Ribas Associates Publications

Instructional Practices That Maximize Student Achievement:
For Teachers, By Teachers
by William Ribas, Jenny Deane, and Scott Seider

TABLE OF CONTENTS

Introduction	1
TABLE I-1	3
A Definition of Standards-Based (Mastery-Based) Teaching	5
FIGURE I-1	6
References	9
1 Lesson and Unit Planning That Maximizes Student Growth and Achievement	11
THE FOUR BASIC STEPS	12
Three Lesson Plans That Illustrate the Transformation From Activity-Based Planning to Mastery-Based Planning	18
LESSON PLAN 1	18
LESSON PLAN 2	19
LESSON PLAN 3	20
PRE-MODERN WORLD HISTORY, MR. GRANDE UNIT VII: THE RENAISSANCE AND REFORMATION	22
Unit Planning	24
UNIT PLAN 1	25
MASTERY-BASED UNIT PLAN 2	26
WATERWHEELS: LAB BOOK CRITERIA	28
ACTIVITY FOR MASTERY-BASED LESSON PLANS	29
MASTERY LESSON AND UNIT PLANNING TEMPLATE	30
Conclusion	32
References	32
2 Creating a Context for the Learning to Increase Student Understanding, Retention and Motivation	33
Introduction	34
Strategies for Presenting Content	34
FIGURE 2-1	36
EXAMPLE OF A GIVE-ONE-GET-ONE	40
EXAMPLE OF A GIVE-ONE-GET-ONE	41
OTHER EXAMPLES OF A GIVE-ONE-GET-ONE ARE THE FOLLOWING:	42
K-W ACTIVATOR	42
K-W ACTIVATOR	43
K-W-L ACTIVATOR/SUMMARIZER	47
K-W-L-U ACTIVATOR/SUMMARIZER	48
Strategies for Preparing Students to Understand and Process Information	50
FIGURE 2-2	52
FIGURE 2-3	54
FIGURE 2-4	56
Connecting Learning to the “Real World”	60
Conclusion	64
References	64
3 Classroom Management: With a Section on the Effective Use of Homework	67
Variables to Consider When Constructing a Classroom Management Plan	68
Rules/Standards, Routines and Expectations	72
Teaching Routines and Expectations	78
SAMPLE LETTER EXPLAINING HOMEWORK FOR THE FIRST TWO WEEKS OF SCHOOL	81
SAMPLE LETTER EXPLAINING HOMEWORK POLICIES AND PROCEDURES	82
HOMEWORK EXPECTATIONS	83
HELPFUL HOMEWORK HINTS	83
Student Self-Assessment of the Expectations for Routines Using Rubrics and Criteria Sheets	86
CHECKLIST FOR SUCCESS IN A HIGH SCHOOL CLASSROOM	87
MID-QUARTER 1: SELF-ASSESSMENT MIDDLE SCHOOL SCIENCE	88
Obtaining, Maintaining and Regaining Student Attention	92
FIGURE 3-1	95
Reinforcement of Appropriate Behavior and Consequences for Inappropriate Behavior	96
Students Who Do Not Respond to Our Classroom Management Plan	97
Teacher–Student Relationships and Classroom Management	99
Getting Started	100
SAMPLE ELEMENTARY CLASSROOM MANAGEMENT PLAN	102
SAMPLE HIGH SCHOOL BEHAVIOR MANAGEMENT PLAN	106
ROBERT CONDON INDIVIDUAL BEHAVIOR PLAN	108
Conclusion	110
References	110
4 Differentiating Instruction to Meet the Needs of Diverse Learners (Learning Styles, Learning Rate and Cultural Differences): With Strategies for Closing the Achievement Gap	111
What Is Differentiated Instruction?	112
TABLE 4-1	112
Role of Teacher	114
Differentiating by Readiness	116
ANSWER TO THE LEMONADE STAND PROBLEM	120
DIFFERENTIATING INSTRUCTION EXEMPLAR: ELEMENTARY MATHEMATICS	121
DIFFERENTIATED INSTRUCTION PLANNING TEMPLATE	124
Differentiating Instruction for Varied Learning Style, Culture and Gender	129
FIGURE 4-1	130
TABLE 4-2	132
TABLE 4-3	132
TABLE 4-4	133
First Steps to Differentiating Your Instruction Based on Learning Profile	137
FIGURE 4-2 PERSONAL MATHEMATICS LEARNING PROFILE	138
FIGURE 4-3 ENDANGERED ANIMAL PROJECT	139
Differentiating by Interest Through Project-Based Work	140
FIGURE 4-4 WELCOME TO THE WORLD OF INVENTORS AND INVENTIONS	142
FIGURE 4-5 MY PLANNING SHEET FOR INVENTORS AND INVENTIONS	.143
FIGURE 4-6 NOTE-TAKING SHEET	144
FIGURE 4-7 INVENTOR PROJECT TIMELINE	145
Differentiating Content (Information and Skills), Process and Product	145
Using Instructional Strategies to Differentiate Instruction	148
TABLE 4-5 POETRY CONTRACT	153
TABLE 4-6	155
FIGURE 4-8	156
FIGURE 4-9	157
FIGURE 4-10	157
FIGURE 4-11	158
FIGURE 4-12	159
Bloom’s Taxonomy	160
TABLE 4-7	161
Assessing and Improving Your Lessons by Increasing Differentiation	162
FIGURE 4-13 USING DIFFERENTIATED INSTRUCTION TO MODIFY A LESSON THAT IS A MISMATCH FOR SOME STUDENTS	163
Conclusion	163
References	163
5 Questioning Practices That Improve Student Performance and Promote Higher Order Thinking	165
Introduction	165
Purposes of Questioning	166
FIGURE 5-1	167
FIGURE 5-2	174
Asking Students Questions	178
FIGURE 5-3 TYPES OF QUESTIONS	178
Asking Questions	183
Conclusion	197
References	198
6 Using Teacher-Made, Local and State Assessments to Inform Your Instruction	199
Definition and Purpose of Assessment	199
FIGURE 6-1 USING RESULTS TO IMPROVE PERFORMANCE	200
Assessment for Learning	201
FIGURE 6-2	201
FIGURE 6-3 CREATING AN EFFECTIVE PERFORMANCE ASSESSMENT	207
FIGURE 6-4 NIGHT OF THE TWISTERS ASSESSMENT	208
NIGHT OF THE TWISTERS ASSESSMENT RUBRIC	209
FIGURE 6-5	210
FIGURE 6-6 OBSERVING LEARNING	211
FIGURE 6-7 PARAGRAPHON PROBABILITY	213
FIGURE 6-8	213
FIGURE 6-9 IDEAS FOR STUDENT PRODUCTS	214
Student Self-Assessment: A Key Ingredient in the Assessment Process	216
FIGURE 6-10 BENEFITS OF SELF-ASSESSMENT	216
FIGURE 6-11 ALL ABOUT MY LEARNING	217
FIGURE 6-12 STUDENT SELF-ASSESSMENT	219
FIGURE 6-13 SELF-ASSESSMENT: READING	220
FIGURE 6-14 EVALUATING MY PROBLEM-SOLVING SKILLS	221
FIGURE 6-15 REFLECTION QUESTIONS	221
FIGURE 6-16 ASSESSMENT FORM FOR DISCUSSION GROUPS	222
FIGURE 6-17 MY CONTRIBUTION TO GROUP WORK	223
FIGURE 6-18 ASSESSMENT FORM FOR PROBLEM-SOLVING GROUPS	224
FIGURE 6-19 ASSESSING OPEN-RESPONSE QUESTIONS	225
FIGURE 6-20 EDITING CHECKLIST	226
FIGURE 6-21	228
FIGURE 6-22 HOLISTIC PROBLEM-SOLVING RUBRIC	231
FIGURE 6-23 ORAL PRESENTATION RUBRIC	232
FIGURE 6-24 NEEDHAM ELEMENTARY SCHOOL: WRITING RUBRIC FOR GRADE FIVE	235
FIGURE 6-25	236
District, State and National Assessments	241
FIGURE 6-26 GRADE 4—334 STUDENTS	243
GRADE 4—PERCENTAGE OF STUDENT SCORES IN EACH INTERVAL	243
Conclusion	246
References	246
7 Raising Students’ Intelligence and Motivation by Teaching “Effective Effort” Strategies	249
Intelligence as a Single Entity and Primarily Due to Heredity	251
FIGURE 7-1	253
Intelligence as Having Multiple Components That May Be Enhanced by Home and School Factors	254
Learnable Intelligence	256
Making Kids Smarter in Schools	258
Strategies for Motivating Students by Developing an Incremental Belief About Intelligence	260
FIGURE 7-2	267
Examples of Developing in Students Strategies That Will Make Them Smarter	268
Developing Proficient Mathematical Problem Solvers	278
Conclusion	281
References	281
8 The Brain and Student Learning	283
Introduction	283
Nuts and Bolts of the Brain	284
FIGURE 8-1	285
The Brain and Learning	286
FIGURE 8-2	287
The Brain and Memory	288
TABLE 8-1	289
The Brain and Reading	290
The Brain and Mathematics	291
Left Brain vs Right Brain	293
Multiple Intelligence Theory	294
Learning Systems Theory	295
Educational Strategies for Brain-Compatible Learning	297
TABLE 8-2	303
Conclusion	307
References	307
9 Working Effectively With Parents	309
Strategies for Increasing Success in a Difficult Parent Conference	311
Involving the Uninvolved Parent	314
Strategies for Difficult Parent Conferences	318
ACTIVITY SHEET 1 STRATEGIES FOR DIFFICULT PARENT CONFERENCES	319
ACTIVITY SHEET 2 STRATEGIES FOR DIFFICULT PARENT CONFERENCES	321
ACTIVITY SHEET 3 STRATEGIES FOR DIFFICULT PARENT CONFERENCES	323
Tips for Successful Curriculum Night Presentations for Parents	325
NEWSLETTER—OCTOBER 26, 2001	330
THE “WRITE” STUFF	333
WELCOME TO SHS BIOLOGY!	338
Student portfolios as a means for communicating to parents	343
Effectively Using E-mail for Parent Communication	344
References	345
10 Researching and Reflecting on Our Teaching to Improve Student Learning and Achievement	347
Teacher Research Across the Professional Life-Span	347
FIGURE 10-1	348
Understanding the Power of Teacher Research	348
A Framework for Conducting a Study in Our Own Classrooms	349
FIGURE 10-2	350
FIGURE 10-3	351
FIGURE 10-4	353
FIGURE 10-5	354
FIGURE 10-6	355
An In-Depth Look at Examples of Teacher–Researchers’ Studies	357
FIGURE 10-7	357
FIGURE 10-8	359
FIGURE 10-9	361
FIGURE 10-10	365
FIGURE 10-11	366
A More Comprehensive Research Study	368
FIGURE 10-12	369
Bibliography for Teacher–Researchers	375
Conclusion	376
References	376
11 Teachers Professionally Developing Teachers: Peer-Reflection Partners, Lesson Study, Peer Coaching and Peer Observation	379
Peer-Reflection Partners	380
Peer-Reflection Partners as a Key Component in Professional Development	382
FIGURE 11-1	384
Characteristics of Effective Peer-Reflection Partners	385
Choosing a Project	386
Lesson Study	391
DIFFERENTIATING INSTRUCTION LESSON: LANGUAGE ARTS GRADES 2 OR 3	393
Gathering Data Through Classroom Observation	395
RUBRIC TO ASSESS THE DEVELOPMENT OF YOUR NOTE-TAKING SKILLS	400
References	415