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.
BEST TEACHING PRACTICES

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 youve 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 % READING

20% HEARING

30% SEEING

40% HEARING & SEEING

70% DISCUSS WITH OTHERS

90% 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

Dont allow students to practice incorrectly
Learning Sequence
I do (teacher models)
We do (whole class practice w/teacher)
Yall 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 youve 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 isnt.
Are there any questions?
Are you all with me?
Am I going too fast?
This is an adverb, isnt 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 weve 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 After
Reading 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 days lesson for the
students
provides immediate assessment to
inform next days 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