1. Effective Teaching Strategies

2. Session One Overview Activities Reflection

3. Session Objectives Content Objectives UNDERSTAND the key connection between effective instruction and student learning KNOW research-based effective teaching strategies EXPERIENCE and reflect on specific effective teaching strategies Language Objective DEFINE words related to effective teaching strategies such as similarities, differences, comparing, classifying, metaphor, and analogy.

4. 4 Let’s begin with the end in mind.…. What will I do to develop effective lessons which incorporate our planned use of “effective” strategies? Art and Science, p. 174

5. 5 Tier III. Individualized instruction for children who need the most support Tier II. Assistance for children who need greater support than what the general curriculum gives them Tier I. High quality curriculum and instruction in the general education classroom for all children Scientifically Research- Based Interventions (SRBI)

6. 6 Coordinating our efforts Making Standards Work Common Formative Assessments Data Driven Decision Making/Data Teams Effective Teaching Strategies (What to teach) (How to teach) (How to meet individual student needs) (How to know it is working)

7. 7 Coordinating our efforts What to teach; standards, mandates, student interest Monitor learning – Provide feedback Individual student needs and learning styles How to teach it

8. Synthesis of Studies Marzano, Pickering, and Pollock, Classroom Instruction That Works (2001) Reeves, Accountability in Action, 2 nd Edition (2004) Reeves, Accountability for Learning (2004) Mendler, Motivating Students Who Don’t Care (2000) White, Show Me the Proof! (2005) The “jury standard”

9. Cooperative Learning Cues, Questions and Advance Organizers Effort and Recognition Generating & Testing Hypotheses Homework and Practice Nonfiction Writing Nonlinguistic Representation Setting Objectives & Providing Feedback Similarities and Differences Summarizing and Note Taking What DOES Work: “Top Ten Effective Teaching Strategies”

10. Sorting Activity Sort Discuss

11. Category:Achievement Gain (Percentiles) 1. Identifying Similarities and Differences45 2. Summarizing and Note Taking34 3. Reinforcing Effort and Providing Recognition29 4. Homework and Practice 28 5. Nonlinguistic Representations 27 6. Cooperative Learning27 7. Setting Objectives and Providing Feedback23 8. Generating and Testing Hypothesis23 9. Questions, Cues and Advance Organizers22 Why Are These “Effective” Strategies? 10. Non-fiction Writing NOTE: This strategy was identified by Dr. Douglas Reeves and his colleagues after Classroom Instruction That Works was published

12. 12 What Does “Effective” Mean? “The reflective process is at the very heart of accountability. It is through reflection that we distinguish between the popularity of teaching techniques and their effectiveness. The question is not, ‘Did I like it?’ but rather, ‘Was it effective?’” (Reeves, D. B., Accountability for Learning, 2004, p. 52) And…..how do you know?

13. 13 Most Effective Teaching Strategies? EFFECTIVE: Actions of the teacher that elevate or lift cognition of learners The simple question is, “Is it working for you and your students as evidenced by learning outcomes?”

14. Similarities and Differences

15. Key premises  Basic to human thought  Core of all learning and thinking Strategies/Techniques  Compare  Classify  Metaphor  Analogy

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

17. Identifying Similarities & Differences Example of Comparing using a Comparison Matrix Grade 3 - 5 Number Sense AdditionSubtractionMultiplicationDivision Symbols +- X.... Key words add, plusminus, subtract, take away timesdivide Relationships Methods

18. 18 Example of Comparing using a Comparison Matrix

19. 19 One Half One Fourth One Third Fraction 1/2 1/2 ¼1/3 Decimal.5.25.33 Percent50%25%33% Parts of Whole Parts of Set Math Fraction Relationships Example of Comparing using a Comparison Matrix

20. DO : Create a Matrix

21. BaseballSoccerTennisBasketballFootball # on Team Equipment needed Time for game Scoring System Season Physical Education Matrix

22. Classify Organize information into groups based on categories (e.g., similar qualities, traits) Do after comparing Synonyms: sort, organize, group, categorize Apply tools/formats (e.g., T or column - chart) Develop process thinking skills

23. Identifying Similarities & Differences Example of Classifying using a -T- format or Columns Science Basic food group classifications ProteinsCarbohydratesFats

24. 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. 24

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

26. Creating Metaphor – Many types of metaphors (including simile and personification) – Identification of general or basic patterns/characteristics for topic, then comparing it to something that appears quite different but actually has a similar pattern/characteristic to express meaning – Literal to abstract based on relationship, then transferred

27. Love is a Rose Work with a partner to derive the meaning of this metaphor: Literal: about ‘rose’ Abstract: generalization that doesn’t mention ‘rose’ or ‘love’ Transfer: about ‘love’

28. Love is a Rose Literal- Rose The blossom is sweet to smell and pleasant to touch, but if you touch the thorns, they can stick you (literal). Abstract- Something is wonderful and you want to go near it, but if you get too close, you might get hurt (abstract). Literal- Love: The person you love can make you feel happy, but can end up hurting you (transfer).

29. Analogies …the process of identifying the relationship between pairs of concepts—in other words, identifying the relationship between relationships. 29

30. 30 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). 2. A beak is part of what animal? 3. Receipt and wing are not animals 4. Bird and eel are animals, but eels don’t have beaks. 5. The correct answer is (b) bird.

31. Common Analogy relationships Synonym PERSUASIVE:CONVINCING Antonym STARVATION:SATIATION Descriptive BLUE : SKY Degree HOT:SCALDING: Cause and effect TORNADO:DESTRUCTION Part to whole ARM : BODY Item to category MILK : BEVERAGE Item to what it does SCALPEL:SURGERY

32. Let’s try a few PERSUASIVE:CONVINCING :: WEALTHY: STARVATION:SATIATION :: WHITE: Synonym BLUE : SKY :: SNOW: Antonym HOT:SCALDING:: DAMP: Descriptive Degree

33. Summarizing and Note Taking

34. 34 Summarize Generalizations: Students need to analyze information to make decisions about what to:  Keep (central information for understanding)  Delete (remove extraneous details)  Substitute (more general terms or more specific) Putting information in their own words also helps student make connections to material/content

35. 35 “Rule-Based Strategy” adapted from Brown, Campione, Day (1981) Delete trivial material that is unnecessary to understanding Delete redundant material Substitute superordinate terms for lists (e.g., ”flowers for “daisies, tulips, and roses.”) Select a topic sentence, or invent one if one is missing

36. 36 Summary Frame A summary frame is a series of questions a teacher provides to students Questions help students focus on elements for specific information

37. 37 Argumentation Frame Questions 1.What is the basic statement or claim that is the focus of the article? CLAIM 2. What information, examples or explanations are presented to support this claim? EVIDENCE 3. What concessions are made about the claim? QUALIFIER

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

39. Comparing Notes -Discussion 1. What skills does note taking require? 2. What skills do you expect from students that enter your grade? 3. Should there be a single, consistent template across a grade level? School? 4. What factors would determine when you used note taking as a strategy in your classroom? 5. Should notes be graded?

40. 40 Learning Cycle: Teaching, Assessing and Reflecting Identify Learning Outcomes Plan Instruction and Assessments Instruct Learning; Ongoing Monitoring Adjust Teaching; Ongoing Monitoring

41. 41 Planning and Organizing What is the value of planning and organizing prior to instructing?

42. 42 Elements of Lesson Plans Effective lesson plans:  Offer ‘prompts’ or cues for actions, steps, etc.  Support linear or non-linear flexible options  Are like a framework or blueprint  Consider each aspect of the learning cycle (teaching, assessing, reflecting) ACTIVITY: Generate a list of must-have elements for your lesson plan

43. 43 Tools Templates/Formats  Organize the approach to process  Generate ideas  Provide focus  Decrease stress  Save time ACTIVITY: Planning Template

44. 44 Revised Blooms Taxonomy

45. 45 Objectives and High Expectations In examining 1500 K-12 classrooms, 24-7 consultants found that clear learning objectives were established in ____ classrooms or ____%. 60 4

46. 46 Research on Goals and Objectives Narrow the focus (Marzano) Not too specific (Marzano) High expectations (TESA) Aligned with standards (CSDE) Know and able to do (Marzano)

47. In general students had an 18-21 percentile gain when their teachers wrote and shared clear objectives so that they understood what it was they were supposed to be learning. (Marzano, et al, 2004) What does the research say?

48. “Constructive feedback, like Wheaties, is the breakfast of champions.”

49. Information provided to a learner in order to help her/him to continue the behavior or to modify the behavior. Information that assists learners in correcting their course. Information a learner uses to “improve.” Information a learner uses to help her/him accomplish a set of learning objectives. Definitions of Feedback

50. Includes opportunity for self-assessment Well timed and expected Based on observation or reliable information Specific, not general Validated with learner Regulated in quantity Phrased in descriptive non-evaluative language Given in a collaborative spirit - teacher and student working as allies toward common goals Characteristics of Effective Feedback

51. 1) Think about a situation in which you received feedback that had an impact on you.  Who gave you the feedback?  What was helpful about the feedback?  What was not helpful about the feedback?  Was it a positive experience or a negative experience? Why?  What specifically do you remember about the experience? 2) Write down some notes about your feedback experience. 3) Turn to a partner and discuss your feedback experience. Compare the similarities and differences between your experiences. 4) Be prepared to share one insight. Feedback - Reflect, Write & Share

52. Point to Ponder… Effective learning is a direct result of effective teaching

53. Reflection