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INSTRUCTIONAL DELIVERY, AND
CLASSROOM CULTURE
Academy of Pacesetting States
July 19-24, 2009
Princeton, New Jersey
Next Steps – Report
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Give a summary of your team’s response to the Next
Steps in --Effective Teaming
Instructional Planning
Day 2 Objectives
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Review the concepts of motivation, metacognition, and
attribution as applied in a classroom
Observe and interact through an explicit planning
framework for whole-class direct instruction
Apply the Mega System unit planning process to
classroom culture
Explore classroom management techniques for Work
Time
Warm-up…
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What do the road signs
tell you…?
GO
STOP
YIELD
DETOUR
PROCEED WITH CAUTION
SLIPPERY WHEN…
Classroom Culture: The Big Picture
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A well-orchestrated classroom is the result of careful
planning.
Whole Class Instruction is focused, interactive and
efficient.
Work Time engages all students in standardsaligned and differentiated learning activities.
Indicators
Teacher-Directed Instruction
 IIIA08-11
 IIIA13-20
Teacher-Student Interaction
 IIIA21
 IIIA25-27
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Modeling Whole Class Instruction
Think (20%): State the lesson, and what is to be
learned, Stimulate interest by compelling students to
think about the topic, and connect to prior
knowledge.
Indicators: #IIIA09-10
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Lesson:
Motivation and Metacognition
Wanting to Learn and Knowing How
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Lesson Objectives
1.
2.
3.
4.
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Understand motivation and what motivates
students to learn.
Know what a teacher can do to enhance students’
motivation to learn.
Understand metacognition.
Know what a teacher can do to enhance students’
metacognitive abilities.
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What is a Motive?
“Motive” is the word we use to explain why
someone does what he or she does.
Motivation is measured by:
Willingness to attempt.
Persistence.
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What are Your Motives for Teaching?
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1.
What motivated you to become a teacher?
2.
2. What motivates you to persist in teaching?
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What Motivates a Student to Learn?
As much as 25% of the differences between
students in their learning outcomes can be
explained by differences in motivation.
And there is a circular effect: The school and
home contribute to the student’s motivation to
learn.
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Modeling Whole Class Instruction
Know (60%): Key Facts, concepts and skills
related to the objectives for the lesson are
taught. Graphic organizers, explaining,
modeling, and demonstrating are used by the
teacher.
Indicators: #IIIA11-16
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Theories of Motivation: Short Course
1.
2.
3.
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Expectancy Theory
Expectation of success (avoidance of failure)
and value of task
Attribution Theory
Ability, Effort, Luck, Task difficulty
Goal Theory
Achievement (accomplishment and performance),
social (status, intimacy, responsibility), workavoidance
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Expectancy and Value
Table 2: Students’ Strategies for Responding to Classroom Activities as Related to Their
Expectancy and Value Perceptions (Brophy)
Has Low Success
Expectations
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Has High Success
Expectations
Does Not Value the Activity Rejection: Refuses to
Participate
Evading: Does the
Minimum
Values the Activity
Engagement: Seeks to learn
Dissembling: Protects image
of competence
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Attribution
Constructive attribution: Effort, strategies
applied, available information.
“I need to try harder, try a different approach, ask
questions.”
Destructive attribution: Lack of ability.
“I’m just not smart enough.”
Deflective attribution: It’s not about me.
“The teacher doesn’t like me.” “The test isn’t fair.”
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Pursuit of Goals
Achievement Goals
Learning goals (mastery): the focus of which is to learn
(master) a specified skill or bit of knowledge contained
within a task. Focus on task.
Performance goals (ego-involvement): the student is driven
to preserve positive self-perceptions and public
reputations by successfully completing the task. Focus on
evaluation.
Some students adopt work-avoidant goals, refusing to
accept the challenge of achievement, especially when
performance is emphasized.
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Motivated Toward What?
It is not correct to say that a student lacks
motivation when, in fact, the student is
motivated by something other than what the
teacher desires.
Misplaced motivation
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What Can a Teacher Do?
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Enthusiasm. Show personal enthusiasm for learning.
Reasonable challenges. Provide each student with tasks and
activities that are engaging for that student. Targeting
learning tasks.
Feedback. Provide each student with feedback on his/her
acquisition of knowledge and skills.
Autonomy. Provide each student with some autonomy in
completing his/her learning tasks.
Attributions. Help each student make constructive attributions
for his/her successes and failures.
Genuine praise and support. Show each student that he/she
is valued by offering praise that is informative, appreciative,
not controlling.
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Intrinsic Motivation
The classroom can promote self-determination
by encouraging:
1) autonomy (deciding what to do and/or how
to do it),
2) competence (importance of developing
requisite skills), and
3) relatedness (connection to others).
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Intrinsic Motivation
Table 1: Subjective Experiences During Goal-Oriented Activity as Related to
Perceived Levels of Challenge and Skill (Brophy, based on
Csikszentmihalyi, 1993)
Perceived Level of Skill
Low
Perceived
Level of
Challenge
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High
Low
Apathy
Boredom
High
Anxiety
Flow
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When do you experience Flow?
Flow is characterized by a loss of selfconsciousness and sense of time. We are
happily and purposefully engaged in an
activity that requires focus.
When do you experience flow?
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Motivation to Learn:
Extrinsic and Intrinsic
Students must be required to master a curriculum
that is largely externally imposed and meet
standards set by others.
Choice, personal interest, and flow aren’t always
an option.
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How Teachers Build Students’
Motivation to Learn
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Modeling—teacher’s enthusiasm for
learning and specific topic.
Presentation that is clear, to the point,
interactive.
Social and academic interaction with
individual students.
Student involvement in management of their
learning toward clear objectives (Student
Learning Plans, for example).
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Students Respond to:
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The right blend of caring and expectations.
The confidence that the teacher “knows me
and thinks there is something special about
me.” (The SLP is “my teacher’s plan for ME.”)
Recognition of accomplishment derived from
evidence of student effort and mastery.
Opportunity to manage work tasks and
responsibility for it.
Content that is challenging and interestingly
presented.
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Key Points about Motivation
1. Treat students as if they are already
eager learners.
2. Show enthusiasm for learning.
3. Reward effort and mastery of new skills
and new knowledge.
4. Remember expectancy (student’s
anticipation of success) and value (teach
important things).
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Key Points about Motivation
5. Stress continuous progress through
reasonable effort.
6. Show you care about each students’
learning and will help them.
7. Provide some autonomy for students in
managing learning toward clear objectives.
8. Show your own thrill in learning.
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Key Points about Motivation
9. Stimulate motivation with curiosity, suspense,
cognitive conflict, making abstract content
more personal.
10. Scaffold students’ learning with clear goals,
advance organizers, planning questions and
differentiated activities.
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At-Risk and Minority Students
At-risk students do especially well in classrooms that:
1.
2.
3.
4.
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Offer warm, inviting social environments.
They are encouraged to learn from one another,
and appreciate different languages and traditions.
Treat the cultures that they bring to school as assets
that provide students with foundations of
background knowledge.
Think in terms of helping minority students to become
fully bicultural rather than in terms of replacing one
culture with another. (Brophy, 2004, pg. 360).
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Apathetic Students
Resocialize the attitudes and behavior of
apathetic students by:
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developing and working within close
relationships with them,
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using contracting and incentive systems,
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discovering and building on their existing
interests,
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intentionally expecting their positive attitude
toward schoolwork.
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What to do?
Mastery learning is successful with low achievers
and underachievers.
Targeted objectives.
Flexible time.
Feedback.
Multiple learning tasks.
Extrinsic rewards and contracts may be a
necessary beginning point.
Teacher must find right level of challenge—
interesting and doable, appropriate to the skill
level.
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Aspirations
Remember that we are motivated more by
what we want to be than by our past.
Help students articulate their aspirations.
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Metacognition
Metacognition is:
 Thinking about thinking
 Learning skills and strategies
 Goal setting
 Problem solving
 Self-evaluation strategies
 Ability to learn independently and monitor
own learning
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The Metacognitive Cycle
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Defining the task: What am I expected to
learn and what do I already know?
Goal-setting: How will I know when I have
completed the task? What strategies will I
apply?
Applying learning strategies: Research,
practice, ask questions, memorize, outline, other
strategies.
Monitoring: What new information do I need?
Is this a simple or difficult task? How do I
approach it? How am I doing? Should I try a
different strategy?
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Building Metacognitive Abilities
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Connect new learning to prior learning.
Help students focus on what is expected and HOW to
meet those expectations.
Articulate expectations clearly.
Model and demonstrate strategies for mastery.
Show students how to “check” their own mastery.
Break complicated processes into simpler steps.
Help students focus on mastery rather than fear of
failing.
Help students find their own errors and self-correct.
Emphasize learning, task mastery and effort rather than
ability, performance and competition.
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Modeling Whole Class
Instruction
Show (20%): Teacher determines what
students have learned in lesson. Students show
learning through responding to questions, drills,
or recitation.
Indicators: #IIIA18-20
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Wrap-Up
1.
2.
3.
4.
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What is motivation?
What is metacognition?
How does your understanding of motivation
apply to whole-class instruction?
How does your understanding of
metacognition apply to whole-class
instruction?
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Wrap-Up
5. How does your understanding of
motivation apply to work time?
6. How does your understanding of
metacognition apply to work time?
7.
How can we encourage constructive
attributions?
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Applying What We Know
How do teachers intentionally use strategies that
enhance student motivation to learn?
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What do we do now?
How can it be improved?
What is our first step?
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Applying What we Know
How do teachers intentionally use strategies that build
students’ metacognitive skills?
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What do we do now?
How can it be improved?
What is our first step?
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Applying What We Know
How do teachers influence students’ constructive
attribution for their success and for their
failures?
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What do we do now?
How can it be improved?
What is our first step?
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Gallery of Improving Practices
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Voices of experience:
Teachers intentionally use strategies that enhance
student motivation, build students’ metacognitive
skills, and influence students’ constructive attribution.
How could an instructional planning team encourage
the explicit practice of these influential strategies?
Gallery of Improving Practices
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Voices of experience:
Proven, research-based strategies for direct instruction
should be thoughtfully and purposely planned in
direct instruction. How will teachers in your school
plan for the intentional use of strategies suggested
by Instructional Delivery Indicators
(IIIA08-21; 25-27)? How will they share successful
strategies with colleagues?
Task #1
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Review pgs. 21-23 in Session 2 manual (Work Time
described, Weekly Class Schedule)
Think and Share: How do teachers in schools
differentiate between whole-class and work time?
How do practices vary across grade levels? Subject
areas?
Work Time
The purpose of work time is to:
 Give students time to practice and master
concepts and skills
 Encourage self-directed learning
 Provide individualized learning activities
 Make best use of time
 Allow the teacher flexibility to work with
individuals or small groups
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Guidelines for Work Time
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A specific portion of the tasks should be
related to current instruction; another should
provide review.
Work should be easy enough to allow students
to achieve high rates of success if they give
their best efforts.
Extra tasks should be available for students
who need extra practice or finish early.
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Indicators
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Preparation
IIIA01-02
IIIA05; IIA07
Classroom Management
IIC03
IIIC01
IIIC04-06
IIIC08-10
Gallery of Improving Practices
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Voice of experience:
Describe your plan for ensuring that differentiated
instruction occurs in each classroom (i.e., Weekly
Class Schedules). How will successful instructional
strategies be shared in teacher planning and
professional development (i.e., Instructional Team
meeting agendas)?
Task # 2
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Next Steps, Whole Class Instruction and
Work Time
Review the Next Steps on pg. 27, Session 2 manual
as a school team.
Complete the prompts of the Next Steps – Whole
Class Instruction and Work Time as a state team in
your academy workbook.
Classroom Management
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“The most influential category,
classroom management,
includes group alerting, learner
accountability, smooth transitions, and
teacher with-it-ness.”
What Helps Students Learn?
Wang, Haertel, and Walberg
Work Time Groups
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Independent
Teacher-directed small group
Student-directed group
Computer Based
Fluid-grouping…
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IS NOT:
! Static grouping
! Unstructured teaching
! Isolated learners
IS:
! Opportunities for diverse learning
! Direct intervention and coaching
! Competence and confidence builder for students
Classroom Management Techniques
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Student folders
Wait Time
Teacher Calls
Posted Procedures
Class Progress Chart
Task #3
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Independent
Resource: Session 2 manual
Review the instructional modes as described on
page 31, and the Classroom Configuration on
page 32. Respond to the Think and (Write) on
page 33.
Wait Time activity: Mega System Handbook
Task #4
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Teacher-directed and Co-teacher small groups
Resource: Session 2 manual
Please join your assigned group at the identified
area. The following management techniques will be
discussed: Student Folders, Wait Time, Teacher Calls,
Posted Procedures
Task #5
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Student-directed group
Resources: Session 2 manual; Academy workbook
Review the Next Steps on pg. 37, Session 2 manual
as a team.
Complete the prompts of both Next Steps Motivation, Metacognition, Attribution and TeacherDirected Instruction as a state team in your academy
workbook.
Fluid-grouping rotations
Rotations Independent Teacher
One
Group 1
Task #3
CoTeacher
Group 2 Group 3
Task #4 Task #4
Two
Group 2
Task #3
Group 3 Group 1
Task #4 Task #4
Three
Group 3
Task #3
Group 1 Group 2
Task #4 Task #4
Four
Studentdirected
All Groups
Task #5
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Gallery of Improving Practices
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Voices of experience:
Identify classroom management techniques that can
(will) be observed in every classroom at your school
(i.e., fluid-grouping; posted classroom procedures)?
Day 2 Objectives
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



Review the concepts of motivation, metacognition, and
attribution as applied in a classroom
Observe and interact through an explicit planning
framework for whole-class direct instruction
Apply the Mega System unit planning process to
classroom culture
Explore classroom management techniques for Work
Time
Day 3 Preparation: Personalizing
Instruction, and Collegial Learning
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Mega System readings for Day 3 preview:
Manual 3, page 5 (Professional
Development); Manual 4, page 5
Be prepared to share your Instructional Specialists’
Next Steps responses.
Session Closing
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Questions and remarks
Day 3 information
Thank you!
Have a great evening!