Instructional Handbook Final 8-1-13 - hcpssnewteacher
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Instructional Handbook Framework for Teaching Revised July 2013 Contents Contents INTRODUCTION Intro-1 Introduction to Danielson ...................................................................................................................... Intro-1 Charlotte Danielson’s Framework for Teaching ................................................................................... Intro-2 HCPSS Vision of Exemplary Teaching for Student Learning and Diagram .......................................... Intro-6 The PDSA Framework for Continuous Improvement ............................................................................ Intro-8 DOMAIN 1: PLANNING AND PREPARATION 1-1 Component 1a Demonstrating Knowledge of Content and Pedagogy 1-2 The Importance of Content Knowledge ....................................................................................................... 1-2 Component 1b Demonstrates Knowledge of Students 1-5 Getting to Know Students ............................................................................................................................ 1-5 Being a Culturally Responsible and Responsive Teacher............................................................................ 1-6 Multiple Intelligences .................................................................................................................................. 1-7 Child Development ...................................................................................................................................... 1-9 Individualized Education Program ............................................................................................................ 1-11 General Modifications that May be used with Students............................................................................. 1-12 Component 1c Setting Instructional Outcomes 1-14 Developing Effective Instructional Objectives ........................................................................................... 1-14 Common Core Curriculum ........................................................................................................................ 1-15 College and Career Readiness .................................................................................................................. 1-16 Teaching Thinking Skills ............................................................................................................................ 1-17 Bloom’s Taxonomy and Bloom’s Revised Taxonomy ................................................................................ 1-19 Verbs for Writing Behavioral Objectives Using Bloom’s Taxonomy......................................................... 1-21 Component 1d Demonstrating Knowledge of Resources 1-22 Curriculum Content Management ............................................................................................................. 1-22 Classroom Materials and Supplies ............................................................................................................ 1-22 The Multicultural Resource Center ........................................................................................................... 1-23 Technology: Selecting Software/ Web Resources ...................................................................................... 1-24 Component 1e Designing Coherent Instruction 1-25 Differentiation of Instruction ..................................................................................................................... 1-25 Learning Modalities................................................................................................................................... 1-26 Natural Supports in Inclusive Classrooms ................................................................................................ 1-28 Integrating Curriculum and Instruction .................................................................................................... 1-30 Lesson Planning......................................................................................................................................... 1-34 Co-Teaching .............................................................................................................................................. 1-35 Arts Integration .......................................................................................................................................... 1-36 Planning for a Substitute ........................................................................................................................... 1-38 Components of an Effective Lesson ........................................................................................................... 1-39 Instructional Grouping Guidelines ............................................................................................................ 1-43 Cooperative Learning ................................................................................................................................ 1-45 Component 1f Designing Student Assessments 1-50 Evaluation and Assessment ........................................................................................................................ 1-50 Assessment Methods .................................................................................................................................. 1-51 Item Types .................................................................................................................................................. 1-52 Using Thinking Skills and Processes for Assessment ................................................................................ 1-56 Scoring Tools ............................................................................................................................................. 1-57 Howard County Public School System, Instructional Handbook Revised July 2013 i Contents Analytic Scoring versus Holistic Scoring................................................................................................... 1-57 Rubrics and Scoring Keys .......................................................................................................................... 1-58 Assessment Reviewers Checklist ................................................................................................................ 1-60 DOMAIN 2: THE CLASSROOM ENVIRONMENT 2-1 Component 2a Creating an Environment of Respect and Rapport 2-2 Teacher and Student Interaction .................................................................................................................. 2-2 Component 2b Establishing a Culture for Learning 2-4 Building a Community of Learners .............................................................................................................. 2-4 Teacher Behaviors that Communicate High Expectations .......................................................................... 2-7 Celebration .................................................................................................................................................. 2-8 Creating a Climate for Teaming .................................................................................................................. 2-8 Component 2c Managing Classroom Procedures 2-11 Routines ..................................................................................................................................................... 2-11 Tips on Transitions .................................................................................................................................... 2-12 Sponge Activities ........................................................................................................................................ 2-12 Managing Teams in the Classroom ........................................................................................................... 2-13 Team Roles ................................................................................................................................................ 2-14 Organizational Tips and Techniques ......................................................................................................... 2-16 Supervision of Paraprofessionals and Volunteers ..................................................................................... 2-17 Component 2d Managing Student Behavior 2-19 Standards or Rules ..................................................................................................................................... 2-19 Simple Management Techniques................................................................................................................ 2-22 Dealing with Inappropriate Behavior ........................................................................................................ 2-23 Classroom Management: Self-Assessment Best Practices ......................................................................... 2-24 Sample Lesson for Teaching Expected Behavior ....................................................................................... 2-25 Component 2e Organizing Physical Space 2-26 Safety Tips.................................................................................................................................................. 2-26 Classroom Arrangement ............................................................................................................................ 2-27 Examples of Classroom Seating Arrangements ......................................................................................... 2-28 Tips for Bulletin Boards ............................................................................................................................. 2-30 Effective Uses of the Computer in Your Classroom ................................................................................... 2-30 Effective Use of Computer Labs ................................................................................................................ 2-31 DOMAIN 3: INSTRUCTION 3-1 Component 3a Communicating with Students 3-2 Tips and Tools for Directions ...................................................................................................................... 3-2 Use of Oral and Written Language .............................................................................................................. 3-2 Component 3b Using Questioning and Discussion Techniques 3-3 Facilitating Inquiry ...................................................................................................................................... 3-3 Nonlinguistic Representations ..................................................................................................................... 3-5 Component 3c Engaging Students in Learning 3-6 Activating Prior Knowledge and Building a Purpose for Learning ............................................................ 3-6 Encouraging Student Interaction ................................................................................................................. 3-7 Organizing Information and Making Connections ...................................................................................... 3-9 Enhancing Information Storage and Retrieval .......................................................................................... 3-11 Every Pupil Response Techniques ............................................................................................................. 3-13 Visual Organizers ...................................................................................................................................... 3-15 Howard County Public School System, Instructional Handbook Revised July 2013 ii Contents Concept Attainment ................................................................................................................................... 3-18 Component 3d Using Assessment in Instruction 3-20 Processing and Monitoring Student Learning ........................................................................................... 3-20 Promoting Reflection and Assessment ....................................................................................................... 3-22 Component 3e Demonstrates Flexibility and Responsiveness 3-24 DOMAIN 4: PROFESSIONAL RESPONSIBILITIES 4-1 Component 4a Reflecting on Teaching 4-2 Knowing Myself and My Influence on Learners .......................................................................................... 4-2 Knowing Your Impact on Students ............................................................................................................... 4-4 The Importance of Reflection ....................................................................................................................... 4-5 Data Collection Techniques......................................................................................................................... 4-6 Action Research ........................................................................................................................................... 4-6 Component 4b Maintaining Accurate Records 4-7 The Importance of Record Keeping ............................................................................................................. 4-7 Tips for Gradebooks and Grading ............................................................................................................... 4-7 Tips for Attendance ...................................................................................................................................... 4-8 Component 4c Communicating with Families 4-9 Strategies for Successful Two-Way Collaborations Between Home and School ......................................... 4-9 Communicating with Parents..................................................................................................................... 4-10 Negotiating Conflicts of Interest: A Checklist for a Problem-Solving Strategy ......................................... 4-13 Basic Communication Skills: Active Listening .......................................................................................... 4-14 Component 4d Participating in a Professional Community 4-16 Trust and Rapport ...................................................................................................................................... 4-16 Conflict ...................................................................................................................................................... 4-17 Team Decision-Making .............................................................................................................................. 4-18 Change Theories ........................................................................................................................................ 4-20 School Improvement Team......................................................................................................................... 4-21 School Improvement .................................................................................................................................. 4-22 Partnerships with Businesses and Community Organizations ................................................................... 4-25 Component 4e Growing and Developing Professionally 4-28 Constructive Feedback .............................................................................................................................. 4-29 Component 4f Showing Professionalism 4-30 Cultural Proficiency .................................................................................................................................. 4-30 Cross-Cultural Communication: Removing Barriers ................................................................................ 4-31 Transferring Students and New Students ................................................................................................... 4-32 Policies ...................................................................................................................................................... 4-33 Index Index-1 Howard County Public School System, Instructional Handbook Revised July 2013 iii Introduction Introduction to Danielson This handbook provide information and resources to support the 2013, Charlotte Danielson Framework for Teaching. The HCPSS has adopted the 2013 Charlotte Danielson Framework for Teaching as the foundation for the professional practice component of the model. Information about the Danielson Framework can be found at http://www.danielsongroup.org. Resources to support the HCPSS Teacher Evaluation Process can be found at https://framework.wikispaces.hcpss.org/Home. The Danielson Framework is based on years of academic research conducted by various organizations and agencies that sought to identify principles of effective practice. The Framework aims to describe all aspects of teaching, not only what happens in the classroom but also beyond the classroom walls. The Framework for Teaching is based on important assumptions about what is important for students to learn, the nature of learning and how to promote it, the purposeful nature of teaching, and the nature of professionalism. The use of the Framework gives educators a common language and standards for effective professional practice and promotes conversations about professional growth. The Framework for Teaching is divided into four Domains: (1) Planning and Preparation, (2) The Classroom Environment, (3) Instruction, and (4) Professional Responsibilities. Each of the domains is further elaborated by five or 6 components that describe an important aspect of teaching. Each component is then further divided into two to five essential elements which describe an important aspect of the component. Source: Danielson, C. Enhancing Professional Practice, ASCD, Alexandria VA, 2007 Howard County Public School System, Instructional Handbook Revised July 2013 Intro-1 Introduction Charlotte Danielson’s Framework for Teaching Domain 1 Planning and Preparation Component 1a Demonstrating Knowledge of Content and Pedagogy Content Knowledge Prerequisite relationships Content pedagogy Component 1b Demonstrating Knowledge of Students Child development Learning process Special needs Student skills, knowledge, and proficiency Interests and cultural heritage Component 1c Setting Instructional Outcomes Value, sequence, and alignment Clarity Balance Suitability for diverse learners Component 1d Demonstrating Knowledge of Resources For classroom To extend content knowledge For students Component 1e Designing Coherent Instruction Learning activities Instructional materials and resources Instructional groups Lesson and unit structure Component 1f Designing Student Assessments Congruence with outcomes Criteria and standards Formative assessments Use for planning Howard County Public School System, Instructional Handbook Revised July 2013 Intro-2 Introduction Domain 2 The Classroom Environment Component 2a Creating an Environment of Respect and Rapport Teaching interaction with students Student interaction with students Component 2b Establishing a Culture for Learning Importance of content Expectations for learning and achievement Student pride in work Component 2c Managing Classroom Procedures Instructional groups Transitions Materials and supplies Non-instructional duties Supervision of volunteers and paraprofessionals Component 2d Managing Student Behavior Expectations Monitoring behavior Response to misbehavior Component 2e Organizing Physical Space Safety and accessibility Arrangement of furniture and resources Domain 3 Instruction Component 3a Communication with Students Expectations for learning Directions and procedures Explanations of content Use of oral and written language Howard County Public School System, Instructional Handbook Revised July 2013 Intro-3 Introduction Component 3b Using Questioning and Discussion Techniques Quality of questions Discussion techniques Student participation Component 3c Engaging Students in Learning Activities and assignments Student groups Instructional materials and resources Structure and pacing Component 3d Using Assessment in Instruction Assessment criteria Monitoring of student learning Feedback to students Student self-assessment and monitoring Component 3e Demonstrating Flexibility and Responsiveness Lesson adjustment Response to students Persistence Domain 4 Professional Responsibilities Component 4a Reflecting on Teaching Accuracy Use in future teaching Component 4b Maintaining Accurate Records Student completion of assignments Student progress in learning Non-instructional records Component 4c Communicating with Families About instructional program About individual students Engagement of families in instructional program Howard County Public School System, Instructional Handbook Revised July 2013 Intro-4 Introduction Component 4d Participating in a Professional Community Relationship with colleagues Participation in school projects Involvement in culture of professional inquiry Service to school Component 4e Growing and Developing Professionally Enhancement of content knowledge and pedagogical skill Receptivity to feedback from colleagues Service to the profession Component 4f Showing Professionalism Integrity/ ethical conduct Service to students Advocacy Decision-making Compliance with school/district regulations Howard County Public School System, Instructional Handbook Revised July 2013 Intro-5 Introduction Howard County Public School System, Instructional Handbook Revised July 2013 Intro-6 Introduction Introduction Vision of Exemplary Teaching for Student Learning The Vision of Exemplary Teaching for Student Learning was developed by The Howard County Public School System (HCPSS) to identify broad areas of knowledge that teachers and other educators must possess to provide exemplary teaching that supports the learning of each student. The major components of the Vision are listed below with sample questions: Knowing Myself and My Influence on Learners Who am I? What is my cultural heritage? What do I believe? What do I value? How do I like my classroom to work? How do my cultural heritage, background, and beliefs influence my students? How do I like to learn? How does this preference influence how I teach? Knowing the Learners Who are my students? With which cultural groups do my students identify? What do my students believe? What do my students value? What are the learning styles of the students in my class? Who is the education advocate in each student’s life? Knowing the Pedagogy How can I differentiate instruction to meet the readiness/learning styles/interests of each of the students in my class? What approaches can I use to teach this lesson? Which approaches work best for the majority of my students? What approaches can I use to reach the other students in my class? How can I teach this content in a way that will be memorable for my students? How can I modify my instructional approach to meet the readiness/learning styles/interests of the students in my class? What can students do at home to reinforce what they are learning in class? Knowing the Curriculum and Content What do students need to know and be able to do? How do these concepts and skills relate to others within the curriculum? What prerequisites do students need to know in order to learn this portion of the curriculum? What are the big ideas that all students are expected to know and understand? What are powerful examples that I can use in teaching this concept to my students? What are common misconceptions that students have related to this portion of the curriculum? How do I dispel these misconceptions? What content can be used to extend and enrich this unit for highly able learners? Howard County Public School System, Instructional Handbook Revised July 2013 Intro-7 Introduction The PDSA Framework for Continuous Improvement Plan In the “planning” stage of the PDSA cycle, staff members examine data for the established indicators of performance as well as any other relevant data. Working collaboratively, central office staff members and school administrators identify areas of need and high leverage strategies that will address those areas. Plan Do Act Study Do The “do” stage of the PDSA cycle includes the implementation of the high leverage strategies. This stage generally includes training, providing necessary resources, and offering on-going support to ensure successful implementation. Study As these strategies are being implemented, staff members “study” their effectiveness by meeting together as a professional learning community to discuss what is working and what additional support may be necessary. Milestone data are reviewed as another measure to evaluate the effectiveness of the strategies. Act The “act” stage in the PDSA cycle reflects what was learned during the study of effectiveness. Best practices are continued and possibly expanded. Strategies that were not effective are either modified or eliminated. The act stage transitions into the plan stage for the next phase of continuous improvement. This PDSA framework for continuous improvement has guided the efforts of HCPSS staff members in addressing the changing needs of schools and students. As the system moves through the cycle, a set of strategies emerges to support systemic improvement. These strategies are aligned and integrated, and when viewed as a whole become a phase in the overall improvement process. With time, the needs change and new strategies are identified as one phase gradually evolves into another phase of improvement. It is through this responsive and thoughtful process that quality improvement efforts occur on a systemic level. Table of Contents Howard County Public School System, Instructional Handbook Revised July 2013 Intro-8 Introduction Howard County Public School System, Instructional Handbook Revised July 2013 Intro-9 Domain 1: Planning and Preparation DOMAIN 1: PLANNING AND PREPARATION Component 1a Element Component 1b Element Component 1c Element Component 1d Element Component 1e Element Component 1f Element Demonstrates Knowledge of Content and Pedagogy Content knowledge Prerequisite relationships Content pedagogy Demonstrates Knowledge of Students Child development Learning process Student skills, knowledge, proficiency Interests and cultural heritage Setting Instructional Outcomes Value, sequence, and alignment Clarity Balance Suitability for diverse learners Demonstrates Knowledge of Resources For classroom To extend content knowledge For students Designing Coherent Instruction Learning activities Instructional materials and resources Instructional groups Lesson and unit structure Design Student Assessments Congruence with outcomes Criteria and standards Howard County Public School System, Instructional Handbook Revised July 2013 1-1 Domain 1: Planning and Preparation Formative assessments Use in planning Howard County Public School System, Instructional Handbook Revised July 2013 1-2 Domain 1: Planning and Preparation 1a Demonstrating Knowledge of Content and Pedagogy Content Knowledge The Importance of Content Knowledge A person cannot teach what he or she does not know. Regardless of their instructional techniques, teacher must have sufficient command of a subject to guide student learning. Students look to teachers as their source of information about a subject. Even those who embrace a constructivist or inquiry approach to instruction must understand the content to be learned, the structure of the discipline of which that content is a part, and the methods of inquiry unique to that discipline. Teachers must be aware of the connections among different divisions of the discipline (e.g., between writing and literature) and among the different disciplines themselves. A teacher who is well grounded in content has a much greater flexibility in developing alternative pathways to learner outcomes. The term “content” includes, of course, far more than factual information. It encompasses all aspects of a subject: concepts, principles, relationships, and methods of inquiry, outstanding issues, and applications in the “real world.” Knowledgeable teachers know which concepts are central to a discipline and which are peripheral. This is particularly important when there is a need to “compact” the curriculum and determine which curriculum is essential. Some disciplines, particularly mathematics, have important prerequisite relationships. For example, students must understand place value before they can understand addition and subtraction with regrouping. Although necessary for good teaching, subject knowledge is not enough. A teacher may know chemistry but cannot convey that knowledge or engage student sin the subject. While there is a knowledge base regarding effective approaches to teaching in general, teachers use pedagogical techniques particular to the different discipline to help convey information and teach skills. Approaches used in writing, for example, may be very different from those in science. A teacher’s knowledge of content and pedagogy is reflected in an awareness of common student misconceptions or likely sources of error and how these should be handled. Elementary students, for example, sometimes confuse area and perimeter. A knowledgeable teacher recognizes that many students make this mistake and knows how to anticipate or correct it. Students may hold naïve and incorrect concepts in science, such as how light is transmitted. Teachers who are knowledgeable about subject-based pedagogy anticipate such misconceptions and work to dispel them. Knowledge of content and pedagogy is not stagnant but evolves over time. Knowledge, unless renewed, can become dated and stale. And if teachers’ responsibilities for instruction change, they have an even greater need to become thoroughly acquainted with their new field or subfield. Even teachers who stay with the same content must keep apprised of developments in the field and in the accepted best methods of engaging students with it. Because of shifting enrollments and changing curriculum, teachers are occasionally assigned to subjects or levels for which they have little professional preparation. When this happens, both the school and the teacher have a responsibility to remedy the deficiency. Adapted from Enhancing Professional Practice: A Framework for Teaching, by Charlotte Danielson. ASCD (1996). Howard County Public School System, Instructional Handbook Revised July 2013 1-3 Domain 1: Planning and Preparation Howard County Public Schools Curriculum Howard County teachers are expected to teach the HCPSS essential curriculum. Essential curriculum documents have been developed preK to 12. Curriculum resources (lesson plans, eGuides, video clips, resource sheets, etc.) have been identified or developed to help teachers effectively implement the curriculum with students. By following the written curriculum, teachers will be developing students to be successful life-long learners, as well as preparing students for success on national, state, and local assessments. Challenge and Rigor Definition: In order for teachers to increase challenge and rigor, they must differentiate, based on the needs of students, by moving to a higher level of expectation in respect to content, process, and concept demands. Differentiation strategies are used to increase the depth and complexity of content and to vary the pacing of instruction. Rationale: Learners vary in cognitive development as well as in interests and preferred learning modes. All learners share a common need for high-level meaningful curriculum and instruction. However, there will be variance in how students should encounter and interact with the curriculum. Brain research indicates that all students need to “intellectually stretch” with tasks that are moderately challenging for the individual. For advanced learners in a given area, the tasks need to be more advanced than would be appropriate for students who are less advanced in their capacities at that time. Simply put, all learners should work consistently with concept-focused curriculum, tasks that require high level thought, and products that ask students to extend and use what they have learned in meaningful ways. As students become more advanced, task “demand” will need to escalate to ensure ongoing challenge for the learner and to ensure continual progress toward expertise. Goal: The ultimate goal is to enable students to make new contributions to their respective fields of study. This deals mainly with the application of methodology to generate new knowledge. At the highest level, the student is transformed from the role of lesson-learner or consumer of knowledge to the role of producer of knowledge. Implementation Considerations: Teachers begin by pre-assessing students’ understanding of the essential curriculum. Next, they identify students who have mastered objectives, or have the potential to master them at a faster than normal pace. This allows more time for the teacher to differentiate content by adding depth and/or complexity. Finally, they strategically decide on the most appropriate differentiation strategy that will provide the necessary “intellectual stretch” for these students. For example, curriculum compacting (differentiation section) is a strategy that can be used to vary the instructional pacing for able learners. High-level questions (differentiation section) will evoke students critical, creative, and problem solving skills, and can be used to differentiate the instructional process. Teachers who strive to increase the depth and/or complexity for their students can use the following chart as a guide. Teachers who have questions about how to use the strategies described in the chart can consult with the G/T Resource Teacher at their school. Howard County Public School System, Instructional Handbook Revised July 2013 1-4 Domain 1: Planning and Preparation Language of the Discipline Details Increasing Depth Patterns Trends Unanswered Questions Discrepancies Missing parts Unclear or incomplete ideas Ex: What is yet unknown about this area/topic/study/discipline? Structure Hierarchy Order Explanation Ex: What are stated and unstated causes related to the description or explanation of what we are studying? Point of view Different opinions Judgments Evaluation Standards or issues related to the area of study Ex: What dilemmas or controversies are involved in this area/study/topic/discipline? Identifying many and varied factors that affect and influence a concept or idea within a discipline Ex: What ongoing factors have influenced this ________? Rules Ethics Big Ideas Over Time Increasing Complexity Specialized vocabulary Skills and tools used by the disciplinarian: scientists, artist, president of…..,soldier, historian, etc. Ex: What terms or words are specific to the work of the ________? Elaboration with information Substantiation of an idea with evidence Things that make a discipline unique from other subject areas Ex: What distinguishes this from other things? Defining of recurring events, elements, and ideas that are repeated over time (and their relevance) Ex: How can we predict what will come next Different Perspectives InterDisciplinary Application of generalizations, principles, theories, and themes to the area of study Ex: What general statement includes what is being studied? Relationship between past, present, future, and within time period Relating information across time periods such as past, present, and future Ex: How are the ideas related between past, present, and future? Opposing viewpoints: points of view, differing roles Interpret/ provide for individual perspectives related to the area of study Ex: What are the opposing viewpoints? Within the disciplines Between the disciplines Across the disciplines Ex: How does this idea/topic/concept relate to other disciplines? Adapted from Dr. Sandra Kaplan, University of Southern California Rossier School of Education Howard County Public School System, Instructional Handbook Revised July 2013 1-5 Domain 1: Planning and Preparation 1b Demonstrating Knowledge of Students Child Development Getting to Know Students Areas to explore in getting to know students Interests Likes and dislikes Family background Strengths Goals Cultural heritage Hobbies Learning styles IEP or 504 plan Other classes Clubs and sports. Ways to get to know students Use interest and style inventories. Talk informally with students about their interest before, during, and after class. In the lunchroom, single out a few students each day and talk to them. Ask other teachers. Read student files. Talk to family members. Use student journals and learning logs, which allow students to reflect on areas such as what they are learning, what is interesting about the class, and what is most and least effective for them about the class. Provide opportunities for students to have some choices or demonstrate creativity in completing activities and assignments—learn about them based on your observations. Note: Care should be exercised in framing “getting to know you” activities in such a way as to be inclusive of different cultures, families, and backgrounds and to not become intrusive. Try to establish a relationship with each student in the class Learn every student’s name and call students by name. Greet students in school and outside of school. Greet students as they come into class. Be aware of and comment on important events in students’ lives. Talk informally with students about their interests before, during, and after class. In the lunchroom, single out a few students each day and talk to them Adapted from Dimensions of Learning Teacher’s Manual 2nd Edition, by Bob Marzano, et. al. (ASCD 1997) Monitor your own attitudes Be aware of students or classes with whom you anticipate having problems (academic or behavioral). Try to replace negative expectations with positive ones using mental rehearsal. When you interact with students, try to consciously keep in mind your positive expectations. Adapted from Dimensions of Learning Teacher’s Manual 2nd Edition, by Bob Marzano, et. al. (ASCD 1997) Howard County Public School System, Instructional Handbook Revised July 2013 1-6 Domain 1: Planning and Preparation Being a Culturally Responsible and Responsive Teacher Culturally responsive teaching relies on teachers knowing themselves and their influence on students. Teachers must know their students well enough to adapt teaching strategies that research studies have shown to be effective with a broad spectrum of students. The teachers’ knowledge and expertise about the cultures of their students enables the teacher to use these strategies in a culturally responsible and responsive way. Knowing the learners enables teachers to adapt strategies that engage and support each student. Realizing all strategies are culturally based, HCPSS teachers may find the following useful: Organizing the class with a balance of cooperative and individualized learning Using nonlinguistic representations and graphic organizers Setting clear objectives and providing feedback to students Using carefully created questions scaling Bloom’s taxonomy Providing sufficient wait time for the students in the class (what is sufficient varies by culture) Differentiating instruction based on student needs/interests/learning styles and cultural attributes Teaching students to develop an interactive notebook Developing academic vocabulary Engaging students in experiential exercises and simulations that span various cultures Supporting students in the use of reading comprehension strategies Teaching students to summarize Using closure activities to summarize and end lesson When teachers plan instruction, they should consider whether the lesson design supports culturally responsible and responsive teaching. Questions teachers can ask themselves include: Who is at the center of the lesson? Which students are in the margins of the lesson? How do I make this lesson appropriate for all of my students? Does the lesson assume certain background knowledge and experiences? How will I need to modify or supplement instruction for students whose cultural experiences are in the margins of this lesson? How will I group my students to encourage student-to-student interactions and student-constructed meaning? How will I differentiate instruction? How will all students be actively engaged in this lesson? When the lesson/strategy does not culturally match the student, how do I engage the student and adapt the lesson/strategy? How does this lesson help students to see themselves as part of a community of learners within the classroom? After teaching the lesson, teachers should reflect on the following questions: How did the lesson design square with my beliefs about learning? Were there any students that this lesson did not reach? How can I modify the lesson to reach these students? What do I know about their culture(s) that will assist me in modifying the lesson? Did the grouping strategy I used lead to productive student conversations? Howard County Public School System, Instructional Handbook Revised July 2013 1-7 Domain 1: Planning and Preparation Howard Gardner’s Theory of Multiple Intelligences Definition Howard Gardner first proposed the theory of multiple intelligences in a 1983 book entitled Frames of Mind: The Theory of Multiple Intelligences. The theory indicates that human beings possess varying levels of a number of different kinds of intelligences. Rationale The theory encourages educators to recognize that students can be smart in many different ways and it encourages educators to teach students to use their strengths to help them learn new or difficult material. Although some researchers question the validity of Gardner’s theory, practical experience in the classroom supports the effectiveness of instructional approaches that encourage teachers to teach concepts in multiple ways. Key Points in Multiple Intelligence Theory Each person possesses all eight intelligences. Most people can develop each intelligence to an adequate level of competency. Intelligences usually work together in complex ways. There are many ways to be intelligent within each category. Implementation considerations: CHILDREN WHO ARE STRONGLY: THINK LOVE NEED books, tapes, writing tools, paper, diaries, dialogue discussion, debate, stories Linguistic in words reading, writing, telling stories, playing word games LogicalMathematical by reasoning experimenting, questioning, things to explore and think figuring out logical puzzles, about, science materials calculating manipulatives, planetariums and science museums Spatial in images and pictures designing, drawing visualizing, doodling art, LEGOs, video, movies slides, imagination games, mazes, puzzles, illustrated books, trips to art museums Bodily-Kinesthetic through somatic sensations dancing, running, jumping, building, touching, gesturing role play, drama, movement, building, sports and physical games, tactile experiences hands-on learning Musical via rhythms and melodies singing, whistling, humming, tapping feet and hands, listening sing-along time, trips to concerts, music playing at home and school, Howard County Public School System, Instructional Handbook Revised July 2013 1-8 Domain 1: Planning and Preparation musical instruments Interpersonal by bouncing ideas off other people leading, organizing relating, manipulating, mediating, partying friends, group games, social gatherings, community events, clubs, mentors/apprenticeships Intrapersonal deeply inside of themselves setting goals, meditating, dreaming, being quiet, planning secret places, time alone, self-paced projects, choices Naturalist via patterns, sensory stimulation making connections, classifying raising plants and animals, visiting zoos, oceans, star gazing, rock collecting experiences with nature’s objects, visits to science museums, science books and media Chart from “Multiple Intelligences in the Classroom 3rd Edition” by Thomas Armstrong (ASCD 2009). Related Strategies in HCPSS Instructional Strategies Database Experiential Exercises/Simulations Interactive Student Notebook Three-Dimensional Organizers Fortune Teller Manipulative Three-Tab Venn Two-Dimensional Organizers Cause and Effect Organizers Concept Maps/Mind Maps K-W-L-S Pictographs/Picture Graphs Venn Diagram Problem-Solving Group work Response Groups Skill Builder Visual Discovery NOTE: A preview of the resources can be accessed by clicking the hyperlinks. In order to print, log into Alfresco and click Instructional Resources (Pre-K-12) under My Sites. Click on the Instructional Handbook under Resources and the folder is labeled Instructional Handbook Resources. Howard County Public School System, Instructional Handbook Revised July 2013 1-9 Domain 1: Planning and Preparation Child Development Developmental Characteristics of School-Age Children Adapted from What Matters in the Middle Grades: Recommendations for Maryland Middle Grades Education. Maryland Task Force on the Middle Learning Years (1989). Published by MSDE. Pre-Kindergarten (3-4 years) Physical Enjoys climbing Needs ten or eleven hours of sleep per night plus quiet time during the afternoon Appetite alternates between fair and very good with talking and play taking precedence over eating Begins to show hand dominance and improved control of drawing strokes Social-Emotional Changes moods quickly and often with little self-control Frustrations with challenging tasks can lead to tantrums Exuberant and enthusiastic; enjoys dramatic play and make-believe Cognitive Enjoys stories and may pretend to “read” books to others Developing appreciation of wordplay including made-up or silly language Needs adult attention and approval, particularly when trying an unfamiliar task Grades K-1 (5-6 years) Physical Beginning development of eye-hand coordination Averages ten or eleven hours of sleep per night; five year olds may still need a nap Body is adult-like in proportion Alternating periods of rest and high energy play Social-Emotional Often has one or two special playmates Can take turns, share, and play cooperatively Enjoys telling jokes, performing, and making others laugh Likes taking on responsibilities that they can handle Cognitive Eager to learn and ask questions Defines objects by their use Recognizes and enjoys humor Grades 2-3 (7-9 years) Physical Good sense of balance Long arms and legs may give gawky, awkward appearance Howard County Public School System, Instructional Handbook Revised July 2013 1-10 Domain 1: Planning and Preparation Enjoys copying designs and shapes, letters and numbers Social-Emotional Finds criticism or failure difficult to handle May become upset when behavior or schoolwork is ignored Beings to see things from another child’s point of view, but still very self-centered Cognitive Interested in magic and tricks Longer attention span Reading may become a major interest May reverse printed letters (b/d) Grades 4-6 (10-12 years) Physical Development Girls are generally as much as 2 years ahead of boys in physical maturity Increased body strength and hand dexterity Improved coordination and reaction time Social-Emotional Rituals, rules, secret codes and made-up languages are common Begins to see parents and authority figures are fallible human beings Cognitive May be interested in discussing a future career Capable of understanding concepts without having direct hands-on experience Grades 7-8 (13-14 years) Physical Shyness, blushing, modesty Greater interest in privacy Peers are used for the standard for normal appearance (comparison of self to peers). Preoccupation with physical changes and critical of appearance Social-Emotional Can have wild mood swings May be argumentative and challenge authority May reject things from childhood Contact with opposite sex in groups May magnify own problems (e.g., “no one understands”) More likely to express feelings by action rather than by words Cognitive Improved ability to use speech to express oneself Career goals change frequently Howard County Public School System, Instructional Handbook Revised July 2013 1-11 Domain 1: Planning and Preparation Grades 9-12 (15-18 years) Physical Rapid gains in height and weight; teens may be more clumsy because of growth spurts. Uneven growth of body parts may make teens appear gangly and uncoordinated. Weight gain results from increased muscle development in boys and body fat in girls. Continued brain development Excessive physical activity alternating with lethargy 95% of adult height reached Feelings of strangeness about one’s self and body Teens frequently sleep longer and on average need about 9 1/2 hours of sleep a night. Social-Emotional Willing to show feelings of tenderness and fears to the opposite sex Feelings of love and passion Effort to make new friends Spend more time with friends than with their families Periods of sadness as the psychological loss of parents takes place Examination of inner experiences, which may include writing a diary Strong peer allegiances including fad behaviors Very self-absorbed, alternating between unrealistically high expectations and poor self-concept May engage in risk-taking behavior Teens may question adults’ values and judgments and become more argumentative. Teens may begin to interact with parents as people even though they may not want to be seen with parents in public. Cognitive Growth of abstract thought but will revert to concrete thought under stress Developed advanced reasoning skills, including the ability to think about multiple options and possibilities Teens develop meta-cognition – the process to think about thinking Heightened level of self-consciousness Better understand cause-effect relationships Ability to think about hypothetical situations Individualized Education Program (IEP) The Individualized Educational Program (IEP) is a document that summarizes the student’s strengths, needs, and services. The IEP represents the collaborative efforts of the IEP Team, which includes parents, administrator, teacher, and related services providers, as appropriate. THE IEP IN A FLASH Howard County Public School System, Instructional Handbook Revised July 2013 1-12 Domain 1: Planning and Preparation The IEP in a Flash provides a condensed version of a student’s IEP. It includes a snapshot of the student’s goals, accommodations and modifications to be implemented during the school day. A copy of the IEP in a flash is given to teachers of the child who are required to implement the student’s IEP. The IEP in a Flash contains the following information: Present Level of Academic and Functional Performance Physical Considerations Includes whether the student wears glasses, has a hearing impairment, has allergies, etc. Medication Includes type of medication and time administered, if taken at school Modifications and/or Accommodations Exactly as written on the IEP District and Statewide Assessment Accommodations These accommodations should be used during classroom assessments on a regular basis. General Modifications that May be used with Students General Modifications Use visual organizers such as Venn Diagrams, cognitive maps, and webs. Provide a class calendar for homework and tests. Break long-term assignments into steps and include due dates on the class calendar. Make extra copies for Special Education teachers and parents. Require students to maintain an organized notebook and grade it. Provide time periodically to maintain the notebook. Seat students near to the place where you do most of your teaching and provide cues (e.g. a touch on the shoulder as you pass) to help maintain attention. Permit the use of calculators for all mathematical operations. Make careful lab group assignments to discourage reckless, inappropriate behavior. Review safety rules often, especially when a change of routine or equipment is introduced. Be prepared with alternative “seat” activities to use if poor behavior becomes a threat to safety. Whenever possible, position yourself near groups where students with suspect behavior are working. Make frequent checks to ascertain that students fully understand directions. If safety is an ongoing concern, contact the students’ service coordinators. Modifications for students with weakness in written language Supply students with copies of your notes and outlines. Link students with a note-taking buddy. Avoid cursive when writing on the blackboard and keep notes short and simple. Allow students to use a tape recorder as an alternative to writing for notes and assignments. Avoid asking students to copy from a book. Encourage the use of a word processor for lab reports and other lengthy written assignments. Howard County Public School System, Instructional Handbook Revised July 2013 1-13 Domain 1: Planning and Preparation Accept phrases instead of complete sentences and do not deduct for spelling errors. Enlarge the spaces allowed for written responses. All such spaces should be lined. Allow students to copy pictures from the Internet, magazines, etc. in place of drawing. Modifications for students with weaknesses in reading If a parallel text written at an easier level is available, provide one for the students to use, preferably one which can be assigned to each student who needs one. Maintain at least one student text, which has been highlighted by the teacher. Use a taped version of the textbook. Provide tapes of tests or read them to students, paraphrasing items as needed. Pair students with a buddy who will be the reader for the pair. When using tests, which will be scored by Scantron, allow students to mark answers on the test. Avoid using worksheets that are hand written. Read all lab procedures, paraphrasing as needed, with the class. Be sure that the rationale and specific safety issues are thoroughly reviewed before beginning any activity. Choose a good reader for ever lab group to organize and check materials as a first step. Color code, with tape or markers, key materials. Have group members double check each other when measuring or setting up labs. Assign a lab group member to draw graphs. Enlarge printed materials as much as is feasible, at least 14 point if using the Times font. Adapted by the Science Office Howard County Public School System, Instructional Handbook Revised July 2013 1-14 Domain 1: Planning and Preparation 1c Setting Instructional Outcomes Developing Effective Instructional Objectives An instructional objective is a statement of the intended outcome of a daily lesson. Instructional objectives describe what the student will know and be able to do at the end of the lesson. Instructional objectives: are not essential objectives on their own do not describe the teacher’s performance are not a written agenda or description of the steps for a lesson activity. Who is Responsible? Scope Purpose Example GLOBAL MSDE Broad Provide Vision Plan multi-year curriculum EDUCATIONAL HCPSS Curriculum Offices Moderate Design Curriculum Plan units of instruction INSTRUCTIONAL Classroom Teacher Narrow Prepare lesson plan Plan daily activities and experiences Checklist for Developing Instructional Objectives: Objectives can be written in several different formats, but should always contain the following, as appropriate: A = Audience (usually, this is the student): Does the objective begin with “The student will be able to…?” B = Behavior/Performance (what the student is expected to be able to do or produce to be considered competent): Is what you expect the student to be able to do or produce stated? Is the behavior stated using a verb that describes what the student will be able to do or produce (see Bloom’s taxonomy diagram on back)? Is the behavior observable? C = Condition (under what conditions, if any, will the student be expected to perform – e.g., with or without a calculator, using a dictionary, given a periodic table of the elements, etc.): Have you described what the learner will or will not be given during performance of the objective? D = Degree/Criteria (when appropriate, the level of competence that must be reached or surpassed): Have you described how well the learner must perform to be judged competent? Do the criteria describe some aspect of the performance, or the product of the performance, rather than the instructional process or an arbitrary percentage? Where a percentage is included in a criterion, does it reflect a realistic expectation? Mager, R. F. (1997). Preparing Instructional Objectives. Atlanta, GA: CEP Press. Howard County Public School System, Instructional Handbook Revised July 2013 1-15 Domain 1: Planning and Preparation Key for diagramming objectives: Audience Behavior Condition* Degree* Putting All the Pieces Together: Examples of Effective Instructional Objectives * when appropriate Students will be able to create a model of the life cycle of a butterfly, by drawing appropriate illustrations in the correct order, for each stage of the cycle. Given a stem and leaf plot, students will be able to analyze a set of data by describing the mean, mode, and median of that data in order to generalize future trends. Students will be able to infer the character’s mood based solely on the physical setting of a scene. Using the C pentatonic scale and incorporating various rhythm patterns, students will be able to create an 8measure composition, including whole notes, half notes, quarter notes, eighth notes and their corresponding rests. With use of a calculator, students will evaluate a one variable expression in order to recommend the most cost effective cell phone plan. Students will be able to predict the resolution of the story’s conflict. Using Microsoft Word, students will be able to design a travel brochure about a planet in order to persuade someone to visit the planet. Students will be able to demonstrate sterile technique for pipetting samples. By triangulating data, students will be able to evaluate historical research to determine reliability. Common Core Curriculum The Common Core State Standards Initiative is a state-led effort coordinated by the National Governors Association Center for Best Practices (NGA Center) and the Council of Chief State School Officers (CCSSO). The standards were developed in collaboration with teaches, school administrators, and experts to provide a clear and consistent framework to prepare our children for college and the workforce. These standards define the knowledge and skills students should have within their K-12 education experience so that they will graduate from high school able to succeed in entry-level, credit- bearing academic college courses and in workforce training programs. The standards are informed by the highest, most effective models from states across the country and countries around the world. They provide teachers and parents with a common understanding of what students are expected to learn and provide appropriate benchmarks for all students, regardless of where they live. Howard County Public School System, Instructional Handbook Revised July 2013 1-16 Domain 1: Planning and Preparation Maryland Common Core State Curriculum Following the adoption of the Common Core Standards, the Maryland Department of Education launched a broad-based, year-long process to analyze the new Standards and compare the alignment of the existing State Curriculum to the Common Core State Standards. As a result, the Maryland Department of Education developed the Maryland Common Core Curriculum Frameworks. These Frameworks in English/Language Arts and Mathematics define the essential skills and knowledge that students need to know and be able to do in order to achieve the academic goals of the Common Core State Standards. The Frameworks are the foundation of Maryland’s new Curriculum and have guided the development of curriculum resources. The Common Core State Standards: Are evidence-based. Are aligned with college and work expectations. Are clear, understandable, and consistent. Include rigorous content and application of knowledge through high-order skills. Build upon strengths and lessons of current state standards. Are informed by other top performing countries, so that all students are prepared to succeed in our global economy and society. Top Ten Things Parents Should Know (from the Maryland State Department of Education) http://www.msde.maryland.gov/MSDE/programs/ccss/ccssip_e College and Career Readiness In order to prepare today’s learners to be college and career ready, it is important to integrate program standards across the curriculum. One such approach is for teachers to embed opportunities for students to demonstrate the behaviors of literate individuals and mathematical behaviors in various curricular areas. Students Who are College and Career Ready… Make sense of problems and persevere in solving them Reason abstractly and quantitatively Construct viable arguments and critique the reasoning of others Demonstrate independence Build strong content knowledge Respond to the varying demands of audience, task, purpose, and discipline Comprehend as well as critique Value evidence Use technology and digital media strategically and capably Come to understand other perspectives and cultures Model with mathematics Use appropriate tools strategically Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning Howard County Public School System, Instructional Handbook Revised July 2013 1-17 Domain 1: Planning and Preparation Taken from Common Core State Standards for ELA and Mathematics Howard County Public School System, Instructional Handbook Revised July 2013 1-18 Domain 1: Planning and Preparation Teaching Thinking Skills Definition “Thinking skills” are a number of specific mental operations. A general finding from research is that teaching thinking skills accelerates learning. Thinking skills encompass cognitive structures such as comparative thinking, symbolic representation, and logical reasoning as well as strategies related to study skills, creative and critical thinking skills, and general metacognition (thinking about how we think and learn). Rationale Some students need to be directly instructed on how to plan, assess, and monitor their own thinking. Students come to the classroom with more or less developed cognitive structures and strategies. However, students generally do not have well-developed thinking skills. Research has shown that creative and critical thinking skills can be taught. All students can benefit from instruction, which helps them become aware of their thinking skills and helps them apply cognitive structures and strategies to a variety of academic situations. Thinking skill instruction not only leads to academic achievement gains but also provides students with the strategies they need to navigate a rapidly changing and technologically oriented world. Skills to Teach Research supports providing instruction in a variety of specific creative and critical thinking skills, study techniques, and planning, organizing, and monitoring skills. Some strategies to encourage thinking skills are: STUDY SKILLS Using advance organizers Outlining and creating cognitive maps Paraphrasing Summarizing Constructing support (identifying supporting details) Sequencing CREATIVE AND CRITICAL THINKING SKILLS Decision making Problem solving Observation Comparison making Classification Generating Hypotheses Abstracting Analyzing errors GENERAL METACOGNITION Planning Organizing Self-monitoring Self-assessing for precision and accuracy Howard County Public School System, Instructional Handbook Revised July 2013 1-19 Domain 1: Planning and Preparation Self-regulating Related Strategies in HCPSS Instructional Strategies Database Concept Attainment Interactive Student Notebook Three-Dimensional Organizers Fortune Teller Manipulative Three-Tab Venn Two-Dimensional Organizers Cause and Effect Organizers Concept Maps/Mind Maps K-W-L-S Pictographs/Picture Graphs Venn Diagram QAR: Question-Answer Relationship NOTE: A preview of the resources can be accessed by clicking the hyperlinks. In order to print, log into Alfresco and click Instructional Resources (Pre-K-12) under My Sites. Click on the Instructional Handbook under Resources and the folder labeled Instructional Handbook Resources. Sources Cotton, K. (1991). Close-Up #11: Teaching Thinking Skills. Retrieved June 17, 2008, from Northwest Regional Educational Laboratory’s School Improvement Research Series Web site Garner, B.K. (2007). Getting to Got It! Helping Struggling Students Learn How to Learn. Association for Supervision and Curriculum Development. Howard County Public School System, Instructional Handbook Revised July 2013 1-20 Domain 1: Planning and Preparation BLOOM’S ORIGINAL TAXONOMY Evaluation judge, predict, verify, assess, select, value, prioritize Synthesis compose, design, formulate create, invent, develop, produce Analysis compare, contrast, classify, solve, deduce, differentiate, experiment, question, investigate, infer Ascending Challenge Levels Application demonstrate, construct, use, diagram, revise, illustrate, translate, convert, model, order, orperate, incorportate, research, calculate Comprehension locate, explain, summarize, identify, describe, discuss, paraphrase, outline, rewrite, restate Knowledge tell, list, define, label, memorize, find, name, recall, fill in, record Adapted from Differentiating Instruction in the Regular Classroom, Diane Heacox. 2002. Howard County Public School System, Instructional Handbook Revised July 2013 1-21 Domain 1: Planning and Preparation BLOOM’S REVISED TAXONOMY Creating Putting together ideas or elements to develop an original idea or engage in creative thinking Evaluating Judging the value of ideas, materials, and methods by developing and applying standards and criteria Ascending Levels of Challenge designing, constructing, producing, inventing hypothesizing, critiquing, experimenting, judging, testing, definding Analyzing Breaking information down into its component elements comparing, organizing, deconstructing, quetioning, distinguishing Applying Using strategies, concepts, principles, and theories in new situations demonstrating, interpreting, solving, illustrating, using Understanding Understanding of given information classifying, describing, explaining, paraphrasing Remembering Recall or recognition of specific information recognizing, listing, naming, indentifying, locating Anderson and Krathwohl, 2001 Howard County Public School System, Instructional Handbook Revised July 2013 1-22 Domain 1: Planning and Preparation Verbs for Writing Behavioral Learning Objectives Using Bloom’s Taxonomy 1. Knowledge arrange list recognize reproduce define memorize relate duplicate name recall label order repeat describe identify restate translate discuss locate review explain recognize select choose illustrate schedule demonstrate interpret sketch dramatize operate solve analyze compare differentiate experiment appraise contrast discriminate inventory calculate criticize distinguish question categorize diagram examine test arrange construct organize write assemble design prepare collect formulate propose compose manage set up appraise compare predict value argue defend rate evaluate assess estimate select choose judge support 2. Comprehension classify express report tell 3. Application apply employ practice use 4. Analysis 5. Synthesis 6. Evaluation Howard County Public School System, Instructional Handbook Revised July 2013 1-23 Domain 1: Planning and Preparation 1d Demonstrating Knowledge of Resources Curriculum Content Management System Resources to support implementation of the approved HCPSS curriculum are stored in Alfresco, a webbased content management system. Teachers can customize their access to resources and information and updates according to their subject area discipline and interests. Curricular resources can be accessed at: https://tea--ch.hcpss.org/. This link can also be accessed in the HCPSS Staff Landing at staff.hcpss.org. Classroom Materials and Supplies Both you and your students will appreciate a class with adequate supplies. Check with your department head, team leader, school secretary, or other colleagues to see what is available in the school. However, you may need to purchase some items. Check with your school principal to see if your PTA will reimburse you for any of your supply purchases. Priorities for supplies will vary depending on level, subject matter, and instructional approach, but the following is a good list to consider. Priorities for most classrooms chalk and erasers staples, stapler, remover magnets, magnetic tape scotch and masking tape ruler, metric yardstick scissors Exacto knife sponges and water jars glue and paste rubber cement alphabet/number strips transparencies, transparency markers Good to Have extension cord, adapter calculator thank you notes 3 x 5 cards clear contact paper* string or fishing line* bulletin board borders plastic milk crates paper clips flag manila folders and labels pens, pencils, pencil sharpener rubber bands markers (water base and permanent), crayons roll book, grade book and planner white out alphabet and number charts chart paper student nametags hole punch fasteners (tacks, rings, etc.) thesaurus and dictionary yarn* sentence strips* Zip Lock Bags (various sizes)* Post It notes notebook rings Howard County Public School System, Instructional Handbook Revised July 2013 1-24 Domain 1: Planning and Preparation Collectibles (items that you may find useful to have on hand—students may help with these) margarine tubs styrofoam trays aluminum pie plates magazines newspapers wallpaper-wrapping paper coffee cans baby food jars buttons (for games) small baskets * Suggestions for use of starred items: Clear contact for adhering name tags and alphabet strips to desks; string/fishing line for hanging charts, mobiles, general art projects; sentence strips for word cards, center games, sequencing; yarn for art projects and games; wallpaper books for cut out letters, book covers, calendar pieces, Zip Lock bags for storing materials for games, etc., organization. From The New Teacher Handbook The Multicultural Resource Center The Multicultural Resource Center is located in the Teacher Support Center. It is a joint project of the Staff Relations and Professional and Organizational Development Offices of the Howard County Public School System. The center provides assistance to teachers and other school system personnel in locating the best available resources to enable the schools to provide education that is multicultural. Education that is multicultural is a continuous, integrated, multiethnic, multidisciplinary process for educating all students about diversity and commonality. prepares students to live, learn, interact, and work creatively in an interdependent global society by fostering mutual appreciation and respect. Included in the center collection are materials dealing with conflict resolution, prejudice awareness, discrimination, sexual harassment, cultural diversity, cross cultural communication, ethnic and gender studies, and disability awareness. Following is a general list of materials and information found in the Multicultural Resource Center: Over 400 catalogs containing multicultural materials Videos and CDs for preview Books for classroom use and professional enrichment Units and lesson plans on multicultural topics Information on speakers and field trips Books for teachers, counselors, and parents Posters to borrow Information on professional conferences and workshops dealing with multicultural topics Display ideas and patterns “What’s Happenin’ In Human Relations” bulletins with information about local events, classes, etc. Articles from newspapers and magazines. From The New Teacher Handbook Howard County Public School System, Instructional Handbook Revised July 2013 1-25 Domain 1: Planning and Preparation Technology: Selecting Software/Web Resources Technology should be integrated into instruction when appropriate. Use software only when it is the best way to achieve your goals and objectives. When planning, think about your instructional objectives. When planning, think about your instructional objectives and consider how technology will be able to support or enhance the activity. HCPSS has a list of approved software titles that meet curriculum needs, are compatible with our computer systems, and have been reviewed for accessibility according to COMAR regulations. All software must go through this approval process prior to use. The list of approved software titles is located on the Educational Technology Intranet site. HCPSS has an Assistive Technology Team that is available to support the use of technology for students with special needs. Contact the Special Education team leader in your school for additional information. HCPSS has developed the Selecting and Evaluating Digital Content Guidelines as a tool to use to evaluate web resources that are being considered for instructional use. This resource can be found in the Instructional Technology site within Alfresco. Alfresco can be accessed through the Staff Landing page at staff.hcpss.org. HCPSS provides a collection of high quality online resources that are available for students and teachers to use both in school and at home. Check with your library media specialist for access information. Howard County Public School System, Instructional Handbook Revised July 2013 1-26 Domain 1: Planning and Preparation 1e Designing Coherent Instruction Differentiation of Instruction Definition Differentiation of instruction refers to a systematic approach to planning curriculum and implementing instruction for academically diverse learners. It is a way of thinking about the classroom with the dual goals of honoring each student’s learning needs (cognitive, personal, and social) and maximizing each student’s learning capacity. Rationale Students have varying abilities, learning styles, interests, and needs; all of which must be met. Modifying curriculum and instruction reflects a teacher’s awareness of differences in student learning profiles. When curriculum expectations are out of sync with students’ abilities, not only does motivation decrease, but also so does achievement. Implementation Considerations Teachers can differentiate content, process, and product according to student’s readiness, interests, and learning profile. Principles of Differentiation: Key principles that are at the forefront of teacher planning and thinking in a classroom that focuses appropriately on differentiation include… Principle 1: Good curriculum comes first. Principle 2: All tasks should be respectful of each learner. Principle 3: When in doubt, teach up! Principle 4: Use flexible grouping. Principle 5: Become an assessment junkie. Principle 6: Grade for growth. Components/Elements: Differentiation includes… Clearly defined instructional outcomes Assessment (formative and summative) Flexible grouping Varied content/resources Tiered assignments Varied products Tiered questioning Varied pacing Related Strategies in HCPSS Database of Instructional Strategies Choice Boards Cubing Curriculum Compacting Learning Centers/Learning Stations Howard County Public School System, Instructional Handbook Revised July 2013 1-27 Domain 1: Planning and Preparation RAFT Writing Assignment Tiered Assignments Tiered Questioning WebQuests (Based on the work of Carol Ann Tomlinson) NOTE: A preview of the resources can be accessed by clicking the hyperlinks. In order to print, log into Alfresco and click Instructional Resources (Pre-K-12) under My Sites. Click on the Instructional Handbook under Resources and the folder labeled Instructional Handbook Resources. Learning Modalities Teachers are encouraged to: Use informal techniques to assess students’ learning modalities and multiple intelligences. Teach students about learning modalities and multiple intelligences theory so that they can use it to think about how they learn. Practice “multimodel” instruction and assessment. Visual, Auditory, And Tactile/Kinesthetic (VAT/K) Descriptions Visual Learner Looks around and examines the situation Expresses emotion—facial expressive Thinks in pictures—vivid detail Neat and meticulous Generally good handwriting Learns by seeing Has good recall of words seen Remembers faces, forgets names Distracted by visual disorder Likes to read descriptions, narratives May not express them freely, vocally. Auditory Learning Talks about what to do Weighs pros and cons verbally Expresses emotion—shouts for joy, “blows up” verbally, changes in tone, pitch, and volume of voice Enjoys listening but can’t wait to talk Benefits from oral instruction, repetition Remembers names but forgets faces Easily distracted by sounds Good auditory word attack skills Silent study is less effective than oral Uses phonetic approach to spelling—usually poor Howard County Public School System, Instructional Handbook Revised July 2013 1-28 Domain 1: Planning and Preparation Reads orally. Tactile/Kinesthetic Learner Tries things out—touch, feel Expresses feelings physically—body movement/experience Gestures when speaking Poor listener Stands very close when speaking, listening Loses interest in long, verbal discourse Starts off day looking tidy—becomes disheveled Remembers best what has been done Needs direct involvement Seeks solution that involves the most activity Handwriting deteriorates as they run out of space How Students Can Support Their Own Learning Based on VAT/K Learning Modalities Visual Learners (Learn best by looking—watching) 1. Make sure you focus your attention on the teacher/presenter—watch what she/he is doing while speaking to you 2. Use the media center, public library, or Internet to find movies, videos, or pictures on the subjects you are learning. WATCH/VIEW them. 3. Make a set of “flash cards” to help you review/learn important information (You may want to put them around in your place of study where you will SEE them frequently.). 4. Focus you attention on the graphs, visuals, and pictures in your textbooks. They will help you remember important facts about what you have learned. 5. If you get stumped about how to learn words for a test or need to memorize their meanings, tie words into pictures as you do your studying. Auditory Learners (Learn best by listening) 1. Read your assignments out loud to yourself. 2. Use a tape recorder to tape class lectures and instructions (with the teacher’s permission of course) and replay the tapes during your study time to refresh your memory and to help reinforce what you have learned. 3. Ask friends or family members to ask you questions at the end of each study session to help fix information in your mind. 4. Visit the media center or the public library to find “talking” books, records, CDs, or tapes on subjects you are learning. LISTEN to them. 5. Think up questions to ask you about what you have read and learned and answer those questions OUT LOUD. 6. The key thing to remember is that you learn best by using your ears…so use them in any way you can, as often as you can. Tactile/Kinesthetic Learners (Learn best by doing) Howard County Public School System, Instructional Handbook Revised July 2013 1-29 Domain 1: Planning and Preparation 1. When given projects, ask the leader or teacher to allow you to build or make something rather than write a report. 2. When the teacher/presenter is talking, make you “take notes” on what is being said. Copy your notes or information several times. 3. When practicing for spelling or definition tests, write the word down and trace over the letters with your fingers. 4. At home, when reviewing for math related subjects, make yourself games with buttons, coins, or popsicle sticks so that you can “move” pieces around as you think. 5. Study in short 15-20 minute spurts—then take a break. You might even feel more comfortable walking around or talking out loud to yourself while you are studying. Natural Supports in Inclusive Classrooms Students with IEPs should have access to all programs and services within a school. Additionally, students with IEPs have access to grade-level curriculum and activities. Students with IEPs may be supported throughout their school day by peers, special education staff and general education staff, in the general education classroom. Other natural supports include differentiated instruction, visual supports, peer support, and individualized behavior support. Transition Planning Tool for Students with More Significant Needs The Extended Transition Plan is a collaborative process to facilitate the smooth transition of students with more significant needs within a school or between school sites. Included in the process are the student, parent, community members, current and future case managers, special educators and related service providers. The process includes a structured, yet free flowing discussion around questions relating specifically to the student. The team discusses the student (strengths and needs), share what life may look like for the student beyond high school, describes the next setting and identifies hopes/wishes for the student in that setting. Based on the discussion an action plan is created to implement steps for the transition. Circle Of Friends The premise of Circle of Friends is that many students with disabilities (particularly those not in home schools) are removed from circles of individuals who may be friends found in the community. These students largely develop relationships with paid professionals. The purpose of Circle of Friends is to establish a support system of students in the school setting. Creating a Circle of Friends Invite students to participate in a new project. A natural starting point is to invite students who already know the individual. It is perfectly appropriate to invite students who do not know the individual but perhaps attend the same community center, religious center, club, etc. The person who is the focus of the circle is encouraged to participate in developing the invitation list. If there is someone the individual does not want invited, these wishes should be respected. Be up front with participants. Tell them that they have been invited to a gathering to talk about developing friendships for the student. Let them know that the first meeting will not Howard County Public School System, Instructional Handbook Revised July 2013 1-30 Domain 1: Planning and Preparation commit them to anything, but will be a brainstorming session to assist the individual in having friends. Start-up Activity Distribute Circle of Friends worksheets. These are concentric circles having as the center “Individual and Family” and then in surrounding circles working outwards, “Good Friends,” “Neighborhood Acquaintances,” and “Community Workers and Paid Helpers.” Explain how to complete the worksheets and have the participants go through the process of completing their own circles. Ask if anyone feels comfortable sharing with the group. Use chart paper or an overhead. Processing Questions to ask: How was your relationship with one of your good friends formed? How do you keep this relationship going? What holds this relationship together? Share a typical circle of a person with a disability: What might it look like? How many individuals are in the acquaintance circle? Are the first two circles empty except for the immediate family? How would it feel to have the “good friend” circle empty in your own life? How would you feel if you didn’t have any friends? The circle exercise can be used to generally heighten individuals’ awareness of the importance of friendship as a precursor in establishing a support circle for a particular person. Proceed At this point, the facilitator should refocus the group’s attention on the purpose of the meeting, which is to establish a support circle for a student. Elicit participant’s observations regarding specific needs of the student. Brainstorm ways in which members of a circle of friends would be able to support the student in various aspects of school life. Elicit volunteers to be a part of the student’s Circle of Friends. Follow Up The group will then need to establish meeting times (at least biweekly) to discuss issues related to the student with the student present. During these discussions, the group should generate positives as well as concerns regarding the circle and determine the next plan of action. Peer Tutoring Programs Peer tutoring can be implemented informally at the classroom or school level. There are also commercially made peer-tutoring programs, which can be purchased and implemented. Recruitment Consider students in your own class, in other classes, or from higher grades (known as cross-age tutoring). Be sure to consider students with disabilities as peer tutors. Interested students should be given Howard County Public School System, Instructional Handbook Revised July 2013 1-31 Domain 1: Planning and Preparation as much information as possible before they make a commitment, to fully understand the time and tasks involved. Consider the following questions: Is the student willing to participate? (Peer tutoring should always be voluntary.) Can the student follow teacher directions well, and at the same time not be too dependent on lots of directions? Does the student have the skill or knowledge base necessary to teach another student? Does the student have the time in his or her schedule to tutor, without distracting from other school objectives? Will there be an effective match between the students’ personalities? Training Possible topics for training include: How to hold the student’s interest How to orient the student to the lesson or activity How to offer the least intrusive prompts first before moving to greater amounts of help How to offer simple directions How to reinforce correct responses from the student How to correct incorrect responses Specific strategies for working with a specific student Specific strategies for teaching specific materials or skills. Disability awareness Ongoing Monitoring and Evaluation Ideas and issues to consider include: Having the tutor collect data on progress Frequent initial spot checks followed by less frequent checks as long as the tutoring continues Interviews of each participant (separately) to ascertain how they feel about the tutoring. Integrating Curriculum and Instruction Definition While there is no one definition for this process, in Howard County curriculum, integration is defined as the purposeful organization of curriculum design and implementation so that students see the natural connections among various disciplines. This may take many forms but the intent is always the same. Arguments for Integrated Design Options Integrated curriculum and instruction will: 1. Address the exponential growth of knowledge and the needs of a rapidly changing society by allowing curriculum planners to examine and make decisions about what is important. The Howard County Essential Curriculum is the starting point. Howard County Public School System, Instructional Handbook Revised July 2013 1-32 Domain 1: Planning and Preparation 2. Lead to a better use of instructional time by the compacting of content and eliminating unnecessary repetition. 3. Provide opportunities for more relevant, stimulating, and connected experiences. 4. Facilitate collaboration among teachers, which in turn promotes professional growth. 5. Provide for a range of both disciplinary and interdisciplinary choices that occur horizontally and vertically, that is, both within and across grade levels. 6. Provide students with a range of experiences that reflect both discipline-based and interdisciplinary curriculum. Experiences may arise out of problem based teaching such as Type III investigations. 7. Provide an ideal context for teaching areas such as strategic reading, and listening that cross all subject areas. 8. Provide an opportunity to explore inclusive programming for students with special needs. Assumptions about Integrated Units 1. Students should have a range of experiences that reflect both discipline-based and interdisciplinary curriculum. 2. Teachers at the local school must be active in the design of the integrated experiences and determine the scope and sequence that makes sense for the disciplines involved. 3. Curriculum integration should not be administered as a covert activity. The school community must be informed, support and ideally initiate this approach. 4. Integrated units provide for a less fragmented and more relevant experience for students. 5. Students may be involved in the designing of integrated experiences. They can provide insight into the kinds of experiences, which help them learn better. Design Options Along a Continuum The organizational design and instructional delivery may reflect one or more models. Each model employs the concepts and understandings from at least two disciplines. Historically, the disciplines have contributed to the growth of knowledge by providing structures for the origination of content. Learning is a tapestry; disciplines are the threads; teaching creates the fabric. Teaching within a single discipline is like creating a fabric of solid color. Parallel and multidisciplinary approaches create stripes. Interdisciplinary teaching weaves plaids; and an integrated model produces figures. These are all options – there is no one correct approach. Various designs for an integrated approach exist. One of six models is suggested by Heidi Jacobs from Teachers College at Columbia University. She envisions a continuum that begins with a single discipline-based approach. In this model, the teacher makes no effort to collaborate with others, but brings to his or her teaching understandings and concepts from various disciplines and applies them to the topic under current study. For instance, a biology teacher may make reference to the political debate surrounding the teaching of evolution and encourage students to reflect upon how scientific knowledge has often been the source of social controversy. The next step along the continuum is the parallel design in which teachers plan the sequence of their lessons to correspond to related lessons in other disciplines; they do not change the course content. This is a relatively painless approach and only requires that a given teacher be aware of when parallel topics are being taught by other teachers. This approach is commonly found in the Humanities when the social studies and English teacher support each other’s efforts. During the unit on the Civil War taught by the Howard County Public School System, Instructional Handbook Revised July 2013 1-33 Domain 1: Planning and Preparation social studies teacher, the English teacher may assign a novel like The Red Badge of Courage. Advantages to this model include an abundance of topics, the relative ease of operation and the minimal changes required by participants. Disadvantages include that the linkages are not often obvious to students, and teachers must make the connections explicit. This is especially true when scheduling does not allow for a common block of time for instructional delivery. Farther along the continuum, are the multidisciplinary and interdisciplinary options, which bring together certain related disciplines in a unit or course to investigate a theme or concept. Here teachers need to be willing to reorganize the scope and sequence of their instruction to accommodate a common theme or purpose. Collaborative negotiation among professionals is required. It is very important that no one “give up” essential curriculum content in order to “go along” with his or her colleagues. The key is to make well grounded decisions about the emphasis to be placed upon concepts and understandings associated with a given discipline. An example of these models may be seen at the elementary level where a grade level might organizes a multi-week unit around a common theme such as Patterns. Teachers need to identify concepts and understandings from the contributing disciplines, which will support the selected theme. From science it might be the patterns found in nature; in social studies it may be patterns of settlement; from mathematics it might be geometric patterns; and, from Language Arts it may be patterns found in poetry. The connections must be natural and selected because they support both the discipline and the integrated theme. Advantages to these models include the possibility of creating themes, which are stimulating, and of great interest to students, the inclusion of themes, which naturally occur in given disciplines, and the flexibility to choose themes, which fit time constraints. The single greatest disadvantage to these models is that they are time intensive. They require a great deal of collaboration among faculty members. Further, unless great care is taken, student may not see how the concepts and understandings apply to individual disciplines as well as the overall integrated theme. At the most complex end of the continuum are the whole day and complete program models, which Jacobs identifies as “the most extreme form of interdisciplinary work.” These models create units of study out of the students’ daily lives and students play a key role in identifying the outcomes. Individuals or groups of students are asked to identify areas of study and design activities, which will enable them to obtain desired outcomes. These models may require students to do field work and internships. The units will most likely take an extended period of time and require resources beyond the classroom such as mentors, field trips, and similar off site experiences. They are appealing to groups of faculty members who are willing to put in many hours and who possess a high level of sophistication. The greatest single disadvantage to these approaches is that they require a radical departure from the standard curriculum structure and there is a high risk that all of the essential outcomes in a given discipline may not be addressed. Where to Begin There are no hard and fast rules for beginning the process for curriculum integration. The steps outlined below are offered as suggestions based upon the experience of teams of teachers and the resources available in Howard County. It is important to remember that successful planning will require honest and open negotiation among team members. An integrated unit is the result of compromises, which are made in the best interests of student learning but not at the expense of essential curriculum outcomes. Howard County Public School System, Instructional Handbook Revised July 2013 1-34 Domain 1: Planning and Preparation 1. Form a team of teachers and school based administrators to explore the advantages and disadvantages of an integrated approach for your school. This team should include teachers who have strong content knowledge and can represent subject area disciplines and the areas such as reading, writing, problem solving, and thinking skills in the negotiating process. 2. Enlist the advice and assistance of subject area curriculum coordinators, instructional facilitators, and resource teachers. These people have a rich knowledge base, which can help in making decisions about which goals, objectives, and outcomes are nonnegotiable. Further, they can assist in identifying resources for developing examples. 3. Examine the Essential Curriculum Documents and approved curriculum guides as a basis for determining the nonnegotiable parts of the curriculum. The goals and objectives in these publications may not be eliminated as part of an integrated unit. However, they may be rearranged to suit a revised theme or organizational structure. 4. When designing a unit, consider the validity of the subject matter selected: a. Validity within the disciplines—the topic or theme must have worthwhile standing and richness in all the contributing disciplines. Is this theme or concept something that is relevant to the contributing disciplines? b. Validity for the disciplines—the students will learn the concept at least as well as or better than if I were taught separately in a sole discipline. Is learning enhanced because of the multiple perspectives brought to bear by multiple disciplines? c. Validity beyond the discipline—the central theme or concept should have value beyond the current study, to have students better understand the world beyond the lesson. Is the sum greater than the parts? 5. Focus on contributions to broader outcomes—the multiple perspectives that allow students to become more skilled and comfortable with flexible thinking from multiple points of view. 6. During the negotiating process, make sure that all parties not pressure colleagues to be a part of this effort if the integrated unit design is not appropriate for their area. The research is clear that a “force fit” is not a god way to proceed. 7. Consider the design option that makes the most sense for your school. Determining factors will include teacher expertise and comfort level with risk taking. The parallel design requires the least amount of change on the part of teachers. The integrated day model requires a complete restructuring. 8. If new instructional resources will be needed, plan for acquisition with the assistance of the School Improvement Team or subject area offices. This should be done well in advance of implementation and a fall back plan should be in place in case outside funding is not available. Howard County Public School System, Instructional Handbook Revised July 2013 1-35 Domain 1: Planning and Preparation 9. If the unit requires a change in the school schedule or assignments, advanced planning and notification are critical. All staff members need to be aware of these changes in order to make appropriate adjustments. 10. School staffs may wish to design integrated units as a part of a portfolio assessment or a Cooperative Program Review component in the Teacher Evaluation Program. Lesson Planning Good planning is crucial to the success of good teachers. The need is obvious when you consider to complexity of helping students meet objectives, dealing with the wide range or student abilities, learning styles, and interests, and coping with the pace and complexity of the classroom. Lesson plan should: Communicate clearly what you intend to do. Serve as a useful tool guide to you. Follow a realistic time frame. There is no one correct way to attack planning. However, a proactive planner uses three basic considerations when planning: WHO will be taught WHAT will be taught HOW it will be taught It is important to always begin with objectives from the essential curriculum. You will also need to consider the content to which you will apply the objectives, and how student learning will be assessed. A good way to complete the planning process is to ask yourself if you have addressed all of the factors that contribute to a good lesson and an effective learning environment. When planning activities to make up your units, consider: Duration Type of student-teacher interaction Location Type of student-student interaction Structure of the material Materials and resources needed Sequence of the material Materials and resources available Learning and teaching styles. Lesson Plan Components You are probably familiar with standard lesson plan formats. Although each principal may require something a bit different, there are five basic components essential to daily planning: 1. Objective(s) 2. Materials 3. Procedures (to include opening and closing) 4. Evaluation/Assessment 5. Follow-up Using a Lesson Plan Book Howard County Public School System, Instructional Handbook Revised July 2013 1-36 Domain 1: Planning and Preparation Daily and weekly planning is done following the lesson plan template from the county in conjunction with the lesson plan book provided for you by the Howard County Public School System. Co-Teaching Co-Taught Classrooms Co-teaching is defined as a general educator and a special educator collaboratively planning and delivering instruction to students. From The New Teacher Handbook Look- Fors Personal Development of Students Explicit steps are taken to know and understand students as individual learners. Data is used appropriately to plan the lesson. Teachers tell students that they are capable and competent learners of the content. Social Development of Students Students are given an opportunity to share how they think with other classmates. The learning environment encourages high expectations, enables students to experience success, provides students with a sense of belonging and promotes shared responsibilities of achievement. Students are given a variety of purposes for being a part of a community of learners. Cognitive Development of Students Data is used to determine current level of cognitive development to plan lessons. The needs of students are addressed though a variety of instructional strategies and co-teaching models. (MCIE/MSDE Quality Indicators for Supporting Inclusion) Teachers select co-teaching methods based on student needs and curriculum content. Instruction is differentiated based on student’s needs, strengths, and learning styles. Cooperative learning activities are used within the lesson (with preplanned grouping consideration). Students are given a variety of specific purposes for learning that connect to their personal goals and interests and to the collective goals established by the class. Howard County Public School System, Instructional Handbook Revised July 2013 1-37 Domain 1: Planning and Preparation Arts Integration Definition of Arts Integration Arts Integration is a systemic approach to planning curriculum and implementing instruction that makes natural and meaningful connections between an art form(s) and another curricular area (social studies, language arts, etc). It is an approach that addresses multiple learning styles that meets the needs of all students. There should be learning objectives that are measurable in both the art form and the other subject area. Arts Integration is a method that brings joy back into the classroom for students and teachers. Rationale Integrating the arts… Provides different ways to assess learning, gives evidence of cognitive development, and is an alternative means of expression of what a student knows. Makes content more accessible by offering multiple ways to explore and understand content, facts, problems, and abstract concepts. Allow students to make connections between what they are learning in the classroom and in life. Teaches divergent, rather that convergent, thinking. Develops problem-solving capabilities. It is a means of thinking through the senses, is active and hands-on, and encourages joyful learning. Promotes respect for diversity of both individuals and cultures. Students learn to appreciate the variety and find the similarities among the values of all people. Implementation Considerations True arts integration occurs when there is a seamless blending of content and skills between an art form and a co-curricular subject. This happens when teachers make natural connections among the subjects and students are learning in, about, and through the arts. Standards for both subjects are being met simultaneously. While this may be the ultimate goal of arts integration, it may not be the only method of integrating. Art Integration is… Art Integration is not… …a high level teaching strategy that makes meaningful connections between the arts and all other subject areas. … a teaching strategy that engages all learners. … “do-able” by all teachers. … used only when connections are natural. … meant to favor any one subject over another. … meant to target any particular group of learners. It works for all! …successfully taught only by “experts” in the arts. … used everyday, every lesson. … a method to bring joy back into the … going to take time away from what needs to classroom for students and teachers. be taught to fulfill curriculum requirements. …contains and assesses the objectives of both the …“hitching,” which contains the objectives of only art form and the other curricular area the other curricular area …learning through, in, and about the arts. …is learning through the arts but not in or about the arts. Howard County Public School System, Instructional Handbook Revised July 2013 1-38 Domain 1: Planning and Preparation Arts Integration as it applies to Culturally Responsive Teaching includes the following considerations: Know the Learners and Build a Classroom Community - WHO Know the Learners Artwork reflects the personal experiences of the student Musical games provide feedback on individual abilities Elements of a self-portrait and artwork tell something about an individual student Monologues can be based upon personal experience Create a Safe and Welcoming Environment Personal choice creates a sense of trust An artistic community establishes a no fault, safe environment An artful environment is created by using a variety of cultural exemplars Clarify the Purpose of School/Your Class Product/performance schedule High expectations and enthusiasm are fostered through example Purposes of an art form are seldom fixed and allow for subjectivity Involve Students in Goal Setting and Self-Assessment The arts require dedication and commitment Students in the arts develop the ability to self-assess The arts set attainable bench marks for student achievement Rehearsal/repeated exposure leads to comfort level and expertise Build a Learning Community: Each class is an artistic community through: Opportunities to express one’s opinions in a no-fault environment All student responses are accepted Individual and group products/performance Peer assessment/critique Defining student roles that establish camaraderie amongst the group Developing self-esteem Raising the bar in mixed-ability groups through student mentoring Collaborate and Co-teach with Colleagues Interdisciplinary connections with the arts and other disciplines Arts Integration Model Large-scale products, performances, and exhibitions Use Content of the Curriculum and Appropriate Instructional Strategies to Empower and Engage Learners - HOW and WHAT Use Instructional Strategies that Support Multiple Intelligences Use all of the multiple intelligences Develop artistic behaviors of thinking, planning, and doing Are not limited by language Teach students to look at subtleties that can make a large impact Employ some means through which images become real Howard County Public School System, Instructional Handbook Revised July 2013 1-39 Domain 1: Planning and Preparation Teach Skills Needed for Effective Use of Instructional Resources Sketchbook/journal for planning and reflecting Manuscript books for composing and notating ideas The arts teach alternative ways of informational literacy Provide for Choice and Interdependent Accountability All members of a performance group are dependent upon one another for a successful performance Critiques and reflection on performance provide for timely feedback Large-scale group art products such as murals, sculpture, mosaics depend on teamwork Personal interpretation of the art form provides for open-ended experiences Problems can have more than one solution The arts celebrate multiple perspectives Sample Lessons Arts Integration Lesson Plan Template Planets in Space – Music, Physical Education (Movement), and Science – Grade 1 Robot – Art and Social Studies – Grades 4 or 5 Punctuation – Music and Language Arts – Grade 4 Flower Drawing – Art and Environmental Science – Grade 2 or 3 50 United States – Music and Social Studies – Grade 2 Resources Armstrong, Thomas. (2009). Multiple Intelligences in the Classroom 3rd Edition. Alexandria, VA: ASCD. Gardner, Howard. (1993). Frames of Mind. New York: BasicBooks. Brunaford, Gail, Arnold, Arnold, Weiss, Cynthia. (2001). Renaissance in the Classroom: Arts Integration and Meaningful Learning. Mahwah, NJ: Lawrence Erlbaum Associates, Publishers. Planning for a Substitute As a classroom teacher, you will need two types of substitute plans. An emergency plan is prepared at the beginning of the year and is saved for a day when you may be absent unexpectedly. This plan is usually kept in the main office of the school. The teacher prepares a regular substitute plan for a specific day when an absence is anticipated. This plan is usually placed in the teacher’s classroom or on the desk in the team office area. A substitute plan should be simple, but thorough. If a format is prepared in August or September, planning for substitutes throughout the year becomes simple. Substitute Plans A permanent folder should contain: Opening activities Class lists and seating charts Howard County Public School System, Instructional Handbook Revised July 2013 1-40 Domain 1: Planning and Preparation Procedures for attendance and lunch purchases A weekly schedule including special classes No instructional teacher duties A schedule for the instructional assistant Names and schedules of volunteers, student helpers Plans for each subject (one emergency, other to be added) A bus schedule A map of the school A list of staff members The name of a staff member who can provide assistance. From The New Teacher Handbook Components of an Effective Lesson Adapted from the work of Madeline Hunter Develop an Anticipatory Set Focus on the attention of the students. Provide a brief practice on previously achieved and related learnings. Develop a readiness for the instruction that will follow. Statement of the Objectives Instructional Input Lecture Discovery Demonstration Film, etc. Modeling Accepted Product/Process Visual and verbal modeling with an example of the acceptable outcome Check for Understanding Sampling Signaled response Individual response Guided Practice Assign several examples and observe each student. Provide corrective feedback. Independent Practice Assign enough problems to check for understanding. Circulate around the room to correct errors. Distribute Practice Over Time Maintenance of skills Closure Summary of what was learned Howard County Public School System, Instructional Handbook Revised July 2013 1-41 Domain 1: Planning and Preparation Additional Considerations When Planning a Lesson In his book titled How the Brain Learns, Dr. David Sousa provides information about how the brain processes information and makes some suggestions about how teachers can use brain research to design better lessons. Here are some of his major points: In any learning episode the learner usually remembers best that which comes first, next best that which comes last, and least well that which is presented just after the middle of the lesson. This common phenomenon is called the “Primacy-Regency Effect.” Teachers can design lessons so that they take advantage of how the brain naturally operates. For example, it probably is best to introduce the most important information at the beginning of the lesson and the second most important near the end. The middle of the lesson can be devoted to guided practice in which the student is required to do something mentally with the important information. Sousa recommends that teacher-directed learning episodes never be longer than 20 minutes, even with adults. In a 40-minute class period, he advises teaching two 20-minute lessons. In a 60-minute lesson, three. In an 80-minute class, four 20-minute lessons. The length of the teacher-directed segment of a lesson should be shorter for younger learners. A good guideline for determining the length of a teacher’s lecture, demonstration, or presentation is this formula: Focused periods of study should be equal to the age of the learner plus two but never greater than 25. Using this guideline, a teacher would prepare a 10-minute teacher-directed lesson segment for an eight year old (8+2=10) or an 18-mintue teacher-directed lesson segment for a 16year old (16+2=18). Within any learning segment, there should be times when the teacher requires the learner to manipulate mentally the information being taught or demonstrated. Here are some examples of what a teacher could say in the middle of a lesson to involve the learner actively and to make the learner accountable for processing the information: Turn to a neighbor and tell him/her what I just said. Write a summary of the most important thing you’ve heard so far. Create a picture of something meaningful in the lesson thus far. Say aloud to me what I just said (choral response). Write two key words you’ve heard in the last two minutes. Hold up your paper/lapboard to show me those two words. Use what I just told you to solve a problem. Work with a partner to generate two questions about what we just learned. The beginning and ending of lessons are extremely important. Always plan the beginning and ending. Don’t just let them happen. Make them novel, relevant to the lesson, and noteworthy. Closure should include one final time for the brain to revisit, rehearse, summarize, and organize the learning in a lesson. See the continuations for possible beginnings and endings. Examples of Beginnings Establish a routine that begins each day’s work. For example, you could have a different student responsible each day for taking minutes of the class. The minutes could consist of the following: Who was present or absent; Howard County Public School System, Instructional Handbook Revised July 2013 1-42 Domain 1: Planning and Preparation Summary of what happened in the class; List of important concepts, facts, and ideas presented or discussed; Description of the major learning; Information about assignments, make-up work, and other procedures; and List of important announcements. At the beginning of each class the student responsible for recording yesterday’s minutes could stand up and read the notes. This activity has several benefits The notes help students who were present the day before to revisit/remember the preceding class and prepare for the present lesson. Students learn summary and synthesis skills as well as writing, reading, and listening skills. In addition, taking notes is an important life and work skill that will be useable for years in many different situations. The absentees remember that they need to present excuses and they can hear the homework assignments. Teachers’ time is saved—not having to repeat to individual students or go back over yesterday’s lessons. Students learn very quickly to settle down to listen to one of their classmates read notes. They become more self-directed and responsible for settling their classmates. Use a quote that is related to the class or lesson. Develop it during the class and refer to it again at the end. Read an article from a newspaper and show how it is related to the lesson. Before class, place a paper with an activity on each student’s desk. Include instructions for them to complete the activity before you start class. Be sure the activity has some relevance to some lesson. Put a question on an overhead projector and have it on when students come in. Direct them to write the answer before beginning the lesson. Have them write in a journal. The topic can be what they already know about a new topic that’s about to be introduced or something personal that can be used in the lesson. Conduct a relaxation exercise—perhaps a visualization exercise right before an exam. Surprise the class with some new items set up in front of the class. For example, a model of the equipment they’ll be working with, a large poster with written work on it, some unexpected object to write about, anything that has a legitimate connection to the lesson. Have a student read aloud something meaningful from the textbook or other source and have the student show the connection with that day’s lesson—naturally, this one takes planning because you’ll need to enlist the help of the student several days before he/she participates. Summarize what was done during the last lesson and preview what’s in this lesson. This works well when several days are needed to complete one long lesson and students need reminders of where they left off last time. Have students set learning goals for the day. This works best when a new unit or series of lessons is begun, but it can also work well for regular lessons. It is most effective if at the end of a class/unit, students assess whether they reached their goals or not. Howard County Public School System, Instructional Handbook Revised July 2013 1-43 Domain 1: Planning and Preparation Examples of Closings Have students mentally review the lesson and write the major points covered. Let students talk to someone in the class and orally summarize the lesson. End by having each learner use only one word to describe the lesson. Have each student write a sentence that they’ll use to tell the people at home what they learned in your class today. Require choral responses to two or three keys questions or commands. Wrap up with a quote; then ask students to explain the relevance of the quote to the lesson just completed. Be sure all students prepare answers before you ask for responses. Show a picture and ask how it connects with what was learned. Let students predict what tomorrow’s lesson will be. Take the lesson events up to a climax (to a highpoint in a story you’re reading, for example) and stop just as the class is to end; say “And tomorrow I’ll let you know how this ends!” If students made learning goals at the beginning of the lesson, ask them to see if they research their goals. Let students write in their learning journals. Adapted from the work of David Sousa Guidelines for Creating Memorable Lesson When teachers design lessons, they must include strategies and activities that ensure that students will be able to remember what is learned. Brain research done in the 1990s provides teachers with some important information about memory. Marilee Sprenger is Becoming a “Wiz” at Brain-Based Teaching; How to Make Every Year Your Best Year summarizes some important research findings and makes some good suggestions about how to ensure that learners remember more of what teachers teach. Here are some of her major points: Having a memory of something is the only evidence that people have learned. Information about a given topic can be stored in several places in the brain. When needed, it can be retrieved from several sources. The main job of teachers is to create in the learner’s mind as many pathways as possible back to the memory so that it can be successfully retrieved. There are at least three memory types: short-term, working, and long-term. Teachers should always strive to get important procedures, concepts, and knowledge into long-term memory. There are five memory pathways: semantic, episodic, automatic, procedural, and emotional. They often combine and overlap. The emotional pathway is the strongest. Listed below in the table are the pathways and some suggestions for getting information into the brains of learners using that pathway. This information is adapted from Sprenger’s book, Becoming a “Wiz” at Brain-Based Teaching, page 84. Howard County Public School System, Instructional Handbook Revised July 2013 1-44 Domain 1: Planning and Preparation Memory Pathway Description Semantic Details and textbook information expressed in words Episodic Location and placement Automatic Conditions response Procedural Movement— sometimes called muscle memory Ways to Use Use mnemonic deices, timelines, and paraphrasing to help students remember this type of information. Clearly identify vocabulary to be learned in your class. Use practice tests. Present graphic organizers and require students to create their own. Decorated the classroom to help students remember where they learned certain information. Use bulletin boards and color strategically. Find unusual items, instructional materials, and equipment to provide a learning context. Go on field trips Use flash cards. Use music to accompany important learning. Require choral response. Conduct quiz shows on your content. Identify what you want students to “do” as a result of learning. Introduce movement into your lessons. Create and maintain meaningful routines. Use repetition to cement procedures. Howard County Public Schools Instructional Grouping Guidelines Introduction The purpose of this document is to provide a philosophical base and practical guidance to school staff as they make decisions regarding instructional grouping. There are numerous research studies with regard to grouping practices, which occasionally conflict, as there are benefits to both heterogeneous and homogeneous grouping depending on context and goal. Therefore, it is necessary to clarify the Howard County Public School System’s educational principles, which form the basis for instructional grouping decisions, and to provide guidelines for those decisions. Educational Principles It is necessary to utilize a variety of instructional grouping patterns to meet the ever-changing needs of students and different instructional goals. Examples of grouping patterns include homogeneous or heterogeneous groupings based on achievement, learning styles, and interest. “Tracking” (whereby students are divided into groups which tend to remain intact from year to year) is generally detrimental to students’ learning. Students respond positively to appropriately challenging curriculum and high expectations. Students have different instructional preferences and different learning styles. Howard County Public School System, Instructional Handbook Revised July 2013 1-45 Domain 1: Planning and Preparation Students learn at different rates. Student learning is impacted by instructional strategies, including grouping practices. Educationally sound instruction provides an optimal match between the student’s achievement level and the curriculum being taught. Guidelines for Instructional Grouping A significant part of school-based instructional decision-making in the Howard County Public Schools is the responsibility for making grouping decisions. Such decisions are to be made by school staffs and are to be based upon students’ educational requirements and ongoing assessments of student performance. General practices in grouping may vary by organizational level due to the differences in scheduling among elementary, middle, and high schools. Any instructional processes, including grouping, must be regularly examined for effectiveness based upon the results achieved in student performance. The following conditions are necessary to ensure that all students are grouped appropriately for learning: A variety of instructional groupings exist to address the variety of learning needs of students and the variety of learning goals in the curriculum. Homogeneous groupings (whether within classes or by the formation of separate classes) are used where appropriate to address specific skill or content needs. When students are assigned to groups for long periods of time, placements are frequently assessed. Assessments based on a variety of tools are an integral part of the ongoing educational process. Differentiated instruction meets the learning needs of students in various groupings. Staff development is provided for teachers on how to effectively use a variety of grouping practices and how to use a variety of assessment processes. Scheduling practices avoid tracking students across disciplines. When grouping for instruction considered to be below grade level, the goal is to accelerate skill development so that students achieve grade level status. Flexible Grouping Flexible grouping means that teachers vary the make-up of groups of students to create a good fit for the topic and the type of activity. Students need opportunities to learn cooperatively and to experience the value of collaboration. Using flexible groups in cooperative learning activities enables teachers to instruct students on the basis of interests and learning needs. In flexible grouping, teachers consider the needs of both individuals and the group. Teachers can organize students into various grouping patterns-for example, whole class, two large groups, small groups, triads, pairs, and/or students working individually. In order to create flexible groups, teachers need to know their students well. Only by knowing the students’ strengths and weaknesses, their personalities, and their relationships with the other students can teachers design successful groups. The composition of groups affects not only how and what students learn, but also the way students feel about themselves, and the way they relate to each other. When students are placed in heterogeneous groups, according to interests, not ability, the opportunities to learn from each other are maximized. The students who have stronger skills in an area can challenge and teach students with less experience or knowledge in an area. Since these stronger students have just recently learned concepts and strategies, they will probably be able to explain this information in a very meaningful way with more accessible language. Long-term, static ability grouping does not provide an Howard County Public School System, Instructional Handbook Revised July 2013 1-46 Domain 1: Planning and Preparation opportunity for this kind of exchange. Heterogeneous (mixed ability) grouping had been proven to be the most effective way to maximize student success. Although long-term homogeneous groups are not recommended as a constant practice, grouping students by similar abilities is appropriate sometimes for work on specific skills. Howard County Public School System, Instructional Handbook Revised July 2013 1-47 Domain 1: Planning and Preparation Cooperative Learning Definition An instructional method that allows students to work in small groups within the classroom, often with a division of assignment of several specific tasks or roles. Each member of a team is responsible not only for learning what is taught but also for helping teammates learn. This group strategy allows students to practice working in a group and taking leadership roles. Cooperative efforts result in participants striving for mutual benefit so that all group members: gain from each other’s efforts. (Your success benefits me and my success benefits you.) recognize that all group members share a common fate. (We all sink or swim together here.) know that oneself and one’s team members mutually cause one’s performance. (We cannot do it without you.) feel proud and jointly celebrate when a group member is recognized for achievement. (We all congratulate you on your accomplishment!) Rationale Research has shown that cooperative learning techniques: promote student learning and academic achievement. increase student retention. enhance student satisfaction with their learning experience. help students develop skills in oral communication. develop students’ social skills. promote student self-esteem. help to promote an understanding of and a value for diversity. Implementation Consideration Cooperative learning activities are carefully structures in order to be most effective. Forming Teams It will be the role of the teacher to manage, model, and eventually help students become self-managers in the process of effective teaming. It is a grave error to assume that if you assign a group a task, it will find a way to work cooperatively. This section focuses on questions surrounding forming teams—how many should be on a team, how should team members be chosen, how long should teams be kept together, and so on. Information is provided in terms of guiding principles rather than “right answers.” Team Size The smallest group you can have is, of course, two. In general, the largest recommended group is six. Many teachers will begin with small group experiences (two to three members) and build toward larger teams. The following are some generalizations about team size. Advantages of smaller groups include: Each member participates more. Fewer/less complex social skills are generally required. Howard County Public School System, Instructional Handbook Revised July 2013 1-48 Domain 1: Planning and Preparation Less time is needed to form and reform teams (movement of people and chairs; team selection). Small teams are good for dealing with simple tasks and reaching consensus. Small teams can work quickly. Advantages of larger groups include: More ideas are generated. Large groups deal better with complex ideas. Fewer group reports must be shared at the whole group level. Large groups work well with complex strategies such as jigsaw and group investigations. Advantages of specific group sizes include: 2 It’s hard to get left out of a pair! Pairs are easiest to form: “Turn to a neighbor” may do it. 3 Triads tend to surface issues. Two may agree only to have the third interject an idea. Triads are good for process observing: one observes two others. 4 Two pairs can be formed for intragroup work such as Think-Pair-Share or peer reviews. Foursomes can pair and interact in six ways. 6 Two triads or three pairs can be formed for intragroup work. Many such combinations are possible. Choosing Group Members Heterogeneous or homogeneous Unless there is an overwhelming reason to use homogeneous groups, research favors making groups as heterogeneous as possible with regard to academic achievement, gender, ethnicity, task orientation, learning style, ability/disability, and learning style. Heterogeneous groups promote more elaborate thinking and explanations, and provide opportunities for students to develop feelings of mutual concern. Random, self-selected, or assigned Student self-selection of groups is generally not successful, although there are ways for students to provide some input for teachers to consider in assigning groups. For example, if every student is asked to name three students they would most like to work with, the teacher might promise to try to form teams in which everybody works with at least one of their designated peers. This can be especially helpful if some students begin with lower social status. Another method for providing some student choice is to develop teams around interest areas, but again this best done after students develop an awareness of what skills are needed in a team for it to be successful, and it is best done if additional criteria (e.g. size limits) are designated. Random selection or assigned groups are more likely to be heterogeneous. Since random techniques may result in groups, which are not heterogeneous or not academically equal, whether to use random groups or assigned groups depends to a great extent on the duration of the task and the frequency with which groups are used. Random techniques are good if groups are used frequently for tasks of short duration because any difficulties arising from “unequal” teams will not be important over the long run…they will balance out. Howard County Public School System, Instructional Handbook Revised July 2013 1-49 Domain 1: Planning and Preparation If, on the other hand, groups are used infrequently or the task is of some duration, it will become more important that the makeup of the groups is seen as “fair,” so the groups themselves should be carefully selected. Duration of Groups Groups may work for as short a period of time as five minutes, or they may work together several times a week for an entire semester. Just as teachers often increase teams in size, they also may begin with short, low stakes teaming opportunities and build toward longer, more complex activities. Short duration advantages: Students have opportunities to get to know more classmates. Group formation skills are practiced. Long duration advantages: Students have practice with more complex collaborative skills. Stronger bonds can form between students. More complex tasks can be tackled. Note: Groups of long duration should work together at least once a week. A rule of thumb is to allow long-term groups to remain together long enough to feel successful, but not so long that bonds become counterproductive in the class. Usually 4-6 weeks is a good upper limit. It is usually a mistake to break groups up because they are having trouble functioning, because members will then feel unsuccessful as group members and take that feeling with them to the next group situation. Try to find some measure of success! If you are using long-term groups, you can give teams a break by mixing in some short, informal teaming activities with other groups of students while still maintaining the long-term structure. Specific Techniques for Forming Teams Random Team Ideas Line up by some criterion and count off. Students can line up by first name, last name spelled backwards, birthday, or how much they like math. Tip: avoid physical characteristics. Tip: Remember that if you have 32 students and want groups of four, you have students count off from one to eight and then ask all the ones to get together, etc. Colored shapes method (e.g., If you have 24 students you could have six cutout shapes in four colors; if you want groups of six, you ask students of the same color to get together; if you want groups of four you ask students with the same cutout shape to get together.). Famous pairs (Prepare index cards each with one name of a famous pair; e.g., Romeo and Juliet.). Puzzle pieces (Students whose puzzle pieces go together form a pair or larger groups.). Use your imagination. Forming Heterogeneous Teams Using the High-Low-Middle-Middle Method 1. Rank students by academic achievement in the subject. 2. Determine the number of teams. Divide the number of students by four to get the number of teams. The remainder, if any, tells you the number of five-member teams. 3. If there was a remainder, reserve that many students from the middle of your list to be assigned to teams as 5th members. Howard County Public School System, Instructional Handbook Revised July 2013 1-50 Domain 1: Planning and Preparation 4. Assign the highest student, lowest student, and two students closest to the middle of your list to the first team. Cross them off the list. 5. Assign from the remaining students the (now) highest, lowest, and two students closest to the middle to the next team. Cross them off. 6. Continue assigning teams until all students have assigned except for those remaining from step 3. 7. Check your teams fro heterogeneity by gender, ethnicity, or other criterion. Balance them to the extent possible by adding 5th members or by swapping students who are of about the same ability academically. 8. Assign any remaining students that were not assigned in step 7. Consider adding a 5th member to a team in which one member is frequently absent. Example: If you have 30 students, you will have 7 teams. Two teams will have 5 members. On your ranked list of students, make a note to reserve the 15th and 16th students until last. Team #1 (tentatively): 1st, 30th, 14th, and 17th students Team #2 (tentatively): 2nd, 29th, 13th, and 18th students, etc. This can be done with note cards. Make a card for each student containing the student’s name and GPA or class rank. Simultaneous Sharing Techniques Rationale When working with small groups, a common phenomenon is that each group creates a product to share with the remainder of the participants. A rule of thumb is to never have more than six groups (or people) stand up and share. It takes a long time and becomes repetitious. The following are alternatives, which offer a change of pace, provide movement, involve more participants, and often speed up the sharing process. Chalkboard/Chart Paper Sharing As soon as each group is finished, it sends a representative to a chalkboard or chart paper to post the group’s best answer or idea. This tends to offer ideas to slower groups and/or speed them to completion. Simultaneous Stand and Share Following a Group Buzz, each group makes sure that all their members have a different idea to share. On a signal, all participants stand up. The leader starts in one area of the room and asks a participant to share (generally the leader records). As each participant shares, he or she sits down, and anyone in the room who had the same or similar idea also sits down. Sharing continues until all participants are seated. Gallery Tour/Walk Completed group products are displayed around the room. On a signal, group pass from one product to another, responding as groups to the products they see by writing questions or adding ideas. It may be necessary to time each “turn.” Roam the Room Like the Gallery Tour, except that participants move freely and individually around the room. On a signal, they return to their groups and report on what they found. Often, participants are given a goal to achieve while “roaming.” Howard County Public School System, Instructional Handbook Revised July 2013 1-51 Domain 1: Planning and Preparation One-Way Jigsaw Groups number themselves off (e.g., if each group has 4 members, each group numbers its members from 1 to 4.). Then all the ones meet together, the twos meet together, etc., to share their group’s ideas. If there are too many groups, make the groups larger to being with (use 6 groups of 6 instead of 9 groups of 4) or divide the room into two smaller sharing groups. (Works well with Carbon Sharing with each group member receiving a carbon of the group’s ideas to take with him/her.) Carousel Sharing One representative from each group stays at the group’s table (or chart) while the remaining members of each group rotate from table to table (or chart to chart). The representatives share their groups’ information with other groups as they rotate through. Museum Tour Similar to the Carousel Sharing technique; the representative is called a “docent” and what is shared is often a picture, model, or other product. Many ideas on this page were adopted from Cooperative Learning and Language Arts: A Multi-Structural Approach written by Jeanne M. Stone and published by Kagan’s Cooperative Learning. RELATED STRATEGIES IN HCPSS DATABASE OF INSTRUCTIONAL STRATEGIES Carousel Brainstorming/Team Webbing Circle of Knowledge Co-op Co-op Corners Find Someone Who/Walkabout Review I Have…Who Has? Information Gap Activity (Formerly Partner Practice) Jigsaw Mix N Match Numbered Heads Together Placemat Roundtable Send-A-Problem Simultaneous Sharing Techniques Stir-the-Class Think-Pair-Share Three-Step Interview Value Line NOTE: A preview of the resources can be accessed by clicking the hyperlinks. In order to print, log into Alfresco and click Instructional Resources (Pre-K-12) under My Sites. Click on the Instructional Handbook under Resources and the folder is labeled Instructional Handbook Resources. Howard County Public School System, Instructional Handbook Revised July 2013 1-52 Domain 1: Planning and Preparation 1f Designing Student Assessments Evaluation and Assessment Assessment is the process of measuring student learning. Results are used to guide a variety of decisions and actions. The more educators understand how students learn, the more they realize that ongoing assessment is critical. Data from the assessments provides valuable feedback so that teachers may improve student learning. The best assessment is done over time using a variety of methods and sources. In addition to teacher-made assessments, HCPSS has a series of local assessments. The main purposes of the HCPSS Local Assessment Program are: 1. To provide teachers and administrators with an objective measure of student performance on HCPSS curricular standards in order to provide consistency across the county. (Summative) 2. To provide information to teachers to guide instructional decisions. (Formative) 3. To provide students and teachers with a potential indicator of performance on state mandated assessments. (Formative) Assessment development is a multi-step process, which begins with deciding what students should know and be able to do. Those standards become the target for creating assessments. Specific criteria that define the desired elements of expected performance are established next. How students most efficiently demonstrate their learning determines what type items should be used. The goal is to have an easy-to-use series of assessments that are based on the Essential Curriculum. These assessments include selected response and constructed response item types. Some Characteristics Of A Good Assessment Tool Measures what you want to measure Communicates expectations Motivates students Is manageable/efficient Is clear to students and other audiences Is fair. Howard County Public School System, Instructional Handbook Revised July 2013 1-53 Domain 1: Planning and Preparation Assessment Methods The chart below depicts the range of assessment methods that can be used to assess student learning. KNOWLEDGE-BASED ASSESSEMENTS Selected-Response Items: •multiple choice* •matching* •true-false •multiples true-false PERFORMANCE-BASED ASSESSEMENTS Constructed Response Brief Constructed Response* Extended Constructed Response* Fill in the blank: words, phrases Short answer: sentence(s), paragraphs Label a diagram Show your work Explain your answer Justify your response Product Essay Research paper Lab report Model/exhibit Story/play Video/audiotape Poem Portfolio Performance Oral presentation Dance/movement Enactment Science lab demonstration Debate Process-Focused Oral questioning Conference Interview Problem-solving Source: McTighe, J. and Ferrara, Steven Ph.D. (1994). Assessing Learning In the Classroom. National Education Association. Howard County Public School System, Instructional Handbook Revised July 2013 1-54 Domain 1: Planning and Preparation Item Types Selected Response — An assessment item that requires the test taker to select a correct answer from a given set of possible responses (choices). Multiple Choice — consists of a stem (a question, incomplete statement, or an imperative) and four possible responses, only one of which is to be selected. Matching — consists of a list of ideas and a list of responses. The test taker is required to match one response to each idea. Constructed Response — An assessment item that requires the test taker to supply an answer or an explanation. The item may be open-ended with more than one correct response or solution. Brief Constructed Response — consists of short-answer or completion items that require a phrase, list, drawing, graphic organizer, few sentences, or paragraph. It measures student achievement relative to a single indicator or a small number of closely related indicators. Response time is approximately 5-10 minutes. Selected Response (SR) Strengths: Provides a global view of a broad range of content Reveals students’ misunderstandings through distracter analysis Facilitates rapid scoring and feedback Challenge: Difficult to write a quality stem with plausible distracters Item Construction: STEM – The stem should be 1. short and clearly worded. 2. based on one instructional objective. 3. at higher level thinking whenever possible. 4. void of spelling and content errors. 5. concise with extraneous words eliminated. 6. grammatically correct. 7. void of real life proper nouns such as a store name. 8. checked for proper capitalization and punctuation. 9. use age appropriate vocabulary. 10. legible in terms of graphics and labeling. 11. different from other questions on the same assessment. 12. void of bolding and underlining. 13. stated with positive phrasing. 14. employ effective phrasing such as “choose the most effective, consequence of, best explanation, or most appropriate.” 15. independent and void of clues to other questions. Howard County Public School System, Instructional Handbook Revised July 2013 1-55 Domain 1: Planning and Preparation RESPONSES – should be 1. relatively the same length. 2. listed in alphabetical or numerical order. 3. void of repetitive and unnecessary words. 4. clear and of equal value. 5. free of clues to other items. 6. free of distracters with misconceptions or common errors. 7. checked for proper capitalization and punctuation. 8. appropriately challenging and not too easy or difficult. 9. void of spelling and content errors. 10. marked correctly in the answer key. 11. void of patterns on the answer key such as all “A.” 12. plausible choices and void of absurd responses. 13. spaced consistently and readily legible. 14. void of bolding and underlining. 15. offer only one correct response or best answer. 16. void of “none (or all) of the above.” Examples of Selected Response (SR) Items 1. Chart A shows a change in immigration. Which of the following best explains this change? A. B. C. D. Lack of employment opportunities in the U.S. Prosperity in Europe after World War I Restriction of “targeted” immigration by U.S. laws Rise of European Communism NOTE: There is a space between the stem and the responses. Periods are not used at the end of the responses because they are not complete sentences. The responses are in alphabetical order. 2. Joe’s mean test score on the first five tests in his math class is 89. What score does he need on the next test in order to raise his mean score to 90? A. B. C. D. 89 91 93 95 NOTE: Responses are listed numerically with no period. Howard County Public School System, Instructional Handbook Revised July 2013 1-56 Domain 1: Planning and Preparation 3. The seasons on Earth are caused by changes in the A. B. C. D. amount of heat produced by the Sun. distance between the Earth and the Sun. Earth’s tilt and the hours of daylight. weather at different times of the year. NOTE: The stem uses no punctuation to transition to the responses. The responses are alphabetized. The distracters employ common misconceptions. Periods are used to end the responses because they complete the sentence used in the stem. The word “the” has been placed at the end of the stem to avoid its repetitive use at the beginning of every response. Matching Matching consists of a list of ideas and a list of responses. The test taker is required to match one response to each idea. For Matching Items: Give good directions on basis for matching Use homogeneous material in each exercise Base each item on one instructional objective or goal Keep the lists as short as possible (six items or less) Keep entries of the lists as alike as possible (do not mix names with dates) Put all items on a single page Use items in response column more than once (reduces the effects of guessing) Make all responses plausible Put response in logical order (chronological, alphabetical) Responses should be short Using more responses than items is permissible Good for: Knowledge level Some comprehension level, if appropriately constructed Types: Terms with definitions Phrases with other phrases Causes with effects Parts with larger units Problems with solutions Advantages: Maximum coverage at knowledge level in a minimum amount of space Howard County Public School System, Instructional Handbook Revised July 2013 1-57 Domain 1: Planning and Preparation Valuable in content areas that have a lot of facts Disadvantages: Time consuming for students Not good for higher levels of learning May result in a domino effect of incorrect answers Example: Match the statistic with the most appropriate label in the right column. Statistic: Label: 1. The most common score was 58. 2. The difference between the best and the worst score was 20. 3. David’s score was in the middle. 4. A few members of the population were surveyed. 5. The average score was 55. ___ A. data ___ B. mean ___ C. median ___ D. mode ___ E. range ___ F. sample Constructed Response • Constructed response — consists have short-answer or completion items that require a phrase, list, drawing, graphic organizer, few sentences, or paragraph. It measures student achievement relative to a single indicator or a small number of closely related indicators. Response time is approximately 5-10 minutes. SUGGESTIONS: Base each item on one instructional objective or goal not easily assessed by selected response items. Clearly define what the student is to do. Ask focused (rather than broad) questions. Correct: Choose one major factor that led to the beginnings of the Civil War and explain why that factor had such a great impact. Support your explanation with specific evidence. Incorrect: What caused the Civil War? Identify where the student is to respond. Write clear and concise stems, using simple vocabulary and sentence structure. Word the question to elicit a brief and definitive answer. Make sure that any graphics to be interpreted are clear and complete. Create items which are independent of one another; that is, a correct answer to one item does not depend on a clue to another item. Identify the information or material needed in order to respond. (Example: “In the story the author refers to...” or “Use the information in the diagram to...”) Howard County Public School System, Instructional Handbook Revised July 2013 1-58 Domain 1: Planning and Preparation Specify the kind of reasoning or problem solving to be demonstrated in the response. (Example: Analyze, explain, compare, evaluate, justify, etc.) Clearly communicate to students within the item the expectations or assessment criteria for responses. Provide an adequate amount of space for the students to respond. The space cues the students as to the proper amount of writing needed in order to respond appropriately. Example: 1. What specific information did the author have to know before writing this passage? the space below. Make a list in 2. When copper is heated in air, the mass of the resulting product is greater than that of the original copper. Describe the reaction that occurs when the copper is heated. Explain why the mass of the product is greater than that of the original copper. Using Thinking Skills and Processes for Assessment Thinking Skills: Sample Questions • Comparing: How are _____ and _____ similar and different? • Classifying: How might _____ be organized into groups? What are the rules or characteristics that have been used to form groups? • Induction: What conclusions could be drawn from the data? • Deduction: What specific rules are operating? What must happen because of these rules? • Error analysis: Are there any errors in reasoning or in a process that can be described? • Constructing support: Which position will you defend on this particular issue? • Abstracting: What is the relationship that exists in _____? What is the abstract pattern or theme that lies at the heart of the relationship? • Analyzing perspectives: What are the different perspectives or points of view on an issue? Howard County Public School System, Instructional Handbook Revised July 2013 1-59 Domain 1: Planning and Preparation Processing Skills: Sample Questions • Decision making: What important decision(s) should be studied or made? • Problem solving: What obstacle(s) need to be overcome? • Experimental inquiry: What prediction about _____ can you make and then test? • Invention: What do you want to create or improve upon? • Investigation: — historical — projective — definitional What happened in the past that could be studied? What possible or hypothetical event could be examined? What new concept or theory could be described in detail? Source: Marzano, R., Pickering, Dl, & McTighe, J. Assessing Student Outcomes: Performance Assessment Using the Dimensions of Learning Model. ASCD, 1994. Scoring Tools Scoring Tool — a guide for making a judgment about the quality of a product or a performance. Holistic Scoring yields a single score based upon an overall impression of a product or performance. Analytic Scoring yields a separate score for each dimension of the product or performance; scores can be summed for an overall score. Each of the following scoring tools can be used in a holistic or analytic manner: Rubric or Scoring Key — consists of a fixed scale and a list of characteristics describing performance for each of the levels on the scale. A rubric is generic in nature and can be used to assess any product or performance related to the established criteria. A task or activity-specific scoring key can only be used for that particular task or activity. Checklist — consists of a listing of categories or features of the product or performance that will be evaluated by rating options. Checklist, Weighted — a list of categories or features of the product or performance that will be evaluated by a point system. Analytic Scoring versus Holistic Scoring Analytic Scoring yields a separate score for each dimension of the product or performance. Advantages Shows students and teachers what components need to be included in the product or performance. Howard County Public School System, Instructional Handbook Revised July 2013 1-60 Domain 1: Planning and Preparation Provides detailed, explicit criteria for judgment; describes the characteristics necessary to achieve each level of understanding, proficiency, quality, and/or performance. Looks at specifics, not a global view; helps with instructional decisions. Disadvantages Requires time to collect or develop the rubrics or task specific keys, identify representative anchors, and become proficient in applying them reliably. Doesn’t provide a summary single score. Holistic Scoring yields a single score based on an overall impression of a product or performance. Advantages Shows students and teachers what components need to be included in the product or performance. Provides detailed, explicit criteria for judgment; describes the characteristics necessary to achieve each level of understanding, proficiency, quality, and/or performance. Disadvantages Groups many characteristics or dimensions together; may need to separate into several scores. Requires time to collect or develop the rubrics or task specific keys, identify representative anchors, and become proficient in applying them reliably. Rubrics And Scoring Keys Rubrics or Scoring Keys—consists of a fixed scale and a list of characteristics describing performance for each of the levels on the scale. Suggestions Decide which outcomes will be measured. Establish criteria related to the outcomes that reflect the categories or features that will be rated. Decide whether to create a rubric or a task or activity-specific scoring key. A rubric is generic in nature and can be used to assess any product or performance related to the established criteria. A task or activity-specific scoring key can only be used for that particular task or activity. Determine how many different levels of performance will appropriately discriminate between acceptable and unacceptable performance. A four level rubric or key is recommended. Write the standards for student performance that clearly relate to the outcomes that will be assessed. Use descriptive terms to characterize the differences in the levels of performance, such as fully, consistently, sufficiently, adequately, partially, minimally, or seldom. The construction of the levels should be parallel. Select anchor papers (sample student responses) to represent the different levels of performance. Following is a generic description of a four-level rubric or scoring key: Exemplary This response is in the proficient range. It is an example of the standard or goal for students to attain. Howard County Public School System, Instructional Handbook Revised July 2013 1-61 Domain 1: Planning and Preparation Acceptable This response is in the proficient range. It is an example of the satisfactory response with room for further development. Approaching This response is in the non-proficient range. It is an example of a response that is approaching acceptance, but is lacking essential elements. Attempted This response is in the non-proficient range. It is an example of a response with little, if any, grasp of the essential task. The levels of performance can be represented by words, points, or symbols. If points are used, typically the highest number represents the standard. Any generic scoring tool can be converted to a task or activity-specific key by adapting the language to specify the outcomes built into the task or activity. Examples: Generic Rubric for Problem Solving in Mathematics Exemplary Appropriate strategy was chosen. All of the steps of the plan were shown. Accurate solution was found. Appropriate responses were labeled. Acceptable Appropriate strategy was chosen. Most of the steps of the plan were shown. Accurate solution may or may not be found. Appropriate responses were labeled. Approaching Appropriate strategy may or may not have been chosen. Some of the steps of the plan were shown. Inaccurate solution was found. Responses were labeled. Attempted All other responses. Task or Activity specific Key for Problem Solving in Mathematics— Identifying Possible Combinations Exemplary The appropriate strategy of making a diagram is chosen. All the parts of the diagram are shown. Accurate solution of 6 is found. Solution is appropriately labeled combinations. Acceptable The appropriate strategy of making a diagram is chosen. Howard County Public School System, Instructional Handbook Revised July 2013 1-62 Domain 1: Planning and Preparation Most of the parts of the diagram are shown. A miscalculation is made in finding the solution. Solution is appropriately labeled combinations. Approaching The appropriate strategy of making a diagram is chosen. Some of the parts of the diagram are shown. An inaccurate solution if found. Solution is inappropriately labeled. Attempted All other responses An Assessment Reviewer’s Checklist In General, the Assessment Items or Tasks: Assess the identified learner outcomes Represent the most effective assessment method (given the outcomes to be assessed) Use age-appropriate vocabulary, readings, and activities Contain accurate and credible information Require the application of thinking skills and processes Are free from racial, ethnic, religious, cultural, or gender biases Do not involve sensitive or controversial issues. Incorporate appropriate number of reading items (Middle School only). Selected Response Items: Follow the guidelines for item development. Contain correct answer choices. Constructed Response Items or Tasks: Elicit responses, which reveal levels of performance (rather than simply correct or incorrect answers) Establish a meaningful context based on real issues, problems or themes Call for products or performances that address a clear purpose Contain exemplary responses that set the standards for performance Establish clear criteria for evaluating student products and performances. Table of Contents Howard County Public School System, Instructional Handbook Revised July 2013 1-63 Domain 1: Planning and Preparation Howard County Public School System, Instructional Handbook Revised July 2013 1-64 Domain 2: The Classroom Environment DOMAIN 2: THE CLASSROOM ENVIRONMENT Component 2a Element Creating an Environment of Respect and Rapport Component 2b Element Teacher interaction with students Student interaction with students Establishing a Culture for Learning Component 2c Element Importance of content Expectations for learning and achievement Student pride in work Managing Classroom Procedures Component 2d Element Instructional groups Transitions Materials and supplies Non-instructional duties Supervision of volunteers and paraprofessionals Managing Student Behavior Component 2e Element Expectations Monitoring behavior Response to misbehavior Organizes Physical Space Safety and accessibility Arrangement and use of other physical resources Howard County Public School System, Instructional Handbook Revised July 2013 2-1 Domain 2: The Classroom Environment 2a Creating an Environment of Respect and Rapport Teacher and Student Interaction Equality Issues It is essential that all communications promote the ideal of equal status and nonsegregated relationships. Be sensitive to issues of gender, cultural heritage, and disabilities. References should be both inclusive of all groups and avoid stereotypes regarding appearance, personality, occupation, and culture. Illustrations should contribute to the positive portrayal of an integrated society. Language should reflect terms acceptable to the people involved. Monitor the effectiveness of your interactions through feedback. Provide opportunities for feedback and be sensitive to the verbal and nonverbal cues from students. Provide a suggestion box or distribute a quarterly climate survey to students. Be alert to signs of discomfort or withdrawal and modify behavior accordingly. Engage in equal and positive classroom behaviors. Give eye contact to each student in the room. A typical interaction pattern is for teachers to give eye contact and call on only students sitting in the “golden T” – the front and middle “column” of desks. To avoid this, scan the room as you speak, making sure to attend to every quadrant of the classroom. Move around the classroom and address students from different areas of the room to give you and them a different perspective. At the end of each class, try to recall whether you saw each student. Try to be in proximity to each student at some point during the class, not just to high achievers or disruptive students. Make sure that seating allows you to move easily to all areas of the room. Attribute ideas to the students who generated them. For instance, say “Earlier in the discussion Bob made the point…” Respond positively to students’ incorrect responses or lack of response. Provide wait time. Ask students to explain their thinking. Dignify responses. Give credit to the aspects of an incorrect response that are correct. Identify the question that the incorrect response actually answered. Restate the question. Ask the question a second time and allow additional wait time. Rephrase the question. Paraphrase the question or ask it from a different perspective that may give students a better understanding of the question. Break a complex question into a number of smaller questions. Give hints and cues. Provide enough guidance that students will gradually come up with the answer. If a student absolutely cannot come up with the correct answer, provide it and ask the student to paraphrase it or provide another example of the answer. Adapted from Dimensions of Learning Teacher’s Manual 2nd Edition, by Bob Marzano, et. al. (ASCD 1997) Provide opportunities for students to participate in a variety of ways. Ask for volunteers. Choose students to respond. Howard County Public School System, Instructional Handbook Revised July 2013 2-2 Domain 2: The Classroom Environment Have one student select who will respond. Pair students and have them respond to each other. Have groups develop responses for the group. Provide specific praise and unambiguous feedback. Use praise equally among all students to reinforce academic performance. Avoid overuse of phrases like okay, good, and nice try when commenting on performance. Say what is right and what needs to be improved. Howard County Public School System, Instructional Handbook Revised July 2013 2-3 Domain 2: The Classroom Environment 2b Establishing a Culture for Learning Building A Community Of Learners Building a community of learners involves transforming the classroom into a safe, stimulating, and interactive place. To create a successful community of learners, teachers need to create classrooms that include the following key elements: Engaging relationships, clear rules and expectations, instruction in the learning process, the importance of other students as resources, the value of mistakes in learning, and the richness of cooperative learning. The construction of a community of learners begins with the teachers establishing engaging relationships with students. Early in the year, teachers need to share information about themselves with the students and set up activities that encourage students to share individual characteristics about themselves as well. At the same time, teachers need to develop class rules and clear expectations with the students; they can even include a class mission statement. By involving the students in creating this code of conduct, teachers will increase students’ ownership of the class values. In addition to the stated rules, teachers need to model respect, collaboration, and appreciation, so that the students will be more likely to treat the teachers and other students in the same constructive way. In all of their lessons, teachers need to highlight their process of learning, and what they learn from the students each day. This will show students that learning is a lifelong process and that other people are our greatest resources for learning. Teachers can further emphasize the importance of other peers as resources by consistently redirecting students’ questions back to other students to answer. Teachers need to demonstrate that mistakes are an important part of learning and readily show their own errors, and then they will establish a safe place for learning where students are not afraid to take risks. By including flexible groups in cooperative learning activities, teachers will be able to differentiate instruction, thereby making lessons challenging for all levels of learners and learning styles. Through cooperative learning activities, students will value of collective learning and as well as individual achievement. Guess Which One Does Not Belong: Introductory Activity Randomly divide the class into groups of four. Model the following activity for students. Have the whole class guess which statement about the teacher is untrue. Then within the group, have each student introduce him or herself. Each student should share three statements as modeled by the teacher. Two statements are true, and one is not. The small group will try to guess the untrue statement for each team member. Howard County Public School System, Instructional Handbook Revised July 2013 2-4 Domain 2: The Classroom Environment Ideal Teacher/Ideal Student: Art Activity Have students work in groups of four to create a visual representation of the ideal teacher/student. Allow students to volunteer to fulfill group member roles (leader, material manager, artist, reporter, etc.). Share out: Each group will share their visual representation and discuss one key characteristic of their ideal teacher/student. Examination of Core Values: Partner Activity Prepare core value cards (respect, responsibility, self-reliance, tolerance, compassion, cooperation, courage, commitment, patience, loyalty, integrity, humor, honesty, fairness, reflection, pride, helpfulness, equality, creative thinking, intellectual development, decision making skills, respect for different thoughts, leadership skills, moral and ethical behavior, critical thinking, personal growth, friendship) Have students choose their top 5 value cards. Core values that they feel are most important in their role as a student. Have students work with a partner to discuss core values. Writing Mission Statements Create a class mission statement (Example) The mission of _____________ class is to guide students to become lifelong learners with skills, knowledge, attitudes, and virtues to benefit themselves and society in an ever-changing world. (Example) The mission of _____________ class is to provide students with a well-rounded educational experience in order to develop academically successful, culturally aware, productive life-long learners in society. We will provide for the individual needs of our students and strive to develop them to their fullest potential. By the end of the year all students in our class will know their second grade sight words and be reading at the M Benchmark Level or higher. With a partner, have students think, pair, and then share individual values and beliefs related to how an effective classroom should work. Conduct a whole group discussion and agree as a class on shared values and beliefs. Work with the class to discuss how the mission statement will be translated into commitments and actions. Guide the discussion to ensure that students understand the importance of supporting one another to ensure that the classroom mission is accomplished. Goal Setting Have students interview their parents about the parents’ views of the students as a learner. Then the students write letters to the teachers explaining their parents’ views and goals for them as well as their own view of themselves and personal goals. Suggested Questions for Students to Ask Parents: What are my strengths and weaknesses? What are your expectations for me socially and academically? What are your goals for me in my current level of school? What are long-term goals that you have for me? The student will write up a summary of their parents’ responses and then compare how their own goals with the goals of their parents. Howard County Public School System, Instructional Handbook Revised July 2013 2-5 Domain 2: The Classroom Environment Strength Chain Each member of the class writes his/her personal strengths on a strip of colored construction paper. Each student gets 3 to 5 strips of paper. The first student shares one of his/her strengths and staples the strip of paper to make a circular link. The next student shares his/her strength and adds a link to the chain. This continues until all members have shared all of their strips. The chain becomes a visible representation of how each member contributes to the good of the whole group. This activity can be used as an introduction to writing class goals. Puzzle Piece Artwork Each member of the class, including the teacher(s), receives a large cardboard puzzle piece to decorate. The puzzle piece features the name of the individual and artwork that reflects the person’s uniqueness. Class members may write key characteristics in bullet form, such as interests, favorite movie, favorite book, favorite singer/group, dreams for the future, etc. Then the teachers can take photos of the students to adorn the piece. When the pieces are complete, they are joined together to form a community of learners puzzle. The Great Discovery: Finding out what is important to you Think of a person who made a positive difference in your life. What qualities does that person have that you would like to develop? Imagine 20 years from now – the most important people surround you in your life. Who are they and what are you doing? If you could spend one day in a great library studying anything you wanted, what would you study? List 10 things you love to do. It could be singing, dancing, looking at magazines, drawing, reading, daydreaming…anything you absolutely love to do! Related Strategies in HCPSS Instructional Strategies Database Co-op Co-op Corners Developing a Cooperative Classroom Community Experiential Exercises / Simulations Find Someone Who / Walkabout Review Fortune Teller Manipulative Jigsaw Learning Centers / Learning Stations Numbered Heads Together Response Groups Simultaneous Sharing Techniques Stir-the-Class Three-Step Interview Value Lines Howard County Public School System, Instructional Handbook Revised July 2013 2-6 Domain 2: The Classroom Environment NOTE: A preview of the resources can be accessed by clicking the hyperlinks. In order to print, log into Alfresco and click Instructional Resources (Pre-K-12) under My Sites. Click on the Instructional Handbook under Resources and the folder is labeled Instructional Handbook Resources. Howard County Public School System, Instructional Handbook Revised July 2013 2-7 Domain 2: The Classroom Environment Teacher Behaviors that Communicate High Expectations 1 Using wait-time Give plenty of time to respond. 2 Discussing wrong answers Probe incorrect or incomplete answers to help students locate and find the error. 3 Giving appropriate rewards Reward behavior you wish to encourage, e.g. avoid commenting on neatness if you want to focus on content. 4 Using praise to reinforce academic performance Use it equally among all students. Avoid overuse of praise for socially acceptable behavior. 5 Giving unambiguous feedback Say what is right and wrong. Avoid overuse of phrases like okay, good, and nice try; these phrases suggest that the student is not expected to improve. 6 Giving more attention Focus on students who have received less attention from you in the past; initiate high-quality interactions both on a one-on-one basis and in groups. 7 Providing role models Use volunteers or other school personnel to model positive qualities or characteristics, which differ from you (e.g. race, culture, language, gender, interest, or skill). 8 Calling on students in a variety of ways Present many opportunities to participate. You may ask for volunteers, choose respondents, have a student select the next respondent, pair students and have them respond to each other, or have groups develop answers and respond. 9 Changing seating arrangements Change both the students’ desks and yours. Spend time physically close to students who have been seated at a distance. Adapted from Improving Minority Student Achievement: Focus on the Classroom, by S. Denbo.. Howard County Public School System, Instructional Handbook Revised July 2013 2-8 Domain 2: The Classroom Environment Celebration Did you know that… Celebration serves as an important vehicle for informal communication and mingling across groups. Celebration provides opportunities for people to develop a spirit of “oneness.” Celebration communicates a message that the organization cares about people. People want to know their work matters. Play and fun bonds people together, reduces conflict, and creates new visions. Without expressive events, any team will cease to function well. In a strong team, nothing is too trivial to celebrate. Celebrate the inches because they lead to the touchdown. Achievement deserves recognition. Recognition motivates high accomplishments. The best-run organization always makes sure everyone understands why someone gets a reward. People have a way of becoming what you encourage them to be. Success stories have a significant ability to motivate people. When we see others succeed, it gives us hope that we can do it, too. Most people are starved for appreciation. From 100 Ways to Build Teams by Carol Scearce. Creating a Climate for Teaming Teambuilding Activities Effective teams balance task skills and time, which focus on getting a job done, with maintenance skills and time, which focus on building relationships and attending to social needs of members so that they are willing to work together. When teams are first established, teambuilding activities can help to ensure that teams will get off to a good start. For ongoing teams, occasional teambuilding activities can help renew team spirit. Teambuilding activities can also be directed toward solving particular problems. Typical introductory activities involve getting to know each other and building a team identity. Often teams will be asked to agree on a team name. The next few pages contain additional examples of teambuilding activities, which can help create an effective climate for teamwork. Some activities serve as class building activities as well. Related Strategies in HCPSS Instructional Strategies Database Corners Developing a Cooperative Classroom Community Experiential Exercises / Simulations Find Someone Who / Walkabout Review Numbered Heads Together Howard County Public School System, Instructional Handbook Revised July 2013 2-9 Domain 2: The Classroom Environment Response Groups Stir-the-Class Three-Step Interview Value Lines NOTE: A preview of the resources can be accessed by clicking the hyperlinks. In order to print, log into Alfresco and click Instructional Resources (Pre-K-12) under My Sites. Click on the Instructional Handbook under Resources and the folder is labeled Instructional Handbook Resources. Coat-Of-Arms/Personal Shield This getting acquainted activity is designed for teambuilding and classbuilding. In addition, it can be used to create table name tents for ongoing use. It can be used with any number of participants; for sharing purposes, students should be seated in groups of 4-8. You will need cardstock of paper for each participant and colored markers (at least one per student). Procedure Ask students to fold the card stock to form a table tent (demonstrate). Ask them to use a marker to create a shape in the center of the card in which to write their first name (the name they want to be called) in 1” letters. Have them then draw lines to divide the remaining space into 4 corners in which to write additional information. Pose questions for each corner in sequence, asking students to respond by writing or drawing in each corner. Examples of questions might include: What is your birthday/zodiac sign, personality type/nickname? What is your favorite hobby? What is something that makes you laugh? How do you like to be rewarded? What is a talent you bring to the group? What has been the most significant accomplishment in your life? What is something you are striving to become or to be? What is something this group may not know about you (that you are willing to share)? Then have student share their tents with others in the group round robin fashion. Variations Have students draw a shield, drawing on shapes used by different cultures or societies. Suggest categories for parts of the shield, but allow students to design and explain their own. Using a Three-Step Interview process, have partners pair to learn about each other, then introduce each other to the team using the Shield as a visual cue. Howard County Public School System, Instructional Handbook Revised July 2013 2-10 Domain 2: The Classroom Environment Autograph Search/Autograph Scavenger Hunt This getting acquainted activity is designed for classbuilding as well as for developing an anticipatory set. It can be used with any number of participants. This is a good “sponge” activity for starting a class or session since early arrivals can start immediately. You will need an Autograph Search resource sheet and pen or pencil for each participant. Procedure Create an Autograph Search resource sheet consisting of statements with the stem “Find someone who…” with a space for an autograph next to each statement. Examples of statements include: Statements, which review or assess prior knowledge: Can tell you three facts about Shakespeare. Statements, which promote teambuilding: Was born in the same month as you. Participants can sign each sheet only once. Give participants the challenge of collecting as many autographs as they can within a specified time limit. When the time limit is up, identify the person(s) with the most autographs and recognize them. Extensions Reflect by asking participants what they have learned about each other. What interesting or surprising facts did you learn? Which items were the hardest to complete? What strategies did you use to collect names? Did you compete or cooperate? Autograph Bingo This activity is the same as the Autograph Search, except that instead of a sheet of questions, there are 25 questions in the form of a BINGO sheet. Participants only need to get Bingo instead of completing the entire sheet. This has the following benefits: Takes less time More difficult questions (often content related) can be included. Requires more problem solving. Door prizes can be awarded. If you expect many students to be able to finish within the time limit, have those who finish write their names on slips of paper and put them in a box. When time is up, draw one or more names from the box of door prizes. Howard County Public School System, Instructional Handbook Revised July 2013 2-11 Domain 2: The Classroom Environment 2c Managing Classroom Procedures Routines Routines, like rules, communicate expectations for student behavior. However, routines apply to specific activities while rules identify general expectations. Routines should be communicated at the beginning of the year to ensure a proactive approach to management. Routines need to be consistently checked for understanding and compliance. They are critical, for they extend student time-on-task, allow for smoother transitions, minimize confusion, and give students guidelines and expectations. Establishing management routines requires slow, regular, and consistent implementation. A possible teaching procedure is: Mentally walk through each procedure to be certain that it is efficient and appropriate for the ages of your students. Provide a structure-teaching situation for each procedure during the first few days of school. This may include all or some of the following steps: Be certain that the students understand the directions by asking them to restate directions in their own terms. Give directions for each step as students practice. Provide both oral and written directions to accommodate different learning styles. Provide for practice of the routine by giving less frequent directions. Provide for practice by giving cues to begin procedure. Provide practice of the routine by having students orally repeat the “cue” directions. Provide practice of the routine by having students silently repeat the directions. Consistently monitor the use of the procedure through observation. Provide the reinforcement by evaluating the use of the procedures with the students. Routines are best implemented a few days at a time. Determine those that are most important for a smooth running classroom during the first few days of the school year. Gradually add new expectations as they become essential for management. Possible school procedures to be learned in the opening weeks of school may include: -entering the classroom -lining up -rest room procedures -lunch routine -pencil sharpening -changing classes -classroom helpers -class opening -getting assignments during absences -hand in completed work -getting materials -drinking fountain -returning homework -to and from cafeteria and playground -fire drill procedures -uses of playground equipment -classroom jobs and responsibilities -making up work after absences -dismissal procedures (after class and at end of day) Howard County Public School System, Instructional Handbook Revised July 2013 2-12 Domain 2: The Classroom Environment From the New Teacher Handbook Tips on Transitions Prepare for a transition When beginning an activity, state the time allotted for the activity. Use an audio and/or visual device for timed countdown (e.g., “Tech Timer). Announce at the start of the activity how the end of the activity will be signaled. Halt all movement before giving directions for the transition. Time the transition carefully; do not shift activity if the class is intensely focused on the previous activity. Mentally plan the set of directions for the next activity List directions in natural order. If there are more than two steps put the directions in writing or pictographs. Use clear, concise language when giving directions for a transition Stand still when giving verbal directions. Post directions that are used on a regular basis. Revisit posted directions as needed. Sponge Activities Sponge activities are used to “sop” up waiting time and turn it into learning time. Sponge activities may be group activities or individual activities. Effective teachers keep on hand a list of sponge activities to draw on when confronted with extra time. Sponge activities are designed to: review or extend learning provide a mental set for a new lesson decrease discipline problems increase time on task. Effective sponge activities: are short require few or no materials are simple enough for all students are fun for the students have a definite instructional purpose. Examples: Write a polysyllabic word on the board. Students make a list of all the smaller words they can make from the letters in the word. Each letter is only once. Assign points by number of letters in the new word—one letter = 1 point, two letters = 2 points, and so on. To stimulate critical thinking, place a “What would happen if?” question on the board before the period begins. Tell the students to take the ‘free’ minutes in their day to ponder these questions. Set Howard County Public School System, Instructional Handbook Revised July 2013 2-13 Domain 2: The Classroom Environment aside time at the end of the period for discussion of the question. What would happen if it never rained? What would happen if society did not have rules? Make up a word problem using an assigned set of numbers and an assigned operation. Be sure students’ problems have a question that requires performing the operation. (5 x 6 =, 3/4 – 2/3 =) From “50 Sponge Activities to Keep Students Engaged in Learning All Period Long” in Discipline Survival Kit for the Secondary Teachers (p.83-85) by Julia Thompson. Jossey-Bass. Managing Teams in the Classroom Materials and Space The following tips help students work together more efficiently Uses furniture that enables students to sit in close proximity to one another. This reduces noise level and increases the likelihood that all students will stay involved. Arrange furniture so that students can easily make a visual transition from their teammates to the teacher. Rather than have half the students turn their desks around so that they are facing the back of the classroom, have all students turn their desks sideways toward each other. If furniture needs to be rearranged for teamwork, use visual cues (tapes, marks) for positioning desks and practice moving quickly and quietly. If possible, use desks or tables that provide flat surface areas. Keep materials in a prearranged spot. If possible, have appropriate items (e.g. markers, rulers) packaged in team sets. Create the role of Materials Manager. Directions and Transitions The following tips will help groups start on task and stay on task. Give auditory as well as visual directions. Be clear about your expectations. Make specific statements such as “Name three ways…” or “Brainstorm as many ideas as you can.” Use deadlines. Say, “You have two minutes to complete this task.” Use a countdown timer to help you. Use transition cues. Say, “When you hear the bell, you may finish your sentence but not your paragraph.” Other cues include raising your hand (The Quiet Signal) or flicking the lights. Howard County Public School System, Instructional Handbook Revised July 2013 2-14 Domain 2: The Classroom Environment Have groups record answers on charts or overheads when appropriate. Charting helps visual learners, provides focus, lessens the likelihood that duplicate answers will be given, allows participants to build on others’ ideas, and provides a reference for later discussion. Reduce sharing time. Never have more than six groups report to the whole group—find another way to share, such as creating posters and having a “gallery walk” or having teams report to other teams. Team Roles Team roles Team roles are an important management tool for the teacher as well as representing an effective way for teams to work together and embodying skills that students need to learn. When students are assigned roles they can help manage time and materials, help teams stay on task, and help to avoid and resolve conflicts. Importance of Roles The use of roles in teaming: is an important management tool helps involve students in the group builds positive interdependence and individual accountability models and reminds students of effective group behaviors. Skill in performing roles well should not be assumed. Teachers who use roles most effectively: help students understand their roles (what people do and say in this role) help students understand the importance of their roles (what happens to the group when I do not perform my role well) model and provide practice opportunities for roles provide time for students to process their own and others’ effectiveness in performing roles provide recognition for performing roles well select roles based on the academic task to be performed (e.g. sometimes you may not need a materials manager) consider roles related to both task (getting the job done) and maintenance (attending to social needs). Commonly Used Rules Recorder or Writer Records team decisions and answers Writes clearly When brainstorming, records everyone’s ideas Asks for permission when paraphrasing “Say that again so I can write it down.” Reporter or Spokesperson Speaks for the team Reads team decisions and answers Howard County Public School System, Instructional Handbook Revised July 2013 2-15 Domain 2: The Classroom Environment “Let me see if I understand our team position correctly.” “So the idea we’ll share is…” Leader or Taskmaster Keeps team focused, on task, and working “Lets make sure we understand the task first.” “We have only 5 minutes to go.” “We still need to address the second part of the problem.” Facilitator or Gatekeeper Tries to ensure that all participate and are heard “How about if we go around and everyone gives an idea.” “That’s a great idea, ____. What do you think, ____?” “We haven’t heard from ____ yet.” Supplier or Materials Manager Gets materials and leads the team in cleaning up “I’ll get the handouts for the team.” “We need to clean up the table. I’ll return the equipment; _____, can you take care of the trash?” Observes and gathers data regarding how the team functions Reflects data back to the team as appropriate Leads the team in reflecting on team process and setting goals for improvement “What did we do well? What could we do better next time?” “Only two people actively contributed to the decision. Is there a technique we can use to make sure everyone participates?” Process Observer Member Task Related Skills Contributes ideas, information, and opinions Asks clarifying questions Actively listens and paraphrases Carries out assigned tasks Maintenance Skills Encourages others to participate Acknowledges contributions Takes turns Shares feelings Disagrees agreeably Expresses appreciation/celebrates accomplishments Uses humor appropriately Other roles may be content or task specific. For example, in computer labs a common role is that of keyboarder, which may replace or be in addition to the recorder if notes are to be taken. Howard County Public School System, Instructional Handbook Revised July 2013 2-16 Domain 2: The Classroom Environment Organizational Tips and Techniques Maintain a neat and orderly learning space. Establish student expectations for maintaining a neat and orderly learning space. Establish and review frequently routines for students to manage classroom materials and supplies for example, procedures for using pencil sharpener, use of computers, cleaning up after laboratory activity. Maintain an active inventory of materials and supplies. List materials and supplies needed for a given lesson in your daily plans. Design a materials request form suitable for your grade level or subject for use by volunteers, instructional assistants, or student aides to prepare for upcoming lessons. Label supplies with the specific location in the room (or department) where they are kept; label closets and drawers to indicate contents. Keep on display an inventory list with storage location of materials and supplies. Maintain a sign out sheet for students and teachers who use shared equipment such as calculators or software. Keep a needs list posted near consumable materials and supplies to expedite ordering and avoid running out of necessary items. Label all supplies with a silver pencil or engraving pen; place a date of purchase on all consumable items. Alphabetize everything for easy filing and date all work. Provide a list to students of the supplies they are expected to have on hand. Keep large brown folders with flap, one per month, for decorating room ideas, posters, and reusable bulletin board materials. Purchase a rubber stamp with the department name to label materials and supplies. Use color-coding to designate categories of supplies and materials. Keep passes to the health room, absence admit slips, and hall passes in a convenient, secure location. Establish clear procedures for student requests to use the rest rooms. Design a pass, which includes the student’s name, destination, date, time leaving, and time returning. Keep a school calendar handy and check it frequently for approaching conference days, interim and report card dates. Keep a personal calendar and mark it with all faculty and countywide meetings as well as any field trips or assemblies that occur during your teaching time. Appoint students or parent volunteers to coordinate school wide contests or contribution drives such as food collections at holidays. Allow instructional assistants or parent volunteers to keep records and collect money for field trips or lunch. Establish a color code system for your filing system. Keep a pen or pencil permanently attached to your desk. Keep on hand any Howard County forms that you may need to complete on a regular basis. Keep and regularly update important lists and data in Excel spreadsheets/databases on your computer. Use technology to ease gradekeeping, parent/guardian contacts, lesson planning and staff communication. Allow ample time to have software, videos, DVDs, etc. approved by HCPSS media requirements before planning to use media in lessons. Howard County Public School System, Instructional Handbook Revised July 2013 2-17 Domain 2: The Classroom Environment Supervision of Paraprofessionals and Volunteers Advance Planning Ideas Determine classroom or school tasks that could be assigned to a paraprofessional or volunteer. Determine the areas of strength of the volunteer and paraprofessional and assign duties accordingly. Determine ways for volunteers and paraprofessionals to share their unique skills and talents. Include the volunteers and paraprofessionals appropriate to the situation. Determine responsibilities of volunteers and paraprofessionals appropriate to the situation. Consider the following four categories of possible assistance: 1. Preparation and housekeeping Prepare teaching aids, such as centers, games, flash cards. Set up for learning activities and centers, science experiments. Replenish classroom supplies that are low. Maintain art supplies, such as washing pain brushes, mixing pains, preparing clay. Maintain cupboards, tabletops, storage spaces and counters that are neat and ready for use. Prepare computers for student use. 2. Clerical work Prepare worksheets for student use. Copy designated materials for instruction. Type as needed. Operate audio/visual equipment. Secure instructional materials from the media center. File materials. Make phone calls as needed. Maintain database of students. Correct student work. (not volunteers) 3. Record Keeping Record attendance. Record students’ work. Maintain records of collected monies, such as lunch money, field trip money. Maintain inventory of classroom materials. Record student behavior. Use technology for record keeping. 4. Working with students (In small groups or one to one) Practice in math, reading, spelling, writing. Write or type dictated student work. Provide additional practice with language skills for ESOL students Supervise a listening or learning center. Howard County Public School System, Instructional Handbook Revised July 2013 2-18 Domain 2: The Classroom Environment Assist with art, cooking, or science experience. Assist a group move from one place to another. Accompany group on a field trip. (In larger groups) Monitor students working on assignments. Assist students in the media center. Supervise students in the cafeteria or at recess. Assist at dismissal or arrival. Monitor halls during class changes. Additional Ideas Plan and implement ongoing recognition ceremonies for paraprofessionals and volunteers as tasks are accomplished. Consider requesting volunteer speakers from the community to enhance the classroom program. The Multicultural Resource Center and the Gifted and Talented Resource Teachers at the elementary and middle schools can assist you with guidelines and databases for securing speakers for the classroom. Managing Learning Centers, Including Computer Stations One technique to ensure that all students have access to or complete a station is to create a chart or bulletin board to track use. A chart might list all student names on a grid. As students complete their work, place a check or ticker in the correct space next to their name. Once an entire column has been checked, begin the process again. A bulletin board might have each student’s name on a shape. The shapes are tacked on one side of the board and move to another space when they are finished. Once all the shapes are moved, the process begins again. Howard County Public School System, Instructional Handbook Revised July 2013 2-19 Domain 2: The Classroom Environment 2d Managing Student Behavior Systems of Positive Behavioral Support PBIS (Positive Behavioral Interventions and Supports) is a process for creating safer and more effective schools. PBIS is a systems approach to enhancing the capacity of schools to educate all children by developing research-based, school wide, and classroom discipline systems. The process focuses on improving a school’s ability to teach and support positive behavior for all students. Rather than a prescribed program, PBIS provides systems for schools to design, implement, and evaluate effective school-wide, classroom, non-classroom, and student specific discipline plans. PBIS includes schoolwide procedures and processes intended for: ALL students, ALL staff and in ALL settings Non-classroom settings within the school environment Individual classrooms and teachers, and Individual student supports for the estimated 3-7% of students who present the most challenging behaviors. PBIS IS NOT a program or a curriculum. IT IS a team-based process for systemic problem solving, planning, and evaluation. It is an approach to creating an environment within which school-based teams of educators are trained: Systems change Effective behavior management principles and practices; and Applications of research-validated instruction and management practices. School-wide Systems School-wide is defined as involving all students, staff and all settings. A small number (e.g. 3-5) of positively & clearly stated student expectations or rules are defined. Expected student behaviors are taught directly. Expected student behaviors are rewarded regularly. Problem behaviors (failure to meet expected student behaviors) are defined clearly. Consequences for problem behaviors are defined clearly. Distinctions between office v. classroom managed problem behaviors are clear. Options exist to allow classroom instruction to continue when problem behavior occurs. Procedures are in place to address emergency/dangerous situations. A team exists for behavior support planning & problem solving. Howard County Public School System, Instructional Handbook Revised July 2013 2-20 Domain 2: The Classroom Environment School administrator is an active participant on the behavior support team. Data on problem behavior patterns are collected and summarized within an on-going system. Patterns of student problem behavior are reported to teams and faculty for active decisionmaking on a regular basis (e.g. monthly). School has formal strategies for informing families about expected student behaviors at school. Booster training activities for students are developed, modified, & conducted based on school data. School-wide behavior support team has a budget for (a) teaching students, (b) on-going rewards, and (c) annual staff planning. All staff is involved directly and/or indirectly in school-wide interventions. The school team has access to on-going training and support from district personnel. The school is required by the district to report on the social climate, discipline level or student behavior at least annually. Non-classroom settings are defined as particular times or places where supervision is emphasized (e.g., hallways, cafeteria, playground, bus). School-wide expected student behaviors apply to non-classroom settings. School-wide expected student behaviors are taught in non-classroom settings. Supervisors actively supervise (move, scan, & interact) students in non-classroom settings. Rewards exist for meeting expected student behaviors in non-classroom settings. Physical/architectural features are modified to limit (a) unsupervised settings, (b) unclear traffic patterns, and (c) inappropriate access to & exit from school grounds. Scheduling of student movement ensures appropriate numbers of students in non-classroom spaces. Staff receives regular opportunities for developing and improving active supervision skills. Status of student behavior and management practices are evaluated quarterly from data. All staff is involved directly or indirectly in management of non-classroom settings. Classroom settings are defined as instructional settings in which teacher(s) supervise & teach groups of students. Expected student behavior & routines in classrooms are stated positively & defined clearly. Problem behaviors are defined clearly. Expected student behavior & routines in classrooms are taught directly. Expected student behaviors are acknowledged regularly (positively reinforced) (>4 positives to 1 negative). Problem behaviors receive consistent consequences. Procedures for expected & problem behaviors are consistent with school-wide procedures. Classroom-based options exist to allow classroom instruction to continue when problem behavior occurs. Instruction & curriculum materials are matched to student ability (math, reading, language). Students experience high rates of academic success (> 75% correct). Howard County Public School System, Instructional Handbook Revised July 2013 2-21 Domain 2: The Classroom Environment Teachers have regular opportunities for access to assistance & recommendations (observation, instruction, & coaching). Transitions between instructional & non-instructional activities are efficient & orderly. Individual student systems are defined as specific supports for students who engage in chronic problem behaviors (1%-7% of enrollment). Assessments are conducted regularly to identify students with chronic problem behaviors. A simple process exists for teachers to request assistance. A behavior support team responds promptly (within 2 working days) to students who present chronic problem behaviors. Behavioral support team includes an individual skilled at conducting functional behavioral assessment. Local resources are used to conduct functional assessment-based behavior support planning (~10 hrs/week/student). Significant family &/or community members are involved when appropriate & possible. School includes formal opportunities for families to receive training on behavioral support/positive parenting strategies. Behavior is monitored & feedback provided regularly to the behavior support team & relevant staff. Standards Or Rules Standards identify general expectations. Your school may already have a list of school standards. Be certain that the list of standards for your classroom reflects the needs of your students, your teaching styles, the rules of the school, and system policies. In order to ensure this, many teachers wait until school begins to allow the students an opportunity to assist in the selection of standards that are important for their classroom. Classroom expectations should be: limited to 5 or 6 items clear and concrete stated positively consistent with the school philosophy as well as yours manageable and enforceable posted where they can be seen constructed with student input and agreement. Whether you and your students determine class standards together, or if you predetermine them, help all class members to feel ownership of the standards. Then put the standards onto a scroll-like chart and have each student sign them. You may even want to have a heading such as: “We, the students of Mr. Jones’ eighth grade class, promise to abide by the following standard:” Howard County Public School System, Instructional Handbook Revised July 2013 2-22 Domain 2: The Classroom Environment Sample Standards (Elementary Level) 1. Be polite and helpful to others. 2. Respect the property of others. 3. Take turns when working, playing, and speaking. 4. Be careful not to hurt others’ feelings. 5. Obey all school standards. Sample Standards (Secondary Level) 1. Respect yourself and others. 2. Come to class prepared with materials assignments and an open mind. 3. Remain in your seat unless invited by the teacher to relocate. 4. Ask and answer thoughtfully and respectfully. 5. Take responsibility for your own learning. From The New Teacher Handbook Simple Management Techniques Following are some “stop gap” methods for managing simple misbehavior. These techniques are no substitute for a well-designed instructional program and should be part of an overall plan. Many of these techniques are designed to avoid embarrassing students, avoid escalating the behavior, and can be used while continuing the regular classroom program. Planned ignoring Some misbehavior is aimed at simple attention getting. It probably will not spread to other students and has limited power—it will soon fade away if it is not rewarded. Signal interference Many teachers use nonverbal signs to signal disapproval of behavior. These include frowning, eye contact, hand gestures, tapping, coughing, or clearing the throat. This works most effectively at the beginning of misbehavior. Proximity control If can be helpful to stand near a student who is having difficulty. Students can frequently control their impulses if they are close to the teacher. Interest boosting Sometimes misbehavior is a result of short-term frustration. A teacher uses interest boosting by showing personal interest in students. This can help students refocus on the activity; it may also help them see the teacher as a real person whom they want to please. Tension release through humor A humorous comment can penetrate a tense situation. It clears the air and makes everyone more comfortable. Side stance Stand behind and to the side of a student who is off task. Look at the worksheet, paper, or task, not at the student. When the student begins on task behavior, compliment him/her for working and move on unless you need to assist. Howard County Public School System, Instructional Handbook Revised July 2013 2-23 Domain 2: The Classroom Environment Voice entrance If students are talking loudly, wait until the slight natural drop in sound level, and enter your vocal remarks at or slightly below that level. Students will lower and stop their talking to listen to your lowered voice level. Adapted from materials published by The Division of Special Education, Maryland Stated Department of Education Dealing With Inappropriate Behavior Teaching routines and rules is a proactive way to manage student behavior. Penalizing inappropriate behavior places a teacher in a reactive mode. You may be proactive by thinking through discipline procedures carefully in advance and taking into account any school or county policies. Remember that penalties may not produce the desired effect; they may sometimes even produce additional problems. Try encouraging the students to become responsible for their actions and for determining any penalty for inappropriate actions. When deciding on your reactions to inappropriate behavior, keep the following thoughts in mind: Always care, even when students say they don’t. Be careful of total group punishment for the acts of one or a few. Deal with the deed, not the doer. Students need to know that the teacher is upset about what was done, not the person. Preserve your poise and keep your temper. Listen. Try to discover the basic reasons for the behavior. Treat the cause as well as the symptoms. Keep a positive attitude and environment. Stay away from sarcasm or ridicule. Have conferences in privacy rather than in front of the class. Remember that public embarrassment lowers self-esteem, and often escalates the problem. Maintain a sense of humor. Never touch a student in anger. Promise only that which you can consistently do. Use colleagues as sources of help. If your school has a Teacher Support Team (TST), or a Mentor Colleague program, contact a representative. If not, contact a colleague or administrator, or your staff development facilitator. Help the student to understand and make sense of his/her behavior and self-suggest acceptable alternatives. Look for opportunities to praise future positive behavior. Howard County Public School System, Instructional Handbook Revised July 2013 2-24 Domain 2: The Classroom Environment Classroom Management: Self-Assessment Best Practices Teacher Rater Instructional Activity Tally each Positive Student Contact Total # Date Time Start Time End Tally each Negative Student Contact Ratio2 of Positives to Negatives: to 1 Classroom Management Practice 2 Total # Rating 1. I arrange my classroom to minimize crowding and distraction. Yes No 2. I maximize structure and predictability in my classroom (e.g., explicit classroom routines, specific directions, etc). Yes No 3. I post, teach, review and reinforce 3-5 positively stated expectations (or rules). Yes No 4. I provide frequent acknowledgement for appropriate behaviors than inappropriate behaviors (See top of page). Yes No 5. I provide each student with multiple opportunities to respond and participate during instructions. Yes No 6. My instruction actively engages students in observable ways (e.g., writing, verbalizing). Yes No 7. I actively supervise my classroom (e.g., moving, scanning) during instruction. Yes No 8. I ignore or provide quick, direct, explicit reprimands/redirections in response to inappropriate behavior. Yes No 9. Multiple strategies/systems are in place to acknowledge appropriate behavior (e.g., class point systems, praise, etc.). Yes No 10. In general, I provide specific feedback in response to social and academic behavior errors and correct responses. Yes No Revised from Sugai & Colvin To calculate, divide # of positives by # of negatives Howard County Public School System, Instructional Handbook Revised July 2013 2-25 Domain 2: The Classroom Environment Sample Lesson for Teaching Expected Behavior Step 1: Identify The Expected Behavior Be Respectful Step 2: Rationale for Teaching the Rule It is important for us to be respectful of each other because we are all here to learn and feel safe. While we are each individuals, together we are a class and we need to find ways to work together, collaborate, and share. Step 3: Identify a Range of Examples Positive Teaching Examples 1. The teacher is explaining the next activity to the class, you show respect by listening quietly. 2. During recess a student who you don’t usually play with asks to join your basketball game, you show respect by letting him join the game. Negative Teaching Examples 1. During media, the Media Specialist asks you to come to the circle for a story, you stay on the computer looking at animal pictures. (How could you show respect in the media center?) 2. In the cafeteria you cut in front of other students to get through the line sooner. (How could you show respect in the cafeteria?) Step 4: Practice Role Playing Activities 1. Have the students draw pictures of being respectful by themselves, with their family, with their friends, and for the environment. 2. Have students write a short story about when someone treated them with respect. Step 5: Prompt Expected Behavior 1. Post the expectations in the classroom where everyone can see them. 2. Precorrect students before difficult times (e.g., transitions, cafeteria, recess, library, small group activities, field trips, assemblies) to behave respectfully. Step 6: Assess Student Progress 1. Have the students color in a bar graph for every “Pride Slip” their class gets. When the bar is full they get a class party. 1. Have the teacher track minor behavior slips and office referrals for the class. Howard County Public School System, Instructional Handbook Revised July 2013 2-26 Domain 2: The Classroom Environment 2e Organizing Physical Space Safety Tips Be clear about policies regarding physical safety and send a strong message to student about your expectations concerning proper behavior with regard to safety. Have students develop a list of routines and procedures, which promote a safe and orderly environment in the classroom, such as places to store backpacks and routines for returning materials to their proper location. Engage students in establishing ground rules for safety in special situations such as laboratory work, art class, or physical education activities. Continually check student understanding of directions when safety is an issue. Be aware and know the location of the safety plan for your school. Know the location of first aid supplies, fire extinguishers, electrical and gas cut off valves, and the nearest telephone. Report all unsafe conditions, accidents, or injuries immediately. Share safety concerns in writing with the principal and take steps to eliminate unsafe conditions as quickly as possible. Make sure that your class is supervised at all times; if a personal emergency arises, call another staff member or administrator. Arrange furniture so that teachers and students have easy and safe access to equipment and to each other. Provide a classroom environment that is readily accessible to and usable by, people with disabilities. Request information from the special educator regarding concerns about students with conditions that may require certain safety considerations. Consult with one or more of the following professionals to determine the steps necessary to provide accessibility to the entire instructional program for a student with either a physical, visual, or auditory disability: special educator, physical therapist, occupational therapist, itinerant teachers of the hearing or visually impaired, or speech-language pathologist. Elementary science classes should be taught in a classroom with sufficient workspace to include flat moveable desks or tables, chairs, equipment, and hands-on materials as well as sources of water and electricity. Consider the possibility of allergic reactions by students when choosing materials for use in class. Have students wash their hands after activities such as art class, outdoor explorations, or laboratory exercises. Request the presence of an instructional assistant or parent volunteer to supervise activities that may be considered unsafe with large numbers of students. Know the safety training requirements for staff, parents, and students as described in documents such as the Science and Safety Hygiene Plan for Howard County Public Schools. Attend all safety training meetings to insure your own skill level and knowledge of current safety practices and responsibilities. Insist on proper handling and storage for household substances and other chemicals, which may provide a hazard to students and staff. Howard County Public School System, Instructional Handbook Revised July 2013 2-27 Domain 2: The Classroom Environment Classroom Arrangement A good place to begin your management plan is with the arrangement of the furniture and the learning areas within your classroom. As you plan your arrangement, think of what will make your room a warm and inviting place for you and your students to learn and grow together. There is no one “best room arrangement.” Your teaching style and the types of activities you plan will help you to make the best decision. Your room arrangement should facilitate discussion and sharing between students and between student and teacher. Students seated facing each other are more likely to interact with one another in a cooperative way. Students facing the teacher from rows or a horseshoe shape are less likely to interact. Remember that room arrangements are not “carved in stone.” If the arrangement that you select is not meeting the needs of your students, make a change. You may also want to begin the year with one arrangement, then as the year progresses, make changes that allow for the added teaching strategies that you may want to use, such as cooperative group work. Here are some guidelines to keep in mind while arranging your classroom: For elementary grades, provide for floor space near a chalkboard for total class gatherings. Keep high traffic areas free of congestion (coat rack, pencil sharpener, sink trash can). Be certain you can see each student at all times. Arrange student desks to ensure teacher access to each student while monitoring. Keep frequently used books and materials readily accessible. Place your station on the side or the back of the room. If student lockers are not used, provide for student storage of personal items (lunch boxes, backpacks, etc.). Arrange space for learning areas and centers. Locate learning areas and centers where you can monitor easily; be certain that all necessary materials are available at each center. Provide areas for teacher directed lessons for independent activities. Tour your school to see what ideas you can find in other classrooms. Remember that you may want to begin the year with one arrangement, then change as you and your students get to know each other better. No arrangement needs to be permanent, and change is not only possible, but can add a nice bit of interest and variety. Now, when you think that your classroom is ready to receive your students, PRETEND for a moment that you are a student in your classroom. Sit at several desks. Can you see the boards, TV monitor, and projector screen? Do you feel that you have comfortable space? Does the room make you feel welcome and interested? Are bulletin boards and walls decorated to let children from all cultures “see themselves” in your classroom? Howard County Public School System, Instructional Handbook Revised July 2013 2-28 Domain 2: The Classroom Environment If you can answer “yes” to these questions, your students will probably enjoy your classroom the moment they walk in. Then you are on your way to a successful year. From the HCPSS New Teacher Handbook Howard County Public School System, Instructional Handbook Revised July 2013 2-29 Domain 2: The Classroom Environment Examples of Classroom Seating Arrangements Effective seating arrangements depend on such variables as: Furniture Size and shape of room Number of students Content to be taught Type of instruction Be sure to consider such factors as: Safe movement Ability to see boards, screens, etc. Ability to see presenters Ability of students to see each other Access to materials Howard County Public School System, Instructional Handbook Revised July 2013 2-30 Domain 2: The Classroom Environment Tips and Tools: Classroom Visuals Considerations for Creating PowerPoint Slides and other visuals Use easy-to-read lettering: BIG PRINT! 30-point font size is recommended. Use light lettering on a dark background. Use dark lettering on a light background. Add a relevant graphic representation for interest. Use a heading on each visual aid. Use phrases rather than whole sentences when possible. Present no more than 7 points on each visual. Create your visuals to support your lesson objectives. A visual should enhance your lesson, not detract from it. Proofread your visual before using it. Attend to slide organization: simplicity and clarity. Avoid using pictures for a background for text if possible. Use animation sparingly; use for impact, not arbitrarily. If using transitions, select one transition and use it consistently throughout. Use color sparingly; use color for impact. Alternate colors when bulleting. Don’t go overboard on special effects. Projecting Visual Images Be sure to use a screen or flat, white wall. Make sure everyone can see the visual. Center the picture on the screen. Have an extension cord available, if needed. Use a pointer or laser pointer when pointing to the screen. Use normal room lighting. Avoid dimming lights if possible. Talk to your class and maintain eye contact with students. Avoid turning around to read visuals. Using PowerPoint With a Projector Familiarize yourself with the technology! Set up everything before the lesson. Avoid using technology for the first time during a lesson. Have a support network available. Have a backup plan in case of technology failure. If projector has a shutter, use it when not discussing points on the slides. If using multimedia, be sure sound from the speakers is loud enough for all to hear. If not, use external speakers. Use a wireless mouse or presentation remote control, if possible. Visibility of Writing on Chalkboards or Charts Use 2” lettering, preferably printing for best readability. Use high contrast chalk or markers with bright colors, if used at all, for accents, and highlighting. Clean chalkboards regularly. Tip Howard County Public School System, Instructional Handbook Revised July 2013 2-31 Domain 2: The Classroom Environment Arrange with students in the back of the room to signal if they cannot hear or see. Tips for Bulletin Boards Consider setting up some bulletin boards with a permanent theme. You may want to select from the following according to your student level: calendar, classroom helpers, curriculum concepts, student work, special events, personality of the week, special person, birthdays, problem of the week, current events. When covering your boards, consider layering several colors that can be used throughout the year. For example, you may want to put on a spring color such as yellow for April, May, and June; blue for January, February, and March; and red for September, October, November, and December. Alternative: Use only one or two background colors throughout your room for the entire year. Variety will come in border colors, letters, pictures, and students’ work. Use a variety of materials for letters and borders. Try using wrapping paper, fabric, wallpaper, or newspaper. Make captions on the computer using a word processing or graphics program rather than cutting out letters. Choose a large font size; you can also enlarge the image under page setup. If you like using cut out letters, arrange for a parent volunteer or instructional assistant to go to the Staff Development Center to make several laminated sets of the alphabet (upper and lower case) in several colors. Put each set of letters in an envelope for use throughout the year. Visit the Staff Development Center to borrow bulletin board pictures, posters, and cartoon character. You will also find a wealth of fresh, new ideas. Use an opaque projector to enlarge pictures so that they are easily traced for bulletin boards, or use students’ work for pictures. Consider having a bulletin board for which students are responsible. Change a bulletin board creatively. Rather than leave it blank while in the process of change, put up the background paper and border with a label saying “Under Construction.” For secondary classrooms, have student groups plan and assemble bulletin boards based upon each instructional unit. Provide prizes/points for most creative, most unit content appropriate, etc. Reserve a bulletin board to post Exemplary Student Work. From The New Teacher Handbook Effective Uses of the Computer in Your Classroom Connect the computer to a large-screen television or projector for use with the class, if available. This requires the appropriate connectors/adaptors. Know why and how you want to use the software in order to identify the best software package for your needs. Are you going to model certain processes, introduce a concept, reinforce something that has already been taught, remediate for problem areas, or assess learning? Are you going to use the software in large groups, small groups pairs, or individually? Integrate approved software directly into your curriculum. Use software only when it is the best way to achieve your goals and objectives. If the software doesn’t meet your needs, don’t use it. Use HCPSS online database subscriptions throughout instruction (i.e. SIRS, World Book Online, CultureGrams, and Discovery Streaming). Login information is available from the library media specialist and should not be posted to the web. Howard County Public School System, Instructional Handbook Revised July 2013 2-32 Domain 2: The Classroom Environment Encourage student use of available technology to support curriculum. Comply with the HCPSS Responsible Use of Technology and Social Media Policy #8080. Effective Use of Computer Labs General Purpose Stationary Lab (includes approximately 30 clustered computers and one printer networked to a file server) Organize the computers so that they are not too close together. Have enough chairs so that two students may share one computer, if needed. Arrange for enough tables, desks, and chairs so that half of the class has room to work on a hands-on activity while the other half of the class works on the computers, if possible. Connect one of the computers to a television or projector. This computer may be used to teach students about the programs they are going to use. Label the computers with a unique identifier (i.e. computer 1, computer 2). Display posters, charts, and bulletin boards that provide visual cues for students. Some examples of possible visual cues are: a poster for how to turn on a computer correctly, a poster with a list of commands and procedures, and a bulletin board displaying computer-generated student products. Arrange for parent volunteers and instructional assistants to help you use the lab. Staff from the Office of Instruction Technology is available to provide professional development on the effective use of technology for instruction. General Purpose Mobile Lab (includes at least 30 laptops, a storage cart, one printer, and a wireless access point) Turn the power off on the mobile cart before disconnecting power cord. Locate electrical outlet and Ethernet jack for the cart and wireless access point. Make sure that the mobile cart’s power switch is turned off before plugging it in. Turn the power on after the plug has been placed in the electrical outlet. Establish a routine for distribution and collection of laptops (i.e. student helper to distribute, call small groups of students to get individual laptops). Consider the activity and make adjustments to the arrangement of the room. Make sure that laptops are plugged in when placed back in the cart. During a computer lab experience Ensure that all materials needed for the lesson are in the area. Have the students bring pencils, papers, and folders with them to the lab. A technology folder for each student or pair of students helps the students organize their technology materials. Establish a computer lab routine. If appropriate, have several students model how to enter the lab and turn on the computers correctly. Explain to the students the functions of all aspects of the computer lab—posters, tables and chairs, and so on. Have the students use the same computer whenever they are in the lab. This will help them to develop a sense of responsibility for the computer and the area that they use. Use approved software that complements existing curriculum. Share software with the students in the classroom prior to their use of it. Demonstrate how to use the software on a computer attached to the television or a projector. Use EPR and Think-Pair-Share techniques to involve the students when using the computer with large groups. Howard County Public School System, Instructional Handbook Revised July 2013 2-33 Domain 2: The Classroom Environment Develop a means for recognizing students who need help, other than having students call out or raise their hands. For example, place a plastic cup upside-down next to each computer. Tell the students that an adult will help them when they see the cup or other signal. If equipment doesn’t work, check to ensure that the computer is plugged in, the power strip or computer cart is turned on, and the cables are tightly connected. If these measures are ineffective, inform your school’s library media specialist or technology leader. At the end of a computer lab experience Take the time to establish a closing routine. If appropriate, have several students model shutting down the computers or getting the computers ready for the next group of students. Try to give the students a five-minute warning before they are required to shut down. Collect all materials in boxes or other types of receptacles so that all required items are available for the next computer lesson. Ask the students to share any questions they have concerning the lesson so that you can adjust appropriately for the next lesson. Table of Contents Howard County Public School System, Instructional Handbook Revised July 2013 2-34 Domain 3: Instruction DOMAIN 3: INSTRUCTION Component 3a Element Communicating With Students Component 3b Element Expectations for learning Directions and procedures Explanations of content Use of oral and written language Using Questioning and Discussion Techniques Component 3c Element Quality of questions Discussion techniques Student participation Engaging Students in Learning Component 3d Element Activities and assignments Student groups Instructional materials and resources Structure and pacing Using Assessment in Instruction Component 3e Element Assessment criteria Monitoring of student learning Feedback to students Student self-assessment and monitoring Demonstrating Flexibility and Responsiveness Lesson adjustment Response to students Persistence Howard County Public School System, Instructional Handbook Revised July 2013 3-1 Domain 3: Instruction 3a Communicating with Students Tips and Tools for Directions Bite-sized directions: Breaking complex instructions into manageable chunks and delivering them in segments that students can follow and execute Deadlining: Providing time limits for tasks Team questions only: A rule when working with groups that students consult teammates before the teachers, hence questions are asked only when the whole team needs assistance Three before me: A rule that students or teams consult three other sources before consulting the teacher, e.g., the written instructions or text, a reference book, a peer or another team Modeling; Demonstrating what is expected, e.g. by role modeling or providing exemplars Checking for understanding of instructions: e.g. having a student paraphrase instructions, use choral response, asking teams to tell each other Roles: Using a team leader or task master whose function is to ensure that all members of the team understand the task and stay focused on completing it successfully Visual cues: Table tents and other location cues, posted step-by-step directions (overhead, chalkboard, or poster), resource sheets, displayed exemplars, displayed criteria, displayed time remaining Sharing criteria: Providing a checklist or scoring rubric which students can use to self-assess and determine whether they have completed a task satisfactorily (see assessment) Quiet signal: Agreeing on a cue—such as raising a hand, ringing a bell, or tuning off the lights briefly—which will quickly bring all students to quiet in order to hear additional directions or transition to another activity. Use of Oral and Written Language Teachers communicate to students largely through language. When teachers speak, students must be able to hear and understand; when teachers distribute written directions, students must be able to read and understand them. Students may model their use of language on that of their teachers. Consequently, teachers’ language should reflect correct usage and contain expressive vocabulary. Not all-oral communication needs to be expressed formally at all times; more informal speech is sometimes appropriate. But if teachers decide to use informal speech, they should be aware that they are doing so and make their students aware of the difference. Teachers’ language should also reflect a careful choice of words and vocabulary suitable to the richness of the discipline. Tip: Use a word processor to create instructional materials in order to take advantage of the spell checker and thesaurus features. Howard County Public School System, Instructional Handbook Revised July 2013 3-2 Domain 3: Instruction 3b Using Questioning and Discussion Techniques Facilitating Inquiry Definition Inquiry instruction is based on the concept that students learn by investigating the world around them and then constructing meaning from their investigation. The teacher’s role in an inquiry lesson is to structure the learning environment and to facilitate students’ experiences. Good inquiry lessons require extensive planning and skillful teacher facilitation. Rationale Cognitive psychologists recognize that significant learning occurs when individuals systematically investigate the world around them. Inquiry lessons seek to simulate what happens naturally when an individual sets out to deepen his/her understanding of naturally occurring phenomena. Implementation Considerations Excellent questioning is at the heart of good inquiry teaching. Teachers may use a discrepant event (something that surprises, puzzles, or confuses the observer) to trigger student curiosity. Students are then encouraged to develop relevant questions and to devise strategies for figuring out answers to their own questions. Teachers must be prepared to guide students to productive lines of inquiry and to help students consolidate and make sense of what they learn as they investigate their questions. Related Strategies in HCPSS Instructional Strategies Database 3-2-1 Big6TM Carousel Brainstorming / Team Webbing Cause and Effect Organizers Choice Boards Circle of Knowledge Co-op Co-op Cubing Curriculum Compacting Experiential Exercises / Simulations Find Someone Who / Walkabout Review Interactive Student Notebook K-W-L-S Learning Centers / Learning Stations Placemat Problem-Solving Groupwork QAR: Question-Answer Relationship RAFT Writing Assignment Reciprocal Teaching Response Groups Send-A-Problem Howard County Public School System, Instructional Handbook Revised July 2013 3-3 Domain 3: Instruction Skill Builder Super3 Think-Pair-Share Three-Step Interview Three-Tab Venn Diagram Tiered Assignments Tiered Questioning Very Important Points Visual Discovery Watch-Read- Watch-Read (W-R-W-R) WebQuests Word Sort NOTE: A preview of the resources can be accessed by clicking the hyperlinks. In order to print, log into Alfresco and click Instructional Resources (Pre-K-12) under My Sites. Click on the Instructional Handbook under Resources and the folder is labeled Instructional Handbook Resources. Managing Team Buzz Sessions And Whole Group Discussions 1. After you ask a question allow wait time. “Hold your responses/Don’t begin your discussion until everyone has had 15 seconds to think.” 2. When possible, allow learners to respond first in pairs or small groups “Tell your neighbor.” “Buzz in small groups and then we’ll discuss it as a large group.” 3. Build in alternate response modes “Thumbs up, thumbs down.” 4. Use deadlines “You have 30 seconds.” 5. Use transition cues “When your hear the bell, you have 10 seconds to finish talking to your partner/in your group.” 6. Reduce sharing time Instead of allowing eight participants to answer in the large group, allow three. Never have more than 6 groups report—find another way to share. 7. Provide alternative structures for sharing “This time share your partner’s/group’s response.” “This time try to reach consensus with your partner/group.” 8. Use alternative pairs/groups “This time share with the person across the table from you rather than the one next to you.” “Sit with others with whom you don’t normally work today.” 9. Give auditory as well as visual directions Written cues to the question provide focus for the discussion. 10. Be clear on your expectations “Name three ways…” “Brainstorm as many ideas as you can.” Howard County Public School System, Instructional Handbook Revised July 2013 3-4 Domain 3: Instruction 11. Make it clear when or if you are looking for one answer “There are many possible answers to this question.” “We discussed this yesterday… you may want to review your notes.” 12. Record answers on charts or overheads when appropriate Charting helps visual learners, provides focus, lessens the likelihood that duplicate answers will be given, allows participants to build on others’ ideas, and provides a reference for later discussion. 13. Encourage response from one participant or group to another “Do you agree? Tell him/her/them why or why not.” Adapted from work by Frank Lyman, Howard County Public Schools/University of Maryland (1986), and Ellen Miller, Howard County Public Schools (1990) Nonlinguistic Representations Definition Nonlinguistic representations are diagrammatic shapes, which are used to generate and/or organize thoughts. Different designs are useful for different thinking processes. Related terms are cognitive maps, mind maps, think links, graphic organizers, and webs. Three-dimensional nonlinguistic representations are sometimes referred to as foldable. Rationale Nonlinguistic representations: make the invisible process of thinking visible to both students and teachers make abstract or implicit information more concrete and therefore more useful serve as visual cues when displayed in the classroom improve retention of information serve as useful pre-writing tools allow students to see that thought has shape. Implementation Considerations Visual organizers can be used by: individual to generate and organize thinking small groups to focus a task large groups as a public recording of a discussion. Related Strategies in HCPSS Instructional Strategies Database Three-Dimensional Organizers Fortune Teller Manipulative Three-Tab Venn Two-Dimensional Organizers Cause and Effect Organizers Concept Maps/Mind Maps Criteria Grid or Decision-Making Model K-W-L-S Pictographs/Picture Graphs Satellites Sequence Chain Venn Diagram Howard County Public School System, Instructional Handbook Revised July 2013 3-5 Domain 3: Instruction NOTE: A preview of the resources can be accessed by clicking the hyperlinks. In order to print, log into Alfresco and click Instructional Resources (Pre-K-12) under My Sites. Click on the Instructional Handbook under Resources and the folder is labeled Instructional Handbook Resources. Howard County Public School System, Instructional Handbook Revised July 2013 3-6 Domain 3: Instruction 3c Engaging Students in Learning Activating Prior Knowledge and Building a Purpose for Learning Definition Activating prior knowledge and building a purpose for learning refer to a teacher purposefully activating students’ relevant background knowledge on a particular topic in order to help students become ready for new learning. Rationale It is important to help students think about their prior or background knowledge on a topic in order to make sense of new information and to make connections with new learning. This awareness is helpful at the beginning of a unit/lesson and will often help motivate students and set a purpose for learning. Implementation Considerations Prior Knowledge can be explained as a combination of the learner's preexisting attitudes, experiences, and knowledge: Attitudes Beliefs about ourselves as learners/readers Awareness of our individual interests and strengths Motivation and our desire to read Experiences Everyday activities that relate to content Events in our lives that provide background understanding Family and community experiences that we bring to school with us Knowledge Of the reading process itself Of content (literature, science, and math) Of topics (fables, photosynthesis, fractions) Of concepts (main idea, theory, numeration) Of different types of style and form (fiction and nonfiction) Of text structure (narrative or expository) Of the academic and personal goals Excerpted from The Strategic Teaching and Reading Project Guidebook (Kujawa & Huske). Related Strategies in HCPSS Instructional Strategies Database Alphabet Squares / Alphaboxes Big6TM Carousel Brainstorming / Team Webbing Co-op Co-op Colorful Words Concept Map / Mind Map Howard County Public School System, Instructional Handbook Revised July 2013 3-7 Domain 3: Instruction Corners Cubing Experiential Exercises / Simulations Find Someone Who / Walkabout Review Interactive Student Notebook Jigsaw K-W-L-S P.L.A.N. - A Reading Strategy for Informational Text Placemat Read-Cover- Remember-Retell Response Groups Roundtable Skill Builder Sponge Activities SQ3R (Survey, Question, Read, Recite, Review) Super3 Think-Pair-Share Three-Step Interview Tiered Assignments Tiered Questioning Value Lines Visual Discovery Watch-Read- Watch-Read (W-R-W-R) Word Sort NOTE: A preview of the resources can be accessed by clicking the hyperlinks. In order to print, log into Alfresco and click Instructional Resources (Pre-K-12) under My Sites. Click on the Instructional Handbook under Resources and the folder is labeled Instructional Handbook Resources. Encouraging Student Interaction Definition Encouraging student interaction refers to the opportunities that teachers provide for students to interact with their peers. There are many ways teachers plan for students to share their ideas or understandings of the content, i.e. students may move from chart to chart to discuss a topic in a randomly selected group or simply turn to their neighbor and share. Rationale Encouraging student interaction optimizes instruction. It helps students modify, refine and extend their understandings of the content or topic. Implementation Considerations Howard County Public School System, Instructional Handbook Revised July 2013 3-8 Domain 3: Instruction Create a learner-centered classroom where frequent opportunities to interact are included, where strategies to engage are frequent and part of instruction (e.g., include time to discuss, pauses for summary writing or analysis, and pair sharing). To achieve a learner-centered classroom, the instructor must create a safe, inclusive learning environment in order to get students to feel comfortable participating in class. This involves developing rapport with students and encouraging interaction among students, Use the following techniques for developing rapport with students: Greet students before each class begins. Use students’ names to boost their self-esteem. Show your caring and interest in students’ lives and in their learning. Use humor where appropriate to create informality. Related Strategies in HCPSS Instructional Strategies Database Carousel Brainstorming / Team Webbing Cause and Effect Organizers Circle of Knowledge Co-op Co-op Colorful Words Concept Map / Mind Map Corners Developing a Cooperative Classroom Community Experiential Exercises / Simulations Find Someone Who / Walkabout Review Fortune Teller Manipulative I Have . . . Who Has? Information Gap Activity Interactive Lecture Interactive Student Notebook Jigsaw Learning Centers / Learning Stations Mix-N-Match Numbered Heads Together Pictographs / Picture Graphs Placemat Problem-Solving Groupwork Read-Cover- Remember-Retell Reciprocal Teaching Response Groups Roundtable Send-A-Problem Simultaneous Sharing Techniques Skill Builder Howard County Public School System, Instructional Handbook Revised July 2013 3-9 Domain 3: Instruction Stir-the-Class Think-Pair-Share Three-Step Interview Three-Tab Venn Diagram Value Lines Very Important Points Visual Discovery Word Sort NOTE: A preview of the resources can be accessed by clicking the hyperlinks. In order to print, log into Alfresco and click Instructional Resources (Pre-K-12) under My Sites. Click on the Instructional Handbook under Resources and the folder is labeled Instructional Handbook Resources. Organizing Information and Making Connections Definition Organizing information and making connections refers to how a teacher organizes information and makes connections among the concepts he/she is teaching so students will retain and understand the content. Teachers can help students organize and make sense of new concepts if they identify relationships among ideas. Perhaps, a teacher will help students arrange information sequentially, in categories, in hierarchies, or on a mind map to help them remember the information. Rationale Students process information more deeply when they think about how ideas are related. This helps students transfer the information from working memory to permanent memory where the new information will be remembered long term. Implementation Considerations In order for students to gather, prioritize, and organize information, through reading, listening, observing and quantifying, students need to: use effective strategies to acquire information. identify central and subordinate ideas. evaluate the quality of sources and/or the sufficiency of support. make connections to other disciplines and/or past learning. develop a personal interpretation. Related Strategies in HCPSS Instructional Strategies Database 3-2-1 Alphabet Squares / Alphaboxes Big6TM Carousel Brainstorming / Team Webbing Cause and Effect Organizers Choice Boards Howard County Public School System, Instructional Handbook Revised July 2013 3-10 Domain 3: Instruction Circle of Knowledge Co-op Co-op Colorful Words Concept Map / Mind Map Corners I Have . . . Who Has? Information Gap Activity Interactive Lecture Interactive Student Notebook Jigsaw Learning Centers / Learning Stations Mix-N-Match Numbered Heads Together P.L.A.N. - A Reading Strategy for Informational Text Pictographs / Picture Graphs Placemat Problem-Solving Groupwork RAFT Writing Assignment Read-Cover- Remember-Retell Reciprocal Teaching Response Groups Send-A-Problem Simultaneous Sharing Techniques Skill Builder Sponge Activities SQ3R (Survey, Question, Read, Recite, Review) Stir-the-Class Super3 Three-Step Interview Three-Tab Venn Diagram Tiered Assignments Tiered Questioning Two Words Venn Diagram Very Important Points Visual Discovery Watch-Read- Watch-Read (W-R-W-R) WebQuests Word Sort NOTE: A preview of the resources can be accessed by clicking the hyperlinks. In order to print, log into Alfresco and click Instructional Resources (Pre-K-12) under My Sites. Click on the Instructional Handbook under Resources and the folder is labeled Instructional Handbook Resources. Howard County Public School System, Instructional Handbook Revised July 2013 3-11 Domain 3: Instruction Enhancing Information Storage and Retrieval Definition Enhancing information storage and retrieval refers to how a teacher gives students opportunities to deeply process, work with, and elaborate on new understandings. These teachers know that additional practice around the new information will take many forms. For example, students may talk about, write about, or dramatize the information. Rationale The more students engage with new information, the more likely it is that they will remember the information. The greater the elaboration, details added, and associations made, the better chance students will have of retrieving information when needed in the future. Implementation Considerations In order to enhance information retrieval and storage, students should: Attend to the information. Revisit and review information. Increase their depth of processing of the content. Summarize the content. Increase associations among key ideas and among other content and the content under study. Increase the likelihood of long-term retention of the content and its retrieval. Guillaume, Andrea , Yopp, Ruth and Hallie. 50 Strategies of Active (2007). Upper Saddle River, New Jersey:Pearson. Related Strategies in HCPSS Instructional Strategies Database 3-2-1 Alphabet Squares / Alphaboxes Big6TM Carousel Brainstorming / Team Webbing Cause and Effect Organizers Choice Boards Co-op Co-op Concept Map / Mind Map Cubing Experiential Exercises / Simulations Find Someone Who / Walkabout Review Fortune Teller Manipulative I Have . . . Who Has? Interactive Lecture Interactive Student Notebook Jigsaw K-W-L-S Mix-N-Match Numbered Heads Together P.L.A.N. - A Reading Strategy for Informational Text Pictographs / Picture Graphs Howard County Public School System, Instructional Handbook Revised July 2013 3-12 Domain 3: Instruction Placemat QAR: Question-Answer Relationship RAFT Writing Assignment Read-Cover- Remember-Retell Reciprocal Teaching Response Groups Roundtable Send-A-Problem Simultaneous Sharing Techniques Skill Builder Sponge Activities SQ3R (Survey, Question, Read, Recite, Review) Stir-the-Class Three-Step Interview Three-Tab Venn Diagram Two Words Venn Diagram Very Important Points Visual Discovery Watch-Read- Watch-Read (W-R-W-R) WebQuests Word Sort NOTE: A preview of the resources can be accessed by clicking the hyperlinks. In order to print, log into Alfresco and click Instructional Resources (Pre-K-12) under My Sites. Click on the Instructional Handbook under Resources and the folder is labeled Instructional Handbook Resources. Howard County Public School System, Instructional Handbook Revised July 2013 3-13 Domain 3: Instruction Every Pupil Response Techniques Definition As the name implies, these are techniques that enable every student in the class to respond to a teacher question. Rationale Student engagement in the lesson is an important prerequisite for learning. Every Pupil Response (EPR) Techniques encourage the engagement of each and every student in the class. EPR Techniques also give the teacher a way to monitor the understanding of every student in the class. Ways to Get Responses from Every Student Technique Description Choral Response* Students give a choral response to a whole class question. This allows the teacher to determine if most students understand a concept. Clothesline* Students move to a place in a human line that most closely matches their level of understanding. The line is a continuum, with the beginning of the line indicating no understanding of a concept and the opposite end of the line indicating a high level of understanding. Fist of Five* Students respond to a whole class question by showing the number of fingers that corresponds to their level of understanding (one being the lowest, five the highest). Four Corners* Students move to a corner of the room that most closely matches their level of understanding. Previously, the teacher must label each corner of the room with a word or phrase that describes the learner’s level of understanding. Individual Response Boards* Students will use dry erase lapboards, think pads, or individual chalkboards to respond to a question posed by the teacher. The students hold up their answers for the teacher to check or the teacher can circulate the class to check individual responses. InterwriteTM Pupil Response System Students use a remote tool to respond to whole class questions. Questions used to assess student understanding can be composed or refined on-the-spot and instant feedback is created in the form of a graph that can be displayed after each question is answered. Howard County Public School System, Instructional Handbook Revised July 2013 3-14 Domain 3: Instruction Signal Cards* Students use a card to indicate their level of understanding of a concept. Cards may be labeled as follows. • Red, Yellow, and Green • Yes/No • True/False • Negative/Positive • Stop, I’m lost/Slow down, I’m getting confused/Full steam ahead • Happy Face, Straight Face, or Sad Face Speedometer* Students think of a speedometer going from 0 to 100 miles per hour. They then lay one arm on top of the other with hands touching elbows. Students should raise the arm that is on top, stopping at a point between 0 and 100 mph to indicate their level of understanding, with 100 mph designating complete understanding. Thumbs Up* Students respond to a whole class question by putting thumbs up if they fully understand a concept, thumbs down if they do not understand, and thumbs to the side to indicate some area of confusion. Windshield* Students should respond “muddy,” “buggy,” or “clear” when the teacher asks them to describe their level of understanding. Previously, the teacher explains that “muddy” means the windshield is plastered with mud and the destination is not visible, and this indicates little or no understanding. “Buggy” means that some debris is littering the windshield, and this indicates partial understanding. A clear windshield indicates a high level of understanding. * Information retrieved from Frederick County Public Schools Website July 2008 Howard County Public School System, Instructional Handbook Revised July 2013 3-15 Domain 3: Instruction Visual Organizers Visual organizers are diagrammatic shapes, which are used to generate and/or organize thoughts. Different designs are useful for different thinking processes. Related terms are cognitive maps, mindmaps, thinklinks, graphic organizers, and webs. Visual organizers: make the invisible process of thinking visible to both students and teachers make abstract or implicit information more concrete and therefore more useful serve as visual cues when displayed in the classroom improve retention of information serve as useful pre-writing tools allow students to see that thought has shape. Visual organizers can be used by: individual to generate and organize thinking small groups to focus a task large groups as a public recording of a discussion. They may be used as resource sheets or posters. Several of the more popular types of visual organizers are described below and illustrated on the following pages. Venn Diagram This is used to show similarities and differences. Lines can be drawn to make writing easier, and the center can be shaded to make the overlap more visual. Examples: mathematics students might compare two functions, language arts students might compare two poems, social studies students might compare two cultures, and health students might compare the effects of alcohol and cocaine. Howard County Public School System, Instructional Handbook Revised July 2013 3-16 Domain 3: Instruction Main Idea Table This is used for thinking from an idea to examples or from examples to a main idea. In the first instance, the main idea is written in the header. “Supporting events,” facts, or examples are written in the pillars. “Bases” are for substantiating data or references. In the second instance, a set of observations or ideas might be written in the pillars, and a main idea, which “bridges” the ideas written in the header. Examples: Language arts students might use this as a prewriting idea by writing a main idea and deciding how to develop it. Social studies students might record events from the Industrial Age, cite references, and summarize the discussion as a main idea. Art students might start with architecture as a category, name and describe different styles, and cite exemplars of each style. Sequence Chain This is used to display steps for a procedure developed by the class. The graphic lacks arrows connecting the boxes, allowing them to be used in a variety of ways. They can be used for storyboarding using text or pictures. They can also be used to examine cause/effect relationships. Examples: Social studies students might sequence historical events, science students might display the steps of an experiment, and language arts students might map out the events of a story as a review or prewriting activity. Cause/Effect or Fact/Opinion Chart This is useful for separating facts from opinions, causes from effects, and so forth. It can be used as two sequence chains (vertically) or four cause/effect events (horizontally). Arrows may be added to indicate cause and effect. Examples: Health students might list facts and opinions about AIDS, science students might name four causes of pollution in the first column Howard County Public School System, Instructional Handbook Revised July 2013 3-17 Domain 3: Instruction and effects in the second column, and social studies students might list facts and opinions about communism. Problem Solving Models This encourages students to state problems and goals clearly, examine alternatives, and offer reasons for chosen solution steps. This is useful for both real life problem solving and for examining curricular issues. Examples: Social studies and science students might recommend a position for our country to take on some current issue or analyze a historical problem, health students might discuss a health issue, and language arts students might use it as a prewriting tool for a persuasive essay. Criteria Grid or Decision-Making Model This is useful for consensus-seeking or evaluation purposes. The spaces across the top list criteria for judging. The boxes under the criteria old weighted scores, if desired. The spaces on the side list items being evaluated. Scores or checkmarks are recorded in the grid. Ovals are used to tally scores or to indicate ranks. Examples: A class might collaboratively choose a fund-raising projects or class event from several possibilities based on given criteria, science students might rate predictions from most to least likely and defend their predictions, arts students might screen potential portfolio projects based on given criteria, and educators might evaluate textbooks or grant proposals. Satellites This is a general brainstorming tool, which allows students to brainstorm ideas related to a main idea, and then add details to each of the sub-ideas. Some of the visual organizers were originally developed and distributed by the Language and Learning Improvement Branch of the Maryland State Department of Educations. Some of the ideas in the introduction are from publications by Frank Lyman and Jay McTighe. Howard County Public School System, Instructional Handbook Revised July 2013 3-18 Domain 3: Instruction Concept Attainment Concept Attainment is a teaching method based on the work of Jerome Bruner, whose research found that, in order to respond to everything in our environment, we categorize, grouping objects on the basis of common traits and thus forming concepts. This strategy teaches the nature of concepts and conceptbuilding strategies, as well as the concepts themselves. It nurtures an awareness of alternative perspectives, tolerance of ambiguity, and an appreciation of logical reasoning. Several varieties of Concept Attainment are described in the book Models of Teaching by Bruce Joyce and Marsha Weil. The model described here is the reception model. Procedure Preparing the Lesson 1. Choose a concept. Determine the essential characteristics of the concept you have chosen. 2. Collect 12-15 examples of your concept. These might be pictures, objects, sentence strips, or drawings. Collect an equal number of related things that are not examples of your concept. 3. Look through your positive examples and select the one that best exemplifies your concept. This will be the first example given—you should not attempt to trick your students. Continue to rank your examples from those that are most clear to least clear. Follow the same procedure in ranking your negative examples. 4. Look at your examples to determine if they contain any characteristics that are unnecessarily distracting. For instance, if you have written on sentence strips, the color of your magic marker or the background paper and the length of the sentence might be unnecessarily distracting. Identify other characteristics that are important for students to focus on. When you begin your lesson, you will give general directions regarding which characteristics are important to focus on and which are not. You will not be specific enough to give away the concept. 5. Line your examples up side by side. Make sure that in selecting your negative examples you have eliminated all of the characteristics contained in the positive examples that are not essential in defining your concept. Teaching the Concept 6. Explain what you are going to do. You have an idea (a concept) that you want the students to figure out. You are going to use a special technique called Concept Attainment that will help them to guess/learn the concept. Students are to keep their guesses private until invited to share. 7. Explain the “yes” and “no” categories. As examples are presented, they will be labeled “yes” or “no.” The “yes” examples have one or more characteristics in common which are all of the essential characteristics of the concept. The “no” examples may not have anything in common other than the fact that they do not illustrate the concept. (Sometimes the “no” examples do share characteristics.) 8. Focus the students’ thinking on appropriate characteristics. (See the notes in step #4.) 9. Tell students that you will begin with your best “yes.” Display the example, give time to study it, and leave it on display. Proceed with your best “no.” 10. As you present alternating “yes” and “no” examples, continually ask students to compare the “yes” examples and contrast them with the “no” examples. Ask the students to try to form hypotheses about your concept. Remind students not to call out their guesses. Howard County Public School System, Instructional Handbook Revised July 2013 3-19 Domain 3: Instruction (For upper grades or complex concepts, you might have students write their guesses at intervals. These notes will be useful later when their thinking is “unpacked.”) 11. Check for working hypotheses from time to time with a show of hands or some other signal. After at least 5-8 “yes” and “no” examples, you might select an unlabeled example and ask by a show of hands how many students think it is a “yes” and how many a “no.” You should proceed to confirm or deny their guesses. This feedback will allow you to pace your presentation. 12. Wait until all or nearly all students are sure they have the concept. Then ask one or more students to try to name the concept and/or its essential characteristics. The volunteers should test their guesses against additional examples. You should state whether they are correct in labeling the examples. 13. When students have correctly named the concept and/or stated its essential characteristics to the best of their ability, you should verify that they are correct. 14. Any additional examples should be labeled “yes” or “no” by the students. Students should justify their answers using the essential characteristics of the concept. 15. Students should, where appropriate, be asked to generate their own examples of the concept and to justify their examples. Unpacking the Thinking 16. This is considered the most important part of the lesson, as it trains students to reflect upon their own thinking (metacognition) and helps them to become sensitive to the thinking patterns of others. To help students unpack their thinking, ask questions such as the following: a. What thoughts did you have when I put up the first “yes”? b. What thoughts did you have when I put up the first “no”? c. Which example(s) made you modify or throw away an idea that you had? d. Did any example temporarily throw you off completely? e. How many of you worked with just one idea at a time? (These are the focused gamblers.) f. How many of you had more than one idea going on at first, and then gradually worked down to one idea? (These are the simultaneous scanners.) 17. Ask questions that help students evaluate the effectiveness of their thought processes. Which students guessed the concept fastest this time, the focused gamblers or the simultaneous scanners? Do students tend to use the same strategy every time, or do they change roles? Why? Howard County Public School System, Instructional Handbook Revised July 2013 3-20 Domain 3: Instruction 3d Using Assessment in Instruction Summative Assessments are given periodically to determine at a particular point in time what students know and do not know. Many associate summative assessments only with standardized tests such as state assessments, but they are also used at and are an important part of district and classroom programs. Summative assessment at the district/classroom level is an accountability measure that is generally used as part of the grading process. The list is long, but here are some examples of summative assessments: State assessments District benchmark or interim assessments End-of-unit or chapter tests End-of-term or semester exams Scores that are used for accountability for schools (AYP) and students (report card grades). Formative Assessment is part of the instructional process. When incorporated into classroom practice, it provides the information needed to adjust teaching and learning while they are happening. In this sense, formative assessment informs both teachers and students about student understanding at a point when timely adjustments can be made. These adjustments help to ensure students achieve, targeted standards-based learning goals within a set time frame. Although formative assessment strategies appear in a variety of formats, there are some distinct ways to distinguish them from summative assessments. Source: http://www.amle.org/ Processing and Monitoring Student Learning Effective student teams reflect on their processes and continually seek to improve their effectiveness. Teachers can lead teams of students in processing activities and gradually turn the responsibility for such activities to the teams. As teams become more adept at processing, you may observe the following signs of success: Everyone is involved. Responses are specific. Opinions are given easily and candidly. Processing begins to go on before and after “official” processing time. Social skill behavior improves—both in groups and generally. Teacher Directed Processing Teachers can ask students to reflect using I, you, or we statements. There are endless possibilities for reflection methods. The following ideas are adapted from Dee Dishon’s and Pat Wilson O’Leary’s book, A Guidebook for Cooperative Learning. “I” Statements Examples of different formats for I statements include: I participated actively as a group member. I encouraged others to participate. 5 5 4 4 3 3 2 2 1 1 Howard County Public School System, Instructional Handbook Revised July 2013 3-21 Domain 3: Instruction One team skill I practiced today was… I did this by (name specific instances) An area for improvement is… I will address this by (name two action steps) “You” Statements You statements provide feedback to others in paired situations. Possibilities include: One way I knew you were actively listening to me was… A contribution you made to the group that I really appreciated was… The “contribution” statement can be shared roundrobin fashion. “We” Statements We statements can be created from the I statements above. Often teams will reach consensus on we statements for celebration purposes or to create goals for further team improvement. Process Observation Process observation uses an objective, uninvolved person as an observer of group or individual behavior for purposes of improving a group’s functioning and effectiveness in general, to identify a group’s problem or reason for lack of effectiveness. The process observer may be a group member who consciously assumes the observer role. Process observation usually follows three stages: 1 Pre-observation Ascertain from the group or individual what specific behaviors are to be observed. Set limits on the scope of the observation (don’t try to observe everything at once). 2 Observation Look for processes and behaviors, not at the content of the discussion. Make notes, charts, graphs, etc., that will help when giving feedback. Decide what feedback will be most helpful to the group or individual. 3 Feedbacks and Analysis Focus on success and reinforce positive behavior. Share your data and observations in the form of questions to initiate the group’s analysis of their processes, i.e., “Did you know” or “Were you aware” or “How did you feel.” Give feedback, not judgments. Some examples of processes and behaviors to observe include: Conversation flow (who talks to whom and how often) Body language and postures Howard County Public School System, Instructional Handbook Revised July 2013 3-22 Domain 3: Instruction Eye contact Verbal and nonverbal reactions Subgroup conversations How time was spent On task and off task behaviors Use of roles in groups Use of praisers, paraphrasing, clarifying language Adherence to ground rules Other items from checklists of effective teams indicators. Promoting Reflection and Assessment Definition Promoting reflection and assessment refers to the teacher providing opportunities for student reflection. Learners are aware of and control their learning by actively participating in reflective thinking – assessing what they know, what they need to know, and how they bridge that gap during learning situations. Rationale It is increasingly important to prompt reflective thinking during learning to help learners develop strategies to apply new knowledge to the complex situations in their day-to-day activities. Reflective thinking helps learners develop higher-order thinking skills by prompting learners to a) relate new knowledge to prior understanding, b) think in both abstract and conceptual terms, c) apply specific strategies in novel tasks, and d) understand their own thinking and learning strategies. Implementation Considerations Characteristics of environments and activities that prompt and support reflective thinking: Provide enough wait-time for students to reflect when responding to inquiries. Provide emotionally supportive environments in the classroom encouraging reevaluation of conclusions. Prompt reviews of the learning situation, what is known, what is not yet known, and what has been learned. Provide authentic tasks involving ill-structured data to encourage reflective thinking during learning activities. Prompt students' reflection by asking questions that seek reasons and evidence. Provide some explanations to guide students' thought processes during explorations. Provide a less-structured learning environment that prompts students to explore what they think is important. Provide social-learning environments such as those inherent in peer-group works and small group activities to allow students to see other points of view. Provide reflective journals to write down students' positions, give reasons to support what they think, show awareness of opposing positions and the weaknesses of their own positions. Adapted from the works of: Howard County Public School System, Instructional Handbook Revised July 2013 3-23 Domain 3: Instruction Moon, J. A. (1999). Reflection in learning and professional development: Theory and practice. London: Kogan Page and Halpern, D. F. (1996). Thought and knowledge: an introduction to critical thinking (3rd ed.). Mahwah, NJ: L. Erlbaum Associates. Related Strategies in HCPSS Instructional Strategies Database 3-2-1 Alphabet Squares / Alphaboxes Big6TM Choice Boards Co-op Co-op Experiential Exercises / Simulations Find Someone Who / Walkabout Review Interactive Student Notebook K-W-L-S Problem-Solving Groupwork QAR: Question-Answer Relationship RAFT Writing Assignment Response Groups Simultaneous Sharing Techniques Skill Builder SQ3R (Survey, Question, Read, Recite, Review) Stir-the-Class Super3 Three-Tab Venn Diagram Tiered Assignments Tiered Questioning Venn Diagram Very Important Points WebQuests NOTE: A preview of the resources can be accessed by clicking the hyperlinks. In order to print, log into Alfresco and click Instructional Resources (Pre-K-12) under My Sites. Click on the Instructional Handbook under Resources and the folder is labeled Instructional Handbook Resources. Howard County Public School System, Instructional Handbook Revised July 2013 3-24 Domain 3: Instruction 3e Demonstrating Flexibility and Responsiveness Teachers can demonstrate flexibility and responsiveness in three types of situations: An instructional activity that is not working – in which case the teacher may have to back-up and provide background information needed by students, change/drop the activity if its not appropriate for the students, or change the pace of the lesson. A spontaneous event occurs that provide an opportunity for valuable learning (the teachable moment.) Teachers demonstrate flexibility when they seize upon a major event and adapt a lesson to it, fulfilling their instructional goals in a manner that is different from that originally planned. Students experience difficulty learning – in this case the teacher may need to search for alternative approaches, not blaming the students, the home environment, or the larger culture for the deficiency. It is possible that the optimal approach for a student may be to call on resources outside the classroom, but most teachers initially try other approaches in their own classroom. Source: Danielson, C. Enhancing Professional Practice, ASCD, Alexandira VA, 2007 Table of Contents Howard County Public School System, Instructional Handbook Revised July 2013 3-25 Domain 4: Professional Responsibilities DOMAIN 4: PROFESSIONAL RESPONSIBILITIES Component 4a Element Reflecting on Teaching Component 4b Element Accuracy Use in future teaching Maintaining Accurate Records Component 4c Element Student completion of assignments Student progress in learning Non-instructional records Communicating with Families Component 4d Element About instructional program About individual students Engagement of families in instructional program Participating in a Professional Community Component 4e Element Relationships with colleagues Participation in school projects Involvement in culture of professional inquiry Service to school Growing and Developing Professionally Component 4f Element Enhancement of content knowledge and pedagogical skill Receptivity to feedback from colleagues Service to the profession Showing Professionalism Integrity/ethical conduct Service to students Advocacy Decision-making Compliance with school/district regulations Howard County Public School System, Instructional Handbook Revised July 2013 4-1 Domain 4: Professional Responsibilities 4a Reflecting on Teaching Knowing Myself and My Influence on Learners Individual self-assessments provide glimpses into the complex relationships that educators work in everyday with students, staff, and other adults. While taking these instruments privately is useful, it is recommended that the results be processed in groups with an expert on the instrument and with a coach who might provide follow-up services so that people can understand their influence on learners. The Myers Briggs Type Indicator (MBTI) is a personality assessment that helps one answer these four questions: Where do I prefer to get my energy? From inside myself or from other people? How do I prefer to take in information and process it? Through my senses or through some intuitive means? How do I prefer to make decisions? With my head or with my heart? How do I prefer to organize my world? Am I more structured or more flexible? Knowing one’s preferences and the strength of those preferences can help one plan and conduct work and personal life more efficiently and effectively and can greatly help one work more collaboratively with others. Educators can use the MBTI to assess and adjust work and learning habits for themselves and their students. Available at http://www.myersbriggs.org The Keirsey Temperament Sorter is designed to identify different kinds of personality. There are four temperament types: Guardian, Artisan, Idealist, and Rational. It is similar to the Myers-Briggs since both inventories are based on the work of Carl Jung. Knowing one’s temperament can help one plan and conduct work and personal life more efficiently and effectively and can greatly help one work more collaboratively with others. The Multiple Intelligences Inventory provides a snapshot in time of an individual's perceived multiple intelligences preferences. The Emotional Intelligence Test rates your ability to regulate your emotions in a healthy and balanced manner. After completion of the test, you will be provided with your greatest emotional strength and weakness, with an option to purchase a detailed evaluation of your aptitude in each emotional category. Awareness of your emotional abilities allows you to improve your emotional intelligence and live a happier, more balanced lifestyle. The JoHari Window is a communication model that can be used to improve understanding between individuals within a team or in a group setting. The JoHari Window is one of the most useful models describing the process of human interaction. A four paned "window" divides personal awareness into four different types, as represented by its four quadrants: open, hidden, blind, and unknown. The lines dividing the four panes are like window shades, which can move as an interaction progresses. The process is based on self-disclosure and feedback. Howard County Public School System, Instructional Handbook Revised July 2013 4-2 Domain 4: Professional Responsibilities Thomas-Kilmann Conflict Mode Instrument is designed to assess an individual’s behavior in conflict situations. The Thomas-Kilmann Conflict Mode Instrument (TKI) can help people identify their preferred conflict-handling style or “mode”-- competing, collaborating, compromising avoiding and accommodating-- and learn when and how to select the most appropriate style for a given situation. David Kolb's Learning Style Inventory describes how people learn and deal with ideas and day-to-day situations. The instrument takes one through four basic learning processes and helps identify which of the following types the test taker is: Diverging (feeling and watching - CE/RO) Assimilating (watching and thinking - AC/RO) Converging (doing and thinking - AC/AE) Accommodating (doing and feeling - CE/AE) The results help explain how we can take in an experience and how we deal with it. Educators can use the results to understand their own behavior and learning style and how to modify instruction to meet the needs of students with identifiable learning styles. Two instruments to explore areas of cultural proficiency: The Beliefs Inventory examines the alignment of your beliefs to the guiding principles of cultural proficiency. Available from the Office of Cultural Proficiency, POD. There is difference between purposely hiding something from others and unconsciously hiding something from you. Some call this distinction the unwilling-unable distinction. The Implicit Association Test makes it possible to penetrate both of these types of hiding. The IAT measures implicit attitudes and beliefs that people are either unwilling or unable to report. Available at: https://implicit.harvard.edu/implicit/demo/ Two instruments to provide insights in how you work with teams: The Fundamental Interpersonal Relations Orientation-Behavior instrument is a short assessment that predicts how people will work in groups. It measures how much power, inclusion, and affection people desire from others and how much of each of those elements one is willing to display to others as they work together. Educators can use the FIRO-B to explain how personal needs affect various interpersonal relationships. Results can help people expand understanding of their behavior and the behavior of others and explore alternate ways to achieve their goals. Educators could use the findings from the assessment to help build their relationships with students and to help students build their relationship with other students. Even if the team is performing well, it is useful to conduct a periodic assessment if only to confirm that conclusion. Team members need to know what they are doing well so they will continue to do those things in the future. And it is helpful, especially for teams that do not have opportunities for a great deal of external recognition, to acknowledge their success. Howard County Public School System, Instructional Handbook Revised July 2013 4-3 Domain 4: Professional Responsibilities One of the well-established characteristics of an effective team is self-assessment (Parker, 1990, McGregor, 1960). It is important that teams, much like individuals, take an annual physical--a check-up to see how they are doing. An ongoing concern about one's progress is a sign of a healthy person and a healthy team. The data collection and diagnosis associated with the assessment provide the basis for planning for renewal. Team self-assessment need not consume a great deal of time. A useful assessment exercise can be as simple as taking a few minutes at the end of a team meeting to ask: "How are we doing?" In addition, there are also brief survey tools that are effective alternatives to the lengthy, more complex instruments. For some teams, a quick 10-item survey may be all that is necessary. Available at: http://www.glennparker.com/Freebees/quick-team-check.html Knowing Your Impact on Students Here are several ways you can collect data on your impact on students based on academic achievement and your relationships with students. Doing some research on the JOHARI Window Model will be beneficial to those wishing to understand their influence on others. There are things about ourselves that we do not know but that others see more clearly. The more processes we can use to reduce our blind areas the more we will know about ourselves. The following suggestions can be used to gather data and reflect on it. (More information on the JOHARI Window is available on the internet.) Collecting data from students: Individual interviews with students. For example: Ask students what you should Stop, Start, and Continue to help them with their learning Group interview Student-led group interview Written Questionnaires/Surveys Electronic survey instruments for example Survey Monkey or Test Pilot Interactive Journal with students. Teacher makes an individual journal entry and then shares with a student who responds. Review of student journals Exit tickets Collecting data from staff and reflecting on the data: Administrator feedback. For example feedback from Purposeful Observations Instructional Team Leader feedback Team members feedback Peer coach’s feedback. Have the peer coach collect data and then have a reflective conversation on the data. For example: collecting data on who you call on. Video tape yourself and watch how your students reaction to your teaching. Other: school counselor or school psychologist discussing impact and individual students Case discussions/kid talk on specific students with teachers of the same student/students Howard County Public School System, Instructional Handbook Revised July 2013 4-4 Domain 4: Professional Responsibilities Collecting data from yourself: Reflective journaling Instruments Discover your Learning style and comparing your style to the students’ learning styles Collecting data from parents: Surveys Formal or informal conferences in person, on line or by phone Analyzing data collected from a 360° Feedback Instrument. The Importance of Reflection John Dewey said that we do not learn by experience, we learn by reflecting on our experiences. By trying to understand the consequences of actions and by contemplating alternative courses of action, teachers expand their repertoire of practice. Through disciplined reflection, teachers increase the accuracy and depth of their thinking and coach themselves to implement what they have learned into future practice. The more clear teachers are in advance as to their instructional goals and what “success will look like, the more accurately they can judge instructional effectiveness. Novices tend to believe that a lesson was “fine” if the students were busy and if they themselves survived. With experiences, teachers become more discerning and can evaluate their successes as well as the effectiveness of one method over another. Teachers look for certain levels or engagement or for certain key concepts to emerge by a given point in the lesson. Sometimes it is difficult to teachers, whether novice or experienced, to collect their own data on effectiveness. This may be based on the relative complexity of a lesson, or on a desire to verify one’s own impressions. A trained observer such as a peer coach, mentor, or supervisor can be invaluable in helping a teacher to shape a particular inquiry and collecting data to support a teacher’s reflection process. The importance of reflection is to act on what is learned. Most teachers have an opportunity to teach the same topic another year, or even the next class period. Reflecting not only enables teachers to improve the next time they teach a topic, but since many of the principles they learn from reflecting on practice apply to many instructional settings, they can improve their overall teaching as well. Howard County Public School System, Instructional Handbook Revised July 2013 4-5 Domain 4: Professional Responsibilities Data Collection Techniques Data is an essential component of reflection and growth. Data, whether collected by oneself by someone else, is most useful when it is specific, objective, nonjudgmental, and limited to any agreed-upon area of focus where appropriate. While there are many ways to collect data, including formal and informal student assessment, popular data-gathering skills typically include: Script-taping: Recording in writing all of the verbal and nonverbal communications of teach and students for a period of time in the classroom Selective Verbatim: Recording in writing only particular types of communications, e.g., teacher questions, teacher responses, student responses, teacher directions At Task Behavior: Conducting timed classroom sweeps to code individual student on-task (and/or off task) behaviors Verbal Flow: Coding the pattern of teacher questions and student responses Class Traffic: Coding teacher movement in the classroom Action Research While action research has its roots in the 1940’s and 1950’s, it has emerged as an important initiative with the current school restructuring movement, which has site-based, shared decision-making at its core. Action research is deliberate, solution-oriented investigation that is group or personally owned and conducted. It is characterized by spiraling cycles of problem identification, systematic data collection, reflection, analysis, data-driven action taking, and finally, problem redefinition. The Six-Step Planning Model used by school improvement teams is an example of this cycle, as is the Plan-Do-Study-Act model used in quality management. The term “action research” highlights the essential features of this method: trying out ideas in practice as a means of increasing knowledge about and/or improving curriculum, teaching, and learning. Action research can be conducted at a variety of levels: Individual action research might be conducted as part of developing a professional portfolio, as part of a university course, or with a reflecting partner such as a mentor, supervising teacher, or peer coach. Collaborative action might be initiated as a result of a cooperative program review, might be initiated by volunteers in a Professional Development School as a component of a partnership between a college or university and the school, or might be a team or department’s response to a need indicated in school improvement planning. School wide action research involves an entire faculty and occurs when the faculty identifies a problem that involves and interests everyone. Howard County Public School System, Instructional Handbook Revised July 2013 4-6 Domain 4: Professional Responsibilities 4b Maintaining Accurate Records The Importance of Record Keeping An essential part of teaching is the record keeping. Records: inform interactions with students and enable teachers to respond to individual needs. provide the bases for communicating with families. provide the means to reflect on teaching and collaborate with other professional staff. Records are needed to: monitor student learning through checklists, records of demonstrated competencies, portfolios of student work, and grades on quizzes and tests. monitor which students have completed which assignments, and at what level of proficiency. track noninstructional aspects of school life, such as attendance, permission slips for field trips, inventories of equipment and supplies, and records of expenditures. There are many effective methods for maintaining records. Any method used should meet standards of efficiency, clarity, confidentiality, and safety against loss. In addition, since some records become legal documents, it may be important that others can understand them and those they reflect school and system policies as appropriate. Tips for Gradebooks and Grading Distribute your grading policy at the beginning of the year and follow it. Encourage students to keep their own grade sheet and to periodically calculate their own grades. Gradebook programs allow for frequent posting of grades, generating progress reports, and tracking student completion of assignments. When using a gradebook program, always ensure that the way it is calculating grades is the way you intended, make frequent backup copies of data, and ensure that you have hard copy backup as well (either a handwritten gradebook or current printout). If you post grades, use student identification numbers or other codes to ensure confidentiality. According to county policy, students may not grade papers nor record them in gradebooks or computer grades (this is different from student peer assessment, which is not only permitted, but encouraged). Be careful in determining a grading policy to ensure that you do not get unintended results. As an extreme example, you may decide that tests are one-third of the overall grade and quizzes are onefourth of the overall grade, but if in one grading period you give three assessments that you label “tests” and only one that you label “quiz,” the quiz will outweigh the tests. Howard County Public School System, Instructional Handbook Revised July 2013 4-7 Domain 4: Professional Responsibilities Tips for Attendance Attendance is recorded using the ASPEN system. Technical support for use of the system can be obtained by calling the Technology Help Desk, 410-313-7004. Have a seating chart for each class to expedite role taking and for use by a substitute. Maintain an accurate record of student attendance for each class, recording absences, lateness, and the reasons for each. Take daily roll while students are completing a warm up rather than using valuable instructional time. Maintain a labeled tray for each class or section to collect permission slips or other forms required by the school. Keep announcements relating to school wide activities in folders for reference. Prepare a list of student names on graph paper, make multiple copies and keep on hand to use when collecting permission slips, projects, and money. Keep a database of emergency dismissal arrangements for each student. Howard County Public School System, Instructional Handbook Revised July 2013 4-8 Domain 4: Professional Responsibilities 4c Communicating with Families Strategies for Successful Two-Way Collaborations Between Home and School Some strategies for Building Trust Positive phone calls Neighborhood coffees Identify and work through a key communicator. Parent rooms (corners) in school Neighborhood Walk Some Strategies for Fostering Positive Interactions Personally deliver important forms. Seek out parents who accompany their children to and from school. Develop colorful, creative, and concise communications. Solicit and value parental input. Use more than one method of communication (letter, phone, not in backpack, menu notice, Cable 8, etc.). Use resources of PPW or parent liaison when traditional methods have been unsuccessful. Some Strategies for Supporting Help-Seeking Behaviors Use the appropriate HCPSS offices to assist families in finding community organizations/resources to meet educational wishes (college tours, financial aid, role models, etc.). Determine which community based institutions (e.g., church, synagogue, FIRN) is important for the family then use it as a resource. Enlist the support of PPW and parent liaison to assist parents in getting basic school needs met. Be cognizant of the possible economic and logistical affects certain school practices and assignments will have on various families in your school community (field trips, elaborate student projects, extra credit assignments). Some Strategies for Supporting the Family Concept Call all numbers listed on the emergency card (neighbors included) and share only the information that will allow the parent/caregiver to get back in touch with you. Use the major caregiver even if he/she is not the biological parent (grandmother, aunt, foster parent). Use the kinship network or extended family as a resource as long as you have permission. Be sensitive to the homeless person in your school as it pertains to the functioning in your school environment. From the MASSI Notebook: Support Howard County Public School System, Instructional Handbook Revised July 2013 4-9 Domain 4: Professional Responsibilities Communicating With Parents Effectively communicating with parents is one of the most important roles of an educator. When parent(s) and teacher can work together with the student’s success as a common goal, the atmosphere is one of trust, respect, and support. Communicating Informally It is advantageous to communicate with parents before the first formal parent/teacher conference, and certainly before any problems have escalated. Initial positive communications set the stage for a teacherparent partnership that emphasizes the positive, and works toward improvement of any negatives. Some vehicles for informal communication are personal telephone calls, newsletters, notes, weekly reports, open houses, and memos. Parent/Teacher Conferences Formal parent/teacher conferences are scheduled in October and April. The careful preparation for conferences will help make them productive and successful. Some hints for success follow. Preparation for the Conference Initiate the conference early. Use a typed letter indicating the purpose, the date, and the beginning and ending times. Eliminate surprises. Include in the letter a “return” section for the parents to indicate any specific areas that they would like addressed at the conference. This enables the teacher to be prepared to discuss parents’ concerns, and often eliminates questions from the parents, which the teacher is not prepared to answer. Plan ahead. Have a general, but flexible, outline of each conference, including a survey of the student’s progress, a review of the student’s strengths and needs, and a proposed plan of action. Get organized in advance. Assemble all of the materials that may be needed prior to the conference. This may include your grade book, student work, attendance records, and other pertinent data. Prepare an inviting and informal setting. Plan a space for the conference away from the teacher’s desk. This area should be private and free from interruption. Provide a waiting area that is away from the conference area. Have samples of student work or some interesting reading available just in case a parent comes early and must wait. Be certain to include some work from each student. Preparing Students for Parent Conferences Parent conference time can be traumatic for students when they have no indication as to the nature of the information to be given to their parents. To ease the tension surrounding report cards and conferences, try this idea. Allow students the opportunity to do a personal evaluation. Duplicate a blank report card. Discuss the grading criteria with the students. Give the students a blank card and let each student make out a personal report, thus evaluating self-progress. Discuss with each student your card and the student’s card. You will often find that your students are more severe in their grading of themselves than you are. Share the two cards with the parents at the parent conference. Howard County Public School System, Instructional Handbook Revised July 2013 4-10 Domain 4: Professional Responsibilities The Conference Stay on schedule. Parents who wait for an unreasonable amount of time often enter the conference in a negative frame of mind. If a conference is running longer than scheduled and more time is needed, arrange another meeting within the next day or so. Greet parents in a pleasant manner. Take the responsibility for making them comfortable before the conference actually begins. Use body language. The mood of a conference can be established through the effective use of body language. Nonverbal cues such as smiling, leaning forward, nodding, and eye contact let parents know that you are interested and approving. Listen to the parents. Encourage parents to share their views of the student’s strengths, needs, interest, and concerns. This lets parents know that you value and are interested in their opinions. Be positive. Begin and end the conference on a warm, positive note. These notes may relate to the student’s abilities, work, or interests. Structure the conference. At the beginning of the conference, review with the parents the structure you have prepared. This will give you both an agenda. Keep yourself in an informational mode. Be specific and clear. Rather than just dealing in generalities, such as “John doesn’t accept responsibility,” clarify the problem by saying, “John had an entire week to complete a book report; however, he only wrote two paragraphs.” Stress collaboration. Help parents realize that you are allies working with the best interests of the student as a focus. A statement such as, “I would like to discuss with you how we might work together to improve Susie’s work habits,” indicates to parents that you are sincerely interested in a productive parent-teacher relationship. Be knowledgeable. Be prepared to interpret standardized test results. Familiarize yourself before the conference with the most recent test results and their interpretations. Use simple vocabulary. Parents may be reluctant to indicate that they do not really understand what you mean when terms such as “least restrictive environment” or “perceptual skills” are sued. Refrain from using educational jargon, opting instead for clear, straightforward explanations. Offer a specific course of action. Give specific suggestions for actions you and the parent can take to improve problem areas. Be professional. Avoid commenting on other students or teachers. Summarize. Close the conference with a few summarizing statements and a warm and positive comment about the student. After the Conference Make a record. A brief record of what was said at the conference, suggestions made for improvement, and their important information is useful. If notes are made soon after the conference is over, the details will be fresh for accurate recording. From the New Teacher Handbook. Howard County Public School System, Instructional Handbook Revised July 2013 4-11 Domain 4: Professional Responsibilities Working With Upset Parents There may be a time when a verbally abusive parent is encountered in either a scheduled conference, or an unscheduled “drop in” meeting. Remember that this is usually a rare instance. It is best, however, to be prepared to respond to such an encounter with effective techniques. This will give you a feeling of professional strength. Following are some ideas to consider. Remain calm. Do not raise your voice or become defensive. Listen without interrupting. Allow the parent to talk, uninterrupted, until the parent has finished. Sometimes a parent will stop and move to more productive statements. Be certain that you understand the problem. Ask questions, if necessary. Acknowledge the anger. Give serious concern to what has caused the anger. Focus on the specific issue. Use a statement such as: “I understand that this has really angered you. Let’s talk about it.” “I hear that that you are very angry, but I don’t quite understand the cause. Let’s talk about it.” “I really don’t blame you for being upset about this. Let me tell you what happened and we’ll talk discuss how to solve the problem.” Seek solutions. Come to some decision as to action that can be taken. If there is no immediate solution to the problem, let the parent know that you will get back with him/her after you have had an opportunity to investigate the situation further. Remain objective. Do not take the comments personally. If necessary, let the parent know how you feel without becoming emotional. For example, “I understand what you are saying, however, your tone does not help me think or even make me want to listen.” “When you raise your voice like that I feel that we cannot really communicate with each other.” Terminate the conference if all else fails. If the parent is still too angry to communicate clearly after having vented all concerns, end the conference and reschedule it when feelings are more settled. Terminate the conference by using a statement such as: “We are not being productive at all. I suggest that we meet at another time. I will call you in a few days to set up another meeting.” “You continue to be very angry, and I do not feel that it will be productive for us to continue.” “I really cannot talk to you when you are so angry. Let’s make another appointment for a time when we can solve this problem.” Notes: Be certain to inform an administrator of any terminated meetings. Consider having an administrator, counselor, or another teacher present for the entire conference if there is reason to believe that a parent will be highly emotional for a scheduled conference, or if a conference is rescheduled due to an unsuccessful initial one. Howard County Public School System, Instructional Handbook Revised July 2013 4-12 Domain 4: Professional Responsibilities If a parent of a student with an IEP asks to discuss changes to the IEP, refer the parent to the student’s case manager so that an IEP team meeting can be scheduled. From the New Teacher Handbook. Negotiating Conflicts of Interest: A Checklist for a Problem-Solving Strategy Directions: On a scale of 1 to 3, indicate how often you use these strategies. 1 – often 2 – sometimes 3 – rarely __ I understand what events “trigger” the conflict and what events prevent negotiations from happening. I can either trigger or avoid the conflict. __ I am clear about my needs and goals and what I want from the other person. __ I follow the rules: __ I do not withdraw or ignore the conflict. __ I do not engage in “win-lose” negotiations. __ I accommodate if the other person’s needs are greater than mine and the issue is not of great importance to me. __ I confront the other person, making sure I: __ Do not “hit and run.” __ Openly communicate my perceptions of and feelings about the issues, focusing on the issues and not on the other person as a person. __ Ask the other person to state his or her needs and goals and perceptions of and feelings about the issues. __ Accurately and fully comprehend (paraphrase) the other person’s views of and feelings about the conflict. __ I negotiate a joint definition of the conflict, making sure I __ Describe the other person’s actions without labeling, accusing, or insulting him or her. I separate the other person from the issue. __ Define the conflict as a mutual problem to be solved, not as a win-lose struggle. __ Define the conflict in the smallest and most precise way possible. __ Describe the present conflict without bringing the past. The past is forgiven. __ I ensure that we exchange our positions and feelings by __ Fighting over issues, not personalities. __ Finding out about our differences in needs and goals before exploring the similarities. __ Coordinating motivation to resolve the conflict, highlighting the costs of continuing the conflict and the gains for resolving it. __ Making sure that the other person has the power to influence my thinking and conclusions. __ Avoiding distractions such as anger and power issues. __ Helping the other person “save face.” __ I take the other person’s perspective accurately and fully, making sure I understand it and that the other person knows I understand it. I paraphrase the other person’s positions, needs, goals, and feelings, noting the changes that evolve as we problem solve the issue. In doing so, __ I do not assume the other person will act differently in the future. __ I do not blame the other person for the problem. __ I propose several optional agreements that clearly __ Are consistent with the other person’s needs and goals. __ Can be demonstrated to be fair on the basis of objective criteria. __ We reach an agreement that is satisfactory to both of us and clearly specifies __ The agreement. __ The ways in which each person will act differently in the future. __ The ways cooperation will be restored if one person slips and acts inappropriately. __ When future meetings will be held so that we can check how the agreement is working Howard County Public School System, Instructional Handbook Revised July 2013 4-13 Domain 4: Professional Responsibilities Basic Communication Skills: Active Listening Active listening is the most powerful communication skill and is necessary for all other communication skills. It is the most demanding and tiring because it requires the deepest level of concentration and attention. The active listener refrains from coming to judgment on the speaker’s message, instead focusing on understanding the speaker’s point of view. To be an active listener you must: 1. Handle distractions. Eliminate noise and distractions so you can concentrate completely on the speaker. If you are listening on the phone, do not try to multi-task. Avoid being on the computer while actively listening. If possible, set up a private, quiet, comfortable setting. 2. Pay attention to nonverbal messages. Sixty-five percent of meaning is derived from nonverbal cues. An acronym for nonverbal listening is SOLAR: Silence Open body posture (no crossed arms) Lean in Eye contact Relaxed posture. 3. Set aside unproductive patterns of listening. To concentrate while listening, avoid unproductive behaviors that interfere with your ability to hear and understand the other person. These behaviors are: Judgment: The listener focuses his/her attention on hearing flaws to discredit what is said or to set up an adversarial relationship. Autobiographical listening: The brain exercises its associative powers and the colleague’s story stimulates the listener to think of his/her own personal experience. Inquisitive listening: We begin to get curious about portions of the story that are not relevant to the situation at hand. Solution listening: Our view of ourselves as great problem solvers, ready to help and give suggestions to others, interferes with our role as a listener. 4. Paraphrase An effective paraphrase conveys understanding by reflecting both the feeling and the content of the message. Paraphrasing can be a simple, brief restatement in the listener’s own words or a summary that restates the essence in a shorter form. Paraphrasing sends three messages: I’m listening I’m interested/I care I understand what you are saying (or I’m trying to) Paraphrasing openers include: You’re feeling… You’re saying that… An example of what you said is… In other words… 5. Ask questions Howard County Public School System, Instructional Handbook Revised July 2013 4-14 Domain 4: Professional Responsibilities There are two types of questions: open ended and closed. When you are engaged in active listening, most of the questions will be open ended in order to: Gain information by using “who,” “what,” “when,” and “how” questions. “Why” questions may put the speaker on the defensive. Gain the speaker’s views by asking “What do you think about…? Can you tell me how you feel about…?” Check for agreement about what you have discussed. “Do you think we’re on the right track? Are we in agreement? How does this sound to you?” Build rapport and trust by showing support for the speaker’s goals. “How can I help you? What would you like to accomplish? Tell me about your goals or dreams.” 6. Use positive presuppositions A presupposition is something that is implicit, rather than explicit in a message. Positive presuppositions tend to keep communication and thinking open. For example, rather than asking, “Are you going to study for the test?” say “What are some things you are planning to do when you study for the test?” Howard County Public School System, Instructional Handbook Revised July 2013 4-15 Domain 4: Professional Responsibilities 4d Participating in a Professional Community Participation in a professional community requires active involvement in a culture of inquiry. An enormous professional resource available in every school in the expertise of its teachers. Therefore, if educators are interested in improving outcomes for students, they must not ignore the expertise within their walls. In addition, to the extent that teaching is a profession, teachers (like other professionals) are obliged to continue their learning for their entire professional lives. As in other professions, the preparation and training of teachers is merely the beginning of professional learning, which can be expected to continue throughout one’s career. Source: Danielson, C. Enhancing Professional Practice, ASCD, Alexandira VA, 2007 Trust and Rapport Be aware of the following attitudes that are essential prerequisites to active listening and building trust and rapport: We must truly want to hear what the other person has to say. We must view the other person as separate from ourselves with alternate ways of seeing the world. We must genuinely be able to accept the other person’s feelings, no matter how different they are from our own. We must realize and appreciate that feelings are transitory in nature; consequently we need not be intimidated by them. We must trust the capacity of others to handle, work through, and find solutions to their own problems. From Families, Professionals, and Exceptionality: A Special Partnership. Ann B. Turnbull, H Rutherford Turnbull III. Merrill Publishing Co. General thoughts about trust: Trust… Is the foundation for a relationship with another person. Is the single most important element in setting the tone for a relationship. Enables learning to take place. Produces the confidence that a person will keep his/her word. Is the knowledge that a person will act with the best interest of the other person in mind. Allows a person to rely on one another’s integrity and confidentiality. Is a long-term relationship. Must be established and maintained. Exhibits an absence of “I can fix you” attitudes. Is the belief that “Whatever you see or hear or experience with me is the best I can do at this moment. If I were able to do any better, I would.” From The Peer Coaching Handbook, The Howard County Public School System Howard County Public School System, Instructional Handbook Revised July 2013 4-16 Domain 4: Professional Responsibilities The Emotional Bank Account The Emotional Bank Account is a metaphor that describes the amount of trust that has been built up in a relationship. It is the feeling of safety we have with another human being. Six ways we can make “deposits” Understand the individual. This is the key to every other deposit. Attend to the little things. Little kindnesses and courtesies make large deposits. Small discourtesies, little unkindnesses, and little forms of disrespect make large withdrawals. Keep commitments. It is better not to make promises we may not be able to keep. Clarify expectations. Unclear expectations lead to misunderstandings, disappointments, and withdrawals of trust. It takes courage to arrive at a mutually agreeable set of expectations, but it is worth it. Show personal integrity. Personal integrity is when our words match our actions. It is also treating all people with the same set of principles, even when they are not present. Apologize sincerely when we make a withdrawal. Great deposits come with sincere words: “I was wrong. That was unkind of me. I showed you no respect. I gave you no dignity and I am deeply sorry. I apologize.” Adapted from 7 Habits of Highly Effective People. Stephen R. Covey. Simon & Shuster (1989). Conflict STEPS FOR RESOLVING CONFLICT 1. 2. 3. 4. 5. 6. STOP. Cool off. Accept the feelings and emotions. Talk and listen without interruption. Find out what we both need. Brainstorm solutions. Agree on an idea and go for it. Conflict Resolution Styles People have different preferred styles for resolving conflict. Each style has strengths and weaknesses. We should think about our preferred style as well as our range of styles and the appropriateness of how to use different styles in conflict situations. Competitive: People who tend towards a competitive style take a firm stand, and know what they want. They usually operate from a position of power, drawn from things like position, rank, expertise, or persuasive ability. This style can be useful when there is an emergency and a decision needs to be made fast, when the decision is unpopular, or when defending against someone who is trying to exploit the situation selfishly. However it can leave people feeling bruised, unsatisfied and resentful when used in less urgent situations. Howard County Public School System, Instructional Handbook Revised July 2013 4-17 Domain 4: Professional Responsibilities Collaborative: People tending towards a collaborative style try to meet the needs of all people involved. These people can be highly assertive but unlike the competitor, they cooperate effectively and acknowledge that everyone is important. This style is useful when you need to bring together a variety of viewpoints to get the best solution, when there have been previous conflicts in the group, or when the situation is too important for a simple trade-off. Compromising: People who prefer a compromising style try to find a solution that will at least partially satisfy everyone. Everyone is expected to give up something, and the compromiser him or herself also expects to relinquish something. Compromise is useful when the cost of conflict is higher than the cost of losing ground, when equal strength opponents are at a standstill and when there is a deadline looming. Accommodating: This style indicates a willingness to meet the needs of others at the expense of the person’s own needs. The accommodator often knows when to give in to others, but can be persuaded to surrender a position even when it is not warranted. This person is not assertive but is highly cooperative. Accommodation is appropriate when the issues matter more to the other party, when peace is more valuable than winning, or when you want to be in a position to collect on this “favor” you gave. However, people may not return favors, and overall this approach is unlikely to give the best outcomes. Avoiding: People tending towards this style seek to evade the conflict entirely. This style is typified by delegating controversial decisions, accepting default decisions, and not wanting to hurt anyone’s feelings. It can be appropriate when victory is impossible, when the controversy is trivial, or when someone else is in a better position to solve the problem. However, in many situations this is a weak and ineffective approach to take. Once we understand the different styles, we can use them to think about the most appropriate approach (or mixture of approaches) for the situation we’re in. We can also think about our own instinctive approach, and learn how we need to change this if necessary. Ideally we can adopt an approach that meets the situation, resolves the problem, respects people’s legitimate interests, and mends damaged working relationships. See a following page for a graphic illustration of the relationship between degrees of assertiveness and cooperation in these five styles. Team Decision-Making Approaches To Decision-Making There are many processes for decision-making. Effective teams have clear decision-making processes and are clear as to which they are using at any given time. The following are two with descriptions, advantages, and disadvantages. Majority Rules—Discuss, Then Vote Teams may structure the discussion through presentations with question and answer, by providing time limits, by brainstorming pros and cons, or through other methods. Voting may be by raising hands, by Howard County Public School System, Instructional Handbook Revised July 2013 4-18 Domain 4: Professional Responsibilities polling, or by ballot. Advantages of this method are that it is relatively fast and is accepted as democratic. Disadvantages are that it creates winners and losers that losers may resist or sabotage the decision, and that it may not lead to better alternative solutions. If decision-making is in the nature of prioritizing alternatives, value voting may be used, in which case voting is weighted or participants get a certain number of votes to “spend.” Consensus—Discuss Until All Can Support the Decision Consensus is sometimes oversold as the only model teams should use in decision-making. In reaching consensus it is important that all members feel that their positions have been fully heard, understood, and considered by everyone in the team. Where possible decisions, which better meet the needs of members, may be framed during the discussion. A key question to test for consensus is, “Can everyone live with this decision?” Advantages to consensus are that it promotes synergistic thinking and commitment of all to following through. Disadvantages include that it tends to be time consuming, and if teams lack the necessary collaborative skills it may lead to frustration and/or confrontation. It is also possible that teams will decide not to decide. Focusing Four Sometimes the nature of a team discussion is to brainstorm ideas or possible actions and then decide on the most important ones. The following technique, called “Focusing Four,” is a four-step process for conducting such a discussion. It includes brainstorming, charting, clarifying, and finally voting. Note are made in the form of “scripts” or things that the leader would say or do in each step. This is a more advanced technique, but the skills involved can be introduced gradually and then combined as needed. Brainstorm Step We’ll start by brainstorming ideas…let’s come up with about 15 ideas in the next 5 minutes. Remember that we’re going to get out as many ideas as we can without stopping to discuss or judge them. Sill ideas are okay because they might spark a useful idea. All ideas will be charted. (Note: When you chart, alternate colors and leave a 4-6” margin on the left side of the paper. Before going to the next step, go back and number the ideas for easy reference.) Clarify Step Let’s take 2 minutes to review the list of ideas we’ve generated. (Read the list.) Which need to be clarified? (Refer questions back to contributor.) Does everyone now understand all of them? (Note: Try NOT to spend time combining all ideas at this stage. Tell people that if one idea is more complete than another, it will probably emerge during the final step.) Advocate Step In a few minutes we’re going to vote to see which ideas have the most support. This is your opportunity to advocate for your ideas. The rules are: Speak for, not against. Be brief. (Note: Stop the process when advocating becomes repetitious or after a given time limit.) Howard County Public School System, Instructional Handbook Revised July 2013 4-19 Domain 4: Professional Responsibilities Canvass Step Everyone will vote for the ideas they like best. You can vote for 1/3 of the items, or ___ votes. (Give people a minute to jot down the numbers of the items they will vote for. Record votes in the margin in a different color from the one you used to number the items.) The items with the most votes are…Can everyone live with this result? Change Theories Highly professional teachers are willing to raise issues of concern rather than assume that they cannot be solved, to maintain an open mind, and to attempt new approaches to old problems. They base their judgments and recommendations on hard information rather than on hearsay and tradition. They know that effective decision-making may require involving a broad base of those who have a stake in the process, even though that may take more time in the long run. Finally, they know how to facilitate planning so that decisions once made are likely to be implemented and monitored. Good models of change theory help to ensure that planning involves the right people, resources, and time, and provide a framework for negotiating predictable cycles of change, keeping energy high. EMOTIONAL CYCLE OF CHANGE (Kelley and Conner) Uninformed optimism Informed pessimism Hopeful realism Informed optimism Rewarding completion (Certainty) (Doubt) (Hope) (Confidence) (Satisfaction) CONCERNS BASED ADOPTION MODEL (CBAM) (Southwest Lab) CBAM Tenets Change is a process, not an event. Change is accomplished by individuals. Change is a highly personal experience. Change involves developmental growth. CBAM Stages and Levels CBAM identifies predictable stages of concern that teachers go through in adopting any innovation, as well as predictable levels of use. Howard County Public School System, Instructional Handbook Revised July 2013 4-20 Domain 4: Professional Responsibilities STAGES OF CONCERN Self 0 Awareness 1 Informational 2 Personal Task 3 Management Impact 4 Consequences 5 Collaboration 6 Refocusing LEVELS OF USE 0 Non-Use I Orientation II Preparation III Mechanical use IV-A Routine IV-B Refinement V Integration VI Renewal Ground Rules An effective technique in creating teams is to collaboratively develop ground rules, or agreements about how the group will function. Ground rules in teams typically address issues such as: Membership Attendance at meetings Promptness to meetings How records will be kept and information communicated Rotating or sharing of roles Decision-making processes Responsibilities outside of meetings Communication and respect Celebrations Food Some of these can be adapted for the classroom. Once a group reaches consensus on its ground rules, they should be publicly displayed and referenced. Individual members should be encouraged to intervene if a ground rule is being broken. Ground rules can also be used as the basis for group processing. School Improvement Team Definition The School Improvement Team (SIT) leads the school community in making the school a positive place in which teaching and learning can thrive. It is a group of people who reflect the diversity of the school community who work in conjunction with the school administration to develop comprehensive plans for school improvement. Specifically, they: Develop readiness Gather and analyze data to determine priority areas for school improvement Establish clear long- and short-term goals Choose strategies and design action plans Howard County Public School System, Instructional Handbook Revised July 2013 4-21 Domain 4: Professional Responsibilities Implement and monitor plans Assess results and revise The SIP serves as a blueprint of the actions and processes needed to produce school improvement. Once developed and shared with all the stakeholders, the SIP should guide resource allocation, staff development, instructional content and practice, and assessment. The school needs to focus staff meetings, staff in-service, staff recognition, and staff monitoring around the SIP objectives. In order to ensure that staff can implement the SIP, a staff development plan must be developed to address staff needs. In order to ensure that all members of the school community are aware of the SIP goals and objectives, a communication plan must be developed. Membership School Improvement Teams must be balanced to reflect the school’s demographics. A SIT typically ranges between 15-20 people, including: Elementary /Middle/ High Principal, (Chair or Co-Chair) Assistant Principal Team/Instructional Leaders /Department Related Arts Special Education Support Staff ESOL Parents/Community Members/Business Partners (35) Students (M, H) School Improvement Effective School Improvement Team Practices Broad Representation of Stakeholders/Diverse Membership Include students, staff, parents, business partners, and community. Consider multidisciplinary groups, different neighborhoods. Active Participation of SIT Members in Meetings and Implementation Use of interactive processes in meetings Delegation of tasks and responsibilities Howard County Public School System, Instructional Handbook Revised July 2013 4-22 Domain 4: Professional Responsibilities Communication to and Involvement of the Staff and Community Wide distribution of information via minutes, newsletters, menus including what the SIT team is, priorities, the plan itself Opportunities for meaningful feedback/feed forward for all stakeholders Involvement of staff/other stakeholders in the plan development and implementation stages Agendas Established and circulated in advance or via open agenda time Opportunities for participant input in advance or via open agenda time Have a regular structure to meetings Include time frame, purpose Meeting Calendar Establish a consistent time and location (which may include predictable rotating sites and times to meet the needs of participants). Publish a calendar. Climate of Readiness Welcoming with food, spirit of collaboration and celebration Established ground rules, which may include norms such as accepting ideas, openness to change, commitment to the process, confidentiality, promoting a risk-free environment, etc.) Effective listening A Clear Plan and Management System Clear focus: all participants understand the plan and can explain it Measurable results Regular monitoring of progress Delegation to small groups with a reporting structure Problem Solving/Data Driven Approach A Clearly Defined Shared Decision-Making Approach Participant understands the process, which is used and participates. The process may or may not involve reaching full consensus. Clear Roles Roles may be assigned or rotate. Roles include leader, facilitator, recorder; facilities may be external as needed. Challenges And Solutions To Implementing Effective Practices Challenge: Broad Representation of Stakeholders/Diverse Membership Solution Ideas: Actively recruit/invite participation. Personal invitation of principal, staff members “Bring a buddy” Via PTA Howard County Public School System, Instructional Handbook Revised July 2013 4-23 Domain 4: Professional Responsibilities Identify by neighborhoods Orient new members, especially community members (purpose of the SIT, educational jargon, history of the group, progress made). Establish an inviting climate, including team building and shared ground rules. Establish meeting times and sites, which enable community involvement. Use small groups or action teams to increase involvement. Have clear decision-making procedures in place. Have open SIT meetings. Establish recognition and other incentives for participation. Credit toward professional development Opportunities for workshop wages Provide for recognition of the team as a whole. Celebrate successes. Provide time for planning. Distribute/mail minutes and agendas. Set short-term, achievable goals to promote success. Follow through—implement decisions. Practice facilitative leadership Network with feeder schools. Provide baby-sitting. Meet outside of school. Organize car pools. Mail minutes, agendas. Empower participants to take risks. Challenge: Active Participation of SIT Members in Meetings and Implementation Solution Ideas: Secure training in leadership practices, especially facilitative leadership, for all members. Establish norms/ground rules Share leadership roles. Establish subcommittees; delegate. Do teambuilding through retreats, workshops, or as part of meetings. Celebrate success. Structure and plan to ensure participation and empowerment by all stakeholders. Build trust. Allow members to form agendas. Provide leadership opportunities, e.g., rotate leader of meeting. Have a good facilitator. Accept all ideas. Challenge: Data Driven Decisions Solution Ideas: Follow the Six-Step Planning Process Use Central Office resources Howard County Public School System, Instructional Handbook Revised July 2013 4-24 Domain 4: Professional Responsibilities Challenge: Communication to and Involvement of the Staff and Community Situation Ideas: Involve the whole school in data collection. Relate data to school/community needs. Give high visibility to effective, respected faculty members. Have SIT members make presentation: faculty, team meetings, and PTSA meetings. Develop/agree on a clear vision of the school’s needs. Use a variety of communication tools. Circulate minutes to all staff. Publish SIT team info “newsletter.” Provide updates in the school’s weekly bulletin. Do cross grade/discipline presentations or reports. Provide both feedback and feed forward ideas to staff and community. Use resource personnel for process & together meet with/train individuals/total staff. Celebrate milestone achievements. Challenge: A Clear Plan and Management System Solution Ideas: Use G-O-M (goals, , and milestones). Use Regular intervals and Adjust (R&A). Share responsibility. Develop a calendar (big picture). Prioritize to focus on realistic goals. Focus on a few major goals. Have subcommittee meetings. Principal oversees the process. Revisit the status of plan regularly; celebrate successes. Plan Saturday or summer meetings. Obtain feedback from staff. Keep SIT goals/tasks in the forefront at all times (e.g. daily bulletin). Partnerships With Businesses And Community Organizations Educational partnerships with businesses, non-profits, and government agencies strengthen and enhance the quality of education in our schools. Schools benefit when partners... Share their business and professional expertise with students and teachers. Provide high school students internship and/or entry-level work opportunities. Conduct workshops for students. Howard County Public School System, Instructional Handbook Revised July 2013 4-25 Domain 4: Professional Responsibilities Volunteer to bring “real world” examples into the classroom. Serve as judges for school science fairs, history fairs, and other activities. Assist with clubs and extracurricular activities. Donate supplies, equipment, incentives, or other materials. Organizations benefit from partnerships because they… Enhance students’ skills – building a stronger workforce for the future. Identify, nurture, and recruit high-quality talent early. Acquire a highly motivated, entry-level workforce. Enhance the organization’s image and visibility by providing a valued community service. Obtain a realistic, current view of public education. Tap teachers and students as educational resources. Gain opportunities to lead, strengthen, and transform Howard County. Obtain personal satisfaction from positive interaction with students and teachers. Reach new customers by participating in the Employee Incentive Program. Receive tax deductions for equipment and supply donations when applicable. Tips For Successful Partnerships Meet with a prospective partner to plan and develop a partnership agreement. Careful consideration of the following tips will help ensure that your partnership will be mutually rewarding and sustainable for the long term. The “Partnership Checklist for Schools” can be used as a helpful guide through this process. The checklist, along with other information and tools, is available from the Partnerships Office. 1. Plan – Focus the partnership on enhancing student achievement and supporting safe, nurturing schools. Link the mission and objectives to school improvement plans, curricular objectives, or system-wide goals. Identify specific activities and respective responsibilities. Make sure the partnership agreement is both feasible and beneficial to both school and partner. Focus on establishing relationships and working to meet both individual and organizational needs. Focus on areas of commonality and mutual benefit—maintain a win-win attitude. Accept the differences between education and business. 2. Win-Win for Both School and Partner Make sure the partnership is a good “fit” – built on shared values and mutually beneficial goals. Identify potential benefits that the partnership could offer for both the organization and the school. 3. Resources Clearly define and document objectives and responsibilities. Allocate sufficient people, budget, and other resources to allow the partnership to succeed. Howard County Public School System, Instructional Handbook Revised July 2013 4-26 Domain 4: Professional Responsibilities Carve out time to make it happen – for communications, renewed commitment, enthusiasm, and so on. Ensure a “succession plan” to ensure continuity when the originators move on. And decide: Who will coordinate the partnership? 4. Communicate Tell your partner about the good things that are happening because of the partnership! Share your excitement and satisfaction. Invite partner to school events when appropriate. Inform partner about general school activities (e.g., add to newsletter distribution) Keep informed about the partner (e.g., check their website occasionally, ask for newsletter) 5. Evaluations and Evolution Establish criteria for success that are easy to measure. Establish an assessment mechanism that is simple, user-friendly, and diplomatic. Arrange to meet at specific intervals (at least yearly) to review the effectiveness of the partnership and revise as needed. Allow for flexibility in revising the partnership to adapt to new or evolving circumstances and needs. Be willing to discontinue the partnership if it isn’t fulfilling expectations or meeting objectives. Many additional resources for building successful partnerships are available. Contact the HCPSS Partnerships Office at 410-313-6655, or partnerships@hcpss.org Howard County Public School System, Instructional Handbook Revised July 2013 4-27 Domain 4: Professional Responsibilities 4e Growing and Developing Professionally Professional development is an ongoing journey with no end, particularly now when the knowledge base is exploding in areas such as how the brain works, when the world for which we must prepare students is changing rapidly, and when access to knowledge is readily available. Teachers who know both the depth and breadth of their content are better able to make connections within and across disciplines, to connect school-based learning to real world skills, and to adjust instruction to meet student needs. In addition to knowledge about the content, there is knowledge about how to teach content effectively, and this pedagogical skill includes both generic and content-specific strategies and techniques. There are many avenues of professional growth. These include: engaging in traditional course work through colleagues and the school system participating in professional organizations such as HCEA, MSTA, and NEA reading professional journals engaging in individual study through attendance at conferences conducting research engaging in professional conversations at school. Teachers engage in professional growth by engaging in service to the profession. Opportunities for service include activities such as: New Teacher Mentors: While this can be done informally, a system wide initiative provides training and support for new teacher mentors, as well as continuing professional development credits. Cooperating Teachers: Cooperating teachers supervise teacher interns at the end of the preservice training. Cooperating teachers are identified by school-based administrators and content area coordinators. Let them know you are interested. Continuing professional development credits are available. Publications: Opportunities to publish abound, from school and school system newsletters, to journals published by professional organizations, to original textbooks. Contact the publishers or editors—most will be delighted to hear from you. Continuing professional development credits are available for publishing books or journal articles. Action Research: Action research is described elsewhere in this handbook. As the traditional approach to student teaching is replaced by internships in professional development schools, more avenues for collaborative action research between colleges and universities and schools will emerge. School Improvement Teams: Membership on some teams is decided by position, but most schools organize action teams to do the work of school improvement, offering many opportunities for involvement and leadership. Presentations: Opportunities for presentations exist at the school site; at countywide workshops; and at local, state, and national conferences. Countywide workshop and course presenters are usually identified by content area coordinators or the Office of Staff Development as appropriate; contact them to let them know of your interest. Most national conferences have a proposal submission process. Curriculum Writing: There is an annual application process for curriculum writing each spring. Opportunities vary depending on the curriculum needs of the school system. Continuing professional development credit is available as an alternative to workshop wages. Howard County Public School System, Instructional Handbook Revised July 2013 4-28 Domain 4: Professional Responsibilities District Committees and Task Forces: Members appointed to district committees and school-based and central office leaders, based on demonstrated interest and commitment, generally identify task forces. Let them know of your interest. Constructive Feedback Guidelines for Giving Effective Feedback Be timely. Where possible, make sure feedback is solicited, not imposed. Ask for permission first. Give both positive and negative feedback. Be descriptive, not evaluative. Speak for yourself and restrict your feedback to things you know for certain. Be specific, not general. Be objective, not subjective. See “Using I messages” below. Tips for Receiving Feedback Breathe. Listen carefully. Ask questions for clarity. Acknowledge the feedback. Acknowledge the valid points. Take time to sort out what you heard. Using “I Messages” The use of I Messages is one way to formulate feedback that ensures it is specific and that you are speaking for yourself. When you… (Describe the behavior without judgment, exaggeration, labeling, or attribution of motives.) I feel… (State briefly and specifically how the behavior affects you.) Because… (Connect the behavior you observed and the feelings they elicit in you.) (Pause for a response. Continue in a problem-solving mode.) Howard County Public School System, Instructional Handbook Revised July 2013 4-29 Domain 4: Professional Responsibilities 4f Showing Professionalism Cultural Proficiency Definition Cultural proficiency is an “inside-out” approach to change; it is a way of being that allows individuals and organizations to interact effectively with those who differ from them. Those on the journey that is cultural proficiency are, first and foremost, students of their values, assumptions, and beliefs about others. Cultural proficiency refers to: The use of specific tools (see below) for effectively describing, responding to, and planning for issues that emerge in diverse environments Policies and practices at the organizational level, and values, beliefs, and behaviors at the individual level that enable effective cross-cultural interactions among employees, clients, and community A mindset, a way of being that esteems the culture of others as one esteems his/her own culture while positively engaging, adapting and responding. Rationale The need for culturally proficient educators and schools is clear and evident in the system goals and mission. The mission of the Howard County Public School System is to ensure excellence in teaching and learning so that each student will participate responsibly in a diverse and changing world. Goal 1 - Each child regardless of race, ethnicity, gender, disability or socio-economic status, will meet the rigorous performance standards that have been established. All diploma-bound students will perform on or above grade level in all measured content areas. Goal 2 - Each school will provide a safe and nurturing school environment that values our diversity and commonality. Tools of Cultural Proficiency Tool #1: Cultural Proficiency Continuum - Language for describing both healthy and nonproductive policies, practices, and behaviors Cultural Destructiveness: “See the difference; stomp it out.” Cultural Incapacity: “See the difference; make it wrong.” Cultural Blindness: “See the difference; act like you don’t.” Cultural Pre-Competence: “See the difference; respond to it inappropriately.” Cultural Competence: “See the difference; understand the difference that difference makes.” Cultural Proficiency: “See the difference; respond positively. Engage and adapt.” Tool #2: Guiding Principles - Underlying values used to foster culturally proficient behavior Culture is a predominant force. People are served in varying degrees by the dominant culture. Howard County Public School System, Instructional Handbook Revised July 2013 4-30 Domain 4: Professional Responsibilities Group identity is as important as individual identities. Diversity within cultures is vast and significant. Each group has unique cultural needs. Tool #3: Essential Elements - Five competencies serve as standards for behavior Assess culture: Claim your differences. Value diversity: Name the differences. Manage the dynamics of difference: Frame the conflicts caused by differences. Adapt to diversity: Change to make a difference. Institutionalize cultural knowledge: Teach about differences. Tool #4: Barriers to Cultural Proficiency - Internal obstacles that individuals and organizations must overcome if they are to move toward cultural proficiency The presumption of entitlement (systemic privilege) Unawareness of the need to adapt (resistance to change) Further Information Books Lindsey, R. B., Roberts, L. M., CampbellJones, F. (2005). The culturally proficient school: An implementation guide for school leaders. Thousand Oaks, California: Corwin Press. Lindsey, R. B., Robins, K. N., Terrell, R. D. (2003). Cultural proficiency: A manual for school leaders (second edition). Thousand Oaks, California: Corwin Press. Lindsey, R.B., Lindsey, D.B., Robins, K.N., Terrell, R.D. (2002). Culturally Proficient Instruction: A guide for people who teach. Thousand Oaks, California: Corwin Press Professional Learning Opportunities Contact the Office of Professional and Organizational Development, x1542. Cross-Cultural Communication: Removing Barriers Avoiding Stereotypical Language Be aware of words, images, and situations that suggest that all or most members of a racial group are the same. Avoid racial identification except when it is essential to communication. Be aware of possible negative implications of color symbolism that could offend people or reinforce bias. Attending to Cultural Rules Be aware of rules for attentiveness during conversation. e.g. The amount of eye contact during active listening may vary between cultures. Be aware of rules regarding the distance between speakers during conversation. Howard County Public School System, Instructional Handbook Revised July 2013 4-31 Domain 4: Professional Responsibilities In some cultures, speakers stand close enough to touch often; in others, distance is maintained to denote respect. Be aware that objects, characters, and symbols may reflect different beliefs or values for different groups. e.g. the Confederate flag Be aware that cultures may vary in what they consider humorous or taboo. Ethnic humor is often perceived as evidence of racial prejudice; a simple rule of thumb is that if you are uncertain of a joke or story, do not use it. Be aware of different rules for taking turns during conversation. “Breaking in” to reinforce or disagree with another’s point may be perceived as perfectly permissible, indeed desirable. Cultures may use different standards for loudness, speed of delivery, silence, attentiveness, and time to respond to anther’s point. Cultures, which place high value on contemplation, may not make immediate responses during conversation. Be aware of different cultural rules for entering conversations in progress. Conversations in progress between recognized participants may be viewed as private, and therefore anyone, including a teacher, who “butts in” is viewed as an eavesdropper and rebuked. Adapted from Cross Cultural Communication: An Essential Dimension of Effective Education (revised) published by The American University, Washington D.C. Transferring Students and New Students Students may move in and out of the community at any time. This can be a very traumatic experience for students and their parents. You will want to be prepared to make this transition smoother for both the student who is leaving and the student who is new to the school. Many of the ideas below are appropriate for all grade levels, but some may need modifications for your level. Students Leaving the School Have several “autograph books” ready for students leaving the class. This will give them the opportunity to have students write in the book. Autograph books are simply made by making a master sheet, duplicating the page, and stapling everything together with a tagboard cover. Students may decorate the cover themselves, or you may design the cover. Arrange a few minutes with just you and the student in order to reflect upon some of the successes that the student has experienced in school. Send a note to specialists and other adults with whom the student comes in contact. This gives them the opportunity to say goodbye to the student also. Check to see that the student’s records are complete and ready for transfer to the new school. Students Entering Your Classroom During the Year Howard County Public School System, Instructional Handbook Revised July 2013 4-32 Domain 4: Professional Responsibilities Start a “New Students” file. When making anything for student use that will be used throughout the year, make extras and put them in the file. Make extra copies of the letter that goes home to parents at the beginning of the year. These may be kept in your “New Students” file, or in a special folder with copies of letters that will be used each year. Keep extra copies of notices that give details for upcoming activities (a field trip, a special project). When the activity or project is competed, discard the extra notices. Have a “comforting” activity ready for the days that new students arrive. Make it one that your class will look forward to, and one that they will be anxious to do when a new friend arrives. When the New Student Arrives Assign the new student a buddy. Let it be known that it’s an honor to be a buddy. Make contact with the family as soon as possible. Send a note to specialists and other adults with whom the student will come in contact. Review the student’s incoming records. Look for strengths upon which to build. Plan some private time with the new student. Be certain that the new student knows school rules. From The New Teacher Handbook Policies The Howard County Board of Education is responsible for developing policies and procedures for the school system. It is expected that teachers are aware of the policies under which the school system operates and implements them as appropriate. A sample listing of policies that may be of interest to teachers is provided below in order to give an idea of the range of topics covered. Every school and office maintains an updated policy manual. Selected Policy Titles Civility Discrimination Sexual Harassment Child Abuse and Neglect * Safe School Environments Religious Observances Coaches and Advisors of High School Extracurricular Activities Curriculum Grading and Reporting: Pre Kindergarten Through Grade 8 Grading and Reporting: High School Graduation Requirements Selection of Instructional Materials Teaching of Controversial Issues Resource Speakers Religion and Religious Materials Howard County Public School System, Instructional Handbook Revised July 2013 4-33 Domain 4: Professional Responsibilities Responsible Use of Technology and Social Media Non-School-Hour Curricular Programs Field Trips and Student Activity Trips Foreign Travel Testing: State and Local Responsibilities and Protocols Student Residency, Eligibility, Enrollment and Assignment Attendance Students' Rights and Responsibilities Student Publications and Productions Student Records and Confidentiality Rehabilitation Act of 1973 Compliance: Section 504 Academic Eligibility For High School Extracurricular Activities Interscholastic Athletic Program Wellness Through Nutrition and Physical Activity Educational Programs For Pregnant and Parenting Students Student Discipline- See also: Student Code of Conduct Student Dress Code Alcohol, Other Drugs, Prescription Medication and Over the Counter Products Student Search and Seizure Parent, Family, and Community Involvement Contests Sponsored by Outside Organizations All teachers are provided with staff development on this policy. Table of Contents Howard County Public School System, Instructional Handbook Revised July 2013 4-34 Index Index A Action research, 4-6, 4-15 Active Listening, 4-1, 4-3, 4-18 Agendas 4-10, 4-11 Assessment 1-50, 2-24, 3-20, 3-22, 4-2 Analytic scoring 1-57 Characteristics of a Good Tool 1-50 Checklist 1-57, 1-60 Holistic scoring 1-57 Performance 1-58, 1-59, 1-60 Processing 1-56 Rubric 1-58 Scoring 1-57, 1-58 Weighted checklist 1-57 Assessment Item Types 1-52 Constructed Response 1-52, 1-55 Matching 1-54 Multiple Choice 1-51, 1-52 Multiple True-False 1-51 Selected Response 1-52 Assessment Methods 1-51 Attendance 4-8 Auditory learner. See Learning Styles Autograph Bingo 2-10 Autograph Search 2-10 B Behavior 1-21, 2-7, 2-19, 2-20, 2-21, 2-23 Bloom’s Taxonomy 1-19, 1-20, 1-21 Brainstorming 1-28, 3-17 Bulletin Boards 2-30 Business and community 4-12 C Calendar 1-23, 2-16, 4-12 Carousel Sharing 1-49 Cause/Effect or Fact/Opinion Chart 3-16 Celebration 2-8 Chalkboards 2-29, 3-13 Check for understanding 1-39 Checklist 1-14, 1-57, 1-60, 3-2, 4-13 Circle of Friends 1-28 Classroom behaviors 2-2 Classroom Management 2-24 Arrangement 2-27 Managing teams 2-13 Procedures 2-11 Classroom Materials and Supplies 1-22 Closure 1-39 Coat-of-Arms 2-9 Communicating With Parents 4-10 Communication, Cross-Cultural 4-30 Computer 1-24, 2-17, 2-18, 2-30, 2-31 Concept Attainment 3-18 Concerns Based Adoption Model 4-20 Conference, parent/teacher 4-10 Conflict resolution styles 4-17 Consensus 3-17, 4-19 Content 1-2, 1-22 Cooperative Learning 1-45. See also Grouping Circle of Knowledge 1-49, 2-6, 3-3, 3-6, 3-8, 3-9 Co-op 1-49, 2-6, 3-3, 3-6, 3-8, 3-9, 3-11, 3-22 Corners 1-49, 2-6, 2-8, 3-6, 3-8, 3-9 Forming Teams 1-45, 1-47 Gallery Tour 1-48 I Have/Who Has Cards 1-49, 3-8, 3-9, 3-11 Jigsaw 1-49, 2-6, 2-8, 3-8, 3-10, 3-11 Numbered Heads Together 1-49, 2-6, 2-8, 3-8, 3-10 Round robin 2-9 Roundtable 1-49, 3-7, 3-8, 3-12 Send-A-Problem 1-49, 3-3, 3-8, 3-10, 3-12 Simultaneous Sharing Techniques 1-48, 1-49, 2-6 Team Webbing 1-49, 3-3, 3-6, 3-8, 3-9, 3-11 Think-Pair-Share 1-46, 1-49, 2-31, 3-4, 3-7, 3-8 Three-step interview 1-49, 2-6, 2-9, 3-4, 3-7, 3-12 Value Lines 2-6, 2-9, 3-7, 3-8 Cooperative Program Review 1-33, 4-6 Core Learning Goals 1-33 Curriculum Integrated 1-30, 1-31 Curriculum, essential 1-33, 1-50 D Data 4-21, 4-23, 4-24, 4-25 Decision Making Team 4-18 Decision-Making Model 3-5, 3-17 Directions 2-12, 2-13, 3-2 Disabilities 1-28 Howard County Public School System, Instructional Handbook Revised July 2013 Index-1 Index E M Emotional Bank Account 4-17 Essential Curriculum 1-33, 1-50 Evaluation. See Assessment Every Pupil Response 3-13 Expectations 2-7, 2-11, 2-21 Main Idea Table 3-16 Management 1-22, 2-11, 2-22 Managing teams in the classroom 2-14 Materials and supplies 1-22 Materials Manager 2-13 Mentors New teacher 4-28 Middle School 1-60, 2-18 Modifications 1-12 Multicultural Resource Center 1-23, 2-18 Multidisciplinary 1-23, 1-31, 4-22 Multiple intelligences 1-7, 1-26, 1-37 Museum Tour 1-49 F Facilitator 1-29, 1-33, 2-15 Feedback 1-5, 1-37, 2-7, 3-21, 4-29 Focusing Four 4-19 Furniture 2-13, 2-27 G Getting to Know Students 1-5 Grading 4-7. See also Assessment Ground rules 2-26, 3-21, 4-21 Grouping Guidelines, HCPSS 1-43 Guided practice 1-39 N Nonverbal 2-2, 2-22, 3-21, 4-11, 4-14 H O Hunter, Madeline 1-39 Objectives 1-3, 1-6, 1-14, 1-24, 1-30, 1-33, 1-34, 1-36, 1-39, 2-29, 2-30, 4-26 Behavioral learning 1-21 Organizational tips 2-16 I I Messages 4-29 IEP in a Flash 1-11 Inclusive Classrooms 1-28 Individualized Educational Program (IEP) 1-11 Integrating Curriculum and Instruction 1-30 Interdisciplinary 1-31 J Journals 1-5, 1-42, 3-22, 4-28 K Know-Want-Learn 1-8, 1-18, 3-3, 3-5, 3-7, 3-11, 3-23 L Leader 2-14 Learning Centers 1-25, 2-6, 2-18, 3-3, 3-8, 3-10 Learning logs 1-5 Learning Styles 1-36, 1-43, 2-4, 4-5 Gardner’s Seven Intelligences 1-7 VAT/K 1-26 Lesson, Components of an Effective 1-39 Lesson Planning 1-34 P Paraphrasing 1-13, 1-17, 1-42, 2-14, 3-21 Paraprofessionals 2-17, 2-18 Parent/Teacher Conferences 4-10 Partnerships 4-25, 4-26 Peer coaching 4-16 Peer Tutoring Programs 1-29 Performance Assessments 1-57 Policies 2-26, 4-7, 4-33 Predictions 3-17 Prior knowledge 3-6 Problem Solving Models 3-17 Process observation 3-21 Processing 1-57, 3-20 Proximity 2-2, 2-13, 2-22 Proximity control 2-22 Q QAR: Question and Response 1-18, 3-3, 3-11, 3-24 Howard County Public School System, Instructional Handbook Revised July 2013 Index-2 Index R V Record keeping 4-7 Recorder 1-12, 1-27, 2-14, 2-15 Reflection 1-38, 2-5, 3-20, 3-22, 4-5, 4-6, Report card 2-16, 4-7 Rewards 2-20 Roam the Room 1-48 Role models 2-7 Roles, Team 2-14, 2-15 Routines 2-11, 2-16, 2-20, 2-23, 2-26 Rubric. See Assessment Rules 1-4, 1-12, 1-32, 2-4, 2-11, 2-19, 2-21, 2-23, 2-26, 4-6, 4-8 Value Lines. See Cooperative Learning Venn Diagram 1-8, 1-12, 1-18, 3-4, 3-5, 3-8, 3-10, 3-12, 3-15 Visual learner. See Learning Styles Visual organizers 1-12, 3-5, 3-15, 3-17 Cause/Effect or Fact/Opinion Chart 3-16 Criteria Grid or Decision-Making Model 3-16 Main Idea Table 3-16 Problem Solving Models 3-17 Satellites 3-17 Sequence Chain 3-17 Venn diagram 3-15 Visuals 2-29 Volunteers 1-29, 1-39, 2-2, 2-7, 2-16, 2-17, 2-18, 2-31, 3-19, 4-6 Voting 4-18, 4-19 S Safety 1-12, 1-13, 2-26, 4-7, 4-17 Satellites 3-5, 3-17 School Improvement Teams 1-33, 4-21 Scoring. See Assessment Seating arrangements 2-7, 2-28 Simultaneous Sharing Techniques 1-48, 1-49, 2-6, 3-8, 3-10, 3-12, 3-23 Software, Selecting 1-24, 2-30 Sponge Activities 2-12, 2-13, 3-7, 3-10, 3-12 Students, new 4-32 Substitute, Planning for a 1-38 W Wait time 1-6 T Tactile/kinesthetic learner. See Learning Styles Teacher Support Team 1-23, 2-23 Team questions only 3-2 Team Roles 2-14 Teambuilding 2-8, 2-9, 4-24 Technology 1-16, 1-24, 2-16, 2-17, 2-29, 2-30, 2-31, 232, 4-8, 4-33 Selecting software 1-24, 2-30 Thinking skills 1-17, 1-32, 1-56, 1-60, 3-22 Transitions 2-21, 2-25, 2-29, 3-4, 4-19 Sponge activities 2-12, 2-13, 3-7, 3-10, 3-12 Trust 1-37, 4-2, 4-3, 4-9, 4-10, 4-11, 4-16 U Units Integrated 1-31, 1-32, 1-33 Howard County Public School System, Instructional Handbook Revised July 2013 Index-3
