COHORT 2 2013-14

FIRST MEETING
Learning objectives
To define what Instructional Leadership is all
about
To describe the relationship between skills,
strategies, tactics, concepts and organisers.
To examine different ways of framing
questions
To explain how TPS Works
OVERVIEW
II/IL is a vast topic that can lead to a feeling of
frustration and inadequacy.
Bennet suggests that we try and master 1 or two
skills/tactics/strategies per year but become
skilled in these. Need to Play with them 5/6
times
Try and master Skills first and become aware of
Concepts/ Organizers
Move on to tactics and strategies
THE IMPLEMENTATION DIP
4
Instructional Intelligence involves
awareness of
Instructional concepts
Instructional concepts that are skills
Instructional concepts that are tactics
Instructional concepts that are strategies
Instructional concepts that are instructional
organizers

5
Instruction can be classified into
5 areas
Instructional concepts
Instructional skills
Instructional tactics
Instructional strategies
Instructional organizers
The red guide; you enact and integrate the
green
6
Instructional Skills
Skills are the
instructional actions of
teachers that enhance
learning
They increase the
chances that more
complex instructional
processes (tactics and
strategies) are
implemented
Most teachers are
tacitly or unconsciously
skilled


Framing questions
Applying wait time
Suspending judgment
Discussing the purpose of
the lesson
Linking with students past
experience
Responding to a no
response
Checking for understanding



7
Instructional Tactics
A tactic fits between a skill
and a strategy
It is an action used to enrich
or strengthen the
application of a strategy
Can be linked to other
tactics or skills
Tactics make strategies less
complex and more workable
Tactics
Think Pair Share
Brainstorming
Venn Diagram
Flow Chart
Round Robin
3 Step Interview
PMI
Six Thinking Hats


8
Instructional Strategies
Strategies are usually
grounded in theory
May involve a sequence of
steps, or number of related
elements
Have intended effect on
student learning
Skills drive tactics, tactics
and skills drive strategies
Strategies
Concept Attainment
5 Basic Elements (of groupwork)
Mind Mapping
Concept Mapping
Jigsaw
Academic Controversy
Group Investigation
Reading Recovery
Role play
ICT use (an aspect of)


9
Instructional Concepts
Concepts provide lenses to
understand how, when and
where to apply and
integrate skills, tactics and
strategies
Cannot be done in
themselves, can be enacted
through application of skills,
strategies, tactics
For example: wait time and
think/pair/share can invoke
concepts of safety and
accountability
Concepts (only)
Safety
Accountability
Novelty
Authenticity
Motivation
Active Participation


10
Instructional Organisers
Organisers are frameworks or bodies of research that
assist teachers in organising an array of skills, tactics
and strategies into a coherent set of teaching
methods
They are the lenses that clarify or enhance thought
about how we instruct
They increase teacher wisdom about the teaching
and learning process, based on the needs and
inclinations of the learner
11
Instructional Organisers
Multiple Intelligence
Gender
Ethnicity
Culture
Brain Research
Critical Thinking



Child Development
Learning Difficulties
At Risk Environment
Co-operative
Learning
12
Instructional concepts - safety, social justice,
interest, accountability etc.
Instructional skills - wait time, framing
questions, probing
Instructional tactics - Think Pair Share, Venn
Diagrams, Word Webs
Instructional strategies - Concept Mapping,
Academic Controversy
Instructional organizers - Multiple Intelligence,
Blooms Taxonomy, learning disabilities,
gender, culture, at risk factors
The key point is to sense how the GREEN ones interact
and how the RED areas guide the teachers thinking and
action of the green areas -- to create an impact.
QUESTIONING
A SKILL
CONCEPTS that we must be aware of
A..Complexity of thinking - BLOOMS TAXONOMY
1. Knowledge- Recall
2. Comprehension- explain
3. Application- act on
4. Analysis- compare/contrast
5. Synthesis- reinvent, create
6. Evaluation- judge
Can teachers meet needs of all students if they dont
control the cognitive level of their questions
70% of questions in classrooms at recall level

Questioning
a skill
CONCEPTS WE MUST BE AWARE OF
Active Participation
Motivation
Academic Engaged Time
Fear of Failure
Public vs Private Failure
Why do we ask questions?
Good learning starts
with good questions
rather than good
answers.
Lower vs higher order
Only 8% of teacher questions are higher order.
Lower vs higher order
Only 8% of teacher questions are higher order.


Lower order questions Higher order questions
require learners to
remember

tend to be closed, with a
single right answer


are likely to begin with
what, who, when or
where
require learners to think


tend to be open, with a
variety of possible answers

are likely to begin with how
or why
Do I sequence learning to enable
progression from Lower to
Higher Order thinking?
FRAMING QUESTIONS
A Skill

Helps promote different levels of thinking
Can make classroom safer
Increases participation


How do I frame a question?
does the question clearly demonstrate what
the cognitive demands are i.e. is it just a recall
question or do I want analysis
If it is a higher order question does the
question allow for wait time i.e. academic
engagement
Does every student believe through how the
question is framed that they might be
expected to answer i.e active participation


Concept attainment Data set
Bruner- Brain as pattern maker
Focus Statement- Focus on the effect each example would have on student
participation
A B Share with your partner please the
similarities between these two poems? I
will ask a number of pairs to share their
answers
No hands please Ill pick several of you to
respond. Why does a boomerang
return?( after 15 seconds picks John)
Thumbs up if you agree down if you
disagree and be prepared to defend your
answer you have 1 minute to think. The
Anglo Irish Treaty 1922 was the best
deal the Irish delegates could have got
Think to yourself and then Ill ask a
number of you to share. Explain the
formula for calculating the speed of a
falling object

Who can tell me what the major causes
of World War II were?
Jimmy tell us the names of the main
characters in the Story
What are the features of a river?
Who in this group can give me the
answer to question 3?
Anyone remember the names of the 3
wise men?

Extend thinking time. WAIT
TIME




Use a planned mix of
conscripts and volunteers.




Select pupils at random to
answer questions.



A Tactic-Think Pair Share
More complex as you require students to work
together.
How much wait time
Who will sit with who?
ASD students
Is your classroom a safe place to share?
Can they
Actively listen
Paraphrase
Suspend judgment





TPS
Ask students to think to themselves for a set period on a
question or problem you pose
can you think to yourself for 15 seconds about three arguments
for the Treaty?
Then you ask them to pair up share with their partner. This is
usually verbally
can you now for 45 seconds please share your ideas with a
partner I will randomly pick 5 groups to share then?
Finally you ask pairs to share their ideas
can john please share what you and chloe think are the main
arguments for the Treaty
variations
Worksheet with think pair share
Think-write-pair write- share
Think pair Square - in groups of 4