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

Student 9. Home Environment 10. Learning Intelligence/ Background Knowledge 11. Motivation

Teacher 6. Instructional Strategies 7. Classroom Management 8. Classroom Curriculum Design

Instructional Strategies From your experience, name a strategy that has a positive impact on student learning Name some strategies that you think have a positive effect on learning

Marzano’s Strategies 9 Background on the Research Leading to An Emphasis on These 9 Strategies

Learn to Juggle Have everyone stand. Tell them they are going to learn the motions to juggle. Start with your right hand. Cross over the left side of your body with the right hand in a smooth swinging motion ( up then down) Cross over the right side of your body with the left hand in a smooth swinging motion. ( up then down) Cross over the left side of your body with the right hand in a smooth swinging motion. ( up then down) Continue this pattern. Have them notice some of the following: This is a new skill It takes practice It feels awkward Your peers can help It is good to talk about what works and what does not work "Provide educators with instructional strategies that research shows have the greatest likelihood of positively affecting student learning."

Marzano Stategies Nonlinguistic representations Cooperative Learning Identifying Similarities and Differences Summarizing and Note Taking Reinforcing Effort & Providing Recognition Homework and Practice Nonlinguistic representations Cooperative Learning Setting Objectives & Providing Feedback Generating & Testing Hypotheses Cues, Questions, & Advance Organizers 8. Background on the Research Leading to An Emphasis on These 9 Strategies Primary focus was the effect of classroom instructional techniques on student achievement Instructional technique is defined as an alterable behavior on the part of the teachers or students a behavior that teacher and student can change) Gathered from results of studies Studies included students in all grades, all ability levels, all socio-economic levels, in rural and urban/suburban classrooms When these strategies were used, achievement improved Greater Levels of success in our classrooms will be to the extent the 9 strategies are worked on across grade levels and subject areas

Cooperative Learning Finding: ES=.73 Cooperative Learning Finding: Students who work in cooperative groups consistently outperform students who do not.

COOPERATIVE LEARNING: Points to Consider Organizing groups based on ability levels should be done sparingly. Size Used… However, it is better to use ability level groups than no groups at all Effect on low ability students is worst Effect on high ability students is small Effect on medium ability students is positive and moderately strong Students in groups of 2 show 6% gain in knowledge Students in groups of 3 or 4 show a 9% gain in knowledge Students in groups of 5 to 7 show a 1% loss Cooperative learning should be used consistently and systematically but should not be overused. Note taker Time Keeper Keep on Track

Recommendations for Cooperative Learning Use Informal, Formal and Base Groups Informal > “pair-share”, “turn to your neighbor” Formal > groups lasting for several days/weeks Base groups > long-term groups created to provide students with support throughout a semester or academic year Purpose: clarify expectations for a task allow time to process information provide time for closure

Setting Objectives & Providing Feedback Purpose: clarify expectations for a task allow time to process information provide time for closure Set Learning Objectives or Goals that are specific but flexible Write on the board Prepare a written handout Provide the learning objective or goal orally Help Students Set Learning Goals “I want to know” “I wonder” “I want to understand” Communicate Learning Goals to Parents

ES=.61 %G=23 Setting Objectives Set Learning Objectives or Goals that are specific but flexible Help Students Set Learning Goals Communicate Learning Goals to Parents ...should be stated in more general rather than overly specific terms …students should have the opportunity to adapt the goals to their personal needs and desires with guidance of course! Learning objectives should be specific yet flexible Effective for students to learn to write personal learning goals

Communicating Learning Goals to Parents Dear Parents, During this grading period, we will be studying maps and the spatial organization of the Earth’s surface. By the end of the grading period, your child should be able to demonstrate that he or she Understand the concepts of absolute and relative location. Uses scale drawings to determine distances. Understands and uses geographic databases. Understands how topography influences the way people live and the extent to which they must depend on others. Understands how human activity influences the topography of a region. I will give students feedback on their progress toward these learning goals and will be able to share this information with you over the next nine weeks. If you have any questions…. How is this alike or different from what happens in your school?

As a result of what we do today, you will Activity Knowledge to be gained As a result of what we do today, you will understand how cold and warm fronts form use details to support claims in an essay Read Chapter 2 Complete diorama Finish writing the essay Make connections of doing to learning Learning Goal should not be an activity.

Statement Learning Activity Learning Goal Understand that an equation is a number sentence that shows two quantities that are equal Make a magnet Design a menu that includes a balance of foods from the food pyramid. Add and subtract fractions with like denominators Find the states and their capitals on a map of the United States Learning goal Learning Activity Learning activity Learning Goal

Statement Learning Activity Learning Goal X Understand that an equation is a number sentence that shows two quantities that are equal X Make a magnet Design a menu that includes a balance of foods from the food pyramid. Add and subtract fractions with like denominators Find the states and their capitals on a map of the United States Learning goal Learning Activity Learning activity Learning Goal

Statement Learning Activity Learning Goal X Understand that an equation is a number sentence that shows two quantities that are equal X Make a magnet Know the characteristics of a magnet Design a menu that includes a balance of foods from the food pyramid. Add and subtract fractions with like denominators Find the states and their capitals on a map of the United States Learning goal Learning Activity Learning activity Learning Goal

Statement Learning Activity Learning Goal X Understand that an equation is a number sentence that shows two quantities that are equal X Make a magnet Know the characteristics of a magnet Design a menu that includes a balance of foods from the food pyramid. Know the elements of the food pyramid and what is meant by a balanced diet Add and subtract fractions with like denominators Find the states and their capitals on a map of the United States Learning goal Learning Activity Learning activity Learning Goal

Statement Learning Activity Learning Goal X Understand that an equation is a number sentence that shows two quantities that are equal X Make a magnet Know the characteristics of a magnet Design a menu that includes a balance of foods from the food pyramid. Know the elements of the food pyramid and what is meant by a balanced diet Add and subtract fractions with like denominators Find the states and their capitals on a map of the United States Learning goal Learning Activity Learning activity Learning Goal

Statement Learning Activity Learning Goal X Understand that an equation is a number sentence that shows two quantities that are equal X Make a magnet Know the characteristics of a magnet Design a menu that includes a balance of foods from the food pyramid. Know the elements of the food pyramid and what is meant by a balanced diet Add and subtract fractions with like denominators Find the states and their capitals on a map of the United States Know the states and their capitals Learning goal Learning Activity Learning activity Learning Goal

John Hattie ’92 Harvard research "The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be dollops of feedback." Students can effectively provide some of their own feedback (reflective learning) John Hattie 1992 Harvard researcher who reviewed more than 8,000 studies on learning and instruction.

Providing Feedback Be specific: just telling the student that the answer is right or wrong has no effect on achievement Feedback should be timely Feedback should be specific to a criterion (rubric) Students can effectively provide some of their own feedback (reflective learning) The greater the time between the test or assessment and the feedback, the less the improvement in achievement e.g. late feedback is worth little more than no feedback

Cues, Questions, and Advance Organizers

Cues and Questions Use explicit cues Tell the students what they will be learning Use KWL chart Show pictures of intended learning Provide chart of benchmarks that will be addressed Ask questions that elicit inferences Questions about things/people, actions, events, states of being Use Analytic questions Requires students to use prior knowledge in addition to the new information being presented Cues and Questions and Graphic Organizers Before learning new information, teachers should help students retrieve what they already know about a topic or “activate prior knowledge.” Cues, questions, and advance organizers are three common ways that a classroom teacher helps students use what they already know about a topic to learn new information. Cues give hints of what is to be learned. Analytical and inferential questions asked of students before learning help fill-in the gaps and provide a focus for learning. Questions structured to appropriate learning level, realizing that higher level questioning, the deeper the understanding

Graphic Organizers Presented in Advance Graphic organizers also provide students with guidance on what the important information is in a lesson or unit. They give students direction and also 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. When a teacher asks students to skim learning materials, the teacher 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.

Sample Advance Graphic Organizer Main Topic Sub-topic Sub-topic Sub-topic Vary the style of advance organizer used: Tell a story Summaries of information to introduce specific elements of a concept or topic Skim a text When a teacher asks students to skim learning materials, the teacher 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, which includes graphs and charts

Kinesthetic Representations Physical Representations %G=27% Pictograph Graphic Organizers Mental Images Kinesthetic Representations Physical Representations Non-Linguistic Representations

Circle Reflect Reflect on these 8 strategies 1. Which strategy peaked your interest and why? 2. Think about the teachers in your building. How will you present these four strategies to them? What will be your plan for seeing the strategies incorporated into classroom work? Have everyone stand and make a circle inside a circle. The people on the outside move over one each time you call time. People on the outside start by telling which strategy peaked their interest. People on the inside tell respond and tell their strategy. If you have time you can do the second question.