELIVERY
TEACHING AND LEARNING
Curriculum
Plan PlanStudentTeacher
Behaviors/ Behaviors/
Outcomes Outcomes
Why? How?
Task AnalysisContent, Vocabulary,Level of Difficulty, &Critical Attributes
What?
Focus
Focus
StructureLaboratoryTask/Experience
Check for Understanding
*Students AcquireThe DatabaseCheck for Understanding
Application/Processing Initiated
Corrective Teaching (Reteach)
Guided Practice/ Application/ ProcessingManipulation of Database
Check Mastery
Monitoring and
AdjustingClosure
Group Accountability
AssessMastery
AssessMastery
Individual Accountability
Extension
Individual/GroupApplication/Processing
Closure
Planning
Instruction
Instruction* Frequency may vary with need* Placement may vary with need
Decision Points (Yes/No)
Processes
Options* Corrective Teaching, as required* Extension, as needed* Group Accountability, as needed
TO-LL-13
Select Objective(s)
A MODEL FOR EFFECTIVE TEACHING
Explanation