Transcript From Research to Practice: An Analysis of the Interaction

31st Annual
Western Regional Conference
Teaching Skills That Make a
Difference
Jack States
The Wing Institute
Where Do Teachers Rank?
What Effective Teachers Do That Makes
the Difference
Create A Classroom Climate
Conducive to Learning
Use Instructional Strategies That
Effectively Deliver Instruction
Systematically Assess Student
Progress
What is Our Level of Analysis?
Systems
- RtI
- PBIS
Package
- Good Behavior
Game
- Reciprocal
Teaching
Practice
Elements
- Differential
Reinforcement
- Mastery
Learning
Classroom
Management
Classroom
Climate
What is the Impact of
Classroom Management?
Appropriate
Behavior
Classroom Management
Effective Classroom Management Strategies
Marzano, 2003
Classroom Management
Practice Elements
1.
2.
3.
4.
5.
School-wide expectations (Solomon, et al. 2012) (Marquis et al., 2000)
Classroom rules and procedures (Oliver and Reschly, 2007)
Structured environment (Maxwell, 1966) (Oliver and Reschly, 2007)
Instruction (explicit instruction and formative assessment) (Simonsen et al., 2012)
Behavior Management (Simonsen et al., 2012) (Emry and Biglan, 2008)
Active supervision (Oliver and Reschly, 2007)
Pre-teaching (Carnine, 1980) (Lalley and Miller, 2006)
Recognizing appropriate behavior
- Contingent specific praise (Leblanc et al., 2005) (Matheson and Shriver, 2005)
- Class-wide group contingencies (Cooper, Heron, and Heward, 2007)
- Behavior contracts (Alberto and Troutman, 2006) (Kelly and Stokes., 1984)
- Token economies (Cooper, Heron, and Heward, 2007)
6. Reduction of inappropriate behavior (Simonsen et al., 2012) (Emry and Biglan, 2008)
Explicit reprimands (brief, contingent, specific error correction) (Harris et al., 2003)
Performance feedback (students provided charts, graphs, and reports)
Differential reinforcement (DRL, DRO, DRA, DRI) (Conyers et al., 2003)
Ignoring (Cooper, Heron, and Heward, 2007)
Response cost (Conyers et al., 2004) (Filcheck et al., 2004)
Time-out (Risley, 2005)
8
Delivering
Instruction
What is the Impact of Education
Philosophy on Teaching?
Explicit Instruction
Constructivist
Teacher role is to teach
The student as learner is self
directed
Teacher is responsible for
learning
Teacher is responsible for
facilitating learning
Role of the teacher is to provide the
Role of the teacher is to provide context and process for students to
effective systematic instruction
discover concepts and learn skills
tied to goals
and knowledge
Hattie, 2009
What is the Impact of Education
Philosophy on Teaching?
Hattie, 2009
Effective Instructional Strategies
Less Effective
Instructional Practices
* Hattie, 2009 ** Kavale, 1987
Importance of
Assessing
Progress
Assessment Methods
Feedback
Formative Assessment
Fuchs and Fuchs, 1986
Summary
Classroom Climate
(Classroom Management)
Instruction Delivery
(Explicit Instruction)
Assessment
(Formative Assessment)