Collegial Collaborators
Sign your name on the top of your paper.
Avoid people seated at your table.
Find a different partner for 2:00, 4:00, 6:00,
8:00, 10:00 & 12:00
Trade signatures.
Sit down as soon as you have all
signatures.
You have 2 minutes 14 seconds.
By the end of this session you will …
CONTENT:
• IDENTIFY the components of Best Practices in
Teaching
• PARTICIPATE in activities that illustrate these
components
LANGUAGE:
DISCUSS ways to implement Instructional Best
Practices in your classroom through collegial
collaboration.
How We Teach Makes A
Difference!
High performance is never an
accident; it is always the result of
high intention, sincere effort,
intelligent direction, careful
planning, and skillful execution; it
represents the wise choice of many
alternatives.
Adapted from Willa A. Foster
BEST TEACHING PRACTICES
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Activating prior knowledge to make connections
Framing the learning for all students
Presenting smaller amounts of material at any time
(10:2 Theory)
Guiding student practice as students worked
problems
Providing for student processing of the new
material (10:2 Theory) during and after lesson
Checking the understanding of all students
Preventing students from developing
misconceptions
J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.
• Raises students’ mental Velcro
• Engages students cognitively
• Identifies current knowledge
• Empowers the learner: “I already
know something…”
• Allows adaptation of lesson plan
• Applies the SIOP connection
Activating Prior Knowledge to
Make Connections
Example: Word Splash
How might you use a Word Splash in
your classroom?
Find your 4:00 collaborator and share.
Word Splash Applications
• Prior to a unit or lesson
• Prior to viewing a film and pausing the film
periodically for students to discuss/revise
predictions
• Prior to having a guest speaker
• Creating a picture splash: What do these
pictures have to do with the Civil War?
• As a summarizing strategy, students read
and then create their own word splash of
what they consider to be the key terms or
ideas of the passage
ACTIVATING PRIOR KNOWLEDGE
WHY?
The most important single factor
influencing learning is what the
learner already knows. Ascertain
this and teach him accordingly.
David Ausubel, Educational Psychology: A Cognitive View
SIT IN TABLE GROUPS OF 4
Activating Prior Knowledge
• At your tables, number off 1, 2, 3, &
4
• Discuss why activating students’
prior knowledge is so important.
• Share a strategy you’ve used since
our last meeting to activate prior
knowledge.
• Be prepared to share out.
Framing the Learning
for All Students
• Let the students know verbally:
– What they will be learning using kid
friendly objectives
– Why they are learning it
– How they will learn it
– How they will know they know it
– How you will know they know it
Pyramid of Learning
10 %
20%
30%
40%
70%
90%
READING
HEARING
SEEING
HEARING & SEEING
DISCUSS WITH OTHERS
TALK/WRITE OR DO/APPLY
Presenting Smaller Amounts of
Material At Any Time
• 10-2 Theory (10 minutes of instruction
w/2 minutes to process)
• 37-90 Theory (for every 37 minutes of
instruction, people need to get up and
move for at least 90 seconds)
• Create lots of starts and stops
• Research shows that people remember the first 3-5
minutes of what they hear and the last 3-5 minutes of what
they hear.
Presenting Smaller Amounts of
Material At Any Time
Example: Think, Pair, Share
• Think: How might you use
“chunking” of material in your
classroom?
• Turn to your neighbor and share.
Be ready to share out to whole
group.
Guiding Student Practice
• Practice makes permanent not perfect
• Don’t allow students to practice incorrectly
• Learning Sequence
– I do (teacher models)
– We do (whole class practice w/teacher)
– Y’all do (small group or partner practice
while teacher monitors)
– You do (independent practice)
Providing for Student
Processing of the New Material
“Slowing down is a way of speeding up”
Madeline Hunter
• 10-2 Theory (again)
• Wait Time
• Summarizing
Providing for Student Processing
of New Material- pg. 106
Example: A,B,C to X,Y,Z
• Letter off A,B,C, etc.
• Write one thing you’ve learned so far
or had reinforced in this session
beginning with your letter of the
alphabet
• Be ready to share
How might you use this in your classroom?
Turn to your table groups and share.
Checking the Understanding of
All Students
• What it isn’t….
–Are there any questions?
–Are you all with me?
–Am I going too fast?
–This is an adverb, isn’t it?
–Who can tell me?
Checking for Understanding of
All Students
• What it is:
–
–
–
–
–
–
–
–
–
Think-pair-share
Whip around
Craft sticks
Slate/white boards
Learning partners
Pair-share-squared
Quick-writes
Tickets to leave
Paired Verbal fluency (30-20-10)
Checking the Understanding of
All Students
Example: Quick-Write
On a piece of paper, please take 2 minutes to
answer the following questions.
1. Of the 6 Best Practices we’ve examined so
far, which do you feel you consistently
implement in your classroom?
2. Which do you need to be more intentional
about implementing in the future?
How might you use a quick-write in your classroom?
Preventing Student
Misconceptions
• Students do not come to school as blank slates
• What they think they know greatly impacts their
learning
• Anticipate confusion
• Use specific strategies to bring forth misconceptions
• Get all voices heard (SIOP)
Preventing Student Misconceptions
Example: Anticipation Guide
Before
Reading
After
Reading
1. Earthquake experts are
called meteorologists.
2. Most earthquakes happen
along a fault.
3. California has 5-10
earthquakes each year.
How might you use this in your classroom?
Find your 8:00 collaborator and share.
ALWAYS END YOUR DAILY LESSON
WITH A FINAL PROCESSING
ACTIVITY
• cements the day’s lesson for the
students
• provides immediate assessment to
inform next day’s instruction
Paired-Verbal Fluency
• Find a partner at your table-label
yourselves 1 & 2
• At the signal, #1 begins telling everything
he/she knows about Best Practices in
Instruction
• #2 listens carefully but says nothing
• At the signal, switch: #2 talks and #1
listens, trying not to repeat anything #1
said
• At the signal, switch again.
FINAL COUNTDOWN
Some idea
you really
connected with
Two strategies you can
use immediately
Three of the Best Practices in
Instruction