Effective Teaching Strategies/
Classroom Instruction That Works
An Examination of Research-Based Best Practices
For Web-based resources, go to: http://stantonteachers.wikispaces.com/PD+3-28-13
Stanton Elementary School March 28, 2013
Table of Contents
Introduction
Pre-assessment/Review 7
Category: Nonlinguistic Representations 37
Strategy: Nonlinguistic Representations
Category: Practice and Homework 43
Strategy: Practice
Strategy: Homework
Category: Similarities and Differences
Strategy: Comparing
Strategy: Classifying
Strategy: Metaphor
Strategy: Analogies
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Notes: Key Information for Each Strategy 55
Effective Instructional Strategies References and Resources 58
Introduction
This workshop focuses on the most foundational level of education: namely, the competence and expertise of teachers. Focusing on best practices will allow participants to validate current beliefs, actions and behaviors they already incorporate into their daily instruction. The workshop also presents new approaches and possibilities for teachers whose ‘ditty-bag’ of effective strategies need enhancement. For some classroom practitioners, methods courses happened long ago. This workshop offers a sort of ‘dusting-off’ of what was once learned but perhaps not put into regular practice. For newer teachers, this workshop offer extension beyond their university coursework and apprenticeship. Whether a fairly new teacher practitioner or veteran teacher, this seminar presents a new way of considering student successes and learning gaps while preparing participants to be highly successful when planning and delivering instruction thus improving student achievement.
In this seminar, participants will:
· Learn about the background and research supporting each strategy
· Learn how to pinpoint optimal timing or alignment with CT and/or Common Core Standards for each strategy (the when-to-use factor)
· Learn how to implement each strategy, through studying examples and models provided and immediate practice of the strategy
· Collaborate with colleagues about instruction (teaching and learning)
The content of this session will immediately provide teachers with information which, when applied, will increase effectiveness, improve efficiency, and translate to more successful learning for students. In addition, many schools have successfully adopted school-wide strategies (a fractal initiative), thus effectively converting to an approach that views learning and consistency (QFIC) as everyone’s responsibility. In schools where effect and cause data are analyzed, expectations are commonly established by mandating a unified and systemic and systematic application of strategies that have disproportionate impact on learning.
Key: In this workshop, we focus on how to effectively teach students and how to plan for appropriate, learning activities that involve and require critical thinking.
Norms for Optimal Learning Environment
· Respect for your prior experience and respect for others in the room
· Cell phones in “manner mode” (i.e., off or silenced)
· Complete engagement
o Full participation in all activities and complete attendance for duration of seminar
o Active listening so you are able to respond when called upon
· No side conversations or distractions
Objectives
· Listen to and discuss research on highly effective instructional methods
· Study the modeling of strategies
· Plan implementation/application of the focus strategies at your grade level
· Learn from working with colleagues
Seminar Structure
As the seminar progresses, the following will take place with each strategy:
1. WHAT/WHY - Background and Research
2. HOW - Examples, Models
3. PRACTICE - Extending Understanding
4. PLANNING TO APPLY - Application/Planning for Implementation
Synthesis of Research
What Works: Categories of Effective Instructional Strategies from Classroom Instruction That Works
1. Identifying Similarities and Differences
2. Summarizing and Note Taking
3. Reinforcing Effort and Providing Recognition
4. Homework and Practice
5. Nonlinguistic Representations
6. Cooperative Learning
7. Setting Objectives and Providing Feedback
8. Generating and Testing Hypotheses
9. Cues, Questions, and Advance Organizers
Source: Marzano, Pickering, & Pollock, Classroom Instruction That Works (ASCD, 2001).
What Works: Categories of Effective Instructional Strategies from Classroom Instruction That Works 2nd Edition
1. Setting Objectives and Providing Feedback
2. Reinforcing Effort and Providing Recognition
3. Cooperative Learning
4. Cues, Questions, and Advance Organizers
5. Nonlinguistic Representations
6. Summarizing and Note Taking
7. Assigning Homework and Providing Practice
8. Identifying Similarities and Differences
9. Generating and Testing Hypothesis
Source: Dean, Hubbell, Pitler & Stone, Classroom Instruction That Works (ASCD 2012)
Effective Instructional Strategies
What effect did implementation of strategies have on student learning?
In looking at the focus strategies for today, what do you prior knowledge do you have about each strategy? (Nonlinguistic Representation, Practice, Homework, Comparing, Classifying, Metaphor, Analogies)
Today will be a success if:
A Question I have about strategies before we begin:
Category: Nonlinguistic Representations
Research/Foundation
· Many names: visual tools, graphic organizers, thinking maps, radiant thinking
· Dual-coding (linguistic, visual, kinesthetic)
· The more forms that are used simultaneously, the better students think about knowledge and recall information
Strategies
Nonlinguistic Representation
Strategy: Nonlinguistic Representations
· Examples of tools, graphic organizers:
o Brainstorming webs: mind mapping, webbing, clustering for personal knowledge
o Task-specific organizers: life cycles, text structures, decision trees for isolated content tasks
o Thinking process frames: concept mapping, metacognition, systems thinking for transfer across disciplines
Models and Examples
Examples:
Web; Cluster / Double-Web; Double-CellClassifying Tree or T / Sequence; String; Flow
Cause/Effect; Multiflow; Problem Solution / Mind Map; Concept Map
Radiant Thinking Application:
Nonlinguistic Representation – CITW p. 63: Notes and ideas from reading and small group discussion
Nonlinguistic Representation: Planning for Implementation/Application
Category: Homework and Practice
“Homework and practice are instructional techniques that are well known to teachers. Both provide students with opportunities to deepen their understanding and skills relative to content that has been initially presented to them.”
—Robert Marzano, Classroom Instruction That Works (ASCD, 2001), p. 60
Research/Foundation
Both homework and practice provide students with opportunities to expand their knowledge and deepen their understanding about concepts and skills.
Strategies
1. Homework
2. Practice
Strategy: Homework
· Vary amount of homework by grade level; general guideline of 10 minutes per grade level
· Minimize parental involvement
· Identify specific purpose for homework assignment (sell it…)
· Create time for homework to be completed DURING SCHOOL
· Provide feedback on assignments
Positives
· Immediate achievement and learning
· Long-term academic benefits
· Nonacademic benefits
· Allows practice, preparation, extension, and integration linking other content areas
Negatives
· Discipline issues related to lack of effort – impossible to climb out of a failing grade average
· Proportionality: homework grades high but test scores low OR homework grades low but test scores high
· Parent frustration
· Too much homework to be completed nightly especially for students who have other responsibilities outside of school (sports, work, music, volunteering)
· Time invested in grading
· Students not valuing grades or comments
· Returned to students after the three day ‘rule’ (not long-term, extensive projects)
Homework Options
· What motivates students?
o Choice
o Empowerment
o Competence
· How can we transform homework from drudgery into engagement?
o Let students CHOOSE
o Design interesting, motivating, engaging assignments
o ‘Layering’ (Kathy Nunley)
Kathy Vatterott - “The Homework Lady” – Many articles on her website and there are many interesting and informative videos on You Tube.
Models and Examples
How much time do you spend grading papers?
Date / Assignment / Level of Thinking (Bloom’s Taxonomy) / Return Rate / Average Grades / Time to GradeMar. 12 / 15 equations / Application / 65% / 74% / 100 students = (1500 problems) x 4 min. per paper = 6.67 hours (implies more than just looking at the response; conducting an error analysis is expected)
Mar. 13 / 3 short-constructed questions / Synthesis / 72% / 54% / 100 students x 5 min. per paper = 8.33 hours
Mar. 14 / Create a cause/effect multiflow representation / Knowledge / 83% / 95% / 100 x 2 min. per paper= 3.33 hours
Mar. 15 / Read chapter and answer 17 questions (mixed multiple-choice and short-answer formats) / Recall, comprehension / 36% / 67%
Homework: Notes and ideas from reading CITW p. 103 and small group discussion
Homework: Planning for Implementation/Application
Strategy: Practice
· Massed practice—skill, process: frequent repetitions
· Distributive practice—concepts: develop understanding over time
· Mastering a skill requires a fair amount of focused practice
· 24 repetitions = 80% competency
Models and Examples
There are two basic types of practice:
Massed—Focused / DistributiveSkills, processes
o This implies multiple repetitions closely scheduled
o It takes about 24 practice opportunities for a skill/process to result in 80% mastery
Example: Math equations, problems
Example: Setting up for a science experiment with all equipment ready
Example: Reinforcing vocabulary study / Concepts, generalizations
o To create depth of understanding, the concept is developed over time with multiple explanations and multiple reading, viewing. and listening opportunities
Example: Revolutions
Example: Survival
Example: Cause and effect
Practice: Notes and ideas from reading CITW p. 109 and small group discussion
Practice: Planning for Implementation/Application
Category: Identifying Similarities and Differences
Research/Foundation
· Basic to human thought
· Core of all learning and thinking
· Explicit guidance enhances students’ understanding and ability to use knowledge
· Process is key to deep thinking and reflection
· Focus on important details and information
Strategies
1. Comparing
2. Classifying
3. Metaphor
4. Analogy
Strategy: Comparing
· Examine information for similarities and differences
· Focus on important details and characteristics of information related to concepts and skills/processes
· Develop thinking skills (sequence)
· Frequent opportunities to summarize AFTER gathering information (over time)
· Matrix serves as a ‘house’ for most important information/findings
· Various tools may be used (matrix, Venn, three-column); enhancement of comparative thinking
Models and Examples
Volleyball / Baseball / Football / Soccer# on team
Key equipment
Regulation time for game
Point system
Colonies →
------
Characteristics
to Examine ▼ / Virginia / Massachusetts / New York
Example:
Example:
Comparing: Notes and ideas from reading CITW p. 122 and small group discussion
Comparing: Planning for Implementation/Application
Strategy: Classifying
· Organize information into groups based on categories (e.g., similar qualities, traits)
· Classify after comparing
· Synonyms: sort, classify, organize, group, categorize, differentiate
· Apply tools/formats (e.g., tree frame, columns)
· Develop thinking skills
Models and Examples
Music
Students listen to various examples of music then sort information by important attributes, entering specific information about the piece/selection.
Composer / Genre / Style / Title / Time PeriodJohn Lennon / Rock ‘n’ roll / Guitar, drums, vocals / “Hard Day’s Night” / 1960s
J. S. Bach / Baroque / Chamber orchestra / Brandenburg Concerti / Early 1700s
Ludwig van Beethoven / Classical/Romantic / Symphony orchestra / Sixth Symphony (Pastoral) / Late 1700s to early 1800s
Algebra I—Factoring
Common Factor / Difference of Squares / Trinomial Squares / Typex² + bx + c / Type
ax² + bx + c
2x² + 4x / x² – 4 / x² + 6x + 9 / x² – 5x + 6 / 2x² – 5x – 3
2x(x + 2) / (x + 2) (x – 2) / (x + 3)² / (x – 3) (x – 2) / (2x + 1)(x – 3)
Language Arts—would increase in sophistication as grade level increases
Positive Emotions / Negative Emotions / Sensory Words: Sight / Sensory Words: Sound / Strong VerbsEcstatic
Encouraged
Exuberant
Generous
Hopeful
Overjoyed
Reverent / Betrayed
Disgusted
Impetuous
Rejected
Reviled
Unhappy
Vulnerable / Crystal clear
Flashing
Foggy
Murky
Opaque
Shaded
Translucent / Booming
Clanking
Honking
Roaring
Swishing
Ticking
Whizzing / Chastised
Crooned
Dreaded
Outwitted
Shrieked
Throttled
Wrenched
Example:
Draw a Classification Tree
Classifying: Notes and ideas from reading CITW p. 124 and small group discussion
Classifying: Planning for Implementation/Application
Strategy: Metaphor
· Many types of metaphors
· Identify a general or basic pattern for/characteristic of topic, then compare it to something that appears quite different but actually has a similar pattern or characteristic
· Literal to abstract with literal relationship
· Use concrete process to enhance high level thinking about various and seemingly unrelated events, ideas, products, processes
· Metaphors trigger a leap of understanding if chosen carefully with students in mind
· Use metaphor to speed ownership of concept and/or skill/process
Models and Examples
Concept, idea, process or skill (not yet known by students) / Descriptors / ExamplesHeadache / Pounding
Pain
Noise
Tension / Jack hammer
Semi
Rubber band
Vice grip
Equation / Balance
Recipe / Scale
Guide
Cell Division / Breaking apart
Copying (replicating) / Printer (making multiple copies)
Examples
A variety of grade-level examples:
Unknown Concept/Process/Idea / Known Concept/Process/IdeaSteps involved in conducting a science experiment / Cooking—following a recipe
Eating well—healthful foods / High-octane gasoline in car
Nucleus of a cell / Heart in the body
Writing a poem / Dancing with words
Attack on Pearl Harbor / 9/11—New York, Pentagon
Other Examples:
Metaphor: Notes and ideas from reading CITW p. 126 and small group discussion
Metaphor: Planning for Implementation/Application
Strategy: Analogies
· Formats:
o ____ is to ____ as ____ is to ____
o Bridge frame (connected analogies)
· Focus on relationships to relationships
· Process: analyze given pair or set, determine relationship THEN determine the missing element in other pair(s)
· Require students to use a method to analyze
· Help students see relationships between what may appear to be unrelated pieces of information/concepts/skills
· Mental warm-up: daily analogies
· Many types of analogies
o Synonyms
o Antonyms
o Association
o Part to Whole
o Class Member
o Cause/Effect
o Object/Function
Models and Examples
Some types and examples of analogies at various grade levels:
Cause/Effect / hurricane : water surge :: earthquake : ______Object/Function / hammer : pound nails :: screwdriver : ______
Membership / even : 4 :: ____ : 13
tiger : feline :: cow : ______
Synonym / disheveled : tousled :: abrupt : curt
Intensity / warm : hot :: cool : ____
Antonym / timid : bold :: ______ : industrious
Part/Whole / digit : number :: letter : ______
Object/Characteristic / compass : ______:: sundial : time
Association / famine : food :: drought : _____
sailor : ocean :: _____ : field
Content Examples: