Lovell High School Big Horn County School District #2

Skip to main content
Mobile Menu

Curriculum

The following information is summaries from book studies and trainings done by staff members of Lovell High School. These instructional strategies are considered best practice and are what we as a staff strive to achieve.

 

Classroom Instruction that Works (2012) by Marzano 

Good teachers 

  • Create an environment for learning 
  • Set objectives 
  • Provide feedback 
  • Reinforce effort 
  • Provide recognition 
  • Use cooperative learning 
  • Help students develop understanding 
  • Use cues, questions and advanced organizers 
  • Use nonlinguistic representations 
  • Help students with summarizing and note taking 
  • Carefully assign homework and provide practice 
  • Help students extend and apply knowledge 
  • Help students identify similarities and differences 
  • Use Venn diagrams 
  • Create metaphors 
  • Create analogies 
  • Generate and test hypotheses 
  • Use systems analysis 
  • Employ problem solving 
  • Employ experimental inquiry 
  • Encourage investigation 
  • Plan instruction using the nine categories of strategies 

 

 

 

The Core Six: Essential Strategies for Achieving Excellence with the Common Core (2012) by Silver, Dewing & Perini 

Good teachers 

  • Capture students’ interest 
  • Explain the strategy’s purpose and students’ roles in the strategy 
  • Teach the thinking embedded in the strategy 
  • Use discussion and questioning techniques to extend student thinking 
  • Ask students to synthesize and transfer their learning 
  • Leave time for reflection 
  • Use strategies (in the content area) such as 
  • Reading for Meaning (p. 7) 
  • Compare and Contrast (p. 16) 
  • Inductive Learning (p. 27) 
  • Circle of Knowledge (p. 37) 
  • Write to Learn (p. 50) 
  • Vocabulary’s CODE (Connect, Organized, Deep Process, Exercise) (p. 65) 

 

 

Do I Really Have to Teach Reading?: Content Comprehension, Grades 6-12 (2004) Tovani 

Good teachers 

  • Show students the thinking strategies that proficient readers and writers use when reading 
  • Show fix-up strategies 
  • Use double-entry diaries  
  • “So What?” thinking strategies and diaries 
  • Use mental modeling to give students insight to thinking processes 
  • Show how to read textbooks (especially math) 
  • Model how to stay with a text 
  • Connect students with accessible texts 
  • Use alternative texts 
  • Do not sacrifice rigor 
  • Define purposes of reading/teaching 
  • Help students to hold thinking 
  • Show students how to mark text 
  • Provide students with tips to get “unstuck” 
  • Use comprehension constructors 
  • Double-strategy, double-entry diary 
  • Quad-entry diary 
  • Notes, Connector, Group Notes 
  • Use small groups to discuss reading 
  • Highlight and revisit 
  • Use assessment to drive instruction 

 

Fair Isn’t Always Equal: Assessing and Grading in the Differentiated Classroom (2006) by Wormeli 

Good teachers 

  • Begin with the end in mind 
  • Differentiate instruction 
  • Differentiate assessments 
  • Tier assessments 
  • Create good test questions 
  • Grade carefully and thoughtfully 
  • Are reflective about their own practices 
  • Mentor, model and learn from other good teachers 

 

 

Focus: Elevating the Essentials to Radically Improve Student Learning (2011) by Schmoker 

Good teachers 

  • Use essential “power” standards, so that there is more depth, and less breadth; 
  • Standards are clarified, simplified and prioritized 
  • Attention is given to 21st Century skills 
  • Use “structurally sound lessons” consistently; 
  • Teach/Model/Demonstrate 
  • Use guided practice 
  • Have checks for understanding/formative assessment 
  • Circulate as students underline, annotate, or take notes 
  • Have students pair up and share 
  • Call on random students to share their thoughts 
  • Asks students to quick-write while teacher circulates 
  • Use authentic literacy  
  • This is purposeful and usually argumentative reading, writing and talking 
  • Teach vocabulary 
  • Establish a purpose for reading 
  • Model higher-order reading 
  • Use whole-class discussions and debate 

 

 

Quantum Learning 

Good teachers 

  • Practice brain-based teaching and learning 
  • Remind students of the 8 Keys of Excellence:  
  • Integrity 
  • Failure Leads to Success 
  • Speak with Purpose 
  • This Is It 
  • Commitment 
  • Ownership 
  • Flexibility 
  • Balance 
  • Use effective classroom management: 
  • Call-backs 
  • Environmental control (music, lighting, classroom arrangements, organics, smells, temperature, sound) 
  • Techniques to set the stage for learning through FADE (Foundation, Atmosphere, Design, Environment) 
  • Five tenets of teaching: 
  • Everything speaks 
  • Everything is on purpose 
  • Experience before label 
  • Acknowledge every effort 
  • If it’s worth learning, it’s worth celebrating 
  • Use opening traditions (greet students out in the hall, use music, etc.)  
  • Understand how the brain works to maximize learning and memory, 
  • Paying attention to three educational channels that are 
  • Visual 
  • Kinesthetic 
  • Audial 
  • 3 Big Brain Ideas 
  • We make meaning by connecting to existing schema. 
  • Neurons that fire together wire together. 
  • There is no comprehension without picturing. 
  • Invite students to take responsibility by “living above the line.” 
  • Use the lesson design frame of E-E-L-D-R-C 
  • Enroll 
  • Experience 
  • Learn and Label 
  • Demonstrate 
  • Review 
  • Celebrate 
  • Use mnemonics and power pegs  
  • Encourage students to use the principle of 10-24-7 (Review after 10 minutes, 24 hours, 7 days) 
  • Teach students about visible communication and effective apologies 
  • Teach to different learning styles 
  • Understand Delta – Theta – Alpha – Beta Brainwaves 
  • Attend to the 8 multiple intelligences 
  • Encourage students to use SLANT (Sit up/Lean and look/Ask questions/Nod/Talk to adults) 
  • Teach students about valuing relationships (Big Me Little You) (Big Me Big You) 

 

 

 

TESA (Teacher Expectation Student Achievement) 

Good teachers  

  • Are aware of their perceptions and expectations for students, especially for 
  • Response opportunity 
  • Equitable distribution 
  • Individual helping 
  • Latency 
  • Delving 
  • Higher-order thinking 
  • Feedback 
  • Praise 
  • Reason for praise 
  • Affirm/Correct 
  • Listening 
  • Accepting feelings 
  • Personal Regard 
  • Proximity 
  • Courtesy 
  • Personal interest and compliments 
  • Touching 
  • Desisting 

 

Tools for Teaching Content Literacy (2004) by Allen 

Good teachers 

  • Assess and build content knowledge 
  • K-W-L, K-W-L Plus, B-K-W-L-Q 
  • Skimming and Scanning 
  • List-Group-Label 
  • Book Pass 
  • Text Structures and Supports 
  • Developing Questions for Reading: Concept Ladder 
  • Word Study: Developing Content Vocabulary 
  • Book in a Day 
  • Word Study: How to Learn Content Vocabulary through Context 
  • Admit Slip: Establishing a Purpose for Reading 
  • Anticipating Content: Here and Now, Predict-O-Gram, Story Impressions 
  • Anticipation Guide 
  • Support and monitor comprehension 
  • Reciprocal Teaching 
  • DR-TA (Directed Reading-Thinking Activity) 
  • REAP (Read, Encode, Annotate, Ponder) 
  • Compare/Contrast: Discovering Patterns 
  • Questions Game 
  • TAG (Textbook Activity Guide) 
  • ReQuest 
  • Cornell Note-Taking 
  • QAR (Question-Answer Relationship) 
  • Academic Notebooks: Writing to Learn 
  • Evaluate, extend, and transfer content knowledge 
  • RAFT Writing (Role, Audience, Format, Topic) 
  • Text Highlighting 
  • SPAWN (Special Powers, Problem Solving, Alternative Viewpoints, What-if, Next) 
  • Test-Taking Strategies 
  • PORPE (Predict, Organize, Rehearse, Practice, Evaluate) 
  • Inquiry and Research: I-Charts 
  • GIST (Generating Interactions between Schemata and Texts) 
  • Homework 
  • Exclusion Brainstorming 
  • Exit Slips 

 

 

What Great Teachers Do Differently: 17 Things that Matter Most (2013) by Whitaker 

Good teachers 

  • Establish clear expectations at the beginning of the year and then follow them consistently. 
  • Have high expectations for all students, as well as themselves. 
  • Focus on students first. 
  • Create a positive atmosphere and respect every person. 
  • Have a plan and purpose for everything. 
  • Have empathy for students and care for them. 

 

 

What Works in Schools: Translating Research into Action (2003) by Marzano 

Good schools 

  • Make sure students have every opportunity to learn through a guaranteed and viable curriculum. 
  • Set challenging goals and give effective feedback 
  • Involve the community and parents 
  • Ensure a safe and orderly environment 
  • Maintain collegiality and professionalism 

Good teachers 

  • Use instructional strategies that work 
  • Use effective classroom management 
  • Use effective curriculum design 
  • Understand that students’ home environment, learned intelligence, background knowledge and motivation are all factors in learning and teaching 

 

 

The First Days of School: How to Be an Effective Teacher (2009) by Wong and Wong 

Good teachers 

  • Have good classroom management 
  • Are not “pals” with their students 
  • Have positive expectations for student success (p. 10) 
  • Know how to design lessons for student mastery 
  • Work cooperatively and learn from colleagues (p. 21) 
  • Know that a positive classroom environment is very important 
  • Know that positive, professional dress is very important  
  • Invite students to learn 
  • Increase positive student behavior 
  • Name 
  • Please 
  • Thank you 
  • Smile 
  • Love 
  • Have well-managed classrooms that have (p. 86) 
  • A high level of student involvement 
  • Clear student expectations 
  • Very little wasted time, confusion or disruption 
  • Work-oriented but relaxed and pleasant climate 
  • Have a discipline plan and use it 
  • Establish classroom procedures/Are consistent 
  • Know the objectives the students are to learn before the lesson begins 
  • Use Bloom’s Taxonomy when writing objectives 
  • Use curriculum maps 
  • Grade and remediate for mastery