Instruction
TECHNOLOGY INTEGRATION AND E-LEARNING
The Metropolitan School District of Steuben County believes that effective technology integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback with teachers, and connection to real-world experts. Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals.
Continuous Learning Plan
Virtual Learning Contract
Implementations in technology include:
Student Devices: Chromebooks Grades K-12
Google Applications and Google Classroom
Additional District Approved Web Tools
The Metropolitan School District of Steuben County believes that effective technology integration must happen across the curriculum in ways that research shows deepen and enhance the learning process. In particular, it must support four key components of learning: active engagement, participation in groups, frequent interaction and feedback with teachers, and connection to real-world experts. Effective technology integration is achieved when the use of technology is routine and transparent and when technology supports curricular goals.
Continuous Learning Plan
Virtual Learning Contract
Implementations in technology include:
Student Devices: Chromebooks Grades K-12
Google Applications and Google Classroom
Additional District Approved Web Tools
EVIDENCE-BASED INSTRUCTIONAL PRACTICES
Instructional strategies
Researchers at Mid-Continent Research For Education and Learning (McREL) have identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels. These strategies are explained in the book Classroom Instruction That Works by Robert Marzano, Debra Pickering, and Jane Pollock.
1. identifying similarities and differences
2. summarizing and note taking
3. reinforcing effort and providing recognition
4. homework and practice
5. nonlinguistic representations
6. cooperative learning
7. setting objectives and providing feedback
8. generating and testing hypotheses
9. cues, questions, and advance organizers
1. identifying similarities and differences
2. summarizing and note taking
3. reinforcing effort and providing recognition
4. homework and practice
5. nonlinguistic representations
6. cooperative learning
7. setting objectives and providing feedback
8. generating and testing hypotheses
9. cues, questions, and advance organizers
ACADEMIC VOCABULARY
Education researcher Robert J. Marzano suggests that we can help close the achievement gap by explicitly teaching subject-specific academic vocabulary to those students who are lacking the background knowledge to succeed in school. The Metropolitan School District of Steuben County has identified grade level specific vocabulary and uses Marzano’s Six-Step Process for instruction of these words.
DEPTH OF KNOWLEDGE LEVELS (DOK)
| Level 1 Recall |
Level 2 Skill & Concept |
Level 3 Strategic Thinking |
Level 4 Extended Thinking |
| · Recall elements and details of story structure, such as sequence of events, character, plot and setting. · Conduct basic mathematical calculations. Label locations on a map. · Represent in words or diagrams a scientific concept or relationship. · Perform routine procedures like measuring length or using punctuation marks correctly. · Describe the features of a place or people. |
· Identify and summarize the major events in a narrative. · Use context cues to identify the meaning of unfamiliar words. Solve routine multiple-step problems. · Describe the cause/effect of a particular event. Identify patterns in events or behavior · Formulate a routine problem given data and conditions. · Organize, represent and interpret data. |
· Support ideas with details and examples. · Use voice appropriate to the purpose and audience. · Identify research questions and design investigations for a scientific problem. · Develop a scientific model for a complex situation. · Determine the author’s purpose and describe how it affects the interpretation of a reading selection. · Apply a concept in other contexts. |
· Conduct a project that requires specifying a problem, designing and conducting an experiment, analyzing its data, and reporting results/ solutions. · Apply mathematical model to illuminate a problem or situation. · Analyze and synthesize information from multiple sources. · Describe and illustrate how common themes are found across texts from different cultures. · Design a mathematical model to inform and solve a practical or abstract situation. |
MULTI TIER SYSTEMS OF SUPPORT (MTSS)
MTSS is a framework that many schools use to provide targeted support to struggling students. It focuses on the “whole child.” MTSS supports academic growth and achievement, but it also supports many other areas. This includes behavior, social and emotional needs, and absenteeism. More information can be found by accessing this link. https://www.pbis.org/school/mtss
