SUCCEED AT INSTRUCTION TABLE OF CONTENTS

Transcription

1 SUCCEED AT INSTRUCTION TABLE OF CONTENTS INTASC (Interstate New Teacher Assessment and Support Consortium) Standards TPAI (Teacher Performance Appraisal Instrument- North Carolina Department of Public Instruction) Functions INTRODUCTION 1 Overview and Background of SUCCEED At Instruction What is the Aim of SUCCEED At Instruction and Our Comprehensive School/University Program called SUCCEED? Using Succeed at Instruction Instructional Coaching and Teacher Development Getting Started Recent accomplishments and research of SUCCEED Programs Pages I. REFLECTION & ASSESSMENT: HOW DO I KNOW IF I M DEVELOPING AS A TEACHER? 15 INTASC Standard: 9 TPAI Function: 8 Introduction The Reflection Cycle Assessment Cycle Outline for Reflections Guide for Professional Growth of the Beginning Teacher Steps in Complete Coaching Cycle INTASC Standards and Indicators Beginning Teacher Individualized Growth Plan Self Assessment for Determining Teaching Behavior Focus Coaching Plan Observation Form for Seven Steps to Building an Effective Lesson Observation Form: Levels of Questions and Questioning Strategies Observation Form: Reinforcement: Social, Verbal, and Non-Verbal Observation Form: Providing Directions Observation Form: Evaluation of a Lesson: Direct-vs-Indirect Teaching Behaviors Observation Form and Self-Evaluation: Flanders Interaction Analysis Observation Form: Engaged Academic Learning Time Observation Form: Teacher Movement - Interaction Map Observation Form: Focus on Classroom Customs Observation Form: Recognizing Attending Behavior Observation Form: Record of Student Behaviors and Stage of Intervention by Teacher Mentor s Guide and Self-Evaluation of Pre Conference Mentor s Guide and Self-Evaluation of Post Conference Self Evaluation of a Lesson Structured Form: Self-Evaluation of a Lesson

2 Teaching Performance Appraisal System Observation Guide Formative Observation Data Instrument Formative Observation Data Analysis (FODA) Teacher Performance Appraisal Beginning Teachers II. DEVELOPING A HELPING RELATIONSHIP WITH STUDENTS ` 61 INTASC Standard: 2, 3, 6, 10 TPAI Function: 7 Developing a Helping Relationship With Students in a Class What Do You Think and Feel? Developing a Helping Relationship Ideas The Characteristics of a Helping relationship What it Takes to Help Another Grow A Credo III. ACTIVE LISTENING 73 INTASC Standard: 2, 3, 5, 6, 10 TPAI Function: 3, 5, 7 Active Listening How Active a Listener Are You? Roadblocks How Active a Listener Am I? How to Use Active Listening in the Classroom Words to Describe Feelings Listening for Feelings Scoring Key: Listening for Feelings Category 3: Flanders Leads to Respond to Feelings Active Listening Skill Practice: Teacher-Student Active Listening Skill Practice: Teacher-Teacher Active Listening Skill Practice: Teacher-Parent Skill Session: Reflecting Silly Feelings Skill Session: Accepting Feelings, Rejecting Behavior Nonverbal Cues: Body Language Signs Non-Verbal Behavior: Cross-Cultural Differences QuickTime Movie: Examples of Active Listening IV. USING I MESSAGES 101 INTASC Standard: 2, 6, 10 TPAI Function: 5, 7 Steps in Sending an I Message to Change Other s Behavior Practice Exercise: Sending I Messages Key: Sending I Messages

3 V. PROBLEM SOLVING 107 INTASC Standard: 2, 5, 6, 10 TPAI Function: 5, 7 A Credo Problem Solving Process Diagnosing for Strategy Feelings / Strategies Problem Solving in the Classroom: The Six Steps in the Method III Problem Solving Process Method III: Problem-Solving Checklist of Method III Practice Session: Who Owns the Problem? Scoring Key VI. USING POSITIVE REINFORCEMENT EFFECTIVELY 119 INTASC Standard: 5, 6 TPAI Function: 5 Using Positive Reinforcement Effectively Positive Reinforcement Exercise Positive Reinforcement Guidelines for Effective Praise Differences Between Praise and Encouragement Points to Remember Do s and Don ts in Using Motivation Theory Additional Motivational Phrases Observation Form: Reinforcement: Social: Verbal and Nonverbal Types of Reinforcers How Not to Succeed in Teaching a Child Without Really Trying Practices and Procedures Which Tend to Develop Positive Attitudes in the Classroom Quicktime Movie: Positive Reinforcement Demonstration VII. LESSON PLANNING 141 INTASC Standard: 1, 2, 3, 4, 5, 6, 7, 8 TPAI Function: 3 Planning Session Pretest Overview of Lesson Planning Learning Pyramid Ways to Vary Your Class Activities Checklist for Evaluating Learning Outcomes Instructional Objective Preference List Application of Bloom s Taxonomy of Educational Objectives Eight Lesson Components for Clinical Teaching Hunter s Elements of an Effective Lesson Lesson Plan Form Short Lesson Plan Form Weekly Lesson Plan Form Lesson Plan Format An Inquiry-Based Approach to Lesson Planning Inquiry-Based Lesson Plan Form

4 An Interpersonal Approach to Lesson Planning Interpersonal Lesson Plan Beginning Teachers Self-Evaluation of a Lesson Observation Form for Seven Steps to Building an Effective Lesson What is Closure Observation Form: Closure How Do You Rate Yourself as a Planner? (Daily Lesson Plans) VIII. UNIT PLANNING 171 INTASC Standard: 1, 2, 3, 4, 5, 6, 7, 8 TPAI Function: 6 Steps in the Development of a Unit IX. MATCHING LEVELS OF A CLASSROOM MANAGEMENT TO STAGES OF ETHICAL DEVELOPMENT 175 INTASC Standard: 2, 3, 4, 5, 6, 8, 9 TPAI Function: 1, 2, 3, 4, 6 Kohlberg s Stages of Moral Growth Kohlberg s Stages of Ethical Reasoning Kohlberg s Stages of Moral Development Selecting Classroom Management Strategies Discipline Levels: Four Questions Kohlberg s Stages of Development: Pupil Discipline Selected Procedures That Effective Teachers Introduce During the First Weeks of the School Year Classroom Rules Developing Rules: A Process Classroom Discipline Inventory (Norms) Record of Student Behaviors and Stage of Intervention by Teacher Social Contracting Setting Up a Contingency Contract/ Setting Up a Token System What s Wrong? Do s and Don ts of Behavior Management What to Remember About Punishment Reinforcers for Application in the Classroom Reward Questionnaire Survey of Reinforcers (Specific) Selecting Reinforcers A Program for Positive Change The Rule-Setting Class Meeting Classroom Management: Time-on-Task Observation Time -on-task Observation QuickTime Movie: Classroom Management

5 X. TEACHING STRATEGIES AND MODELS OF TEACHING 227 INTASC Standard: 1, 3, 4, 7 TPAI Function: 6 Elements of Teaching Effectiveness Research on Elements of Teaching Effectiveness and Flanders s Categories Summary of Categories for Interaction Analysis Relationship Between Teaching Behaviors and Student Achievement Comprehensive Models of Teaching Interaction Analysis in the Classroom (Description) Specific Aids in Differentiating Among Categories Ground Rules Evaluation of a Lesson: Direct-vs-Indirect (Flanders) All There Is to Know About Teaching QuickTime Movie: Indirect and Direct Teaching XI. QUESTIONING SKILLS AND LEVELS OF QUESTIONS 245 INTASC Standard: 1, 3, 4, 6 TPAI Function: 4, 5 Classroom Questions According to Bloom s Taxonomy Applying Bloom s Taxonomy: Goldilocks and The Three Bears Synopsis of Taxonomy of Questions Effective Questioning Types of Questioning Bloom s Taxonomy of the Cognitive Domain Examples of Uses of Levels of Questions in Subject-Matter Areas (Includes Activities) Divergent Questioning Models: Questions to Use in Your Class Words to Use for Activities and Questions Level of Questions and Questioning Strategies: Observation Form QuickTime Movie: Questioning Levels QuickTime Movie: Questioning Skills XII. DEVELOPMENTAL LEVELS OF STUDENTS 267 INTASC Standard: 2 TPAI Function: 3, 6 Assumptions About Development Theory of Growth and Development Domains of Developmental Stages Jean Piaget: Cognitive Developmental Stages XIII. SPECIAL EDUCATION 273 INTASC Standard: 2, 3, 4, 5, 6, 7, 8 TPAI Function: 6, 7 Modifying Educational Materials for Exceptional Children Things to Remember About Mainstreaming Teachers Role in Working with Students with Learning Disabilites

6 Tips for Motivating Students Mainstreaming Students with Visual Impairments Mainstreaming Children with Communication Disorders Things to Remember About Vision and Hearing Impairments Mainstreaming the Student with Mental Retardation Things to Remember About Students with Mental Retardation Mainstreaming the Student with Learning Disabilities Things to Remember About Students with Learning Disabilities Mainstreaming the Student with Behavioral/Emotional Disabilities Things to Remember About Students with Behavior Disorders Indicators of Gifted and Talented Students Things to Remember About Gifted and Talented Students Mainstreaming Children with Physical and Health Disabilities Things to Remember About Students with Physical and Health Disabilities Suggestions for Alternative Testing Procedures Suggested Regular Classroom Strategies and Modifications for Specific Behaviors Website Resources XIV. COMMUNICATING WITH PARENTS 307 INTASC Standard: 10 TPAI Function: 7 Developing Proficiency in Parent Conferences XV. COOPERATIVE LEARNING 313 INTASC Standard: 1, 2, 3, 4, 5, 6, 7, 8 TPAI Function: 1, 2, 3, 4 Benefits of Cooperative Learning For Students and Teachers Consider the Following Research Elements for Making Cooperative Learning Work Format for the Cooperative Learning Model Cooperative Leaning Formats How to Get the Students to Work Cooperatively on an Activity What Cooperative Learning is Not Comparison of Learning Groups Observation Instruments for Use in Cooperative Learning Classrooms Cooperative Learning Lesson Plan Social Skills Taught Nuts and Bolts for Cooperative Learning XVI. EQUITY IN EDUCATION 329 INTASC Standard: 3 TPAI Function: 3, 7 Equity for Diverse Learners: Research and Practice Profile of an Equitable Classroom: A Self-Assessment Tool Activities to Develop Teacher Awareness Guidelines for Mentors Helping Beginning Teachers Doing Observations on Equity Issues Observation Forms for Equity Focus