Overview  The purpose of this slideshow is to provide information that is provided in the “Teaching for Student Achievement-2003 Guidebook” in regards to the effects of teaching, learning, or instructional strategies on student achievement.  This document is based on research of strategies and effective practices used by successful teachers and was created by The New Teacher Project, to be used in alternative certification programs across the country.  For more information on The New Teacher Project, visit:  It is important for teachers to be aware of and understand the effects that the teaching strategies have on student achievement, as well as know which strategies are the most effective and why those strategies do or do not work in their classroom.

Please Note…  This presentation does not include all information included in the Teaching for Student Achievement 2003 Guidebook.  This presentation is a brief overview and focuses only on information regarding the teaching, learning, or instructional strategies in the guidebook that have been proven effective in improving student achievement.

Teacher Testimony A former Marine & teacher’s testimony about the effectiveness of using the best teaching strategies. He worked with him for 25 weeks, with the result of 98% of his 1 st period students passing the district writing test. “Through building a positive classroom climate, understanding the standards they were expected to meet, and using the best teaching strategies, I worked relentlessly with them and their parents to believe they could achieve this feat. Most of the students at my school never passed the test, but almost all believed they could if someone just taught them how.”

Effective Teaching  Effective teachers play a critical role in visible learning and student achievement.  According to the Teaching for Student Achievement Guidebook, (2003).: The job of effective teachers is to ensure that students are making progress toward achieving challenging academic goals.  An important part of Effective Teaching is the use of Effective, Research-Based Teaching or Instructional Strategies

Effective Teaching  Effective Teachers often use instructional practices that are implemented throughout their teaching to increase effectiveness, learning, and achievement.  Planning: Teachers have to plan and pre-plan instruction to decide what concepts and skills students are expected to know and master, based on state and national standards  Instruction: Teachers provide instruction/lessons that is challenging, well-planned, and engaging for students, using effective research-based teaching strategies. Instruction is differentiated to ensure that the unique needs of each student are met.

Effective Teaching  Teachers continuously monitor and asses student progress using a variety of formal and informal assessments, to ensure that students are meeting academic goals.  Teachers create learning environments that supports teaching and learning, actively engages students, and encourages students to want to learn and achieve.  Teachers continuously take advantage of opportunities to grow professionally through professional development, continuing education, and collaboration with other teachers and students.

Differentiated Instruction  Differentiated Instruction is a way to provide all students with the assistance they require to meet their individual learning needs (p.71).  Differentiated instruction is a way of thinking about everything that both students and teachers do when teaching and learning happen, not simply a teaching strategy (p.71).  Teachers differentiate instruction based on students performance, progress, motivation, and learning profile. (p.75) (The New Teacher Project, 2003).

Differentiated Instruction  The theory claims that instruction can be differentiated by modifying the process, product, or content.  Process-allows students to use different strategies to meet a learning goal  Product-allows students to use different products to demonstrate learning (i.e. drawings, multimedia programs, writing, models)  Content-providing students with varied levels of engagement for declarative knowledge (The New Teacher Project, 2003). P.74 Dr. Tomlinson’s Theory of Differentiated Instruction (The New Teacher Project, 2003). P. 74.

Differentiated Instruction Strategies P.76 (The New Teacher Project, 2003).

Differentiated Instruction Strategies P. 77 (The New Teacher Project, 2003).

Teaching Strategies  Effective teachers carefully decide which instructional or teaching strategies are most effective when used in their classrooms (p.42).  Teachers use various instructional strategies that help students think on lower and higher levels of thinking, as well as strategies that target both higher and lower level students (p.43).  It is important for teachers to understand which strategies are most effective and applicable for the skills and content that is being taught (p.45). (The New Teacher Project, 2003).

Knowledge & Learning  Experts claim that most learning in schools occurs at the Knowledge/Comprehensio n level, but this is not enough for students to master complex material (p.45).  Two types of knowledge in Learning Theory: Declarative & Procedural (p.46).  Declarative: Understanding what something is.  Procedural: Knowing how to do something.  Marzano’s 3 phases of learning Declarative Knowledge (p.46):  Constructing Meaning  Organizing  Storing  Marzano’s 3 phases of teaching Procedural Knowledge (p.46):  Constructing Models  Shaping  Internalizing  -The New Teacher Project, (2003).

Effective Teaching Strategies  There are thousands of learning strategies, which makes it hard for teachers to determine which strategies to implement and which will be most effective.  Strategies need to be engaging and help students better understand the material taught.  Most effective strategies fall into 3 categories:  Knowledge Strategies  Application Strategies  Evaluation, Synthesis, and Analysis (ESA) Strategies  The following chart provides strategies that are in each category and their uses (p.57).

Teaching Strategies p.57 (The New Teacher Project, 2003).

Other Strategies that Impact Achievement  The learning environment and the relationships built in the classroom by the teacher have an impact on student achievement.  Teachers are responsible for implementing Strategies in the classroom that help to build respectful and positive Student-Teacher Relationships and learning environment (p.122).  There are 4 major strategies that help build positive environments and relationships (p.122).  Maintain effective communication with all students  Systematically build relationships through involvement and engagement with students  Continuously convey high expectations of all students  Acknowledge non-academic needs that may hinder success (The New Teacher Project, 2003).

Ways to Build Better Relationships P. 126 (The New Teacher Project, 2003).

References  The New Teacher Project,(2003). “Teaching for Student Achievement 2003 Guidebook. Retrieved from: Guidebook.pdf Guidebook.pdf