Student Work Protocol - Work Protocol Part I: ... John Hattie Influences and Effect Sizes Related to Student Achievement, ... Vocabulary program 0.67

  • Published on
    29-Apr-2018

  • View
    214

  • Download
    2

Embed Size (px)

Transcript

  • Student Work Protocol

    Part I: Background Information Name of Task: ___________________________________________

    What standard(s) does this align to? ______________________________________________________________________________

    What is the purpose of the task? ________________________________________________________________________________

    Where does the task fit within the instructional sequence: beginning middle end

    What have students already learned from this lesson/unit when they approach the task?

    What will be the follow-up lessons? Part II: Analysis of Student Work

    Students at Developing Levels

    Students at Proficient or

    Approaching Mastery

    Students at Mastery

    Students Above Mastery

    Part III: Strengths

    Strengths of Work Instructional Strategies that Contributed to Success

  • Part IV: Needs

    Patterns or Common Characteristics of Students

    Needing Improvement

    Fundamental Problems of Work (errors, misconceptions,

    mastery of specific concepts, lack of development)

    Problem Areas within the Task and Suggestion Revision

    Part V: Future Instruction Students to Whom to

    Re-teach

    Skills to Reteach High Impact Instructional

    Strategies and Differentiation

    Method of Re-assessment

  • Coventry Public Schools English Language Arts Standards for SLO Setting

    Instructional Strategies of Focus 2015-2016

    Instructional Strategies and Effect Sizes Meta-analysis Marzano, Pickering, Pollock

    Identifying similarities and differences 1.61; percentile gain 45 Summarizing and note taking 1.0; percentile gain 34 Reinforcing effort and providing recognition .80; percentile gain 29 Homework and practice .77; percentile gain 28 Nonlinguistic representations .75; percentile gain 27 Cooperative learning .73; percentile gain 27 Setting objectives and providing feedback .61; percentile gain 23 Generating and testing hypotheses .61; percentile gain 23 Cues, questions, and advance organizers .59; percentile gain 22

    Doug Reeves

    Nonfiction Writing/ Writing to Learn Grade 3 correlation history Grade 5 correlation history Grade 8 correlation history . 87 .75 .79

    John Hattie Influences and Effect Sizes Related to Student Achievement, Visible Learning (avg effect size is .40)

    Self-report grades 1.44 Providing formative evaluation 0.9 Reciprocal teaching 0.74 Feedback 0.73 Spaced vs. mass practice 0.71 Metacognitive strategies 0.69 Vocabulary program 0.67 Self-verbalization/Self questioning 0.64

    Other Strategies to Consider

    Explicit Comprehension Instruction with informational texts across content areas Listening and note-taking with informational texts: teaching varied methods of note-taking based

    on podcasts, videos, speeches, direct instruction, etc. Word walls; direct vocabulary instruction

  • Coventry Public Schools Mathematics Standards for SLO Setting

    Instructional Strategies of Focus 2015-2016

    Instructional Strategies and Effect Sizes Meta-analysis Marzano, Pickering, Pollock

    Identifying similarities and differences 1.61; percentile gain 45 Summarizing and note taking 1.0; percentile gain 34 Reinforcing effort and providing recognition .80; percentile gain 29 Homework and practice .77; percentile gain 28 Nonlinguistic representations .75; percentile gain 27 Cooperative learning .73; percentile gain 27 Setting objectives and providing feedback .61; percentile gain 23 Generating and testing hypotheses .61; percentile gain 23 Cues, questions, and advance organizers .59; percentile gain 22

    Doug Reeves

    Nonfiction Writing/ Writing to Learn Grade 3 correlation math Grade 5 correlation math Grade 8 correlation math .88 .77 .83

    John Hattie Influences and Effect Sizes Related to Student Achievement, Visible Learning (avg effect size is .40)

    Self-report grades 1.44 Providing formative evaluation 0.9 Reciprocal teaching 0.74 Feedback 0.73 Spaced vs. mass practice 0.71 Metacognitive strategies 0.69 Vocabulary program 0.67 Self-verbalization/Self questioning 0.64

    Other Strategies to Consider

    Use of essential question and big ideas in instruction Involve students in creating multiple representations of concepts-models, arrays, etc. Math journals-writing to learn Word walls; direct vocabulary instruction-vocabulary programs

Recommended

View more >