Precision Teaching
Published on Dec 11, 2016
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PRESENTATION OUTLINE
Precison LEarning
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What does "precision" mean to you?
Take a moment, think deeply. What comes to mind when you here the word "precision"? Share with a partner.
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PRECISION TEACHING
A system that links “assessment for learning” to evidence-informed instruction on a daily basis, in the service of providing instruction that is precise to the level of readiness and the learning needs of the individual student.
(Learning for All)
Precision teaching is all about observation, assessment and the student. The educator uses every opportunity to take in what the learners are doing and uses this information to inform how they will proceed with the learning. The way that learners show their learning will be the determining factor about what and how they will learn next. Therefore, teachers must be vigilant observers. They must watch openly so that they can quickly adapt their lessons to the needs and the learning styles of the students.
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So why?
So why? What is the purpose of all of this observation? Why is it important? (let audience give answers)
We all know that everything we do in education, we do for a reason. We are not collecting all of this information so that we can stuff it in a binder and let it collect dust until report card season. The reason is to better our teaching.
We all know that everything we do in education, we do for a reason. We are not collecting all of this information so that we can stuff it in a binder and let it collect dust until report card season. The reason is to better our teaching.
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LEarning For All
- All students can succeed
- Each student has his or her own unique patterns of learningSuccessful instructional practices are founded on evidence-based research, tempered by experience. • Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students. • Classroom teachers are the key educators for a student’s literacy and numeracy development. • Classroom teachers need the support of the larger community to create a learning environment that supports all students. • Fairness is not sameness
- Successful instructional practices are founded on evidence-based research, tempered by experience Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students. • Classroom teachers need the support of the larger community to create a learning environment that supports all students. • Fairness is not sameness
- Universal design and differentiated instruction are effective and interconnected means of meeting the learning or productivity needs of any group of students Classroom teachers are the key educators for a student’s literacy and numeracy development.
- Classroom teachers are the key educators for a student’s literacy and numeracy development Classroom teachers need the support of the larger community to create a learning environment that supports all students.
- Classroom teachers need the support of the larger community to create a learning environment that supports all students Fairness is not sameness
- Fairness is not sameness
There are several tenants laid out in the Ontario Document Learning for All. All of these beliefs and mandates are meant to work towards allowing all learners to learn. Because we already believe that every child has the capability to learn but we need to go further than that. We need to acknowledge the fact that every person can learn, but may have different barriers to learning. Any person can pick up a pencil but the way that they do it may be very different than how the person beside them does it. They may have different approaches, different ideas, and different teachings about how to pick up the pencil. And they may have physical or mental limitations that make it more difficult to pick it up so they could use a tool of some sort to help. But if these people are limited by doing it a certain way or by not receiving any assistance, they are easily written off as not being able to do it. That is what we must realize, a student's performance is overall effected by the support and instruction they receive.
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"all students learn best when instruction, resources, and the learning environment are well suited to their particular strengths, interests, needs, and stage of readiness" (Learning for All)
These are some of the factors that you as an educator may come across that throw a wrench into the flow of student progress. When the lessons you engage in with your students do not hit on these areas, you will see a decline in success. Can anyone think of some of the barriers that may cause achievement gaps in the learning of your primary learners?
-gender
-ethnocultural
-socio-economic
-special education
-language
-gender
-ethnocultural
-socio-economic
-special education
-language
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Universal Design for Learning
The aim of UDL is to provide access to the curriculum for all students, and to assist educators in designing products and environments to make them accessible to everyone, regardless of age, skills, or situation. (Learning for All)
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What UDL is all about
- Universality and Equity
- Flexibility and Inclusiveness
- Appropriately Designed Spaces
- Simplicity
- Safety
First, educators must be aware that every learner is unique and has different experiences. The must "accommodate differences, by creating learning experiences that suit the individual learners and maximize their ability to progress. This means making sure that the lessons assessment can apply to all learners regardless of their personal baggage.
Then, the educator must be able to offer up a variety of instructional methods, ways of using space, student grouping and instructional tools. This will ensure that every learning style is met. Can someone tell me the basic learning styles? Can someone give me an example of a lesson where they made sure tat every learning style was met? How else could we ensure that this lesson was accessible to all students?
Next, the space should be considered. All students need to be able to see clearly, and have adequate space.
The simplicity comes in when an educator makes sure that the learners are with them every step of the way. This means that they are constantly communicating with the learners and giving them they next steps as well as commenting on their progress, next steps and identifying the learning goals. Lastly, you want to make sure that your learners feel safe and welcome.
Then, the educator must be able to offer up a variety of instructional methods, ways of using space, student grouping and instructional tools. This will ensure that every learning style is met. Can someone tell me the basic learning styles? Can someone give me an example of a lesson where they made sure tat every learning style was met? How else could we ensure that this lesson was accessible to all students?
Next, the space should be considered. All students need to be able to see clearly, and have adequate space.
The simplicity comes in when an educator makes sure that the learners are with them every step of the way. This means that they are constantly communicating with the learners and giving them they next steps as well as commenting on their progress, next steps and identifying the learning goals. Lastly, you want to make sure that your learners feel safe and welcome.
Do I have it?
- providing alternatives for auditory and visual information; clarifying vocabulary and symbols; using multiple media; highlighting patterns and big ideas and guiding
- allowing for individual choice, increasing relevance and authenticity, minimizing distractions, providing graduated levels of challenge, fostering collaboration
- improving access to tools or assistive devices; varying ways in which students can respond; supporting students in goal setting, planning, and time management
- Learning for All
Differentiated Instruction
Differentiated Instruction is about recognizing and addressing the different skills and difficulties that students have. It is the educators responsibility to "recognize students’ varying levels of background knowledge, readiness to learn, language ability, learning preferences, and interests, and to react responsively" (Learning for All).
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Untitled Slide
- A safe and non-threatening learning environment encourages learning.
- Learners must be appropriately challenged.
- Learners must be able to make meaning of new ideas and skills through significant association with elements of previous knowledge and experience.
There are three main goals that go along with differentiated instruction. The first is to have a welcoming environment where students feel safe to learn. Learners that struggle to succeed at school may feel discouraged to learn because of their constant feeling of failure and rejection. A differentiated classroom will make them feel welcome, supported, and reflected.
Next, you must challenge the learner. The point of differentiated instruction is not to make school easy for students. It is to make it equally accessible for learners. We do not want any predispositions standing in the way of students futures. But they should be challenged every day so that they do not lose interest and so that they grow as life long leaners.
Lastly, the teacher must be aware of what the leaners are bringing to the classroom, students can only build new learning form what they already know and understand.
Next, you must challenge the learner. The point of differentiated instruction is not to make school easy for students. It is to make it equally accessible for learners. We do not want any predispositions standing in the way of students futures. But they should be challenged every day so that they do not lose interest and so that they grow as life long leaners.
Lastly, the teacher must be aware of what the leaners are bringing to the classroom, students can only build new learning form what they already know and understand.
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How can we differentiate
- Presentation
- Process
- Product
There are several ways that we can differentiate our lessons to effectively help our students learn.
First we can take a look at our presentation or how the lesson is taught. Will it be more student centred? Teacher centred? Will the whole class be included, will it be small groups, cooperative groups or maybe even stations.
Then there is the process, how will the lesson be done? how will the students complete their work? in stations, independently, compaction, or will they have a choice? You must decide based on the skills and knowledge of the learners
Finally there is the product, how will the learners demonstrate what they have learned. Will they do a traditional assessment, video products, written reports, oral assignments, power point presentations, drama presentation. Here you must understand the strengths and needs of the learners so that you can help them make good decisions about how they will show what they have learned. Your extensive knowledge of their educations status will help them pick a method that will play to their skills and they they will not struggle with. (Tips and Strategies for Effective Differentiation and Instruction, 2011)
Differentiated instruction is about providing alternative instructional and
assessment activities, challenging students at a level appropriate to their skills and using a variety different instructional methods and student groups to meet student needs. It is not about making a different plan for every single child in the classroom.
First we can take a look at our presentation or how the lesson is taught. Will it be more student centred? Teacher centred? Will the whole class be included, will it be small groups, cooperative groups or maybe even stations.
Then there is the process, how will the lesson be done? how will the students complete their work? in stations, independently, compaction, or will they have a choice? You must decide based on the skills and knowledge of the learners
Finally there is the product, how will the learners demonstrate what they have learned. Will they do a traditional assessment, video products, written reports, oral assignments, power point presentations, drama presentation. Here you must understand the strengths and needs of the learners so that you can help them make good decisions about how they will show what they have learned. Your extensive knowledge of their educations status will help them pick a method that will play to their skills and they they will not struggle with. (Tips and Strategies for Effective Differentiation and Instruction, 2011)
Differentiated instruction is about providing alternative instructional and
assessment activities, challenging students at a level appropriate to their skills and using a variety different instructional methods and student groups to meet student needs. It is not about making a different plan for every single child in the classroom.
3 Processes
There are three questions that every teacher should ask themselves before they set out on the learning journey;
Where are the learners going in their learning;
Where are they in their learning;
and what needs to be done to get them where they are going (Growing Success)
One must always start with the end goal, or the overall expectations and move on from there.
Where are the learners going in their learning;
Where are they in their learning;
and what needs to be done to get them where they are going (Growing Success)
One must always start with the end goal, or the overall expectations and move on from there.
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5 Strategies
- Identify and clarify the learning goals and success criteria
- engineer discussions and learning tasks to elicit information about learning
- Gather information about the students
- Organize and Record the information
- Select instructional strategies and implement UDL
There are 5 strategies for assessment outlined in Growing Success.
The first is to identify the goals with the learners. It is better to complete this process with the learners because then they know the expectations and they can help to identify what it will look like when they have learned what they are supposed to.
Then the teacher needs to get a discussion going about what the learners already know so that they can establish a jumping off point.
Next, they should gather information about the learners and organize said information so that it may be useful.
Next the teacher should select the appropriate instructional strategies and tools and plan and implement for a Universal Design for Learning.
The first is to identify the goals with the learners. It is better to complete this process with the learners because then they know the expectations and they can help to identify what it will look like when they have learned what they are supposed to.
Then the teacher needs to get a discussion going about what the learners already know so that they can establish a jumping off point.
Next, they should gather information about the learners and organize said information so that it may be useful.
Next the teacher should select the appropriate instructional strategies and tools and plan and implement for a Universal Design for Learning.
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so how do we know what our students need?
SO HOW DO WE KNOW WHAT OUR STUDENTS NEED? Observation, observation, observation, as the learners work, teachers must be on the constant look out for demonstrations of learning. This must happen throughout the learning process, not just at the beginning or at the end. When teachers assess the whole time, they can tweak their lessons as they go to make sure that they are tailor made for their group of students. They can also use their observations to give timely feedback to the learners. When students receive immediate feedback, they can begin to correct the errors they are making right away and still have a chance to catch up. Educators should also not be afraid to teach learners ho to assess themselves and their peers. When learners have the skills to notice their own weaknesses they can become more independednt and autonomous learners. (Growing Success)
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How do we gather all of this information?
- Assessment for
- Assessment as
- Assessment of
Assessment is the word. There are 3 types of assessment. There is Assessment of. This type of assessment if meant to help teachers get immediate information about how an instructional strategy is working to teach their students. It also provides information which teachers can use to give feedback to their students. They can begin to see similar patterns in the way that children learn and they can tweak their lessons accordingly. It is beneficial because it give accurate and immediate information.
Assessment as is the next type. Here metacognition is involved. This means that the learners are very much conscious of their own learning. They are paying attention to how they have grown and where they need to work on. This can be done through peer and self assessments.
And finally there is Assessment of. Here we are looking at summative pieces. The teacher is looking at the final knowledge that the learners have accumulated.
Assessment as is the next type. Here metacognition is involved. This means that the learners are very much conscious of their own learning. They are paying attention to how they have grown and where they need to work on. This can be done through peer and self assessments.
And finally there is Assessment of. Here we are looking at summative pieces. The teacher is looking at the final knowledge that the learners have accumulated.
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Profiles
One way that educators can use observation and assessment at the beginning of the learning is through Class and Student Profiles.
These profiles can help the educators learn a lot about learners and the way that they learn, which, will ultimately help them teach them and evaluate them better. Educators can collect information from a variety of sources such as, Individual Education Plan (IEP) if the student has one, consultations with students through surveys and conferences or interviews and classroom observations.
Then the teachers organize the information and use it to plan more effectively.
These profiles can help the educators learn a lot about learners and the way that they learn, which, will ultimately help them teach them and evaluate them better. Educators can collect information from a variety of sources such as, Individual Education Plan (IEP) if the student has one, consultations with students through surveys and conferences or interviews and classroom observations.
Then the teachers organize the information and use it to plan more effectively.
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Untitled Slide
- http://thelearningexchange.ca/wp-content/uploads/2010/10/PrecisionTeachingG...
- https://www.youtube.com/watch?v=WYS9KK-3epU&list=PL0FFC9763A2C7144E
- https://www.youtube.com/watch?v=njLGV3drzRo&index=2&list=PL0FFC9763A2C7144E
- https://www.youtube.com/watch?v=4wTrpErRiKA&index=3&list=PL0FFC9763A2C7144E
- https://www.youtube.com/watch?v=YwLLg15W-T4&list=PL0FFC9763A2C7144E&index=4
- https://www.youtube.com/watch?v=tSoo0K5eMmI&index=5&list=PL0FFC9763A2C7144E
- https://www.youtube.com/watch?v=j-Em34VP3cQ&list=PL0FFC9763A2C7144E&index=6
- https://www.youtube.com/watch?v=kHe6kerSrqA&index=7&list=PL0FFC9763A2C7144E
- https://www.youtube.com/watch?v=rkN7frU4WUE&list=PL0FFC9763A2C7144E&index=8
- https://www.youtube.com/watch?v=CX63WkHbqWg&list=PL0FFC9763A2C7144E&index=9
- https://www.youtube.com/watch?v=IeBuPKmXKlQ&index=10&list=PL0FFC9763A2C7144...
There are a variety of way to improve student learning mostly adapting to their needs is key. I suggest that you watch the following mini series on using precision teaching in the classroom.
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