Effective Classroom Strategies

Classroom Instruction That Works


Warm-Up Which strategy are you most familiar with?

Describe how you have used this strategy in your classroom.

Think-Pair-Share

Debrief


Following Best PracticesBased on current research meta-analysis of 2,455 studies pertaining to instructional practicesIncludes latest knowledge, technology and proceduresResearch continues through McRelSuccessful across student populationsApplies across content areas and grade levels


Classroom Instruction That Works Effect Size


Diane Paynter Video Clip

Importance of 30 years of research

Impact the Essential 9 can have on student achievement

If the effect size for Identifying Similarities/Differences is +1.61, resulting in a percentile gain of 45%, where would the curve indicating the average scores of students be?


Effect Size and the Normal Curve2% 16% 50% 84% 98% 99.9%


Classroom Instruction That Works Effect SizeEffect Size is a unit of measure used with meta-analysis that expresses the increase or decrease in student achievementCohen simplified the range of effect sizesSmall: 0.20 to 0.49Medium: 0.50 to 0.79Large: 0.80 and above


The Instructional Strategy Focus for the DayIdentifying similarities and differences. (ES 1.61)ComparingClassifyingMetaphorsAnalogySummarizing and Note taking (ES 1.00)


Getting Acquainted with the Essential 9Break into groups of 4

Jigsaw the Essential 9 Strategies

As you read underline the most critical statement for each

Report out to group


Using the 9 Instructional Strategies in Lesson/Unit Planning

Clear Learning Goals(#7 Setting Objectives and Providing Feedback)

Students identify and record their own goals(#7 Setting Objectives and Providing Feedback)

1.2.Beginning of the Unit/Lesson


During the Unit Phases of Learning Blank Lesson Plan Guide

Introducing New Knowledge6 possible strategies

Monitoring Learning Goals3 possible strategies

Practicing, Reviewing and Applying Knowledge3 possible strategies


During the UnitIntroducing New Knowledge1.Guide students to recall what they already know about the topics. (#9 Cues, Questions, Advance Organizers)

2.Provide students with ways of thinking about the topic in advance.(#9 Cues, Questions, Advance Organizers)

3.Compare new knowledge with what is known. (#1 Identifying Similarities and Differences)


During the UnitIntroducing New Knowledge4.Have students keep notes (#2 Summarizing and Note-taking)

5.Non-linguistic representations, share with others (#5 Non-linguistic Representations)

6.Have students work individually and in groups. (#6 Cooperative Learning)


During the UnitPracticing, Reviewing and Applying Knowledge1.Assign homework that requires practice, review and application of learning. Give explicit feedback as to the accuracy of all homework. (#4 Homework and Practice, #7 Setting Objectives and Providing Feedback)

2.Engage students in long-term projects that involve testing and generating hypotheses. (#8 Generating and Testing Hypotheses)

3.Have students revise the linguistic and nonlinguistic representations of knowledge as they refine their understanding. (# 2 Summarizing and Note taking, #5 Nonlinguistic Representations)


During the UnitMonitoring Learning Goals1.Feedback and Self-Assessment (#7 Setting Objectives and Providing Feedback)

2.Students keep track of achievement and effort expending toward goals (#3 Reinforcing Effort and Providing Recognition #7 Setting Objectives and Providing Feedback)

3.Celebrate legitimate progresstoward learning goals(#3 Reinforcing Effort and Providing Recognition)


End of the unitHelping students determine how well they have achieved their goals(#3 Reinforcing Effort and Providing Recognition, #7 Setting Objectives and Providing Feedback)

Provide students with clear assessments of their progress on each goal.Have student assess themselves and compare with the teachers assessmentAsk them to articulate what they have learned.


9 Strategies = Results in all subjectsSpecific Instructional Strategies can be matched to specific types of knowledge.

Different types of learning sometimes necessitate different types of instruction.


Before you startBe clear about the learning that you want your students achieve.

Understand which strategy works best to accomplish your learning target.


Generalizations that enhance students understanding of what is being taught and their ability to use that knowledge.Teacher directed presenting students with guidanceAsking students to independently engage in the activityUse non-linguistic representationStudent generate own explanations and create non-linguistic representationPeriodically review the accuracy of their explanations and representations


Categories of Subject Matter KnowledgeDeclarative Knowledge (Information and Ideas)VocabularyDetailsOrganizing IdeasProcedural Knowledge (Skills and Processes)Skills and TacticsProcesses


ComparingThe process of identifying and articulating similarities and differences among items.ClassifyingThe process of grouping things into definable categories on the basis of their attributes.Creating MetaphorsThe process of identifying and articulating the underlying theme or general pattern in information.Creating AnalogiesThe process of identifying relationships between pairs of concepts (e.g., relationships between relationships).4 Strategies for Similarities and Differences


Identifying Similarities and Differences:Comparing Task, Round 1Venn DiagramApples and Oranges


Characteristic 1 _____________________Characteristic 2 _____________________Easy to see that items are very different for this characteristicand very similar for this characteristic.


What are the steps in the comparison process?COMPARING1. Select the items you want to compare.2. Select the characteristics of the items on which you want to base your comparison.3. Explain how the items are similar and different with respect to the characteristics you selected.To


Our Goals for Student Learning

Help prepare for further learning

Identify critical relationships

Gain understanding, clear-up confusion, make new connections

Change in knowledge structure as a result of instruction


Tips Related to the Comparison Process


Identifying Similarities and Differences:Comparing Task, Round 2In Jigsaw Groups: Venn Diagram/Comparison MatrixApples and OrangesLearning Goal: How does temperature and length of growing season effect the nutritional value of fruit? How was Round 1 different than Round 2?


ELA and Math GLCEcomparing or contrasting?Comparing is the process of identifying similarities and differences between or among things or ideas.Comparing refers to identifying similaritiesContrasting refers to identifying differences.


ELA and Math GLCE TaskFind a GLCE at your grade level and content area that would be suitable to compare, contrast or both.

Would you use Venn Diagram/Comparison Matrix/other?

What steps would you have to take in order for students to use comparison with the GLCE independently?

Think-Pair-Share


CLASSIFYING1. Identify the items you want to classify.2. Select what seems to be an important item, describe its key attributes, and identify other items that have the same attributes.3. Create a category by specifying the attribute(s) that the items must have for membership in this category.4. Select another item, describe its key attributes, and identify other items that have the same attributes.What are the steps in the classifying process?

BirdsFishDogs


5. Create the second category by specifying the attribute(s) that the items must have for membership in the category.6. Repeat the previous two steps until all items are classified and the specific attributes have been identified for membership in each category.7. If necessary, combine categories or split them into smaller categories and specify attribute(s) that determine membership in the category.CLASSIFYING(contd)

BirdsFishDogs


We have been learning that different animals live in different environments. Classify the following animals in terms of whether they live in lakes or oceans, forests, in the soil, or in the desert.raccoonsmolesclamsscorpionssquirrelsfrogsbearslizardsdeerfishantsturtleswormsduckssnakesNow, reclassify these animals using another set of attributes. For example, you might identify attributes that relate to the animals skin or outer covering (e.g., has fur, scales, has a shell). You may use a blank classifying graphic or your own chart to do this task.Content Area:ScienceKnowledge:Understands that different animals live in different environments.


Classification a strategy for GLCEELA- Genre characteristics, poetry, types of fictionMath whole numbers, fractions, negative numbers, geometrical figuresScience habitat, endangered, geographical location, adaptationSocial Studies human, economic and capital resources.


Creating MetaphorsIdentify a general or basic pattern in a specific topic and then find another topic that seems quite different at the literal level but has the same general pattern.Examples

Counting is a recipe.

Vocabulary is a map legend.

Instructional Strategies are onions.Video Clip:Math Metaphors


Steps for Creating Metaphors1.Identify the important or basic elements of the information of situation with which you are working.

2.Write that basic information as a general pattern by:

Replacing words for specific things with words for more general things, andSummarizing information whenever possible

3.Find new information or a situation to which the general pattern applies.


Metaphor Organizer


Examples of Metaphors in Content AreasSocial Studies-America is freedom and promise

Math-The graph of the sine function is a roller coaster

ELA-Writing is a process

Science-The cell is a factory


Recommendations for Classroom PracticeGiving students a model for the process.Using familiar content to teach students the steps in creating metaphorsGiving students graphic organizers, andGiving students guidance as needed


Analogies A questionWhat is the purpose of asking students to create analogies?


The purpose of analogies in the classroomHelp make connections between things that are very differentPattern is A:B::C:DA is to B as C is to Dhappy:sad::big:smallhappy and big are opposites of sad and small

Analogy problems are common in testing situations PSAT, SAT, ACT.


Using Analogies in the ClassroomHelp explain an unfamiliar concept by making a comparison to something that we understand.

Question What is this analogy?

One:trillion::one square inch: the area of the city of Chicago

Pushes students to think about how items and concepts are related: how do two things interact, and how is the relationship similar to the relationship between the second pair.


Analogies Organizer Great DepressionStock MarketCrash of 1929U.S. EconomyAIs to BSomething attacks a system and weakens its ability to prevent serious affliction.ASCD


Bob Marzano says

Summarizing has a robust and long history of research.


Task: Strategic questioningWhat is the goal or purpose of engaging students in summarizing activities?To what extent do you think the act of summarizing varies from grade level to grade level? From content area to content area? Why do you think this?Think-Share-Pair


Critical questions for Watching Video ClipFor the student:How do I decide what is important?What should I keep? What should I substitute?What should I delete?For the teacher:What strategies do you teach students to help them become proficient in summarizing? To what extent do you think these strategies support them in identifying what they should keep, substitute, and delete? How do you know if engaging in these strategies is really helping students to deepen their understanding of the content?


A Model for SummarizingSteps for Rule-Based SummarizingDelete trivial material that is unnecessary to understanding.Delete redundant material.Substitute super-ordinate terms for more specific terms (e.g., use fish for rainbow trout, salmon, and halibut).Select a topic sentence or invent one if it is missing.

Steps in Rule-Based Summarizing for Younger StudentsTake out material that is not important to your understanding.Take out words that repeat informationReplace a list of things with a word that describes the things in the list (e.g., use trees for elm, oak, and maple).Find a topic sentence. If you cannot find a topic sentence, make one up.


The word photography comes from the Greek word meaning drawing with light.Light is the most essential ingredient in photography. Nearly all forms of photography are based on the fact that certain chemicals are photosensitive- that is, they change in some way when exposed to light. Photosensitive materials abound in nature; plants that close their blooms at night are one example. The films used in photography depend on a limited number of chemical compounds that darken when exposed to light. The compounds most widely used today are called halogens (usually bromine, chlorine, or iodine.Microsoft Encarta Encyclopedia


Research generalizations on summarizingStudents must delete some information, substitute some information, and keep some information.To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level. Being aware of the explicit structure of information is an aid to summarizing information. Summary Frames


The Six Summary FramesNarrative FrameTopic-Restriction-Illustration FrameDefinition FrameArgumentation FrameProblem/Solution FrameConversation Frame


A summary is A summary:Is an essential condensation in your own words.Answers the question what is the author really saying?Is the result of careful listening to the author.Remains faithful to the authors emphasis and interpretation.Does not disagree with or critique the authors opinion.A summary is a comprehensive but brief statement of what has been stated previously in a longer form.A summary is a wrap-up----a general picture of the information--- much like TV networks produce at the end of a year. Summaries provide a quick overview of a subject without having the reader wade through a lot of facts and details. Summaries help readers and writers boil information down to its most basic elements. Encyclopedias, almanacs, and digests provide good examples of summaries.


Procedural KnowledgeSummarizing is procedural knowledge. If students are expected to become proficient in procedural knowledge, they need to be able to practice.Mastering a skill or process requires a fair amount of focused practice. Practice sessions initially should be spaced very closely together. Over time, the intervals between sessions can be increased. Students also need feedback on their efforts.While practicing, students should adapt and shape what they have learned.


A Rubric for Summarizing


Planning for SummarizingWhat specific information will students need to summarize? film or video chapter lecture story article event other_______________What strategy will I ask students to use? Rule-based Summarizing Strategy Summary Frames Narrative or Story TRI Definition Argumentation Problem/Solution Conversation Group Enhanced Summary Strategy Other ___________Do I need to set aside time to teach them the strategy? When and how?How much guidance will I provide them? How will I monitor how well students are doing?


Summary and the GLCEFind a GLCE at your grade level and content area that would be suitable to summarize.

What steps would you have to take in order for students to use summary with the GLCE you chose independently?

Think-Pair-Share


For Information on Summary Frames please visit the Saginaw Midland Intermediate School District Website.

http://www.sisd.cc/departments/HOUSSEmainpage_003.htm


A Call to ArmsLeading Change What can you do?

Teachers need to haveAdequate modeling and practiceFeedbackAllowances for differences in implementationCelebration


Effective Classroom StrategiesYou will recall from our discussion last time that these this hierarchicallisting of strategies finds Similarities and Differences at the top,with an effect size of 1.6.

Effective Classroom StrategiesYou will recall from our discussion last time that these this hierarchicallisting of strategies finds Similarities and Differences at the top,Show video after this.with an effect size of 1.6.

Effective Classroom StrategiesEffective Classroom StrategiesPage 127 chart 11.2 imagery based techniquesEffective Classroom StrategiesThere are four strategies listed in the book: Comparing Classifying Metaphors, and Analogies. Today we will only have time to deal with the first two, you can obtain the book and review the other two on your own.

Effective Classroom StrategiesEffective Classroom StrategiesEffective Classroom Strategies

Show video as an example.MoveMovie, guided practiceEffective Classroom Strategies

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Effective Classroom Strategies