MATT ALTMAN, ASHLEY BERNARD, BETTY BILLINGSLEY, LETICIA GONZALEZ

Assisting Novice Teachers in Selecting Appropriate

Instructional Strategies

Agenda

1. Management2. Instructional strategies3. Differentiation for new teachers4. Programs5. Resources

Taking steps toward differentiation

Classroom Management

Instructional Strategies

Differentiation

Where do we begin?

Management Matters!

Classroom Management

Dos Don’ts

5 classroom rules Veritas Example

ProceduresTimer (Chunking)ConsistencyFollow through

“They’ll figure it out.”

“It’s not that big of a deal.”

InconsistencyLack of planningEmotional reaction

Management

Classroom Management

Instructional Strategies

Questioning Strategies Question Cycle H.O.T.S. Questioning

Kagan Ideas Kagan’s Essential Five Write ‘n’ Pass Number Draw

Creating Groups Group member jobs

Graphic Organizers Pin-spirations!

Blogs Koonce’s Korner Happy Teacher, Happy

Kids Sweet Tea Classroom

Instructional Strategies

Differentiation for new teachers….How?

Needs Assessment

Choose various strategies

Implementation

Vary demonstration

s of mastery

Differentiation

It’s all about practice, practice, practice!

“One differentiated idea per month for three years….that’s a teacher on pace for learning this (differentiated instruction).”

- Rick Wormeliauthor and educator,expert on differentiated

instruction

Differentiation

Affective NetworksThe ”Why" of learning.

How we gather facts and categorize what we see, hear, and read. Identifying letters, words, or an author's style are recognition tasks.

Planning and performing tasks. How we organize and express our ideas. Writing an essay or solving a math problem are strategic tasks.

How learners get engaged and stay motivated. How they are challenged, excited, or interested. These are affective dimensions.

Recognition NetworksThe “what” of learning.

Strategic NetworksThe “how” of learning.

Content Process

Product

EnvironmentPresent information and content in different ways.

Differentiate the ways that students can express what they know.

Stimulate interest and motivation for learning.

Provide options for executive functions.

• Present key concepts using multiple modalities (e.g., auditory, visual, tactual, kinesthetically.)

• Include alternatives to printed text (e.g. website, article, video, audio summary, or lower reading level) or provide supports help students decode text (e.g., text-reader).

• Use multiple examples and non-examples to emphasize critical features.

• “Chunk” information into smaller elements.

• Highlight or emphasize key elements in text, graphics, diagrams, and formulas.

• Use analogies to illustrate content and processes.

• Include checks for understanding to shape instruction.• Provide scaffolds to connect new information to prior

knowledge by using outlines, graphic organizers, concept organizer routines, and concept mastery routines that emphasize key ideas and relationships.

• Incorporate structured academic vocabulary instruction. (e.g., Marzano)

• Prompt the use of mnemonic strategies and devices (e.g., visual imagery, paraphrasing strategies, method of loci, etc.)

• Imbed model think-alouds of processes.

• Use various methods to assess student understanding (e.g., quick checks,

• Provide explicit step by step student friendly directions both visually and verbally.

• Provide models to emulate (i.e. models that demonstrate the same TEKS but use differing approaches, strategies, skills, etc.)

• Optimize relevance, value, and authenticity (e.g., Incorporate materials that reflect a variety of cultures.)

• Foster collaboration and community using flexible grouping (e.g., whole group, alone, partner, small group heterogeneous and homogeneous.)

• Develop learning centers based on student need that offer choice.

• Vary the level of novelty or risk.• Vary learning environments (e.g., seating,

lighting, ambient sounds, student grouping, etc.)

• Provide learners with discretion and autonomy by embedding choices of learning options that provide greater support or challenge.

• Make expectations explicitly clear with detailed rubrics, checklists, and project planning templates.

• Provide activities that allow for active participation, exploration and experimentation.

Why do we need support?

Programs

• TIP (Teacher Induction Program, AISD)- Enhance student achievement- Accelerate teacher effectiveness- Improve teacher retention- Address educational inequities

• EEIP (Educator Excellence Innovation Program)

- Support and Learning Opportunities- Positive Behavioral Environment- Learning-centered Instruction- Professional Development

Resources

●TxBess Framework●New Teacher Center

“Perhaps the most famous fifth-grade teacher in America, Rafe Esquith has won numerous awards and even honorary citizenship in the British Empire for his outstandingly successful methods. In his Los Angeles public school classroom, he helps impoverished immigrant children understand Shakespeare, play Vivaldi, and become happy, self-confident people. This bestseller gives any teacher or parent all the techniques, exercises, and innovations that have made its author an educational icon, from personal codes of behavior to tips on tackling literature and algebra. The result is a powerful book for anyone concerned about the future of our children.”

Resources

“This award-winning book gives beginning educators everything they need to survive and thrive in the classroom. The third edition covers new material including working as a part of a professional learning community (PLC), teaching media literacy and social responsibility, incorporating Common Core State Standards, handling "homework push-back" from parents, changes in classroom technology, techniques for motivating students, seeking feedback, and much more. “

“The best-selling book ever on classroom management and teaching for student achievement with over 3.7 million copies sold. The book walks a teacher, either novice or veteran, through structuring and organizing a classroom for success that can be applied at any time of the year at any grade level, pre-K through college.”

Resources

“Teach Like a Champion offers effective teaching techniques to help teachers, especially those in their first few years, become champions in the classroom. These powerful techniques are concrete, specific, and are easy to put into action the very next day. Training activities at the end of each chapter help the reader further their understanding through reflection and application of the ideas to their own practice”

“Focusing on the central insight that all great teachers make the most of their natural talents, Teach with Your Strengths shows teachers how to avoid the pitfalls that lead to mediocrity and work best with what they have. The book is written by two teachers with a combined 70 years of classroom and consulting experience, and it includes real-life examples of how great teachers use their strengths to solve problems, battle bureaucracy, and reach all of their students.”

Resources

“This practical workbook’s strategies, proven activities, reflective questions, staff development activities, and facilitator’s guide will teach how to effectively reach culturally and ethnically diverse students.”

“Based on cutting edge scientific research, Whole Brain Teaching recognizes that students learn the most when they are engaged in lessons that involve seeing, hearing, doing, speaking and feeling. Join the revolution! Transform your students from passive receivers of information to dynamic creators of high energy lessons.”