Transcript Slide 1

Classroom
Instruction That
Works
6-12 Social Studies
For 6-12 Social Studies
Research-Based
Instructional Strategies
Strategy
Avg.
Effect
Size
Percentile
Gain
1. Identifying Similarities and Differences
1.61
45
2. Summarizing and Note Taking
1.00
34
3. Reinforcing Effort & Providing Recognition
.80
29
4. Homework and Practice
.77
28
5. Nonlinguistic Representation
.75
27
6. Cooperative Learning
.73
27
7. Setting Objectives and Providing Feedback
.61
23
8. Generating and Testing Hypotheses
.61
23
9. Questions, Cues, and Advance Organizers
.59
22
Setting Objectives



Established Goals – based directly on
benchmarks
Unpacking Goals - Understandings
Tips on Framing Understandings



Frame the desired understanding as a fullsentence generalization in response to the
phrase, “Students will understand that…”
State specifically what about the topic
students are expected to grasp – topics are
not objectives
Think about an objective as the “moral of the
story”
Setting Objectives
Prioritizing Content
 Objectives – Student Friendly?
 Personalizing Objectives – “I can”
 Communicating Objectives


Besides writing it on the board, how
do you communicate learning goals to
students and parents?
Providing Feedback

What is the purpose?
 Student learning improves based on the
type of feedback that is provided by the
teacher and/or student.
 Students know how well they are
performing on a specific task.
 Students know what they can do to
improve their performance.
 According to research, feedback is
regarded as the most powerful thing
teachers can use to enhance student
learning.
Providing Feedback
Feedback should be:
 Timely
 Knowledge is familiar and “fresh”
 Positive
 Serves as a motivator to improve
 Adequate/Sufficient
 Provides the correct amount of information
needed to improve
 Specific
 Avoids making assumptions/removes the
“guessing”; what was correct/incorrect
 Guided
 Shows the next steps to reaching the
proficient level or above
Providing Feedback
GENERAL

GREAT!

WOW!

GOOD JOB!

OUTSTANDING!

FANTASTIC!

VERY NEAT PENMANSHIP!

WHAT AN INTERESTING STORY!

WHAT AN IMPROVEMENT!

KEEP UP THE GOOD WORK!
SPECIFIC

GOOD JOB DESCRIBING THE
EVENTS!

YOUR JUSTIFICATION IS RIGHT
ON POINT!

THE DETAILS IN YOUR SUMMARY
SUPPORT THE MAIN IDEA!

THE STEPS IN THIS PROCESS
ARE PRESENTED CORRECTLY!

YOUR INFORMATION IS
ORGANIZED CORRECTLY!
Providing Feedback:
Rubrics





“An assessment tool that verbally describes and scales
levels of student achievement on performance tasks.”
–Solomon (1998)
Define the expectations for a learning task and assign
values to each level of quality- usually ranging from a
low score of “1” to a high score of “4.” – Burke (2006)
Effective analytical rubrics provide specific feedback to
improve the quality of a student’s work. – Burke (2006)
Help provide specific feedback because they describe
what the student needs to do to move from a score of
“2” to a score of “3” in order to improve to meet the
standard. – Burke (2006)
Represent a clear and easy way to communicate not
only the “what” of a learning task, but also the “how”
and “how well.” –Nelson and Lindley (2004)
Vocabulary Development

Marzano’s Steps
1.
2.
3.
4.
5.
6.
Provide a description, explanation, or example of
the new term
Ask students to restate the description,
explanation, or example in their own words.
Ask students to construct a picture, symbol, or
graphic representing the term or phrase
Engage students in activities that help them add
to their knowledge of the terms
Have students discuss the terms with one
another
Involve students in games that involve the words
Vocabulary Development

Word Maps/Concept maps
Deciding which organizer to use
 Choose a term below and choose a
word map organizer:

•
•
•
•
•
Treaty
Tariff
Manifest Destiny
Secession
Cold War
Vocabulary Development

Word Sort Activity
Pair-up
 Each person chooses a word – think
of a description of the word
 Share the description with your
partner
 Repeat for remaining three cards
 How are all these terms related to one
another?

Vocabulary Development

Dice Roll
Count off by 4s at your table
 When the word is shown, roll the dice.

• Speak it instead of writing it

Word Walls

Find a word from the wall…
Password
 Pyramid

Vocabulary Development

Pictowords - symbolic representation
of a word or phrase that shows its
meaning.
Vocabulary Development:
Pictowords
Non-Linguistic
Representation

Students receive new knowledge usually
by:
A. Reading from the textbook
or
B. A lecture from the classroom teacher

Student learning of new knowledge is
enhanced by using:





Graphic Organizers
Pictograph Representations
Mental Images
Physical Models
Kinesthetic Representations
Non-Linguistic
Representation
GRAPHIC ORGANIZERS

Organizes declarative knowledge, or
information, into patterns to help
students make connections and
relationships.
Non-Linguistic
Representation

1.
2.
3.
4.
5.
6.
Six Common Patterns:
Descriptive- represents facts about specific
persons, places, things and events
Time Sequence- places events in chronological
order
Process/Cause-Effect Relationships- steps or a
network leading to a specific outcome or
product
Episodes- specific information about an specific
event (setting, people, duration, sequence of
event, cause and effect)
Generalizations/Principles- general statements
with supporting examples
Concepts- information around a word or phrase
for a group, class, or category
Non-Linguistic
Representation

Drawings or symbols (also key words)
to represent information.
Example:
Nonlinguistic
Representation
MENTAL IMAGES
 Images of the information or
knowledge being learned.
Example:
Nonlinguistic
Representation
PHYSICAL REPRESENTATIONS
 Models or concrete representations of
knowledge.
Examples:
Nonlinguistic
Representation
KINESTHETIC REPRESENTATIONS
 Demonstrating or associating knowledge
through physical movement.
Examples:
3-2-1 Check for
Understanding
3 things you learned about Classroom
Instruction that Works
 2 strategies/ideas you will use
 1 question you still have

Vocabulary Resources
Building Academic Vocabulary – Marzano
 http://jcschools.net/tutorials/vocab/TN.html

Summarizing and Note
Taking
Requires substituting, deleting –
getting at the essential ideas
 SQ3R

Survey
 Question
 Read
 Recite
 Review

Summarizing and Note
Taking: SQ3R

Survey







Title
Preview or introduction
Headings or subheadings
Visuals
Summary
Questions
Question


Turn headings into questions
Use goals/objectives to establish questions –
how and why are generally best
Summarizing and Note
Taking: SQ3R

Read



Recite



Look for answers to questions
Put it in your own words
Write a summary
Create 3x5 cards
Review


Review questions, answers, summary, note
cards
Study guides for tests
Summarizing and Note
Taking: History Frames
Somebody
 Wanted
 But
 So
 In the End

Similarities and Differences
Identifies how things are alike and
different based on characteristics.
 Requires guidance and explicit
structure when teaching students how
to use the processes
 Allows the opportunity for students to
use nonlinguistic representation while
using the four processes.

Similarities and Differences
Four process or activities:
1. Comparing
2. Classifying
3. Metaphors
4. Analogies
Similarities and Differences
COMPARING
 An effective comparison is the identification
of important characteristics and is beyond
the usual comparison students use
everyday…is should be RIGOROUS
 Important characteristics are used as the
basis for which similarities and differences
are identified
 Examples: Venn Diagram, Comparison
Matrix
Similarities and Differences
CLASSIFYING
 Organizing elements into groups
based on similarities
 Identifying the rules that govern class
or category membership
 Examples: Venn Diagram, Boxed
Chart, Bubble Chart
Similarities and Differences
ANALOGIES
 Helpful in explaining an unfamiliar concept
by making a comparison to something
familiar
 Similar to metaphors, but identifying
connections between dissimilar
relationships
Example:
__ is to __ as __ is to __
Relationship:
Similarities and Differences
METAPHORS


Identifying a general pattern for two
dissimilar items, then making an abstract or
nonliteral connection
Always address the abstract relationship
Example:
Element  Literal Pattern  Abstract  Literal
Pattern  Element
Relationship
Working Session

As a grade level team, select a topic/
benchmark from the upcoming content.






What will be the goals of this lesson?
How will students learn the key vocabulary?
How will non-linguistic representations be
used?
What strategies will be used for summarizing
and note taking?
What will students do to identify similarities
and differences?
What tools do you need to carry out this
lesson in your classroom?