1. Revisiting Effective Strategies
School Wide AVID
JMS
January 29
2 Rather than go to the next new thing…we are going to revisit some old friends. If this is an evaluation year for you keep this mind as we go through the next two hours. We hope it provides you with some things you can include in the process. We are going to also view these old friends through a little different lens … that of the English Learner

2. Walk ‘bout
Cheryl
10 minutes

3. Excellent Instruction has three essential components
Managemnet Techniques
Curriculum Design 
Instructional Strategies
As Cheryl stated part of the walk ‘bout is a focus on effective strategies. We all know that a strategy is not inherently effective. It is only when it is part of a strategically designed lesson that its power is truly utilized. Consider these components of effective instruction. Would you add or change anything in this model? Today we will focus on the 2 Starred items . Specifically we will focus on similarities and differences against a backdrop of increased rigor.
Nothing new…but a chance to use what we know works in a more advanced/more strategic way.
This is the underlying idea behind all AVID strategies.

4. Effective Instruction by Meta-Analysis
Classroom Instruction That Works (2001, ASCD)
Marzano, Pickering, & Pollock
This meta-analysis examines average effect of experimental studies
Focuses on instructional strategies w/ high probability of success for all pupils, K-12 in all subjects
Expresses results as effect size
Additionally we are going to revisit a component of Marzano’s work through new lenses, that of the English Learner .
First a recap of meta-analysis and just what Marzano did.
Very AVID…not necessarily new, but data proven successful.

5. What is Effect Size? Effect Size of 1 = 34 Percentile Point Gain
2 And effect size. Secondly lets refresh our understanding of what an effect size is and how that demonstrates learning.
Realize…this is and average effect size….some studies were more effective and some were less effective…This is where the other legs of that initial triangle enter into results…this is where we can use our knowledge to create more effective and strategic use of a solid strategy.
Effect Size Represents
Increased or Decreased Achievement
of Experimental Group in
Standard Deviation Units

6. Interpreting Effect Size Significance
Effect size above .5 is significant.
Jacob Cohen, Statistical Power Analysis for the Behavioral Sciences, 1988

7. Effective Teaching Requires Tools That Work
28%
45%
34%
27%
27%
22%
An overview of the 9 largest effect size/percentage gains in the study. I bet all of us use at least 6 of these nine strategies on a daily basis….Which ones do you use…which is the most effective in your classroom. Turn to one of your elbow partners and share out ….
23%
From Classroom Instruction That Works by Marzano, Pickering, & Pollock (ASCD, 2001)
29%
27%

8. Identifying Similarities & Differences
Effect Size 1.61 which equals a 45% average gain
Identifying similarities & differences…
What makes it work?
Is it just a Venn?
Our focus for the day.
Why does this thinking process work?
Accesses prior knowledge…making connections increases geling of synapses. Can you think of any others?

9. Student understanding of and ability to use knowledge is enhanced by 3 things…
1.Presenting students with explicit guidance in identifying similarities and differences…
2.Asking students to independently identify similarities and differences…
3.Representing similarities and differences in graphic or symbolic form…
Marzano’s comments…A recap of the key findings of why this strategy is effective. Each of these serves a specific purpose. A good example an educational leap of faith…focus on developing higher level thinking using content will increase long term understanding and recall of the essential info.
Thinking not rote creates enduring memory.
1.Teach the thinking process involved in each approach using common knowledge or prior knowledge
3. Visual and #1 are especially important for English learners and those who struggle with academic tasks…allows them another avenue to express their understanding. (also consider collaborative and oral options) Also provides a challenge for those who may be strong in language.
Take a minute…turn to your elbow partner and share your current level of doing one of this attributes….Rank them in your order of expertise…from the one you believe you do most effectively to the one you may need more support in….Keep in mind alothough

10. Identification of Similarities and Differences can be accomplished by…
Comparing
Classifying
Creating metaphors
Creating analogies
Definitions of each process are on page of Marzano handout
Look over the descriptions of each activity on p 17 of your marzano handout.
Do 1st two columns of KWL. Review the four categories (Handouts and template handouts) Look at these descriptions and

11. Strategic Teaching Choose when these activities should be
teacher directed
Student directed
…Or collaborative, independent, oral, visual, writtien…
…Based on the content, student needs, critical thinking goal you have in mind.

12. Similarities and Differences
Teacher Directed
Explicit Instruction
When specific similarities and differences are targeted
Can often lead to rich inquiry based discussions
Student Generated
When you want to stimulate divergent responses
This slide will lead to p 14 reading …. Example of the power of teacher directed and how to
support rigor. Teacher directed provides scaffolding for teaching the thinking process involved in identifying similarities and differences. Use familiar content to teach the thinking skill. Let’s look at an example. P 14 reading. Maybe do in pairs. Have different readings in envelopes labeled A and B.

13. For English Learners especially…
Practice the thinking process using easily accessible content…

14. Consider What do we already do?
How can we modify or add to our toolkit to increase rigor?
How can we make that rigor accessible to all?
Questions to consider as you view the next few slides.

15. Rigor Defined
"Rigor is the goal of helping students develop the capacity to understand content that is complex, ambiguous, provocative, and personally or emotionally challenging.“
Source: Teaching What Matters Most; Standards and Strategies for Raising Student Achievement by Strong, Silver and Perini, ASCD, 2001.
Revisit chart column 3 &4
Practice some critical reading strategies.

16. 1-1-2 partner share

17. Electronic Resources

18. Stop here/other ideas
Generate a list of strategies that go beyond the Venn diagram….think about what we already do and how we can use it more strategically by
Increasing rigor with support
What types of support do we currently use
What types of support are we interested in learning more about
Extending what we already to
Matching effective strategy with specific content/thinking skill
To do …look up compare contrast activities that all content areas can use from AVID Write Path Series.

19. WICR
What is the correlation between WICR and these 9 research based strategies?
How do we incorporate elements of WICR into our use of similarities and differences activities?