PET MODULE

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PROGRAM FOR EFFECTIVE TEACHING

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Objectives: Understand the premises and focus of the PET Model Examine the components of the PET Model Evaluate the Instructional Skills/Lesson Line Essential Question: “ How will what we do in class today help students become more expert in dealing with specific tasks tomorrow?” -George Hillocks, Jr.

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Primary function of the school is INSTRUCTION. Teachers want to be effective and can be effective if trained in effectiveness The Principal is the instructional leader of the school 98% of students can achieve Four Premises of the PET Model

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What will P.E.T do for me? Effective Efficient Relevant Use of academic learning time Teaching and learning activities to the objectives that need to be mastered by students Successful in causing all children to learn

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I am a Champ ion! Instructional Skills Classroom Management Human Relations Appropriate Selection & Use of Materials and Resources Master of Content Planning Skills TOTAL TEACHING ACT

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Jigsaw Strategy Each of you has a home group . You will leave the home group to meet in your expert groups. Within your expert groups, you will discuss the material and brainstorm ways to present it. Then, you will return to your home group to present your findings.

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I am a Champ ion! Instructional Skills Classroom Management Human Relations Appropriate Selection & Use of Materials and Resources Master of Content Planning Skills

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All components of the PET Model are important. Do you think they are equally important? Is one more important than another? Why or Why not? Think-Pair-Share

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Instructional Skills Why are they so important? Central to the implementation of the other categories to achieve the learning of students The old adage of “She knows her stuff; she just can’t teach it to anybody else” No matter what subject or grade, these skills remain constant

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Instructional Skills Selecting the correct objective at the appropriate level Teaching to the objective Obtaining and Maintaining the focus of the learner on the learning Monitoring and adjusting U se without abusing the principles of learning

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1. Identifying the tentative objective 2. Brainstorming 3. Weeding-out 4. Sequencing; and 5. Forming diagnostic questions Selecting the correct objective at the appropriate level Essential Elements of Task Analysis

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1. Identifying the tentative objective 2. Brainstorming 3. Weeding-out 4. Sequencing; and 5. Forming diagnostic questions

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Think about the levels of Bloom’s Taxonomy. Share with someone next to you and discuss the levels of Bloom’s Taxonomy Report Out! Think-Pair-Share

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In cooperative groups, take a closer look at the Bloom’s document. Use the following questions to guide your group’s thinking. Activity: Cooperative Groups Q: What change in the terms do you notice? Q: How were the terms of Bloom’s changed? Q: What do you find similar/different? Q: How do you see it being used as a planning tool?

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In your Last Letter, First Name Group, take a closer look at the Bloom’s document. Use the following questions to guide your groups thinking. Activity: Cooperative Groups Q: What change in the terms do you notice? Q: How were the terms of Bloom’s changed? Q: What do you find similar/different? Q: How do you see it being used as a planning tool?

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GIVE ONE, GET ONE Write down one important observation or “best” information from the exploration of the Bloom’s Taxonomy. Circulate around the room. Share your idea with someone and collect an idea from him or her. Go to a different person and repeat the process. Give an idea and get an idea. You may not collect more than one idea from any one person. If you find a person who has the same idea that you have, come up with at least one new idea together. You have 90 seconds to collect 6 new ideas.

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EVERY STUDENT CAN LEARN AT EVERY LEVEL!

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The objective is a learning outcome The objective is what 98% of the students taught are supposed to know The objective is a roadmap for the lesson Keep them as simple as possible Should be written in the classroom everyday Writing Objectives Points to Remember

I say, You say!:

I say, You say! I say.... You say.... 21 3x7 PET Program for Effective Teaching Principal I nstructional Leader ICHAMP Task Analysis Breaking the learning into simpler parts Total Teaching Act

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BRAIN BREAK!!

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2. Teaching to the Objective An Old Teacher Tale What teacher has not said or heard, “I got to cover the book (the curriculum)?” Dr. Hunter once stated that covering the book is not the same as students learning the material. Tongue in cheek, she explained, “The best way to cover a book is to sit on it.”