Transcript Document 7194105

Effective Teaching
Strategies
Environmental Norms
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Be respectful of the prior experience in
the room
Engage completely
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Participate in all activities and attend the
entire seminar
Be accountable to the task at hand
Place cell phones in “manner mode”
Be responsible for your own learning
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Objectives
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UNDERSTAND the key connection
between thorough lesson planning,
effective instruction, and student learning
KNOW research-based effective teaching
strategies
APPLY the strategies in context
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Contributions from Experts
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Barth
Brookhart
Brophy
Cobb
Darling-Hammond
DuFour
Flynn
Fullan
Harvey
Haycock
Hill
Lezotte
Marzano
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Mayer
McTighe
Mendler
Nuthall
Reeves
Rosenshine
Schmoker
Stiggins
Stronge
The “jury standard”
Tomlinson
White
Wiggins
Wong
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Agenda, Day I
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CALI Overview
Introduction
Lesson Planning and Organization
Objectives and Goals
Feedback and Recognition
Effort
Cooperative Learning and Flexible Groups
Prior Knowledge, Cues, Advanced Organizers
Questioning
Reflection
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Agenda, Day II
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Introduction and Data Teams
Summarizing (Homework)
Notetaking
Nonlinguistic Representations
Non Fiction Writing
Similarities and Differences
Reflection and Closing
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Examining Your Current Practice
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What “effective” strategies are
you currently using in your
classrooms?
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Art and Science of Teaching
Three Broad Categories
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Learning goals, high expectations,
track student progress, and celebrate
success (Chapter 1)
Interact with new knowledge
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Practice and deepen understanding
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(Chapter 2)
(Chapter 3)
Marzano, Art and Science of Teaching
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Strategies
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Macrostrategies
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Cooperative and Flexible Grouping
Nonlinguistic Representations
Questioning
Reflection
Non-fiction Writing
Summarizing and Notetaking
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Strategies
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Other research based strategies
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Activating Prior Knowledge
Cues, Advance Organizers
Generating and Testing Hypotheses
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LESSON ORGANIZATION
Let’s begin with the end in
mind.….
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What will I do to develop effective
lessons which incorporate our
planned use of “effective” strategies?
Art and Science, p. 174
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Coordinating our efforts
Making
Standards
Work
Data Driven
Decision
Making/Data
Teams
Common
Formative
Assessments
Effective
Teaching
Strategies
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Coordinating our efforts
What to
teach;
standards,
mandates,
student
interest
Individual
student
needs and
learning styles
Monitor
learning –
Provide
feedback
How to
teach it
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What Does “Effective” Mean?
“The reflective process is at the very heart
of accountability. It is through reflection
that we distinguish between the popularity
of teaching techniques and their
effectiveness. The question is not ‘Did I
like it?’ but rather ‘Was it effective?’”
(Reeves, D. B., Accountability for Learning, 2004, p. 52)
And…..how do you know?
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Most Effective
Teaching Strategies?
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EFFECTIVE: Actions of the teacher that
elevate or lift cognition of learners
The simple question is, “Is it working for
you and your students as evidenced by
learning outcomes?”
What teaching strategies are most
commonly used in your schools that DO
NOT WORK?
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Generate Hypotheses About
Teacher A and Teacher B:
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Same class makeup – a mix of diverse
backgrounds and learning needs (ELL,
poverty, inclusion, etc.)
Same class size
Same schedule, materials, curriculum
Teacher A – 18% of students proficient
Teacher B – 82 % of students proficient
ACTIVITY: Discuss with your table
possible causes of the difference
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Teacher and leader beliefs influence
student achievement!
64.8
% Proficient or HIgher
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Student Causes
Teacher Causes
Source: Leadership for Learning, 2005, Center for Performance
Assessment, www.MakingStandardsWork.com
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Learning Cycle: Teaching, Assessing
and Reflecting
Identify Learning
Outcomes
Adjust Teaching;
Ongoing Monitoring
Plan Instruction
and Assessments
Learning;
Ongoing Monitoring
Instruct
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Planning and Organizing
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What is the value of planning and
organizing prior to instructing?
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Elements of Lesson Plans
Effective lesson plans:
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Offer ‘prompts’ or cues for actions, steps, etc.
Support linear or non-linear flexible options
Are like a framework or blueprint
Consider each aspect of the learning cycle
(teaching, assessing, reflecting)
ACTIVITY: Generate a list of must-have
elements for your lesson plan
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Tools
Templates/Formats
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Allow organized approach to process
Generate ideas
Provide focus
Decrease stress
Save time
ACTIVITY: Unit Planning Template
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Revised Blooms Taxonomy
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Optimal learning is a direct result
of effective instruction which is a
direct result of essential
and thorough lesson planning.
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What will I do to establish and
communicate learning goals,
create a positive learning
environment, track student
progress, and celebrate success?
Goals and Objectives
What will I do to establish and
communicate learning goals, create a
positive learning environment, track
student progress, and celebrate success?
Objectives and High Expectations
In examining 1500 K-12
classrooms, 24-7 consultants
found that clear learning
objectives were established in
____%.
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Research on Goals and Objectives
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Narrow the focus (Marzano)
Not too specific (Marzano)
High expectations (TESA)
Aligned with standards (CSDE)
Know and able to do (Marzano)
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Feedback and Recognition
What will I do to establish and
communicate learning goals, create a
positive learning environment, track
student progress, and celebrate
success?
Feedback
“Feedback gives information that a student
can use….so that they can understand
where they are in their learning and what to
do next.” The goal is to give students the
feeling that they have control over their own
learning.
Brookhart, 2008
Powerful Strategy
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Kluger and DeNisi (1996), in a metaanalysis, found that the average effect on
feedback intervention was .41. This
means that groups receiving feedback
outperformed control groups by .41
standard deviations—an effect of moving
from the 50th to 66th percentile on a
standardized test.
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As reported in Brookhart, 2008
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Managing feedback
 Process
 Content
Susan Brookhart, How
to Give Effective
Feedback to Your
Students
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Feedback Process
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Timing
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Amount
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Mode
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Audience
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When Given
How Often
How many areas
How much about each area
Oral, written, visual,
demonstration
Individual, Group, Class
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Feedback should be…
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“Corrective in nature”
Timely
Specific to a criterion
Marzano, Classroom
Instruction That Works, p 96
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And…..
 Students can effectively provide some
of their own feedback.
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Focus on the Content
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Focus
Function
Comparison
Valence
Clarity
Specificity
Tone
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The Bottom Line…..
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Focus on the work, process or student’s self
regulation.
Compare to criteria (work), other students
(processes or effort), or past performance
(especially struggling learners).
Describe, don’t judge.
Use positive comments; accompany negative
comments with positive suggestions for
improvement.
Be clear to the student.
Tailor the specificity to the student.
Be respectful of the student and the work.
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Math Examples
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“I know you worked this out with your group.
Good strategy.”
“You could have expressed these (decimals) as
13/100, 72/100 and 4/5. Sometimes you can’t
reduce and it is easier to say out of one
hundred. The more you rounded, the less
accurate your fractions were. “
“These aren’t as accurate. I think rounding and
reducing worked better.”
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More math examples
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“You didn’t answer the second part of the
problem.”
“Your explanation was the shortest one in
class. Can you write more next time?”
“Put these fractions in order and they will
make more sense.”
“Multiple errors in spelling on the
explanation. Please correct and resubmit.”
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Grade 7 Social Studies
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“This is too general.” (Response to naming two
reasons South felt they should secede.)
“This is similar to your first reason. Is there
another reason to stay? Make the government
for effective, for example? “(Why some
Southerners felt South should not secede)
“Multiple errors in spelling. Check the text.”
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English Language Arts Grade 10
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“This essay demonstrates your strength in
synthesizing—connecting various examples and
unifying them with strong overall organization.
The thesis is clear; it acts as an effective focus
for the silence that occurred when power was
being abused.”
“Great support. Strong evidence for your
attention to diction, style, sentence variety. What
a pleasure to read!”
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Feedback for Struggling Students
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Focus feedback on the process. This will
help them determine what actions can
lead to further success. They will be
“learning to learn.”
“I noted that you reread your paper
three times and made changes. Going
back and checking helps you catch
problems, doesn’t it?”
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Feedback for Struggling Students
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Use self-referenced feedback (formatively)
which addresses improvement.
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“This paragraph had a lot more vivid verbs
than the one you did last week. It is much
more exciting to read.”
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Note: For grading, use standards- or
criterion-based feedback.
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Feedback for Struggling Students
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Limit important points.
Focus on small steps for improvement.
Use simple vocabulary, explaining words
as you go.
Check for understanding by asking
questions….”What is one thing that we
talked about that you are going to do for
the next paragraph?”
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Looking at Student Work
and Structuring Feedback
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Use the criteria in “The Bottom Line”
to craft feedback to one piece of
student work.
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The “Take” on Recognition
1. Recognition includes praise and reward
2. Rewards do not necessarily have a negative effect
3. Reward works when contingent upon achievement of a standard
4. Abstract, symbolic recognition is more effective than tangible
rewards
5. Tangible rewards can be + when used as contingent on
achievement of standard
6. Tangible rewards “do not seem to work well as motivators”
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Abstract rewards—particularly praise—when given for
accomplishing specific performance goals, can be a powerful
motivator for students
Classroom Instruction That Works, p. 55
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Reinforcing Effort
What will I do to establish and
communicate learning goals, create a
positive learning environment, track
student progress, and celebrate
success?
Effort/Motivation
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“Not all students realize the importance of
believing in effort.”
“Students can learn to change their beliefs
to an emphasis on effort.”
Marzano, Classroom Instruction That
Works, p. 50
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School Climate to Support Effort
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Teacher responsibilities….
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Demonstrate enthusiasm for youth and
learning
Build personal, social, and academic
relationships between self and among youth
Respect power-authority relationships
Ensure students have hope
Teach and reinforce effort
Mendler, Motivating Students
Who Don’t Care
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What will I do to help students
effectively interact with NEW
knowledge?
Flexible Grouping and
Cooperative Learning
What will I do to help students
effectively interact with NEW
knowledge?
Student Data Sheet
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Review the data from a classroom of
12 students.
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Grouping Task One
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You have been teaching reading to your
class of students. You want to put them
into three flexible reading groups. Your
plan is to work with each group on
reading comprehension skills. Group your
students. Be prepared to support your
decisions.
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Grouping Task Two
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You want to do some multicultural literature
circles. You have chosen four books.
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Esmeralda’s Secret Life
Morgan Gets a Horse, Oh No!
Walking the Tribal Way
A Long Haul in a Big Truck
How would you assign student group membership to
the four books and why?
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Grouping Task Three
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You have been teaching Connecticut
history. Your objective is that students will
demonstrate a clear understanding why
settlements grew along rivers. You want
to develop some learning options that
support your students’ learning styles.
Think of three assignments that allow
students to use their analytic, practical or
creative styles. How would you group
your students?
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Why group students?
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Why group students?
What challenges do you face in
grouping students?
What is cooperative learning?
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Activating Prior Knowledge
(Cues and Advanced Organizers)
What will I do to help students
effectively interact with NEW
knowledge?
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Activating Prior Knowledge
What do your
students already
know?
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Cues and Advance Organizers
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Research/Foundation
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Preview activities
Help students access what they already know
about a topic
Activation of prior knowledge is critical to
learning
Background knowledge influences what we
perceive and learn
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Cues
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Should focus on what is important
rather than on what is unusual
Use explicit cues—direct approach
KNU (enhanced KWL)
Already know
 Need to learn (based on standards)
 Understand
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BKWLQ
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Background, know, want to know, learned,
questions
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Advanced Organizers
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Expository
Narrative
Skimming
Graphic
Advanced organizers help students
focus on important information by
providing a mental set.
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Expository Advance Organizers
•An expository advance organizer may simply
provide students with the meaning and
purpose of what is to follow.
•On the other hand an expository organizer
may present students with more detailed
information of what they will be learning
especially the information that may be
difficult to understand.
(J.Scott, Missouri Assessment Program, 2003)
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Narrative Advance Organizers
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A narrative advance organizer takes the
form of a story. Here the teacher provides
the essential ideas of a lesson or unit she
plans to teach by telling a story that
incorporates the ideas.
(J. Scott, Missouri Assessment Program, 2003)
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Skimming as an Advance
Organizer
When a teacher asks students to skim
learning materials, it provides them
with the opportunity to preview the
important information that they will
encounter later by focusing on and
noting what stands out in headings,
subheadings, and highlighted
information.
(J. Scott, Missouri Assessment Program, 2003)
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“Graphic” Advanced Organizers
•Graphic organizers provide students with guidance
on what the important information is in a lesson or
unit.
•They give students direction and provide a visual
representation of the important information.
•It is easy to see what is important and the
relationships between the ideas and patterns in the
information where they exist.
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Questioning
What will I do to help students
effectively interact with NEW
knowledge?
Questioning
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“We are moving from viewing questions as
devices by which one evaluates….learning
to conceptualizing questions as a means
of actively processing, thinking about, and
using information productively.
Teacher questioning behaviors affect
which students learn how much.
Walsh and Sattes, 2005
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Research and Practice
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Questioning
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Process
Wait Time
 Language Development in ELL’s
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Content
Level (Taxonomy)
 Essential Questions
 Increasing Rigor and Relevance
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Marzano, 2001
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Questions to
Support
Language
Development
Hill and Flynn, Classroom
Instruction that works with
English Language Learners,
2006
Stage
Teacher prompts
Pre Production
Show me….circle
the…where is
Early
Production
Yes-No Questions
1 or 2 word
answers
Lists or labels
Speech
Emergence
Why?
How?
Explain…..
Intermediate
Fluency
What would
happen if….
Why do you
think….
Advanced
Fluency
Decide if….
Retell……
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Promoting Rigor and Relevance
Content
Other subjects or real world
Personal
Christianberry and Kelly, 1983
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Promoting Rigor and Relevance
Content
Dense
Questions
Other subjects or real world
Overlapping
Questions
Personal
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Rigorous Questions
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Let’s look at student examples.
Let’s build one together using the 5-8
grade social studies standards in your
materials. The focus is the Civil War.
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Reflection
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