Advising and supporting Teachers
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This document discusses advising and supporting teachers. It defines pre-service and in-service teachers, and the role of the advisor. It outlines the planning conference process where the teacher and advisor collaborate on lesson goals and strategies. It also describes providing in-class support through observation, demonstration, and co-teaching. The advisor provides feedback to evaluate the effectiveness of teaching strategies based on student outcomes, and the teacher and advisor debrief after lessons to discuss adjustments. The goal of feedback is improvement without criticism, and reflection is important for teachers to think critically about their lessons and options.
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The document discusses advising and supporting teachers. It defines pre-service teachers as those without experience, and in-service teachers as those with experience. The advisor's role is to plan conferences with teachers to set learning goals and lesson plans. They then support teachers during lessons through observation, demonstration, or co-teaching. After lessons, advisors and teachers evaluate the effectiveness of teaching strategies based on student outcomes. Advisors then provide descriptive feedback to help teachers improve without criticism. Both parties reflect on lessons to critically analyze what worked and how to adjust future instruction.
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Assessment
1. Formative assessment occurs during instruction and provides feedback to improve teaching and learning, while summative assessment occurs after instruction to evaluate student achievement and program effectiveness.
2. Both formative and summative assessments are important, but formative has the greatest impact on learning when teachers use feedback to adjust instruction.
3. Cooperative learning can be used for formative assessment by observing student understanding during group work and providing feedback to improve learning.
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1. Effective instruction requires assessing student readiness through evaluating their existing knowledge and skills.
2. Instructors must clearly define the learning objectives, procedures for achieving the objectives, and criteria for success.
3. Providing feedback through evaluation and remediation is important for students to diagnose their performance and improve.
4. Instructional strategies like repetition, clarity of communication, smaller student-teacher ratios, and reminders can boost academic achievement.
Copy of instructional theory
The document discusses several key aspects of instructional theory:
1. Effective instruction requires assessing student readiness through evaluating their existing knowledge, skills, and abilities.
2. Instructors must clearly define the learning objectives, procedures for achieving the objectives, and criteria for success.
3. Providing feedback through evaluation and remediation is important for students to diagnose their performance and improve. Frequent evaluation and quick remediation enhances learning.
4. Instructional strategies like repetition, clarity of communication, smaller student-teacher ratios, and reminders can boost academic achievement.
Instructional Theory
Dr. William Allan Kritsonis earned his BA in 1969 from Central Washington University, Ellensburg, Washington. In 1971, he earned his M.Ed. from Seattle Pacific University. In 1976, he earned his PhD from the University of Iowa. In 1981, he was a Visiting Scholar at Teachers College, Columbia University, New York, and in 1987 was a Visiting Scholar at Stanford University, Palo Alto, California.
In June 2008, Dr. Kritsonis received the Doctor of Humane Letters, School of Graduate Studies from Southern Christian University. The ceremony was held at the Hilton Hotel in New Orleans, Louisiana.
Instructional theory
Before effective instruction can occur, the instructor must consider student readiness by evaluating their knowledge, skills, and abilities. The instructor should design assessments to measure student readiness and assign tasks based on ability. Learning objectives should be clearly defined and broken into smaller tasks. Evaluation and remediation should occur frequently to provide feedback and ensure students can perform tasks before moving on. Reducing student-teacher ratios and using reminders, unifiers, and team-based activities can also improve academic achievement.
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The document discusses aligning learning outcomes, teaching strategies, and assessments. It defines learning outcomes as statements of what students should know and be able to do after learning. Learning activities involve students solving tasks to learn. There are three types of assessment: assessment for learning uses formative feedback, assessment as learning involves student self-reflection, and assessment of learning makes summative judgments on achievement. Proper alignment involves defining outcomes, choosing teaching methods to achieve them, and assessing if they were achieved.
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Formative Assessment vs. Summative Assessment
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- 1. Advising and supporting teachers Wilson A. Leguizamon Vargas Alex A. Dominguez Carvajal
- 3. Whoiswho? Whoisthe pre-serviceteacher? Whoisthe in-serviceteacher?
- 4. And… whoistheadvisor? Thein-serviceteacher= theteacherwho has experience Thecriticalfriend/ Peer coaching Theheadteacher/ mentor/ coach etc.
- 6. Collaboratively plan tasks or work the students will complete to achieve the intended outcomes
- 7. Determine evidence of proficient student achievement
- 8. Identify student or teacher behaviors the coach should observe
- 11. Co-Teaching
- 14. Effective Teaching Strategies used by the coach/teacher.
- 16. Specific instead of general
- 17. Given as soon as possible
- 18. Realistic
Editor's Notes
- ** realistic with changes– change can’t happen overnight…