Seven Steps to Highly Effective Teaching:
TIP Your CAP
Keywords:
lesson planning, instructional practices, teacher education, unit planning
Abstract
Today’s educators receive continued professional development on “best practices” that they are expected to implement. Nevertheless, given the many demands on educators’ time, it is easy for them to become overwhelmed in regard to how to implement these practices in their classrooms. Further, there is no simple, yet robust, framework to incorporate these trainings into daily practice, and there is a considerable gap in the research that connects lesson planning and implementation to unit design. This article presents a framework, Seven Steps to Highly Effective Teaching: TIP your CAP, for educators to use when planning lessons and units of study. The seven steps are outlined in this article, with a focus on lesson planning. The lesson is described in Steps 5 to 7, the TIP of the CAP: T (together to launch the lesson), I (interactive activities), P (pulling back together to summarize).
References
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Wright, S.P., Horn, S.P., & Sanders, W.L. (1997). Teachers and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11, 57-67.
Yoon, K., Duncan, T., Lee, S., Scarloss, B., & Shapley, K. (2007). Retrieving the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007-No. 033). Retrieved from http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/REL_2007033.pdf
CAST Inc. (1999-2013). Transforming education through universal design for learning. Retrieved from http://www.cast.org (Address: 40 Harvard Mill Square #3, Wakefield, MA 01880)
Center on Great Teachers and Leaders at American Institutes for Research. (2014, April). From good to great: Exemplary teachers share perspectives on increasing teacher effectiveness across the career continuum. Source: Survey Results: Teacher Perspectives on Factors Influencing Effectiveness (Center on Great Teachers and Leaders & National Network of State Teachers of the Year, 2014)
Chetty, R., Friedman, J., & Rockoff, J. (2011). The long-term impacts of teachers: Teacher value-added and student outcomes in adulthood (Working Paper 17699). Retrieved from National Bureau of Economic Research website: http://www.nber.org/papers/w17699
Chenoweth, K. (2009). How it’s being done: Urgent lessons from unexpected schools. Cambridge, MA: Harvard Education Press.
Darling-Hammond, L. (2000). Teacher quality and student achievement. Education Policy Analysis Archives, 8, 1–44. Retrieved from http://epaa.asu.edu/ojs/article/view/392/515
deFrece, R. (2010). Planning for success: Optimizing your teaching. General Music Today, 24(1), 32–40.
Dunn, R., Craig, M., Favre, L., Markus, D., Pedota, P., Sookdeo, G., Stock, J., & Terry, B. (2010). No light at the end of the tunnel vision: Steps for improving lesson plans. Clearing House, 83(5), 194–206. doi:10.1080/00098650903507460
Dunn, R., & Dunn, K. (2005). Thirty-five years of research on perceptual strengths. The Clearing House, 78(6), 273–276.
Ediger, M. (2004). Psychology of lesson plans and unit development. Reading Improvement, 4(4), 197–207.
Flynn, P., Mesibov D., Vermette, P., & Smith, R. (2004). Applying standards based on constructivism. Larchmont, NY: Eye on Education.
Gardner, H. (2011). Frames of mind: The theories of multiple intelligences. New York, NY: Basic Books.
Gupta, P. (2005). Primacy and recency in nonword repetition. Memory, 13(3/4), 318–324.
Hardiman, M. (2012). The brain-targeted teaching model for 21st-century schools. Thousand Oaks, CA: Corwin.
Heck, R. (2007). Examining the relationship between teacher quality as an organizational property of schools and students’ achievement and growth rates. Administration Quarterly, 43, 399–432.
Hovland, C., Mandel, W., Campbell, E., Brock, T., Luchins, A., Cohen, A., McGuire, W., Janis, I., Feierabend, R., & Anderson, N. (1957). The order of presentation in persuasion. New Haven, CT: Yale University Press.
Jones, J., Jones, K., & Vermette, P. (2011). Six common lesson-planning pitfalls—recommendations for novice educators, Education, 131(4), 845–864.
Kovach, J. (2014). Leadership in the classroom. Journal for Quality and Participation, 37(1), 39–40.
Lee, Y., & Takahashi, A. (2011). Lesson plans and the contingency of classroom interactions. Human Studies, 34(2), 209–227.
McCaffrey, J. R., Lockwood, D. F., Koretz, D. M., & Hamilton, L. S. (2003). Evaluating value-added models for teacher accountability [Monograph]. Santa Monica, CA: RAND Corporation. Retrieved from http://www.rand.org/content/dam/rand/pubs/monographs/2004/RAND_MG158.pdf
National Academy of Education. (2009). Education policy white paper on standards, assessments, and accountability. Washington, DC: Author.
National Governors Association Center for Best Practices, Council of Chief State School Officers. (2010). Common core state standards for English language arts & literacy in history/social studies, science, and technical subjects. Washington, DC: Author.
Nicolucci, S. (2010). No wasted moments planning purposeful transitions. Music Educators Journal, 96(3), 39–43.
Nye, B., Konstantopoulos, S., & Hedges L. V. (2004). How large are teacher effects? Educational Evaluation and Policy Analysis, 26(3), 237–257.
Rinne, L., Gregory, E., Yarmolinskaya, J., & Hardiman, M. (2011). Why arts integration improved long-term retention of content. Mind, Brain, and Education, 5(2), 89–96.
Rivkin, S., Hanushek, E., & Kain, J. (2005). Teachers, schools, and academic achievement. Econometrica, 73(2), 417–458.
Rowan, B., Correnti, R., & Miller, R.J. (2002). What large-scale survey research tells us about teacher effects on student achievement: Insights from the Prospects study of elementary schools. Teachers College Record, 104, 1525-1567.
Stein, Z., & Fischer, K. (2011). Directions for mind, brain, and education: methods, models, and morality. Educational Philosophy & Theory, 43(1), 56–66.
Teaching Channel. (2014). Teacher videos, community, lessons & more. Retrieved fromhttps://www.teachingchannel.org/videos/class-starting-teaching-strategy
Tomlinson, C. (1999). The differentiated classroom: Responding to the needs of all learners. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C. (2001). How to differentiate instruction in mixed-ability classrooms. Alexandria, VA: Association for Supervision and Curriculum Development.
Tomlinson, C., & Lou, E. (2012). Teach up for excellence. Educational Leadership, 69(5), 28–33.
Unsworth, N., Brewer, G., & Spillers, G. (2011). Inter-and intra-individual variation in immediate free recall: An examination of serial position functions and recall initiation strategies. Memory, 19(1), 67–82.
Wiggins, G., & McTighe, J. (1998). Understanding by design. Alexandria, VA: Association for Supervision and Curriculum Development.
Wiggins, G., & McTighe, J. (2005). Understanding by design (2nd ed.). Alexandria, VA: Association for Supervision and Curriculum Development.
Wright, S.P., Horn, S.P., & Sanders, W.L. (1997). Teachers and classroom context effects on student achievement: Implications for teacher evaluation. Journal of Personnel Evaluation in Education, 11, 57-67.
Yoon, K., Duncan, T., Lee, S., Scarloss, B., & Shapley, K. (2007). Retrieving the evidence on how teacher professional development affects student achievement (Issues & Answers Report, REL 2007-No. 033). Retrieved from http://ies.ed.gov/ncee/edlabs/regions/southwest/pdf/REL_2007033.pdf
Published
2019-07-31
Section
Articles
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