1. 1 Kathy Blackmore Parkway School District Kblackmore@pkwy.k12.mo.us

2. 2 What you need to do today!

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5. 5 Stage 3 Plan learning experiences & instruction What instructional strategies will be most effective in helping us reach our desired results?

6. 6 Brain Compatible Instruction  Setting a positive classroom climate  Less is more/Shorter is better  Working memory is where “strategies” live.  The brain loves novelty  Awesome power of closure  Imagery – visualization  Students need to talk – a memory device  Students need to move – a memory device  Higher levels of thinking  Guided practice before independent practice – practice makes permanent not perfect.

7. 7 Schools that Work Bob Marzano

8. 8 Factors Influencing Achievement 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 School

9. 9 Guaranteed & viable curriculum  Has the greatest impact on student achievement….because…. Doyle,Yoon, Burstein & Gold indicate that even when highly structured textbooks are used as the basis for a curriculum, teachers commonly make independent & idiosyncratic decisions regarding what should be covered & to what extent.

10. 10 Intended Curriculum  Content specified by the state, district, or school to be addressed in a particular course or at a particular grade level.

11. 11 Implemented curriculum  Content actually delivered by the teacher

12. 12 Attained curriculum  Content actually learned by the students

13. 13 Viable curriculum  Viability means ensuring that the articulated curriculum content for a given course or given grade level can be adequately addressed in the time available. (K-22)

14. 14 Factors Influencing Achievement 6.Instructional Strategies 7.Classroom Management 8.Classroom Curriculum Design Teacher

15. 15 Factors Influencing Achievement 9. Home Environment 10. Learned Intelligence/background Knowledge 11. Motivation Student

16. 16 Stage 3 Plan learning experiences & instruction What instructional strategies will be most effective in helping us reach our desired results? Begin reading at page 191-201

17. 17 Classroom Instruction That Works  Identifying similarities and differences  Summarizing and notetaking  Reinforcing effort and providing recognition  Homework and practice  Non-linguistic Representations

18. 18 Classroom Instruction That Works  Cooperative Learning  Setting objectives and Providing Feedback  Generating and Testing Hypotheses  Cues, Questions, and Advance Organizers

19. 19 Classroom Instruction That Works  Identifying similarities and differences 45  Summarizing, notetaking 34  Reinforcing effort and providing recognition 29 recognition 29  Assigning homework and practice 28  Creating non-linguistic representations 27 Percentile Gain

20. 20 Classroom Instruction That Works  Using Cooperative Learning 27  Generating and testing hypotheses 25  Setting objectives & providing feedback 23  Providing cues, questions, and advanced organizers 22 Percentile Gain

21. 21 WHERETO  Focus on the W – What learning experiences and instruction will enable students to achieve the desired results? How will the design… Help the students know Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)?

22. 22 Unit Review Where the unit is going and What is expected? Where the unit is going and What is expected? What essential knowledge and skills will my students need?

23. 23 Setting Objectives and Providing Feedback

24. 24 When students know what they are learning, their performance, on average, will be 23 percentile points higher than students who do not know what they are learning. If, in addition, they are provided feedback and the opportunity to improve, the advantage can be as high as 37 percentile points.

25. 25 If teachers are,  Setting objectives and Providing Feedback  Working toward clearly defined objectives that focus on essential knowledge  Able to explain what they are learning  Able to explain how well they are learning  Showing personal interest in objectives Then students are probably…

26. 26 If students are,  Setting objectives and Providing Feedback - in a way that enhances student learning  Working toward clearly defined objectives that focus on essential knowledge  Able to explain what they are learning  Able to explain how well they are learning  Showing personal interest in objectives Then teachers are probably… To what extent do we need to determine whether teachers are using these strategies?

27. 27 The Objective is… I have to complete this by…

28. 28 Today - Read Chapter 2 in… Finish Adverb assignment Work on myth…

29. 29 As a result of what we do today, you will be able to demonstrate that you: Understand the technique of foreshadowing in mysteries. Can revise writing to improve use of descriptive adverbs. Learning Goals

30. 30 Unit Review Learning Goals?

31. 31 Activities/Assignments or Learning goals????  Add and subtract fractions  Understand the various components of culture.  Make a travel brochure for a region.  Use strong topic sentences in paragraphs  Understand the relationship between fractions and decimals

32. 32 Activities/Assignments or Learning goals????  Write a report on an animal.  Write a book report.  Understand literal meaning of grade-level fictional materials  Design a menu that includes a balance of foods from the food pyramid

33. 33 Behavioral Objectives Given…, Students will demonstrate that they…,By…, The issues related to attacking Iraq, Understand at least three persuasive techniques Writing a five paragraph essay using the techniques correctly.

34. 34 Once the Learning Goal is clear, we can monitor the quality for ourselves:  To what extent do the Learning Goals address essential knowledge & skills?  Will the assignment assess, or enhance the learning of, the knowledge & skills in the Learning Goal?  Given the learning goal, is this assignment worth the time?  Are there aspects of the assignment that would require knowledge other than that in the Learning Goal? If so, are we teaching that knowledge or assuming that knowledge?

35. 35 What’s wrong? Students will demonstrate that they know the major geographic features of Colorado by making a cake and decorating it to look like Colorado’s topography. Students will demonstrate their understanding of the issues related to the Civil War by creating a Who’s Who book of Civil War generals. Students will be able to demonstrate their understanding of the characteristics of a myth by writing an original myth.

36. 36 Name_____________ Date__________ Assignment_______________________ Learning Goals: Feedback 1.________________________ __________ 1 2 3 4 (see rubric) 2. ________________ __________________ 1 2 3 4 (see rubric) 3. ________________ __________________ 1 2 3 4 (see rubric) 4 ________________ __________________ 1 2 3 4 (see rubric)

37. 37 Setting Objectives and Providing Feedback 1.Instructional goals narrow students’ focus 2.Instructional goals should not be too specific. Too General? Students will learn about the human body. Too Specific? Given a drawing of the heart, students will label the ten main parts.

38. 38 Just right? Students will demonstrate that they understand how the heart, lungs, kidneys,and liver work individually as well as how they work as a system.

39. 39 Setting Objectives and Providing Feedback Generalizations from research on Setting Objectives: 1.Instructional goals narrow students’ focus. 2.Instructional goals should not be too specific. 3.Students should be encouraged to personalize the teacher’s goals. Generalizations from research on Providing Feedback 1.Feedback should be “corrective’ in nature. 2.Feedback should be timely. 3.Feedback should be specific to a criterion. 4.Students can effectively provide their own feedback.

40. 40 John Hattie…reviewed 7,827 studies on learning and instruction. Conclusion… “The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops’ of feedback.” …providing students with specific information about their standing in terms of particular objectives increased their achievement by 37 percentile points.

41. 41 To what extent do students in your classrooms receive and attend to feedback that helps them to understand - How well they are progressing toward learning goals. How much they have improved over time. To what extent do students in your classrooms receive and attend to feedback that helps them to understand how to improve their performance? 1 2 3 4 NOT AT ALL TO A GREAT EXTENT

42. 42 Feedback Research Dr. Debra Pickering Type of Feedback# of StudiesAvg. Percentile Gain Right/wrong answers6-3 Correct answers309 Repeat until correct420 Explain920

43. 43 On this writing task, I will be working on, and would like to receive feedback on, __________________________________. ____________________________________ Focus for next assignment_________________.

44. 44 Best Practice A shorthand emblem of serious, thoughtful, informed, responsible, state-of-the-art teaching. Best Practice by Zemelman, Daniels, Hyde

45. 45 “Virtually all the authoritative voices and documents in every teaching field are calling for schools that are more student- centered, active, experiential, authentic, democratic, collaborative, rigorous, and challenging.” Zemelman,Daniels, Hyde

46. 46 “We asserted that the field of education is at a turning point in its history-a point at which schooling and teaching are beginning to become more of a science than an art.”

47. 47 Which means? 1. The research on instruction and schooling must be synthesized and made readily available to educators. 2. Schools and districts must provide high-quality staff development relative to effective practices identified by the research.

48. 48 Schmoker shares…Imagine a time in the near future… …when people speak matter-of –factly about how dropout rates and the achievement gap are shrinking, when record numbers of students are entering college, and when professors are noticing how much more intellectually fit each year’s freshmen have become. Imagine palpable, irrepressible hope emerging in our poor and urban schools.

49. 49 All of these improvements result from a new candor that has emerged in education and a willingness to see that historic improvement isn’t about “reform” but something much simpler: a tough, honest self-examination of the prevailing culture and practices of public schools, and a dramatic turn toward a singular and straightforward focus on instruction.