Transcript Instructional Strategies that Produce Positive Results for

Mining for Diamonds in the Rough
Research Strategies that Produce Positive Results
Prepared for the
Professional Learning Communities of the
Montana Educators’ Summer Institute
by Dan Mulligan, June 2008
Effective Instruction #2:
focuses on essential knowledge and essential skills
Three types of curricula exist in any classroom:
The Intended Curriculum: content/skill specified by the
state, division, or school at a particular grade level.
The Implemented Curriculum: content/skill actually
delivered by the teacher.
The Attained Curriculum: content/skill actually learned
by the students.
Intended
Curriculum
Montana Content
Standards and
PerformanceDescriptors
Implemented
Curriculum
Attained
Curriculum
Content-Related Evidence of Validity
(Attained Curriculum)
Essential
Essential
Skills &
Processes
Knowledge
LEARNING
TARGET
(attained curriculum)
Essential
Vocabulary
Demonstrate an understanding of and an
ability to use data analysis, probability,
and statistics
Knowledge
When is a relation
called a function?
Vocabulary
What does interact
mean?
Skills
Which event will most likely
occur? How do you know?
Putting a Twist on the GLYPH method of collecting data:
1. Find the Glyph Page in your packet (yellow).
2. Create a team of 2 by using your team number and the following rule:
Collecting
• Even number match with next highest odd number
(e.g., 2 &3, 4 & 5, 6 & 7, …)
QUALITATIVE
• Highest even number match with person number 1.
3. Interview your partner, using the categories from the next chart, to
complete a Glyph OF YOUR PARTNER.
Data
4. Share your completed Glyph with your partner.
5. Compare and contrast the 2 GLYPHS…
How are they the same?
How are they different?
Checking for background knowledge:
What is a hieroglyphic?
American Heritage Dictionary - hi·er·o·glyph·ic, adj.
Of, relating to, or being a system of writing, such as that of ancient
Egypt, in which pictorial symbols are used to represent meaning or
sounds or a combination of meaning and sound.
Written with such symbols.
Getting to Know YOU!!!
Eyes
0 – 1 years
2 – 10 years
More than 10
years
Limited
Moderate
Exceptional
0-1 subgroup
2 subgroups
Several
subgroups
Little or none
Pockets of
change
Large scale
action
Year’s of teaching
experience
Nose
Including level of
thinking in
planning at your
school
Mouth
Use of esearchbased vocabulary
strategies
Hair
Use of common
lessons & common
assessments in
your content area.
Factors Influencing Achievement
School
1. Guaranteed and Viable Curriculum
2. Challenging Goals and Effective Feedback
3. Parent and Community Involvement
4. Safe and Orderly Environment
5. Collegiality and Professionalism
“Involvement of all stakeholders (students, parents, teachers and
administrators) is essential in improvement efforts. The process of
sustaining student achievement is to know what students must be
able to do, where you (they) are, determine where you want them
to be, then figure out what actions will get you (them) there and
who is going to do this. Regular monitoring of progress and resulting
course corrections completes the process.
Montana
ALL
White
Black
Hispanic
Nat. Hawaiian or Pas. Islander
Am. Indian/Alaskan Native
Economically Disadvantaged
Limited English Proficient
Students with Disabilities
06-07
Reading
81
Math
64
Reading
84
Math
67
Reading
81
Math
55
Reading
76
Math
57
Reading
91
Math
69
Reading
59
Math
38
Reading
71
Math
51
Reading
39
Math
24
Reading
45
Math
27
Required pass rates for each subgroup:
2007 tests – reading (74%)
math (51%)
Montana Comprehensive
Assessment System MontCAS
“If they can’t read the question, you
will never know how much math they
know!”
~Dan, ‘08
Self Reliance
There are three types of
teachers
& administrators
baseball
players--those who
make it happen, those who
watch it happen, and
those who wonder
what happened.
Tommy Lasorda
Category
Ave. Effect Percentile
Gain
Size (ES)
Identify similarities & differences
1.61
45
Summarizing & note taking
1.00
34
Reinforcing effort & providing
recognition
.80
29
Homework & practice
.77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
*Setting objectives & providing
feedback*
.61
23
Generating & testing hypotheses
.61
23
Questions, cues, & advance organizers
.59
22
Research-based Strategy:
Percentile Gain
Get It Together…
Cooperative learning
27
LaToya – 159 cm
Silk – 108 cm
Shoulder – 135 cm
42
+ 135
177
- 108
Counter – 73 cm
69
Stool – 42 cm
-
73
4 cm
below
Why Group Teams Heterogeneously?
• One high, one high medium, one low
medium, and one low achieving student
H
LM
HM
L
• Produce the greatest opportunity for peer tutoring and active
participation
• Maximum cross-race, cross-sex, & cross-ability team contact
• Make classroom management easier - assign roles
• Balanced
The average student talks 35 seconds a day.
The student who is talking is growing dendrites.
“Learning from Explaining: Does It
Matter if Mom is Listening”
Learning improves dramatically among young
children who take the time to explain academic
concepts to their mothers or who explain their
logic aloud to themselves.
– On a test of reasoning to 4 and 5 year olds:
Children who explained concepts to their mothers
before taking a test scored correctly on 75% of
questions;
Children who explained concepts aloud to themselves
before taking a test scored correctly on 72% of
questions;
Children who did not explain concepts at all prior to a
test scored correctly on only 42% of questions;
– The study examined youngsters’ ability to place toy
insects in a certain pattern based on color and type.
Breaden Research study completed in 2007
Instructional Strategies that Facilitate
Successful Inclusion Must …
Supply students with STRUCTURE and
ORGANIZATION
Encourage student COMMUNICATION
and COLLABORATION
Provide students with VISUAL and
HANDS-ON learning experiences
Category
Ave. Effect Percentile
Gain
Size (ES)
Identify similarities & differences
1.61
45
Summarizing & note taking
1.00
34
Reinforcing effort & providing
recognition
.80
29
Homework & practice
.77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
*Setting objectives & providing
feedback*
.61
23
Generating & testing hypotheses
.61
23
Questions, cues, & advance organizers
.59
22
“A pupil from whom nothing is
ever demanded which he
cannot do, never does all he
can.”
John Stuart Mill
“No one Rises to Low Expectations.”
Carl Boyd
Research Related to Teaching Reading Skills
from Cognitive Science
Premise: The meaning of a text is NOT contained in the
words on the page. Instead, the reader constructs
meaning by making what she thinks is a logical, sensible
connection between the new information she reads and
what she already knows about the topic.
Read the paragraph on the
single sheet and fill in the
missing words.
ENJOY! (this is NOT a
test)
The questions that p_____ face as they raise
ch_____ from in_____ to adult life are not
easy to an_____. Both fa_____ and m_____
can become concerned when health problems
such as co_____ arise any time after the
e_____ stage to later life. Experts recommend
that young ch_____ should have plenty of
s_____ and nutritious food for healthy growth.
B_____ and g_____ should not share the
same b_____ or even sleep in the same
r_____. They may be afraid of the d_____.
An essential element of checking for understanding is for students to share the
meaning of essential content related vocabulary.
The questions that poultrymen face as they
raise chickens from incubation to adult life are
not easy to answer. Both farmers and
merchants can become concerned when
health problems such as coccidiosis arise any
time after the egg stage to later life. Experts
recommend that young chicks should have
plenty of sunshine and nutritious food for
healthy growth. Banties and geese should not
share the same barnyard or even sleep in the
same roost. They may be afraid of the dark.
~Adapted from Madeline Hunter
Montana Comprehensive
Assessment System MontCAS
What is higher order thinking?
"Every day thinking, like ordinary walking, is a
natural performance we all pick up. But good
thinking, like running the l00-yard dash, is a
technical performance... Sprinters have to be
taught how to run the 100-yard dash; good thinking
is the result of good teaching, which includes much
practice."
David Perkins, Howard University
Thinking Skills Test
1. What kind of grollers were they?
Moral:
2. What did the grollers
do?
Students can answer low-level
3. Where did
they do without
it?
questions
thinking.
4. In what kind of gak did they grangle?
Students enter/exit classrooms
5. Place one
line
subject and of
two lines under the verb.
with
nounder
more the
understanding
what they've learned than
"The Griney Groller"
taught you!
“A pupil from whom nothing is
ever demanded which he
cannot do, never does all he
can.”
John Stuart Mill
“No one Rises to Low Expectations.”
Carl Boyd
Category
Ave. Effect
Size (ES)
Percentile
Gain
Identify similarities & differences
1.61
45
Summarizing & note taking
1.00
34
Reinforcing effort & providing
recognition
.80
29
Homework & practice
.77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
*Setting objectives & providing
feedback*
.61
23
Generating & testing hypotheses
.61
23
Questions, cues, & advance
organizers
.59
22
Learning Goals
As a result of what we do today I will :
create a story question involving fractions in the
solution.
solve a story question from one of my team members.
When students know what
they are learning, their
performance, on average,
has been shown to be
27 percentile points
higher
than students who do not
know what they are
learning.
Part 2
Using Qualitative Data to
Focus Staff Improvement Efforts
“"THE GREATEST ENEMY OF UNDERSTANDING IS
COVERAGE" .”
~Howard Gardner
Knowing the Learner
Directions: Rank the symbols (1-4) in order from most (1) like you as a
learner to least (4) like you as a learner.
Learning Style of Beach Balls
Strengths
Attitudes
Don’t like step-by-step directions
React to internal and external rewards
Want to improve things for society
Guidelines
Boundaries
Expectations
Standards
Parameters
Help in Focusing
Preferences
Stimulus-rich environment
Options and alternatives
Interesting and exciting learning
Knowing the Learner
Experimentation
Risk taking
Adventurous
Intuitive/Insightful
Creative
Spontaneous
Needs
Learning Style of Microscopes
Strengths
Attitudes
Don’t like to waste time “pooling
ignorance”
Don’t like inquiry
Help in working with others
Help in organizing time and bringing
closure
Preferences
Vicarious learning
Simulations
Analytical thinking
Expert information
Feedback that will improve grades
Knowing the Learner
See the big picture
Home in on main points
Learn from lecture and reading
Think in abstract terms and language
Analyze theories and information
Thorough logical learners
Can delay gratification
Needs
Learning Style of Clipboards
Strengths
Attitudes
No news is good news
Serious about their work
Require feedback
Real experiences
Concrete examples, not theory
Structure
Procedures, routines
Directions
Preferences
Precise, useful feedback
Recommendations
Appreciate privacy
Knowing the Learner
Precision and accuracy
Striving for perfection
Practicality
Compliance with teacher
Sensory responsive
Externally motivated
Delay gratification
Needs
Learning Style of Puppies
Empathic
Intuitive
Subjective, abstract, affective
Read between the lines
See the gestalt
Attitudes
Internal motivation
Self-monitoring toward personal
criteria
Require rationale for learning
Can block out stimuli
Needs
Opportunities to work with others
Time for self-reflection
To connect with teacher and peers
Rationale for learning
Preferences
Subjective versus abstract
Personal incentives,
encouragement
Choice of learning environments
Knowing the Learner
Strengths
“If an educator keeps
using the same strategies
over and over and the
student keeps failing,
who really is the slow learner?”
Musical/Rhythmic
Sing it
Create a beat
Rap it
Make a cheer
Create a jingle
Hum it
Identify sounds
React to sounds
Listen to sounds
Connect to music
Write a poem
Verbal/Linguistic
Read it
Spell it
Write it
Listen to it
Tell it
Recall it
Use “you” words
Apply it
Chunk information
Say it
Use mnemonics
Logical/Mathematical
Make a pattern
Chart it
Sequence it
Create a mnemonic
Analyze it
Think abstractly
Think critically
Use numbers
Prove it
Interpret the data
Use the statistics
Body/Kinesthetic
Role play
Walkabout
Dance
Lip sync
Skits/charades/mimes
Construction
Math manipulatives
Sign language
Sports
Activity centers
Body language
Intrapersonal
Metacognition
Use self-talk
Work independently
Solve in your own way
Understand self
Journal it
Rehearse it
Use prior knowledge
Connect it
Have ownership
Interpersonal
Think-Pair-Share
Jigsaw
Cooperative grouping
Drama
Debates
Class meetings
Role play
Meeting of minds
Peer counseling
Tutors/buddies
Giving feedback
Shared Journals
Visual/Spatial
Mind maps
Graphic organizers
Video
Color code
Highlight
Shape a word
Interpret a graphic
Read a chart
Study illustrations
Visualize it
Make a chart
Create a poster
Naturalist
Label it
Categorize it
Identify it
Form a hypothesis
Do an experiment
Adapt it
Construct it
Classify it
Investigate it
Discern patterns
Multiple Intelligences in the Reading Classroom
Verbal/Linguistic
•Is a fluent reader
•Listens attentively
•Communicates in
writing
•Links new and prior
learning
•Debates issues
•Researches topics
•Expresses a point of
view
•Reads for pleasure
•Enjoys listening to
someone read
•Uses verbal mnemonics
•Uses language to
communicate effectively
Musical/Rhythmic
•Comprehends with
background music
playing while reading
•Finds interest
stimulated with beats
•Looks for rhythmic
patterns and poetry
•Spells words to a beat
•Attacks words by
dividing them into
syllables
•Creates songs, poems,
jingles, or raps to
remember information
•Enjoys reading while
playing background
music that depicts the
setting
Visual/Spatial
Logical/Mathematical
•Color-codes and
highlights
•Doodles while listening
•Visualizes pictures
while reading about
events, character
descriptions, and
settings
•Uses graphic organizers
to plot thinking
•Needs visual hooks
•Views, interprets, or
draws pictures and
graphics to understand
text
•Prepares visuals
•Uses art to express
understanding
•Organizes information
•Outlines and classifies data
•Yearns to understand
sequence of the information
•Learns by using timelines
and step-by-step procedures
•Reasons logically
•Needs clear; precise
directions
•Learns trivia facts
•Enjoys logic-related games
and puzzles
•Thinks abstractly and
critically
•Uses the computer and
other gadgets
•Is a problem solver
Multiple Intelligences in the Reading Classroom
Body/Kinesthetic
Naturalist
Intrapersonal
Interpersonal
•Learns by role-playing
•Simulates events
•Creates artifacts
•Needs centers, labs, and
hands-on
•Needs a comfortable
spot of choice to read and
work
•Can skillfully use the
body
•Uses manipulatives to
explore, learn and
discover
•Can show it or
demonstrate it
•Needs to move to learn
•Responds to actions and
feelings of characters
•Yearns to discover
with nature
•Intuitively relates
and learns factual
information about
science and the world
around her
•Creates habitats
•Conducts
experiments
•Is a survivor
•Sees patterns in
nature
•Copes and survives
in most environments
•Relates to events and
settings
•Works best
independently
•Needs time to make
personal applications
•Reflects in a journal
•Is self-reflective
•Needs time to process
new learning
independently
•Needs a quiet space to
read and work
•Accepts goals and
responsibility
•Enjoys reading alone
•Learns with personal
links and connections
•Works best with others
•Enjoys partner reading
•Communicates with others
•Learns through interactions
such as text or literary talks
•Empathizes with struggling
readers
•Needs to talk while learning
•Works well in flexible
grouping
•Enjoys discussions
•Is a social butterfly
•Understands others’ feelings
and emotions
•Needs interaction,
conversations, and discussions
•Needs a listening ear
Choice Board or Tic-Tac-Toe
This assessment strategy allows students to select their own
preferences but still achieve the targeted essential knowledge
and skills.
Algebra Choice Board
Summarize the most
important information about
linear functions and put it to
a beat.
Draw the sequence of
events to graph a linear
equation on a timeline.
Create a way to remember
how to graph linear
equations given in standard
form.
Reflect on the application of
linear functions to
something in your life in
your journal.
WILD CARD !!!
Your choice after getting
approval.
Create a series of at least
six cartoon frames to
capture the most important
information about linear
fuctions.
Condense the information
about linear functions and
create an advertisement,
banner, or slogan.
Act a short skit that
conveys the life of a linear
function.
Write a poem that conveys
the main ideas about linear
functions.
Choice Board
Nvbgbgbgb
Verbal/Linguistic
Visual/Spatial
Wild Card
Your choice after getting the approval
of the teacher.
Simply Achieve, Inc. 2007
Musical/Rhythmical
Intrapersonal
Naturalist
Interpersonal
Logical/Mathematical
Effective Instruction for Students
with Special Needs
Essential Characteristics of effective instruction •Improves through regular assessments and evaluations;
•focuses on essential knowledge and essential skills;
•builds on students’ prior knowledge;
•integrates higher level and basic skills;
•provides instruction on specific strategies;
•includes the frequent review of key concepts;
•consistently uses collaborative learning;
•focuses on student-directed instruction;
•strives to be culturally and linguistically relevant; and
•relies on shared responsibility and collaboration.
Office of Educational Research and Improvement (OERI), US DOE, 2000