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

misconceptionsJ.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?

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

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

ACTIVATING PRIOR KNOWLEDGEWHY?

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

READING10 %

HEARING20%

SEEING30%

HEARING & SEEING40%

DISCUSS WITH OTHERS70%

TALK/WRITE OR DO/APPLY90%

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-WriteOn 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