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Effective Practices: Study Guides

The following study guides provide an introduction for each of the Effective Practices video segments (opens in a new window) along with essential questions for each segment. Questions should be introduced to the group prior to viewing the video segment, and discussed with the group following the viewing of an Effective Practice video segment.

  1. The 8-Step Instructional Process
  2. Using Variety in the Classroom
  3. Beginnings, Endings and Transitions
  4. Grouping Students
  5. Questioning for Higher Thinking
  6. Promoting Active Listening
  7. Providing Feedback to Students
  8. Latency/Wait Time


Video Segment One: The 8-Step Instructional Process

Introductory Comments

In this segment, a brief overview of the 8-Step Instructional Process is outlined. The video includes information for contacting the Fulton County coordinator.

Nan Flickinger
Professional Development
(404) 669-8090
flickinger@fulton.k12.ga.us


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Video Segment Two: Variety

Introductory Comments

Variety is the spice of life so the saying goes. In this segment, variety is described as a way of promoting engagement and increasing achievement. Questions to Consider
  1. Describe the ways in which you have successfully used variety to increase learning?
  2. When does variety create interference with learning?
  3. Relate the concept of variety to the learning styles of your students. What will work in your classroom?


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Video Segment Three: Beginnings, Transitions, Endings

Introductory Comments

Pulling the pieces together into a meaningful whole enables students to understand and remember. This segment provides examples of opening, moving through content, and closing lessons.

Questions to Consider

  1. Transitions actually link ideas together so that students can see the whole picture. What wording do you use to accomplish this?
  2. List strategies that are effective for focusing (or beginning) a lesson.
  3. Give an example of a lesson you teach where the beginning and the ending fit together to .package. the content.
  4. Relate the careful use of beginnings, transitions, and endings to your prior knowledge of effective teaching.



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Video Segment Four: Grouping

Introductory Comments

Who should assign groups? Why should groups be used? How can groups be created? These are the kinds of questions addressed in this segment.

Questions to Consider

  1. Name five different ways of grouping students. Consider at least one unique way to use grouping..
  2. Under what conditions should you be intentional about who is placed in each group?
  3. When is random grouping appropriate? What kind of roles or duties can be assigned within the group that will enhance the students. achievement?


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Video Segment Five: Questioning for Higher Thinking

Introductory Comments

Good questions promote thinking. Teachers make a difference through the way they phrase questions and the way they call on stu-dents. This segment gives examples of questions designed to promote higher-order thinking.

Questions to Consider

  1. How are thought-provoking questions phrased?
  2. Why are yes/no questions generally ineffective in pushing for critical thinking?
  3. How can questions be used to differentiate instruction so that ALL students are challenged?


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Video Segment Six: Promoting Active Listening

Introductory Comments

Teachers can adjust what they say and how they say it to engage students in the lesson. This segment demonstrates ways to organize information and check for understanding so that students will listen.

Questions to Consider

  1. Discuss techniques for checking to see whether students have understood. Consider those moments when directions are given as well as those times when content is delivered.
  2. Reflect on your teaching. Is there a pattern to the times when you lose your students? What are you doing when students stop listening? How do you re-engage them?


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Video Segment Seven: Feedback

Introductory Comments

In this segment, effective feedback is differentiated from praise. Feedback enables learners to know what is right, what is wrong, and why.

Questions to Consider

  1. In what ways is praise ineffective in promoting learning?
  2. Give examples of effective feedback.
  3. In what ways might you adjust your own classroom behaviors, language, and procedures to increase effective feedback?


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Video Segment Eight: Latency/Wait Time

Introductory Comments

Allowing time for students to form answers and to reflect on their own responses improves learning. This segment demonstrates a variety of techniques that teachers can use to provide latency/wait time.

Questions to Consider

  1. What makes latency/wait time difficult for teachers to implement?
  2. The practice of asking a question and then using wait time generally promotes learning. Under what circumstances might you want to call a student.s name prior to asking a question?
  3. How will you apply latency/wait time more consistently for your students?

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Questions about Professional Learning: sduoffice@fultonschools.org
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 Fulton County School System
Professional Learning
3121 Norman Berry Drive
East Point GA 30344
Phone: 404-669-8090
http://www.fulton.k12.ga.us/dept/prodev/tleader/eff.shtm
Last Edited: 10 May 2006

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