Transcript Chalkboard Template

High-Yield
Strategies
September 2009
What are High-Yield Strategies?
High-yield strategies are strategies that have been
proven through a combination of research and “best
practice” evidence to contribute to improved student
learning.
(The Literacy and Numeracy Secretariat Webcast
Professional Learning Series, High-Yield Strategies to
Improve Student Learning, May 2008)
Teacher Moderation/Collaborative
Marking
This is a highly effective assessment strategy that
involves teachers coming together to look at
student work based on pre-determined
assessment criteria.
By working together, teachers’ assessment
practices become more aligned, professional
dialogue occurs and teachers gain confidence
in their own ability to assess student work
accurately and fairly to improve
student work.
Building trust among teachers
is essential!
Teacher Moderation/Collaborative
Marking
Some examples of Teacher Moderation
include:
o DRA and CASI assessments (P/J/I)
o Running Records (P)
o TLCPs (P/J/I)
The LNS Capacity Building Series , TEACHER
MODERATION: COLLABORATIVE ASSESSMENT
OF STUDENT WORK, September 2007
www.edu.gov.on.ca/eng/literacynumeracy/inspire/
Uninterrupted Blocks of Literacy &
Numeracy
Literacy Blocks ~ 100-120 minutes
Numeracy Blocks ~ 60-75 minutes
BENEFITS
• Allows teachers to optimize instruction
• Provides students with sufficient time to learn and to process
information
• Allows teachers to differentiate instruction
• Allows teachers to implement ongoing instruction, as well as
student-based, open-ended activities that encourage higher-order
thinking
LNS What Works? Research into Practice
Series, LEARNING BLOCKS FOR LITERACY
AND NUMERACY, May 2007
www.edu.gov.on.ca/eng/literacynumeracy/inspir
e/research/whatWorks.html
Ongoing Assessment & Feedback
The purpose of ongoing feedback is to inform
students about their progress and what they can
do to move their learning along.
Feedback should be timely, explicit/specific and
focused on curriculum expectations.
Ongoing assessment also helps the teacher
inform his/her own teaching
practice.
Assessment FOR, OF & AS Learning
Dr. Earl’s diagram
best illustrates the
difference between
the three.
OF
FOR
AS
Assessment AS learning
needs to be our biggest
focus.
Assessment FOR, OF & AS Learning
• Assessment OF Learning
This is summative assessment. This type of assessment is the
decision-making piece. This includes the collecting the evidence
needed to make judgments and to report to parents and to students.
• Assessment FOR Learning
Teachers use formative assessment to see what students are
thinking and then decides what needs to be done. This is gathering
data with a purpose in mind.
• Assessment AS Learning
Students can self-assess and decides NEXT STEPS through this
process. As teachers, we are encouraging students to be
self-reflective and self-monitoring thinkers. We want them
to monitor their own progress toward achieving
their learning goals.
Another way of thinking about
ASSESSMENT …
Diagnostic Assessment  the try out or the
audition
Formative Assessment  the practice or
the rehearsal
Summative Assessment  the game or the
final performance
Every time you carry out an
assessment, it is not a decision
point, it is a TEACHING POINT!
(Dr. Lorna Earl)
WEBCAST: Rethinking Classroom
Assessment with Purpose in Mind,
April 27, 2006, Dr. Lorna Earl, CSC
Points for Discussion
1. What do we, as teachers, need to do to
ensure that students get the most out of
feedback sessions?
2. What is the student’s role during
feedback sessions?
3. What questions should we ask ourselves
during the assessment process to
ensure that we are meeting
the specific needs of
every student?
The Gradual Release of Responsibility
Model
The teacher models the steps,
provides support as the students
learn the steps. The teacher
gradually shifts responsibility to the
students to apply the steps
independently.
Differentiated Instruction
What is DI?
Differentiated Instruction is based on the idea
that because students differ significantly in
their interests, learning styles, and
readiness, teaching strategies and
decisions involving issues of content,
process, and product should vary
accordingly.
(Tomlinson, Differentiated Instruction Model, 1999)
WEBCAST: Differentiated Instruction:
Continuing the Conversation, March 29, 2006,
CSC
Differentiated Instruction (cont’d)
Teachers must provide a variety of ways for ALL
students to feel affirmed and challenged.
DI is student-centered.
Effective DI offers ALL students the opportunity to
succeed from their individual points of entry.
Teachers must manipulate the program
in order to maximize the potential
for ALL children to learn.
Differentiated Instruction
Instruction can be differentiated by…
CONTENT
PROCESS
PRODUCT
DI Instructional and Management
Strategies
anchor activities (on-going)
interest centers, groups, and surveys
scaffolding
flexible groupings
independent projects and study
tiered lessons, centers, and products
”May Dos” and “Must Dos”
”Totally 10 Projects”
jigsaw
small-group instruction
literature circles
assessment (i.e. EXIT
CARDS)
multiple intelligences
adjusting questioning
strategies
”Points Quiz”
”Tic-Tac-Toe” or
Menus
Technology
(i.e. WebQuests,
SMART Boards,
computers)
GRAPHIC & VISUAL ORGANIZERS
http://freeology.com/graphicorgs/
http://www2.scholastic.com/browse/arti
cle.jsp?id=2983
http://www.teachervision.fen.com/graph
ic-organizers/printable/6293.html
o KWL Charts
o Story Maps/Story Boards
o Venn Diagram
o Fishbone/Cause and Effect
o Compare and Contrast
o Problem-Solution Chart
o Timeline/Chain of Events
o Story Pyramid
o Brainstorming Web
o Alphaboxes
o Hamburger
o RAN Strategy
o P-M-I
o Flowchart
o Placemat
o Give ‘em a Hand
Accountable Talk
Accountable Talk is talk by students and their teacher
that responds to and further develops what others in the
classroom have said. It is focused, meaningful, and
mutually beneficial to speaker and listener.
Accountable talk stimulates higher order thinking by
requiring students to clarify
their thinking, ask questions, test their
hypotheses, learn to respect, listen actively
and build on the ideas of others, and
articulate their views and
opinions constructively.
Collaborative Learning
Cooperative learning is the instructional use of small
groups so that students work together to maximize
their own and each other's learning.
A Few Collaborative Learning Techniques…
 Think-Pair-Share
 Jigsaw
 Four Corners
 Graffiti
 Round Table / Rally Table
 The Doughnut /
 Inside Outside Circle
Collaborative Learning (cont’d)
Think-Pair-Share
The teacher sets a problem or asks for a response to the
reading.
The students think alone for a specified time.
The students form pairs to discuss the problem or give
responses.
Some responses may be shared with the class.
Jigsaw
This activity is characterized by participants within a
cooperative group each becoming an expert on
different aspects of one topic of study.
* SEE HANDOUT
Collaborative Learning (cont’d)
Round Table/Rally Table
• The teacher poses a question that has multiple answers.
• The first student in each group writes one response on a paper and
passes the paper counterclockwise to the next student.
• Teams with the greatest number of correct answers gain some type
of recognition.
The Doughnut / Inside Outside Circle
• Students stand in 2 concentric circles facing each other.
• Facing each other they take turns sharing information and ideas or
ask each other questions.
• At a given signal from the teacher, the outside circle
moves a number of places clockwise.
• Students now give feedback on what was said
between themselves and their previous partner.
* SEE HANDOUT
Critical Literacies
Critical literacy allows children to challenge text in the
service of understanding, to become active
participants, to ask the questions, to dig deeper for
meaning, and to deconstruct texts.
Critical literacies give students the tools they need to
think deeply about text and to take analytical
stances.
WEBCAST: Critical Literacy,
November 29, 2007, CSC
Professional Learning Communities
WHAT IS A PLC?
• a group of educators whose common goal is to improve
student achievement
• a structured teacher collaboration
• a group of educators who use data for reflection
• Components of a PLC include: ensuring learning for
ALL students, focus on results, relationships,
collaborative inquiry, leadership, alignment
The LNS Capacity Building Series, PROFESSIONAL
LEARNING COMMUNITIES: A MODEL FOR ONTARIO
SCHOOLS, October 2007
http://www.curriculum.org/secretariat/criticalpathways
/files/TLCPProfessionalLearningCommunities.pdf
Informing Teaching with Data
Data should be used to:
 inform classroom instruction
 inform student placement decisions
 inform program and policy decisions
 meet accountability demands
Data should be reviewed and interpreted for the purpose of student
achievement.
WHAT TYPES OF DATA DOES
COLLECT? WHAT TYPES OF DATA
DO YOU COLLECT AT A
SCHOOL LEVEL?
WHAT DATA DO YOU COLLECT
IN YOUR OWN CLASSROOM?
Informing Teaching with Data
(cont’d)
• LNS What Works? Research into Practice
Series, USING DATA TO IMPROVE STUDENT
ACHIEVEMENT, August 2008
• http://www.edu.gov.on.ca/eng/literacynumeracy/i
nspire/research/Using_Data.pdf
Teaching Non-Fiction Writing
According to Fountas and Pinnell, the purpose of NON-FICTION
writing is to “inform or persuade”, while the purpose of FICTION
is to “entertain and involve readers (or listeners) in stories of life”.
(Guiding Readers and Writers, Grades 3-6, 2001, p.393)
NON-FICTION writing is also called “informational writing”.
NON-FICTION writing is the most widely read genre in the world.
Research has shown that exposure to NON-FICTION (textbooks,
reports, biographies) has increased enthusiasm for
recreational reading and is also associated with
higher test scores in Reading and
Mathematics. NON-FICTION writing
helps students think systematically.
Non-Fiction Resources
• The LNS Capacity Building Series, Non-Fiction
Writing for the Junior Student, March 2008
• http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/re
search/Non_Fiction_Writing.pdf
WEBCAST: Non-Fiction Writing,
April 18, 2008, CSC
It is your
responsibility
to reach
EVERY
STUDENT!
Remember to
keep your
teaching
studentcentered.
Involve your
students in the
entire process:
the planning, the
teaching and the
assessment and
evaluation.
KEEPING
THEM
ENGAGED IS
KEY!