Monitoring Learning Goals
On pages 168-170 in our text (Dean, 2012), you will see a matrix which is entitled, “Key Instructional Practices for Teaching Types of Knowledge.” Listed on the column is the type of knowledge to be taught, while the middle column focuses on the key instructional practices necessary for that specific type of knowledge. The third column identifies the specific strategies that support each of the various types of knowledge to be taught.
The value of this matrix is that it coordinates the knowledge with the practices, which then align with the various strategies.
To become more familiar with this matrix, make arrangements to visit Visit a classroom in your school or, if you are not currently in a school, make arrangements to visit a classroom in a school nearby. Before going into the classroom;
- Meet with the teacher to explain your assignment and ask the teacher to identify which of the five Types of Knowledge (in the far left column) will you observe being taught.
- Review the matrix for familiarity and what you will be looking for in the center column.
- While in the classroom and in a format of your choosing, take notes of what you see the teacher and students doing and determine if the Type of Knowledge is/was being taught.
- Look at the Key Instructional Practices (center column) and determine whether or not the teacher has met all the practices listed in this column. Justify your findings with statements or classroom actions that indicate this practice was/was not met.
After you have observed the teacher, in four or five well-written paragraphs, comment on the questions below.
- What Type of Knowledge did the teacher tell you s/he would be using?
- What did you see happen in the classroom?
- Did the teacher fulfill the Key Instructional Practices? How do you know? What indicators were present?
- Of the Strategies that Support Teaching (far right column), which most closely resembled what you observed in the classroom?
- If you were to teach this lesson, what would you differently?
- What could you do to help the teacher better utilize the Key Instructional Practices listed in the center column of the matrix?
Do not include the name of the teacher you observed or any identifying information.
Support your statements with evidence from the required studies and your research. Cite and reference your sources in APA style.
Click here for information on course rubrics.
The following materials are required studies for this week. Complete these studies at the beginning of the week and save these weekly materials for future use.
Classroom Instruction that Works (Dean, Hubbell, Pitler, & Stone, 2012)
- Chapter 10: Instructional Planning Using the Nine Categories of Strategies
- What the Data Really Shows: Direct Instruction Really Works (Lindsay, 2012) [Web page]
- Vocabulary Comes from Reading (Krashen, 2012) [PDF]
- Direct Instruction of Academic Vocabulary: What About Real Reading? (Krashen, 2012) [PDF]
- Correlates of Effective Schools: The First and Second Generation (Lezotte, 1999) [Web page]
- Instructional Planning (Teachers.TV, n.d.) [Video]
- Direct Instruction in Action (Education Consumers Foundation, 2012) [Website]
These resources are provided to enhance your overall learning experience. For deeper understanding of the weekly concepts, review these optional resources.
Marzano, R. J. (2003). What works in schools: Translating research into action. Upper Saddle River, N.J.: Pearson.
Marzano, R. J. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Upper Saddle River, N.J.: Pearson.
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