1. Today’s Session Technology that Works Dawn Miller Beth Sharrett Loudoun County Public Schools

2. Categories of Instructional Strategies That Affect Student Achievement CategoryAve. Effect Size (ES) Percentile GainNumber of Studies Standard Deviation (SD) Identifying similarities and differences 1.614531.31 Summarizing and note taking 1.0034179.50 Reinforcing effort and providing recognition.802921.35 Homework and practice.7728134.36 Nonlinguistic representations.7527246.40 Cooperative Learning.7327122.40 Setting objectives and providing feedback.6123408.28 Generating and testing hypotheses.612363.79 Questions, cues, and advance organizers.59221,251.26

3. Aspects of Classroom Teaching that Affect Student Achievement 1.The instructional strategies used by the teacher. 2. The management techniques used by the teacher. 3. The curriculum designed by the teacher.

4. Similarities and Differences Category #1

5. Research and Theory on Identifying Similarities and Differences Four generalizations can be made from the research. Students should be presented with explicit guidance in identifying similarities and differences. Students should be asked to independently identify similarities and differences. Students should be asked to represent similarities and differences in graphic and symbolic form. Students can be asked to engage in identifying similarities and differences in a variety of ways.

6. Classroom Practice in Identifying Similarities and Differences The process of identifying and articulating similarities and differences among items. The process of grouping things into definable categories on the basis of their attributes. The process of identifying and articulating the underlying theme or general pattern in information. The process of identifying relationships between pairs of concepts (relationships between relationships).

7. Feel free to interrupt us if you wish to find out more how we did something, the final product, or content. These are not model lessons… just a chance to share!

8. Primary Examples Intermediate Examples Aussie Animals Communities Native Americans Book Ancient China and Egypt Ancient Civilization Brochure Explorers Passport Set Game

9. Summarizing and Note Taking Category #2

10. Research and Theory on Summarizing Three generalizations can be made from the research on summarizing To effectively summarize, students must delete some information, substitute some information, and keep some information. To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level. Being aware of the explicit structure of information is an aid to summarizing information.

11. Classroom Practice in Summarizing Delete trivial material that is unnecessary to understanding Delete redundant material Substitute Super ordinate terms for lists (ex: “flowers” for “daisies, tulips, and roses”). Select a topic sentence, or invent one if it is missing.

12. Research and Theory on Note Taking Three generalizations can be made from the research on note taking Verbatim note taking is, perhaps, the least effective way to take notes. Notes should be considered a work in progress. Notes should be used as study guides for tests. The more notes that are taken, the better.

13. Classroom Practice in Note Taking Teacher-Prepared Notes Outlines teacher’s expectations Provides modeling of how to take notes Formats for Notes Outlines and webbing are two different forms Combination Notes Uses more than one form of note taking at a time on the paper The left is for notes or outlines The right is for webbing The bottom is for a summary

15. Summary Examples Note-Taking Examples Highlighting Text Sequencing/ Retelling Story Review 4 Old men Branches of Government Light WebQuest and BookWebQuestBook

16. Reinforcing Effort and Providing Recognition Category #3

17. Research and Theory on Reinforcing Effort Two generalizations can be made from the research on reinforcing effort. Not all students realize the importance of believing in effort. Students can learn to change their beliefs to an emphasis on effort.

18. Classroom Practice in Reinforcing Effort Teaching About Effort Ensure students know what effort is and that it is related to achievement Keeping Track of Effort and Achievement Have students be responsible for tracking their effort AND achievement so they see the connection

19. Research and Theory on Providing Recognition Three generalizations can be made from the research on providing recognition. Rewards do not necessarily have a negative effect on intrinsic motivation. Reward is most effective when it is contingent on the attainment of some standard performance. Abstract symbolic recognition is more effective than tangible rewards (praise better than toy).

20. Classroom Practice in Providing Recognition Personalize Recognition Make recognition personal to the student Pause, Prompt, and Praise Student pauses from behavior Teacher intervenes and prompts student When student performing properly praise is administered Concrete Symbols of Recognition “Tokens” can also be used with recognition

21. Guidelines for Praise Effective -Contingent -Specific -Credible -Spontaneous -Focus on effort Ineffective -Random -Global -Bland -Mere participation -No regard for effort

23. Effort Examples Recognition Examples Graphing Example Vocabulary Mini-Book Certificate

24. Homework and Practice Category #4

25. Research and Theory on Assigning Homework Four generalizations can be made from the research on homework. The amount of homework assigned to students should be different from elementary to middle school to high school. Parent involvement in homework should be kept to a minimum. The purpose of homework should be identified and articulated. If homework is assigned, it should be commented on.

26. Classroom Practice in Assigning Homework Establish and communicate a homework policy. Make sure parents and students are aware of policy and purpose Design homework assignments that clearly articulate the purpose and outcome. To practice what they learn in class To elaborate on what has been learned or prepare for new information Vary the approaches to providing feedback. Impossible to grade everything with same level of attention

27. Research and Theory on Practice Two generalizations can be made from the research on practice. Mastering a skill requires a fair amount of focused practice. While practicing, students should adapt and shape what they have learned.

28. Classroom Practice Regarding Practicing Skills Charting Accuracy and Speed Charting both may increase achievement Designing Practice Assignments That Focus on Specific Elements of a Complex Skill or Process. Breaking into manageable parts Planning Time for Students to Increase Their Conceptual Understanding of Skills or Processes. Build time in the curriculum to ensure students understand how or why before independent practice

29. Research on Practice Students need about 20 – 24 practice sessions before the teachers can be reasonable sure the students grasp the new skill enough to use it effectively on their own (80%)

31. Homework Examples Practice Examples Classroom brochure to parents Updating Homework policy and assignments on website Water Cycle Parts of a Flower Chicks Hatching Exact Change Phases of the Moon How to Write a Letter Singular/ Plural

32. Nonlinguistic Representations Category #5

33. Research and Theory on Nonlinguistic Representation Two generalizations can be made from the research. A variety of activities produce nonlinguistic representations. Nonlinguistic representations should elaborate on knowledge.

34. Classroom Practice in Nonlinguistic Representation Creating Graphic Organizers Shows relationship between linguistic words and phrases with nonlinguistic symbols and arrows Using Other Nonlinguistic Representations Physical models, mental pictures, drawing pictures, bodily-kinesthetic activity

36. Nonlinguistic Representation Examples Animals Habitats Seasons Dress Shapes Around Us Fall into Subtraction Winter Patterns Recording Fluency in Audacity

37. Cooperative Learning Category #6

38. Research and Theory on Cooperative Learning Three generalizations can be made from the research on cooperative learning. Organizing groups based on ability levels should be done sparingly. Cooperative groups should be kept rather small in size. Cooperative learning should be applied consistently and systematically, but not overused.

39. Classroom Practice in Cooperative Grouping Using a Variety of Criteria for Grouping Students Groups do not have to be based on ability Informal, Formal, and Base Groups Informal groups last for a very short period of time Formal groups last the duration of the task Base groups are long term groups Managing Group Size Keep an eye on the size of the group Combining Cooperative Learning with Other Classroom Structures Cooperative groups can be overused

41. Cooperative Learning Examples All About Virginia Natural Disasters Snacks The People of the United States

42. Setting Objectives and Providing Feedback Category # 7

43. Research and Theory on Goal Setting Three generalizations can be made from the research on goal setting. Instructional goals narrow what students focus on. Instructional goals should not be too specific. Students should be encouraged to personalize the teacher’s goals.

44. Classroom Practice in Goal Setting Specific but Flexible Goals Student goals should be general and flexible

45. Research and Theory on Providing Feedback Four generalizations can be made from the research on providing feedback. Feedback should be “corrective” in nature. Feedback should be timely. Students can effectively provide some of their own feedback. Feedback should be specific to a criterion.

46. Classroom Practice in Providing Feedback Criterion-Referenced Feedback Feedback about specific skills or knowledge is is more beneficial than an across the board percentage score Feedback for Specific Types of Knowledge and Skill The more specific the feedback, the more beneficial to the student Student Led Feedback Self and peer feedback just as important as teacher feedback

48. Setting Objectives and Providing Feedback Examples On-line Evaluations and text book series practice games Rubistar or other rubric generator sites Differentiating technology assignments NCS Mentor Self and Peer Editing of Writing Assignments 50’s PowerPoint Feedback in a timely manner on assignments, Including technology ones ***Student Portfolios***

49. Generating and Testing Hypotheses Category #8

50. Research and Theory on Generating and Testing Hypotheses Two generalizations can be made from the research. Hypothesis generation and testing can be approached in a more inductive or deductive manner. Teachers should ask students to clearly explain their hypotheses and their conclusions.

51. Classroom Practice in Generating and Testing Hypotheses Using a Variety of Structured Tasks to Guide Students Through Generating and Testing Hypotheses Scientific process can be used in all subjects Making Sure Students Can Explain Their Hypotheses and Their Conclusions Allow opportunities for students to explain what they are thinking

53. Generating and Testing Hypotheses Examples Students respond by recording their voice using Audacity or PowerPoint Offer technology activities where there is more than One correct choice Higher level Bloom’s Taxonomy activities Have students draw answers in Paint or other drawing programs Virtual Internet sites

54. Questions, Cues, and Advance Organizers Category # 9

55. Research and Theory on Cues and Questions Four generalizations can be made from the research. Cues and questions should focus on what is important as opposed to what is unusual. “Higher level” questions produce deeper learning than “lower level” questions. “Waiting” briefly before accepting responses from students has the effect of increasing the depth of students’ answers. Questions are effective learning tools even when asked before a learning experience.

56. Classroom Practice in Cues and Questions Explicit Cues Gives a preview of what is to come Questions that Elicit Inferences Provide questions to guide students’ inferences Analytic Questions -Questions that allow students to analyze or critic to further understanding

57. Research and Theory on Advance Organizers Four generalizations can be made from the research. Advance organizers should focus on what is important as opposed to what is unusual. “Higher level” advance organizers produce deeper learning than the “lower level” advance organizers. Advance organizers are most useful with information that is not well organized. Different types of advance organizers produce different results.

58. Classroom Practice in Advance Organizers Expository Advance Organizers Organizes content that is new to students Skimming as a Form of Advance Organizer Skimming passage or information as an introduction Graphic Advance Organizers Nonlinguistic representation to organize a lot of information Narrative Advance Organizers Present information in a story format

60. Cues, Questions, and Advance Organizers Examples Students make their own Inspiration maps Simple Machines

61. Please feel free to contact us for further information: Dawn Miller Catoctin Elementary Leesburg, Virginia dawn.miller@loudoun.k12.va.us Beth Sharrett Dominion Trail Elementary Ashburn, Virginia beth.sharrett@loudoun.k12.va.us