This book, part of a 3-book series, contains sensible, evidence-based instructional practices that have been thoroughly researched and proven to be highly effective. It’s purpose is to show you how to create and organize lessons for your students so their success is certain no matter what their demographics or circumstances.
The effective teacher’s goal is to create lessons so clear and comprehensive that students know exactly what to expect and what is expected of them.
In countries that consistently excel in standards of student achievement, there is always a concentrated process to develop the instructional capacity of teachers and school leaders.
They then empower teachers and school leaders to exercise their knowledge and
skills so that they are able to deliver the best possible instruction for every student.
This needs to happen in every school and every classroom in the United States. The book is a start.
Learning and Achievement: How to Ensure Effective Instruction
Unsuccessful schools stress programs. They spend millions of dollars adopting programs and fads searching for the quick fix.
Successful schools stress effective practices. They wisely invest in their teachers and the effective practices of their teachers. They don’t adopt programs; they teach basic, curriculum (standards) based academic content, prioritizing the instructional practices of their teachers.
To improve student learning, you do not change the structure (class size, block scheduling, school size), you change the instructional practices of the teachers.
The person a student gets for a teacher should not be left to the luck of the draw, where “good enough” is acceptable. Every student’s future depends on having dedicated teachers who are trained professionals.
Create a Culture of Consistency
The most effective teachers create a culture of consistency. In a classroom that is consistent, predictable, reliable, dependable, and stable, students know from day to day how lessons are structured and organized.
Targeted Lessons
The real challenge in teaching is to apply focused targeted instruction to address particular skill areas. Effective teachers always teach lessons with targeted objectives so both teacher and students know what they will accomplish and how.
Objectives
If there is no specific intention or clear objective, there is no purpose. When students work without a purpose, they become lost in class with no clear idea of what to do on an assignment.
Objectives produce superior student achievement results because the teacher knows exactly what is being taught and the students know exactly what they are learning.
Assessment
Research has confirmed that students who are given clear objectives and frequent assessments aligned to those objectives can learn in six or seven months what would take other students a year to learn.
Assessment - Formative Assessment - Further Learning
Evaluation - Summative Assessment - Test and Grade
The primary function of assessment is to inform students of progress in reaching desired performance levels and help teachers identify strengths and weaknesses. The teacher gives feedback to guide the student to mastering the objective of the lesson.
Assess and Assist
Effective teachers use assessment techniques to get students from where they are to where they need to be, no matter how many mistakes they make.
The purpose of assessment is to assess and assist.
Assessment is not something we do TO our students, it is something we do FOR our students to guide and enhance their learning.
Assessment should be used in real time so that students make progress while on task and the teacher can modify instruction then and there to further student learning.
Student achievement is directly linked to frequent assessment and timely feedback.
Giving Feedback to Students
For feedback to work, there must be a clearly defined set of objectives to determine if a gap in performance exists. Feedback gives specific guidance for corrective action.
To expedite student achievement, there must be a clear vision of what it means to succeed. Students need to know where they are headed to participate actively in their own learning.
First - the objectives
Second - the assessment
Third - the feedback
For feedback to be effective, students need to know WHERE they are going, WHY they are going there, and WHAT is required for them to get there. Feedback can allow students to self-assess their learning.
An effective teacher is constantly assessing - walking, watching, and listening for clues about students’ understanding, asking questions that probe their thinking, and taking notes.
Feedback must be SPECIFIC!
Feedback must enable students to take action. Let them struggle, engage, ask questions, and figure things out on their own. Feedback is of most value while students are still thinking of and still working on the learning target. Feedback should NOT focus on the student, it should always focus on the work.
How to Deliver Instructional Strategies
A quality lesson plan includes:
Content Standards
Learning Objectives
Instructional Strategies
Assessment
Feedback
Guided Practice
Independent Practice
Deliver Instruction with the Gradual Release of Responsibility
Direct or explicit instruction - I Do
Guided Practice - We Do
Independent Practice - You Do
Direct Instruction
I Do - In direct instruction, the teacher’s primary role is to teach the basic knowledge required by the district curriculum and content standards. Direct Instruction takes students through learning steps systematically.
Guided Practice
We Do - Students practice what they are learning, often in collaboration with their peers, while the teacher is present, ready to assess and assist.
Students must be in an environment where they are willing to try and fail, ask questions, and try again until they achieve what is required so they can progress to the next stage.
Practice cements new learning into long term memory.
Accountable Talk: A structured discussion that builds conversation skills. It teaches students to be accountable for what they say and support what they say with evidence.
Independent Practice
You Do - Independent Practice is when students are given the opportunity to practice and demonstrate what they have just learned. IP does not mean that students are working in isolation. They still need correction, encouragement, assessment, and collaboration. They still need guidance.
For learning to be retained, it must be practiced, practiced, repeated, and rehearsed, over and over again until it is transferred from short term to long term memory.
Practice leads to Proficiency
During this time, the teacher needs to be fully present and alert, ready to support individuals as they work. Walk around the classroom. Use specific praise when you see effort. Post examples for students to see what success looks like.
There’s a whole lot more to learn and The Classroom Instruction Book is a great resource with sound advice that can be referred to time and again.
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