1. Effective Teaching Strategies Welcome to Day II

2. 2 Agenda, Day II Introduction and Data Teams Introduction and Data Teams Summarizing (Homework) Summarizing (Homework) Notetaking Notetaking Nonlinguistic Representations Nonlinguistic Representations Non Fiction Writing Non Fiction Writing Similarities and Differences Similarities and Differences Reflection and Closing Reflection and Closing

3. 3 How do we use ETS in Data Driven Decisionmaking? Let’s try an example: Let’s try an example: A pretest shows that students are scoring far below their peers on problem solving. (Collect and chart data) A pretest shows that students are scoring far below their peers on problem solving. (Collect and chart data) Currently 50% of our grade 4 students are scoring below proficient on math word problem solving as measured by the pretest. By the end of the 3-week instructional unit, 75% will score proficient or higher on math word problem solving as measured by the post test. (SMART Goal) Currently 50% of our grade 4 students are scoring below proficient on math word problem solving as measured by the pretest. By the end of the 3-week instructional unit, 75% will score proficient or higher on math word problem solving as measured by the post test. (SMART Goal)

4. 4 Data Team Thinking Why is this? What can we try? (ETS) Is it working? Is it working? Students know how; they are not fluent Practice Problem a Day 1. Identify results indicators (a. Lesson plans; b. Math post test) 2. Determine the cycle (3 weeks) Student don’t know the process Nonlinguistic Representation Problem solving chart Problems are various Feedback Looking at Student Work They don’t know the vocabulary Vocabulary Instruction Variety of ETS strategies (Nonlinguistic Representations) What will we do for the students who already know this?

5. 5 Collaborative Lesson Planning Data Teams/Learning Team Process 1. Collect and chart data 2. Analyze for strengths and obstacles 3. Set SMART goal(s) 4. Select instructional strategies 5. Identify results indicators 1. Is it being implemented? 2. Is it working?

6. 6 Summarizing, Notetaking, Homework How do I help students effectively interact with NEW knowledge? How do I help students effectively interact with NEW knowledge? How do I help students deepen and enhance their learning? How do I help students deepen and enhance their learning?

7. 7 Summarize Requires ability to analyze information Requires ability to analyze information Decisions to keep, delete, substitute Decisions to keep, delete, substitute Structure of information linked to structure of notes Structure of information linked to structure of notes ACTIVITY: Read and summarize the articles on homework.

8. 8 Share Out Findings Read, summarize and share information from an article. Read, summarize and share information from an article. Have one person report out findings to larger (home) group. Have one person report out findings to larger (home) group.

9. 9 Deepening Understanding Through Homework Research/Foundation Research/Foundation Homework and practice provide students with focused and purposeful opportunities to Homework and practice provide students with focused and purposeful opportunities to expand knowledge expand knowledge deepen understanding about concepts and skills deepen understanding about concepts and skills

10. 10 Homework Positive Effects Positive Effects Immediate achievement and learning Immediate achievement and learning Long-term academic benefits Long-term academic benefits Nonacademic benefits Nonacademic benefits Allows practice, preparation, extension, and integration with/links to other content areas Allows practice, preparation, extension, and integration with/links to other content areas

11. 11 Homework Homework Vary amount by grade level Vary amount by grade level General guideline of 10 minutes per grade level General guideline of 10 minutes per grade level Minimize need for parental involvement Minimize need for parental involvement Identify purpose of homework Identify purpose of homework Create time for homework to be completed DURING SCHOOL Create time for homework to be completed DURING SCHOOL Provide feedback on assignments Provide feedback on assignments

12. 12 Homework Options What motivates students? What motivates students? Choice Choice Empowerment Empowerment Competence Competence How can we transform homework from drudgery into engagement? How can we transform homework from drudgery into engagement? Let students CHOOSE from a homework menu Let students CHOOSE from a homework menu Design interesting, motivating, engaging assignments Design interesting, motivating, engaging assignments

13. 13 Practice Mass practice for skills, processes: frequent repetitions Mass practice for skills, processes: frequent repetitions Distribute practice for concepts: develop understanding over time Distribute practice for concepts: develop understanding over time Mastering a skill requires a fair amount of focused practice Mastering a skill requires a fair amount of focused practice 24 repetitions = 80% competency 24 repetitions = 80% competency

14. 14 Comparing Notes (Notetaking) What common components did you see in the templates? What common components did you see in the templates? What skills does notetaking require? What skills does notetaking require? What skills do you expect from students that enter your grade? What skills do you expect from students that enter your grade?

15. 15 Comparing Notes What factors would determine when you used notetaking as a strategy in your classroom? What factors would determine when you used notetaking as a strategy in your classroom? Should notes be graded? Should notes be graded? Should there be a single, consistent template across a grade level? School? Should there be a single, consistent template across a grade level? School?

16. 16 Note Taking Considered a work in progress Considered a work in progress Used as study guides Used as study guides Students refer to and enhance notes Students refer to and enhance notes Many approaches to taking notes Many approaches to taking notes Two-column, Cornell, mixed, outline Two-column, Cornell, mixed, outline

17. Nonlinguistic Representations What will I do to help students effectively interact with NEW knowledge?

18. 18 Nonlinguistic Representations ……..”the most underused instructional strategy of all…..” “a powerful aspect of learning”

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22. 22 How are they effective? Brain works through patterns Brain works through patterns Visual, kinesthetic elements engage other parts of the brain Visual, kinesthetic elements engage other parts of the brain Help students see connections Help students see connections Promote retrieval Promote retrieval Provide another mode of learning Provide another mode of learning

23. 23 Applications: The Power of NLRs Plan approaches to task Plan approaches to task Organize data and information Organize data and information Hold action sequences until executed Hold action sequences until executed Maintain focus Maintain focus Monitor and evaluate actions and progress Monitor and evaluate actions and progress

24. 24 8 Cognitive Processes 1. Representing in Context 1. Representing in Context 2. Describing 2. Describing 3. Comparing and Contrasting 3. Comparing and Contrasting 4. Grouping and Classifying 4. Grouping and Classifying 5. Ordering and Sequence 5. Ordering and Sequence 6. Cause and Effect 6. Cause and Effect 7. Part-Whole 7. Part-Whole 8. Relationships 8. Relationships

25. 25 Context Map Used for brainstorming Help define a thing or idea Elicit prior knowledge Outside rectangle is for another dimension Hyerle, Visual Tools for Constructing Knowledge, 1996

26. 26 Attribute Maps Attribute Map Describes qualities Often uses adjectives/adject ive phrases Describes characteristics Hyerle, Visual Tools for Constructing Knowledge, 1996

27. 27 Venn Diagram, Comparison Matrix, and Two Cluster Compare (similarities) Compare (similarities) Contrast (differences) Contrast (differences)

28. 28 Two Cluster Map Used to compare and contrast Hyerle, Visual Tools for Constructing Knowledge, 1996

29. 29 Explain the order of events Demonstrate processes Identify relationship between stages and substages Multiple flow charts can be used for cause and effect. Other forms: Timelines, Vertical ordering Flow or Sequence Charts Hyerle, Visual Tools for Constructing Knowledge, 1996

30. 30 Cause and Effect Maps Hyerle, Visual Tools for Constructing Knowledge, 1996

31. 31 Tree Diagram Classifying Categorizing (Grouping) Other forms (t-sheets) Hyerle, Visual Tools for Constructing Knowledge, 1996

32. 32 BRACE MAP Relationship of Parts to Whole Or Whole to Part Helps analyze the structure of an item _____________ ____________ ___________ _________ Hyerle, Visual Tools for Constructing Knowledge, 1996

33. 33 BRIDGE MAP or ANALOGIES What is the relationship? AS Analogies identify the similarity between two relationships. Hyerle, Visual Tools for Constructing Knowledge, 1996

34. 34 Sequence of Instruction 1. Develop (Provide background) 2. Describe (Strategy, purpose, benefits) 3. Model (Demonstrate) 4. Support (Guided practice) 5. Use (Students implement) 6. Assess (Teacher provides feedback) 7. Reflect (Student articulates content and use)

35. 35 Goal The goal of graphic organizers is to develop independent use by students. The goal of graphic organizers is to develop independent use by students.

36. NonFiction Writing What will I do to help students effectively interact with NEW knowledge?

37. 37 Nonfiction Writing “Generous amounts of close, purposeful reading, rereading, writing, and talking are the essence of authentic literacy. These simple activities are the foundation for a trained, powerful mind—and a promising future.” Source: Mike Schmoker, Results Now (2006), p. 53

38. Writing “Put away your pencils; we are going to write!”

39. 39 Purposes To demonstrate learning To demonstrate learning For learning For learning (Elbow, 1994) (Elbow, 1994)

40. 40 Reality: “ I don ’ t have the time ” is untrue! Time Devoted to Writing Math, Science, SocialStudies, M.C. Tests “When we spend more time on nonfiction writing with collaborative scoring, our test scores improve. r =.7 to.9” Source: Douglas B. Reeves, NASSP Bulletin (December 2000).

41. 41 Writing increased student performance in.. Algebra (Miller and England, 1989) Algebra (Miller and England, 1989) Middle School Science (Keys, 1999) Middle School Science (Keys, 1999) Family and Consumer Science (Bye and Johnson, 2004) Family and Consumer Science (Bye and Johnson, 2004) Elementary Social Studies (Brophy, 1990) Elementary Social Studies (Brophy, 1990) ……..when used as a tool for thinking

42. 42 90-90-90 Study High emphasis on informative writing High emphasis on informative writing allowing teachers the info necessary to create strategies to improve performance allowing teachers the info necessary to create strategies to improve performance Single scoring rubric applied to every piece of student work; setting a clear, nonnegotiable set of standards Single scoring rubric applied to every piece of student work; setting a clear, nonnegotiable set of standards External scoring of assessments External scoring of assessments

43. 43 Writing to Learn Articulate the purpose. Articulate the purpose. Provide genre and format constraints. Provide genre and format constraints. Consider using, “Check+, check, check.” Consider using, “Check+, check, check.” Make assignments short. Make assignments short. Make assignments strategic. Make assignments strategic. Collect, but don’t grade formally. Collect, but don’t grade formally. Have students collaborate. Have students collaborate. Don’t read and comment on everything. Don’t read and comment on everything. Fisher and Frey

44. 44 Writing Strategy R ole R ole A udience A udience F ormat F ormat T opic+strong verb T opic+strong verb

45. DEEPEN AND ENHANCE

46. What will I do to help students practice and deepen their understanding of new learning?

47. 47 Research Students require about 4 exposures to new information to integrate it into existing knowledge base (Rovee-Collier, 1995; Nuthall, 1999) Students require about 4 exposures to new information to integrate it into existing knowledge base (Rovee-Collier, 1995; Nuthall, 1999) Supported by brain research that students need time to think about new insights (Jenson, 2005) Supported by brain research that students need time to think about new insights (Jenson, 2005)

48. 48 Enhance and Deepen--Strategies Homework and Practice Homework and Practice Similarities and Differences Similarities and Differences Compare Compare Classify Classify Metaphors Metaphors Analogies Analogies

49. 49 Comparing, Classifying Research/Foundation Research/Foundation Basic to human thought Basic to human thought Core of all learning and thinking Core of all learning and thinking Explicit guidance enhances students’ understanding and ability to use knowledge Explicit guidance enhances students’ understanding and ability to use knowledge Structures for ‘holding’ information Structures for ‘holding’ information

50. 50 Compare Examine information for similarities and differences Examine information for similarities and differences Focus on important details and characteristics of information Focus on important details and characteristics of information Develop process thinking skills Develop process thinking skills Apply tools/formats (Venn, matrix, double- cluster) Apply tools/formats (Venn, matrix, double- cluster)

51. 51 Matrix Work with the people at your table to complete the Physical Education matrix Work with the people at your table to complete the Physical Education matrix Be prepared to share the results with the group Be prepared to share the results with the group

52. 52 Classify Organize information into groups based on categories (e.g., similar qualities, traits) Organize information into groups based on categories (e.g., similar qualities, traits) Do after comparing Do after comparing Synonyms: sort, classify, organize, group, categorize Synonyms: sort, classify, organize, group, categorize Apply tools/formats (e.g., tree frame) Apply tools/formats (e.g., tree frame) Develop process thinking skills Develop process thinking skills

53. Metaphors …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 has the same pattern. …carry meaning from one word, image or idea to another.

54. 54 Linguistic Mental Non-linguistic Visual Linguistic-Visual Continuum Imagery

55. 55 Steps in Using Metaphor Teach the target concept. Teach the target concept. Determine the comparing concept. Determine the comparing concept. Check background knowledge of comparing concept. Check background knowledge of comparing concept. How are the items similar? How are the items similar? How are the two different? How are the two different? Create your own metaphor. Explain. Create your own metaphor. Explain. What process did you use to create a metaphor? What process did you use to create a metaphor?

56. Analogies …the process of identifying the relationship between pairs of concepts—in other words, identifying the relationship between relationships.

57. 57 Analogy Thought Process Fin is to fish as beak is to _____ a. receiptb. bird c. wing d. eel 1. A fin is part of a fish (an animal). 1. A fin is part of a fish (an animal). 2. I am looking for an animal with a beak. 2. I am looking for an animal with a beak. 3. Receipt and wing are not animals 3. Receipt and wing are not animals 4. Bird and eel are animals, but eels don’t have beaks. 4. Bird and eel are animals, but eels don’t have beaks. 5. The correct answer is bird. 5. The correct answer is bird.

58. 58 Reflection In small groups, walk the room, taking time to add one learning, thought, application or comment on each of the strategies listed. In small groups, walk the room, taking time to add one learning, thought, application or comment on each of the strategies listed.

59. 59 Thank You We hope that these two days have been helpful to you in interpreting and applying effective teaching strategies. We hope that these two days have been helpful to you in interpreting and applying effective teaching strategies. Please take a few moments to complete the “evaluation” form. Feel free to comment upon any aspects of the content and training. Please take a few moments to complete the “evaluation” form. Feel free to comment upon any aspects of the content and training.

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