Submitted by Sandy FergusonFeb. 2, 2010EDN 515 – Curriculum for LeadersDr. Marty Kozloff

Teacher Effect Research Teacher Effect Research

Process:Process:1.1. Identify an expert Identify an expert

teacherteacher2.2. Compare Compare

instructional instructional procedures to procedures to novice teachernovice teacher

3.3. What worked with What worked with expert teacher?expert teacher?

Downfall of Teacher Effects ResearchDownfall of Teacher Effects Research

1.1. Only identifies general Only identifies general proceduresprocedures

2.2. Useful only if broken Useful only if broken down into stepsdown into steps

3.3. Doesn’t apply to all Doesn’t apply to all learninglearning

Cognitive Strategy ResearchCognitive Strategy Research

Process:Process:1.1. Study and identify Study and identify

strategies experts use to strategies experts use to solve problems/answer solve problems/answer questions – then teach questions – then teach these strategiesthese strategies

2.2. Invention of concrete Invention of concrete prompts (guides, prompts (guides, heuristics)heuristics)

3.3. Help students develop a Help students develop a strategystrategy

Teaching Cognitive StrategiesTeaching Cognitive Strategies

Instructional Procedures Using Instructional Procedures Using Cognitive StrategiesCognitive Strategies

Summarization of Results of Cognitive Summarization of Results of Cognitive Studies in ReadingStudies in Reading

• Cognitive Strategies taught in ReadingCognitive Strategies taught in Reading– Summarization only (23 studies)Summarization only (23 studies)– Question-generation only (17 studies)Question-generation only (17 studies)– Two or more strategies taught (16 studies)Two or more strategies taught (16 studies)• Results examined on multiple choice tests Results examined on multiple choice tests

(standardized), short answer and summarization tests (standardized), short answer and summarization tests (experimenter-developed comprehension tests)(experimenter-developed comprehension tests)

• Overall Results: Standardized tests: 50Overall Results: Standardized tests: 50 thth percentile percentile →80→80thth percentile percentile

Comprehension tests: 50Comprehension tests: 50thth percentile → 63 percentile → 63rdrd percentile percentile [Median Effect Size = average student in 50[Median Effect Size = average student in 50 ththpercentile percentile

in experimental group would have scored 80in experimental group would have scored 80 thth percentile in control group]percentile in control group]

Basal Readers & Cognitive StrategyBasal Readers & Cognitive Strategy

• Over the last 15 years Over the last 15 years more cognitive more cognitive strategies used in basal strategies used in basal readersreaders

• Examined 3 basal Examined 3 basal readersreaders– Open CourtOpen Court– Houghton-MifflinHoughton-Mifflin– MacMillan/McGraw HillMacMillan/McGraw Hill

Changes Observed in Basal Changes Observed in Basal ReadersReaders

• Open Court – modified to emphasize Open Court – modified to emphasize strategies in actual reading…strategies in actual reading…– ““sum up to check understanding as you read”sum up to check understanding as you read”– ““ask questions to check your understanding as ask questions to check your understanding as

you read”you read”– ““determine what is unclear”determine what is unclear”– Sheets provided with prompts for “ask yourself” Sheets provided with prompts for “ask yourself”

questions for setting goals, responding to text, questions for setting goals, responding to text, checking understanding, clarification of important checking understanding, clarification of important words and passages, and prompts applied to storywords and passages, and prompts applied to story

Changes Observed in Basal Changes Observed in Basal ReadersReaders

• Houghton-MifflinHoughton-Mifflin– Word webs for vocabularyWord webs for vocabulary– Concept charts for expository materialsConcept charts for expository materials– Instructional support section – provision for Instructional support section – provision for

teacher modeling, thinking aloud by teacher, teacher modeling, thinking aloud by teacher, checking for understanding, and independent checking for understanding, and independent practicespractices

– After cognitive strategies taught, applied to next After cognitive strategies taught, applied to next storystory

Changes Observed in Basal Changes Observed in Basal ReadersReaders

• MacMillan/McGraw HillMacMillan/McGraw Hill– Comprehension monitoring (fix-up) strategies Comprehension monitoring (fix-up) strategies

(asking questions and rereading, applying concept (asking questions and rereading, applying concept of story elements to a narrative)of story elements to a narrative)

– Consistently focused on applying strategies to Consistently focused on applying strategies to basal storiesbasal stories

Future Instructional ResearchFuture Instructional Research

• More study of strategies experts useMore study of strategies experts use• Identifying concrete prompts that should be Identifying concrete prompts that should be

usedused• Most important scaffolds and instructional Most important scaffolds and instructional

procedures to use for teaching cognitive procedures to use for teaching cognitive strategiesstrategies

• How do strategies achieve their effects?How do strategies achieve their effects?

Criticisms of Cognitive Strategy Criticisms of Cognitive Strategy ResearchResearch

Discovery LearningDiscovery Learning• Emphasizes learning by Emphasizes learning by

discovery and de-discovery and de-emphasizes instruction in emphasizes instruction in cognitive strategies – cognitive strategies – “strategies better caught “strategies better caught than taught”than taught”

• Recycled 1918, 1950’s, Recycled 1918, 1950’s, 1970’s1970’s

• Rosenshines’s response – Rosenshines’s response – “Show me the data!”“Show me the data!”