Using Technology with “Classroom Instruction that Works”: Effective Instructional Strategies

What elements make up effective pedagogy? Give teachers in the group two minutes to conduct a round robin discussion of the question, “What elements make up effective pedagogy?” In round robin, each member of the group briefly shares their ideas with a small group (3-4 members) After time is called, the facilitator debriefs by asking teachers to share which elements they heard.

Three Elements of Effective Pedagogy Instructional Strategies Management Techniques Curriculum Design Effective Pedagogy Campus leadership has identified a need to focus on effective instructional strategies in Action Learning Teams this year. Much research has been done to try to identify the most effective instructional strategies. A careful meta-analysis focuses attention on nine highly effective strategies.

Instructional Strategies Classroom Instruction that Works by Robert Marzano Nine instructional strategies that have been identified as having the greatest impact on student performance The ALTs on this campus will build their goals around implementation of nine strategies identified through meta-analysis by Robert Marzano. This work can be found in Classroom Instruction that Works.

Percent vs. percentile Percent - One part in a hundred e.g. John correctly answered 90% of the items on the test. Percentile – The percent of ranked scores falling below a specific score e.g. John placed in the 90th percentile on a nationally normed exam; he scored higher than 90% of the tested students, and lower than 10% of the students Building/Accessing background knowledge: Briefly review the difference between percent and percentile. This understanding is key to understanding the research methodology utilized by Marzano.

23-point percentile gain All students’ scores Average student at ineffective school Average student at effective school Coleman Report of 1966 concluded that the quality of schooling a student received accounts for only about 10% of the variance in student achievement. The resulting thinking gave a very heavy weight to those variables outside the control of the school on student achievment. In re-examining the process however, a ten percent gain could results in a percentile gain of about 23 points. Therefore, schools can definitely can make a differences in student achievement.

Effect size and percentile gain Mean -3 -2 -1 +1 +2 +3 A normal bell curve shows the normal distribution of student achievement scores. A effect size of 1 means a percentile gain of 34 points, effect size of 2 equals a percentile gain of 47.7. Translating the effect size gives researchers insight into the possible benefits of instructional strategies. 2.1% 2.1% 13.6% 34.1% 34.1% 13.6% 2 s.d. = effect size 2.0 An effect size of 2.0 translates into a 47.7 point percentile gain (pg 160)

Basic research and meta-analysis Study 1 Effect size 0.2 Study 2 Effect size 1.1 Study 3 Effect size -0.7 Study 2 Effect size 0.6 Synthesis study Average effect size 0.4 Meta analysis is analyzing multiple research study findings. The higher the effect size, the greater the benefit of the instructional strategy.

Categories of Instructional Strategies that Affect Student Achievement Category Avg. Effect size Percentile gain Identifying similarities & differences 1.61 45 Summarizing and note taking 1.00 34 Reinforcing effort & providing recognition .80 29 Homework and Practice .77 28 Nonlinguistic representations .75 27 Cooperative learning .73 Setting objectives and providing feedback .61 23 Generating & testing hypothesis Questions, cues, and advance organizers .59 22 As you look at these instructional strategies you might be thinking, “Aha! I already know all of those strategies! There is nothing new to learn here!” However, the depth, rigor, and specificity indicated by these general strategies may reframe your prior knowledge. If you are using one of these strategies, study the research and ask yourself, “Am I using this strategy effectively, to it’s fullest potential?” This study is designed to sharpen the skills of rookies and veterans alike—there will be something here for each member of the Action Learning Team. In thinking about the order in which we would design this work, we took the approach that several of these strategies might impact classroom policies and that studying the most effective design of these strategies will impact how you design your classroom practice and policies for the coming year. Therefore, we placed these strategies in the earliest ALT sessions prior to the arrival of your new students.

Using Technology

Four Planning Questions and Corresponding Instructional Strategies What will students learn? Setting Objectives What strategies will provide evidence of student learning? Providing feedback Providing recognition Which strategies will help students acquire and integrate learning? Cues, questions, and advance organizers Nonlinguistic representation Summarizing and note taking Cooperative learning Reinforcing effort Which strategies will help students practice, review, and apply learning? Identifying similarities and differences Homework and Practice Generating and testing hypotheses

Setting Objectives Setting objectives = goal setting “You got to be careful if you don't know where you're going, because you might not get there.” –Yogi Berra General student population Goals narrow student focus Not too specific Students should personalize the teacher’s goals English Language Learner population Clearly defined goals Combine content and language objectives Setting objectives synonymous with goal setting. Goals set a “direction for learning.” Goals can actually so narrow student focus that the unintended result can occur where mastery of tasks/ideas related to but not specifically included in the goals actually declines. Generally stated objectives produce greater results. Specific, behavioral goals, which include performance expectations, conditions, and assessment criterion are too narrow in focus and not constructive in nature. The effect size is greater if students write general goals that align with the overall teacher goals. Contracting for a grade based on these goals seems to have a positive overall effect on student achievement. This builds in the design quality of choice. For campuses with high populations of ELL students, additional in-depth explanations and resources are available on the website-- for review and study during the work session. 12

Goal Setting in the Classroom Set a core goal for a unit, and then encourage students to personalize that goal by identifying areas of interest to them. Sentence starters like "I want to know" and "I want to know more about . . ." get students thinking about their interests and actively involved in the goal-setting process. Use contracts to outline the specific goals that students must attain and the grade they will receive if they meet those goals. Specific but flexible-- Student Ownership—ELLS can be encouraged to take ownership of their learning objectives through the use of sentence starters such as “I want to know…” and “I wonder if…” 13

Surveys/Forms Student goal form created in Google Documents. Goal setting using self-assessment tools such as Survey Monkey or the Forms tool in Google Documents allow easy, free creation of surveys/polls to establish prior knowledge, desired learning outcomes, lingering questions, etc. A video explaining how to create a survey using the Google Forms tool can be viewed at http://randyrodgers.edublogs.org/2008/03/04/google-spreadsheet-survey-tool/. Source:339 Web (http://339web.blogspot.com/2008/04/google-forms-for-student-goals.html) 14

KWHL

Setting Objectives X Word processing software Word Openoffice tables Spreadsheet software Organizing and Brainstorming http://www.mywebspiration.com/launch.php Data Collection tools http://surveymonkey.com Multimedia Web Resources http://rubistar.4teachers.org/index.php Communication Software http://room613talk05.edublogs.org/2006/01/10/room-613-student-blogs/

Providing “Dollops” of Feedback Should be “corrective” in nature Explanation of why an answer is correct or incorrect Should be timely Immediate feedback is the most effective Should be specific to a criterion Addresses a specific knowledge and skill Students can effectively provide some of their own feedback Rubrics, learning logs, blogs, wikis, kwhl+ charts, etc. “Corrective” in nature: Explains what students are doing correctly and incorrectly. Research shows that “simply telling students that their answer on a test is right or wrong has a NEGATIVE effect on achievement.” Feedback may go further by asking students to keep trying until they are successful. Timely: “Research shows that the more immediate feedback is in classroom settings, the greater its impact on student behavior.” Specific to a criterion: This type of feedback is very specific, addressing the particular knowledge and skills learned, and the degree to which they are learned (rubrics are best example). Contrast with traditional number grade/percentage score. Student feedback: Student learning logs/journals, discussion posts in blogs/wikis, self-assessment rubrics, KWHL charts, etc. 17

Rubrics Creative writing rubric created using Rubistar (http://rubistar.4teachers.org) Rubrics not only give direction to the learner prior to the task, they offer criterion-referenced feedback after the task. Rubistar is a free, online tool for finding and creating class rubrics. 18

Feedback in the Classroom Class blog Teacher in this example leaves not only answer to the class problem, but instructions to help students discover how the correct response was discovered. Teacher comment 19

Feedback in the Classroom Objective 4—Very Competent 3—Somewhat Competent 2-Some Key Questions Remain 1—Very Uncomfortable Identify causes of the Great Depression X Evaluate governmental responses to the Depression Describe long-term effects of the Depression still felt today. Student Self-Assessment Rubric

Feedback in the Classroom CPS provides instant feedback and allows for on-the-spot remediation. District’s units allow for true/false, yes/no, and multiple-choice responses. Classroom Performance System 21

Don’t We Do This Already? Although common practice in most K-12 classrooms, setting objectives and providing feedback are frequently underused in terms of their flexibility and power. -Robert Marzano Give the participants 1 minute to complete the questions on the Self-Evaluation checklist. This checklist is designed to help teachers think about their background knowledge and experiences with this instructional strategies. Once they have completed this self-evaluation, they may find it gives them some direction for their ALT work time. X

Providing Feedback Word processing software word inserted comments readability X Spreadsheet software Organizing and Brainstorming Data Collection tools SRS-Grading software Multimedia Web Resources http://www.coolmath-games.com/0-coffee-shop/index.html Communication Software http://teacherweb.com/TX/NorthsideEarlyChildhoodCenter/MrsHoelscher/index.html

Providing Recognition Rewards do not necessarily have a negative effect on intrinsic motivation. Reward is most effective when it is contingent on the attainment of some standard of performance. Abstract symbolic recognition is more effective than tangible rewards. Personalize recognition Use Pause Prompt and Praise strategy Use concrete symbols of recognition

Providing Recognition Word processing software Spreadsheet software Organizing and Brainstorming Data Collection tools use of SRS group &individual bonus coupon X Multimedia personlized certificate Web Resources Web showcases Communication Software Audioemail http://kidbibs.com/awards/card.htm

Cues and Questions Cues and questions should focus on what is important as opposed to what is unusual. "Higher level" questions produce deeper learning than lower level questions. "Waiting" briefly before accepting responses from students increases the depth of student answers. Questions are effective learning tools even when asked before a learning experience.

Advance Organizers Advance Organizers should focus on what is important as opposed to what is unusual. "Higher level" advance organizers produce deeper learning than the "lower level" advance organizers. Advance Organizers are most useful with information that is not well organized. Different types of advanced organizers produce different results.

Cues, Questions, and Advance Organizers Word processing software Expository, Narrative,Graphic advanced X Spreadsheet software rubric excel Organizing and Brainstorming Data Collection tools Multimedia videos (http://ww.teachertube.org http://www.schooltube.com Web Resources Communication Software Expository brochures definitions, rubrics programs(field trip) Narrative stories articles or artistic works Graphic tables, charts artistic works

Nonlinguistic Representations A variety of activities produce nonlinguistic representations. Creating graphic representations. Generating mental pictures. Drawing pictures and pictographs. Engaging in kinesthetic activity. Nonlinguistic representations should elaborate on knowledge.

Nonlinguistic Representation Word processing software (vocabulary clipart) X Spreadsheet software (plotting information earthquakes) Organizing and Brainstorming inspiration ispiredata..\..\..\..\Program Files\Kidspiration 3\New Word.kid Data Collection tools digital probes video camera Multimedia student creation of ppt or movies give most engaged learning animation Web Resources http://www.dvolver.com/live/movies-293119 Mulitmedia simulations Communication Software Different kinds of organizers

Summarizing To effectively summarize, students must delete some information, substitute some information and keep some information. To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level. Being aware of the explicit structure of information is an aid to summarizing information.

Rule based Summarizing Take out the material that is not important to understanding Take our words that repeat information Replace a list of things with a word that describes the things in the list Find a topic sentence Delete trivial material that is unnecessary to understanding Delete redundant material Substitute super ordinate terms for more specific terms Select a topic sentence or invent one if it is missing

Note Taking Verbatim is the least effective way to take notes. Notes should be considered a work in progress. Notes should be use as study guides for tests. The more notes that are taken, the better.

Summarizing and Note Taking Word processing software track changes in word auto summarize X Spreadsheet software Organizing and Brainstorming inspiration kidspiration Data Collection tools Multimedia combination notes Web Resources google docs cornell notes http://notestar.4teachers.org/teacher/home.jsp Communication Software wikis blogs

Cooperative Learning Organizing groups based on ability should be done sparingly. Cooperative groups should be kept small in size. Cooperative learning should be applied consistently and systematically, but not overused. Five Defining Elements Positive interdependence Face-to-face interaction Individual and group accountability Interpersonal and small group skills Group processing

Cooperative Learning Word processing software Spreadsheet software Organizing and Brainstorming Data Collection tools Multimedia creating video PPT X Web Resources http://webquest.sdsu.edu/webquestwebquest.html shared bookmarking http://delicious.com/jmccarthy Communication Software wiki skype

Reinforcing Effort People generally attribute success at any given task to one of four causes: ability, effort, other people and luck. Not all students realize the importance of believing in effort. Students can learn to change their beliefs to an emphasis on effort. Explicitly teach students about importance of effort Have students keep track of their effort and achievement

Reinforcing Effort Word processing software X Spreadsheet software excel effort rubrics EffortRubricExamples.doc X Organizing and Brainstorming Data Collection tools survey Multimedia Web Resources Communication Software

Four Effective Forms of Using Similarities and Differences Marzano's research indicates there are four processes that identify how items, events, processes, or concepts are similar and different: Comparing Classifying Creating Metaphors Creating Analogies While we can identify many ways we use these—the question becomes how effective are we using them? Are we using them in the manner described? Are we using them frequently? The hardest to incorporate would be creating metaphors and analogies, but these should be the used frequently and across the curriculum.

Similarities and Differences Teach students to use comparing, classifying , metaphors and analogies Give students a model for the process Use a familiar context to teach these steps Give students graphic organizers as a visual clue Guide students in this process. Gradually give less structure and less guidance

Identifying Similarities and Differences Comparing- identifying similarities and differences between or among things Classifying- process of grouping based on characteristics Creating metaphors- process of identifying a general pattern in a specific topic and then finding another, seemingly different topic, with the same general pattern Creating analogies- identifying relationships between relationships The following are Marzano’s Four Generalizations about identifying similarities and differences: Direct teacher presentation of s & d enhances students’ understanding of and ability to use knowledge Asking students to independently identify similarities and differences enhances students’ understanding and ability to use knowledge Representing similarities and differences in graphic or symbolic form enhances students’ understandings of and ability to use knowledge Identification of similarities and differences can be accomplished in a variety of ways The identification of S $ D is a highly robust activity

How To…Compare The Venn Diagram-A fantastic tool for comparing using similarities and differences… Learning Experience: Citrus Divide the ALT into small groups of 3-5: 1. Give all groups a piece of chart paper One group is given a lemon and an orange 2. One group is given a picture of a lemon and an orange. One group is given a picture of a lemon and an orange. One group is given the words: lemon and orange 3. Give the groups 5 minutes to create similarities and differences Venn diagram Debrief the Venn Diagrams. Focus on the following discussion questions: -Was there a difference in depth between the three groups? -How would you need to differentiate for ELL learners? (Answers may include use of a word bank, sentence frames, pictures, real items or realia) - For Advanced learners? (Answers may include more complex and abstract observations, more circles.) -How would you adjust for your grade levels? (writers/non-writers) With primary students identifying similarities should come first. Once they have mastered comparing, identifying differences can be introduced. For students who have developed skills to do both, differentiation which increases depth and complexity can be introduced.

A Great Web Site http://gets.gc.k12.va.us/VSTE/2008/1simdiff.htm This site gives examples of different programs and websites that provides samples of graphic organizers for identifying similarities and differences. It shows how graphic organizers look in different programs and how to download options for classroom use. You might want to explore this site to see different representations of using graphic organizers to show similarities and differences during the ALT work time today.

The first sample is from Kidspiration (software program) Second and third samples are from http://www.readwritethink.org/materials/venn/ this site allows you to put in the topics and print the diagram When looking at these examples remember when differentiating—use the same graphic organizer for all learners, but adjust the way in which they respond. i.e., fewer responses or pictures take the assignment to a more concrete level (more appropriate for special education situations, CLOZE, ELL) and look for more advanced learners to add more complexity in their responses.

Comparing with Comparison Matrix The first sample is from EXCEL but could also be created in WORD The second sample is from Inspiration (software program) The third sample is from: http://www.readwritethink.org/materials/compcontrast/map/ As you look at these remember, you will be creating one that works for you and that you want to use in your classroom

The websites listed below all give examples of using the Frayer Model for comparing The Frayer Model is another example of a graphic organizer used for word analysis and vocabulary building. The four square model prompts students to think about and describe the meaning of a word or concept by: Defining the term Describing its essential characteristics Providing examples of the idea (similarities with other things) Offering non-examples of the idea (differences with other things) http://www.justreadnow.com/strategies/frayer.htm http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/graphicorg/fraym.htm http://www.tantasqua.org/superintendent/Profdevelopment/etfrayermodel.html

Classifying: Semantic Feature Analysis Sample: Bonds Issued by corporations Fixed Interest Rate U.S. Treasury Local Taxing Authority More likely to default Equal to a number of shares of stock Bearer Bond X Convertible Bond Corporate Bond Government Bond Junk Bond Zero Coupon Bond Helps students discern characteristics of a concept by comparing its features to those of other concepts that fall into the same category Steps: Create a matrix along the left side, list key terms/concepts/places/people/events/etc, Across the top of the matirx, write features that these concepts might share Ask students to use an x to indicate if the feature applies to the word Students explain the rationale behind their choices Gives students the ability to cluster words and needs to be used with large/macro concepts with many categories

Classifying A column format can be created in Word and EXCEL

Samples of Classifying using Technology Classifying with word or picture sorting can be done with Kidspiration software

Classifying with a Webbing format can be done in Kidspiration or Insipiration software

Classifying: Concept Attainment Examine the factual information Identify similarities; sort into general categories Name each category Write a topic sentence for each category which generalizes the similarity ___________________________________ Select five pieces of factual information which best support the topic Evaluate them by rank ordering them in descending order of importance in supporting the topic sentence The groups will use the strips of paper and follow the directions listed on the slide to the line. (The three categories are: instruction, management, curriculum if any group should get lost along the way…) If using for content information, you would extend the activity into writing (the directions under the line…..)

Creating Metaphors and Analogies Metaphors and Analogies are complicated due to the “relationships between relationships.” having students identify these relationships is the focus of instruction Creating metaphors is the process of identifying a general or basic pattern in a specific topic and then finding another topic that appears to be quite different but that has the same general pattern Creating analogies is the process of identifying relationships between pairs of concepts - in other words, identifying relationships between relationships. Frequent use of metaphors and analogies is challenging. Some content subjects fit more easily into this strategy. ELL students struggle with verbalizing these abstract strategies. However, support tools like cloze analogies can move students toward this thinking. Differentiation for learners is in the level of complexity and sophistication.

Analogy Graphic Organizer is to Relationship: Example: Forced analogy Give each group two words and have them identify a relationship between the two terms and come up with the second pair of terms which contains the same relationship. Terms: Ice cream is to birthday… Overtime period is to Stars Hockey… Square is to quadrilateral… Give each team 2 minutes to complete this analogy and debrief by taking responses from each group. Round Robin: What is the key to building skills in analogy? How might you support special ed students? is to as

Interactive Web Sites for Analogies These are interactive sites for analogies that are free: http://www.sadlier-oxford.com/phonics/analogies/analogiesx.htm http://www.funtrivia.com/flashquiz/index.cfm?qid=159519 This website has a free 30 day trial: http://www.quia.com/cb/7146.html

Identifying Similarities and Differences Word processing software X Spreadsheet software Organizing and Brainstorming Data Collection tools Multimedia Web Resources Communication Software

Homework Less homework should be assigned to younger students than to older students. Parent involvement in homework should be kept to a minimum. The purpose of homework should be identified and articulated. If homework is assigned, it should be commented on.

Practice Mastering a skill requires a fair amount of focused practice. While practicing, students should adapt and shape what they have learned.

Homework and Practice X Word processing software Spreadsheet software Organizing and Brainstorming Data Collection tools Multimedia Web Resources Communication Software

Generating and Testing Hypotheses Deductive thinking requires students to apply current knowledge to make a prediction about a future action or event. Inductive thinking involves students in a process of drawing new conclusions based on information they know or have presented to them. Teachers should ask students to clearly explain their hypotheses and their conclusions. Research has shown the power of asking students to explain, in a variety of communication modes, their predictions and results

Generating and Testing Hypotheses Word processing software Spreadsheet software ex X Organizing and Brainstorming Data Collection tools Multimedia Web Resources http://web.wm.edu/hsi/cases/frankfort/frankfort_student.html http://fantasticcontraption.com/ Communication Software