Our Statewide Inservice this year focused on Diverse Learners and Struggling Students at Marist.
Resources from this day can be found here:
Resources from this day can be found here:
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Our Statewide Inservice this year focused on Diverse Learners and Struggling Students at Marist.
Resources from this day can be found here:
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KEY QUESTION: What skills and/or concepts are my students learning at the end of the lesson/segment/unit and how do I communicate that?
Research* indicates that there are noticeable achievement gains in classrooms where students know and understand what they are learning and why. Communicating clearly and frequently learning goals or objectives with students is a key strategy in helping students connect the What and the Why. Some questions for reflection:
When asked can students:
Two Resources Website Handout *Research Citations 1. Wise, K.C. & Okey, J.R. (1983). A meta-analysis of the effects of various science teaching strategies on achievement. Journal of Research in Science Teaching, 20(5), 419-435. 2. Lipsey, M. W., & Wilson, D. B. (1993). The efficacy of psychological, educational, and behavioral treatment. American Psychologist, 48(12), 1181–1209. 3. Walberg, H. J. (1999). Productive teaching. In H. C. Waxman & H. J. Walberg (Eds.), New directions for teaching practice research, 75–104. Berkeley, CA: McCutchen. At our beginning of year inservice, I shared some assumptions I formed as a result of researching teacher growth and improvement over the summer.
Future posts will look more closely at the categories and elements of the Instructional Methods and Practices Domain. |