1. Teaching Skills That Make a Difference Jack States

2. 35 years studying “research to practice” issues… from the “practice” side

3. 1978 - 2004 Operated a large non-profit organization in SF Bay Area six spec. ed schoolsadult programs residential programsemployment supportive services public school consultationteacher training campus Deliberately implemented a organizational culture based on: Evidence-based Clinical problem solving research to practice research to practicedata-based decision making Performance feedbackPositive reinforcement student, staff, organizationstudent, staff, organization

4. 2004 - present independent, non-profit operating foundation promote evidence-based education policies and practices act as a catalyst to facilitate communication, cooperation and collaboration between individuals and organizations currently engaged in evidence based education engage in data-mining, gathering, analyzing and disseminating data

5. Merriam-Webster's Word of the Year 2013 Science 5 Respondents Who Do Not Have A High School Degree Is Astrology Scientific?

6. 6 Continuums of Evidence Threshold of Evidence Quality of the Evidence Personal Observation Expert Opinion Current “Gold Standard” Randomized Controlled Trial Uncontrolled Studies General Consensus Single Case Designs Semi-Randomized Trials Well-conducted Clinical Studies Quantity of the Evidence Meta-analysis (systematic review) Single Case Replication (Direct and Parametric) Single Study Various Investigations Repeated Systematic Measures Convergent Evidence Janet Twyman

7. Where Do Teachers Rank?

8. What is Our Level of Analysis? Package - Good Behavior Game - Reciprocal Teaching Systems - RtI - PBIS Practice Elements - High Rates of Responding - Corrective Feedback

9. What Makes an Effective Teacher Creating a classroom climate conducive to learning Using instructional strategies that effectively deliver instruction Data-based decision making and assessing student progress Effective use of personal competencies

10. What Works? Explicit Instruction or Constructivism Hattie, 2009

11. Placeholder 11 PracticeElementSurvey

12. Classroom Management - Classroom Climate

13. What is the Impact of Classroom Management? Appropriate Behavior Classroom Management

14. Behavior Management Evidence Practice ElementsEffect SizeSurveyQuantityQuality Proactive Management Differential Reinforcement Contingent Praise Active Supervision Pre-teaching Token Economies Behavior Contracts 0.95 1.29 0.27-0.40 115 42 37 18 10 6 2 Rules & Procedures Classroom Rules & Procedures School-wide Rules & Procedures Class-wide Contingencies 0.76 0.35 1.02 97 49 28 20 Behavior Reduction Corrective Feedback Response Cost Explicit Reprimands Ignoring Time-out 0.81 0.53 57 45 10 1 0 Structured Environment28 14 Red = Low – Yellow = Medium – Green = High

15. Delivering Instruction

16. Instruction Delivery Evidence Practice ElementsEffect SizeSurveyQuantityQuality Planning Instructional design Scope and sequencing Instruction linked to "big Ideas” Instructional objectives Objectives tied to standards 0.57 85 25 18 17 7 High rates of responding80 Corrective feedback0.7345 Differential reinforcement0.8042 Mastery learning0.5830 Guided practice0.3725 Teacher demonstration0.8223 Quantity of instruction0.8422 Real world opportunities22 Groupings0.4517 16 Red = Low – Yellow = Medium – Green = High

17. Instruction Delivery Evidence Practice ElementsEffect Size SurveyQuantityQuality Cumulative review0.8815 Errorless learning0.5915 Guided prompts12 Questioning0.4610 Peer coaching0.559 Spaced vs. massed practice0.719 Meta-cognitive strategies0.698 Guided notes1.027 Student verbalization0.647 Chaining1 Data-based decision making See Assessment 17 Red = Low – Yellow = Medium – Green = High

18. Instructional Design Feedback for Correct Answers (e.g., Azevedo & Bernard, 1995) Error Feedback (e.g., Van Houten, 1984) Adapting Difficulty (e.g., Tsai, Kinzer, Hung, Chen, & Hsu, 2013) Error Remediation (e.g., James & Folorunso, 2012) Mastery-Based Instruction (e.g., Kulik & Kulik, 1990) Frequent, Meaningful Learner Interaction (e.g., Greenwood, Delquadri, & Hall, 1984) Clearly-Stated Learning Objective (e.g., Ericsson & Lehmann, 1996) 18 Balefire http://www.balefirelabs.com/apps/

19. Importance of Assessing Progress and Data-based Decision Making

20. Assessment Methods

21. Assessment and Data-based Decision making Evidence Practice ElementsEffect Size SurveyQuantityQuality Formative Assessment: Data collection* Data graphing* Data analysis* 0.90 0.26 0.70 0.90 133 29 28 34 Pre-assessment3 21 Red = Low – Yellow = Medium – Green = High * Effect sizes for formative assessment are the combined impact of using all three practices, data collection, graphing, and analysis

22. Importance of Personal Competencies

23. Impact of Teacher – Student Relations 23

24. Personal Competencies Evidence Practice ElementsEffect Size SurveyQuantityQuality Teacher-student relations: authenticity, listening, flexible, warmth, and cultural sensitivity 0.7253 Personal organization: time management, deadlines, accurate work 17 Problem solving14 Health10 24 Red = Low – Yellow = Medium – Green = High

25. What Would You Teach First? 1.Classroom Management aReinforcement aActive Supervision aClassroom Rules and Procedures 2.Instruction Delivery aPlanning: Big Ideas and Instructional Design aHigh Rates of Responding aDifferential Reinforcement aMastery Learning aQuantity of Instruction 3.Formative Assessment and Data-Based Decision Making 4.Personal Competencies (soft skills) 25