1. Effective Teaching Strategies Day 2
Welcome

2. Agenda PowerPoint Rotate Through Centers – 45 minutes
General Information
Generating and Testing Hypotheses
Setting Objectives and Providing Feedback
Rotate Through Centers – 45 minutes
Identifying Similarities and Differences
Cues, Questions, and Advanced Organizers
Cooperative Learning

3. ETS Strategies Identifying Similarities and Differences
Summarizing and Note Taking
Reinforcing Effort and Providing Recognition
Homework and Practice
Nonlinguistic Representations
Cooperative Learning
Setting Objectives and Providing Feedback
Generating and Testing Hypotheses
Cues, Questions, and Advanced Organizers
Non-Fiction Writing

4. Day 2 Strategies Generating and Testing Hypotheses
Setting Objectives and Providing Feedback
Similarities and Differences
Metaphors
Analogies
Cues, Questions, and Advanced Organizers
Questions That Elicit Inferences
Analytic Questions
Advanced Organizers (online)
Cooperative Learning
Wikispaces

5. Read the cartoon to participants.
It underscores the need to always make students the center of at least some portion of the learning time in school. 5

6. Setting the Record Straight
“Our conclusion was: ‘Until we find the answers to the preceding questions, teacher should rely on their knowledge of their students, their subject matter, and their situations to identify the most appropriate instructional strategies.’”
From Classroom Instruction that Works, Marzano, Pickering and Pollock, 2001, p. 9

7. Setting the Record Straight
Effective pedagogy involves a variety of interacting components. We tried to make the same points in all three books.
From Setting the Record Straight, Marzano, 2009.
- A Comprehensive List of Strategies Handout

8. Unit Template
This Unit Template is a guide to help in planning lessons, activities and product
Included are Essential Questions, Standards, Effective Teaching Strategies, and Rigor
Effective Teaching Strategies can be used at other times, as appropriate

9. Generating and Testing Hypotheses
Systems Analysis: Ask students to generate hypotheses that predict what will happen if some aspect of the system were changed.
Problem Solving: While engaged in solving problems, students must generate and test hypotheses related to the various solutions they predict might work.

10. Generating and Testing Hypotheses
Historical Investigation: Students construct plausible scenarios for events from the past, about which there is no general agreement.
Invention: Task demands generating and testing multiple hypotheses, until one of them proves effective.

11. Generating and Testing Hypotheses
Experimental Inquiry: Most commonly associated with science, but it can be used in other content areas.
Decision Making: Use a structured framework to help students examine hypothetical situations.

12. Setting Objectives and Providing Feedback
Goals should be specific but flexible.
Contracts are a variation on goal setting.
Feedback should be “corrective” in nature.
Feedback should be timely.

13. Setting Objectives and Providing Feedback
When teachers seek, or at least are open to, feedback from students as to what students know, what they understand, where they make errors, when they have misconceptions, when they are not engaged – the teaching and learning can be synchronized and powerful.
John Hattie, 2009

14. Setting Objectives and Providing Feedback
Task: How well has the task been performed; is it correct or incorrect?
Process: What are the strategies needed to perform the task; are their alternative strategies that can be used?
Self-regulation: self monitoring, directing, monitoring the processes and task; What is the conditional knowledge and understanding needed to know what you are doing?
Self: personal evaluation and affect about the learner – not strong academically

15. Identifying Similarities and Differences
Comparing: Selecting characteristics to be compared can be Teacher-Directed or Student-Directed
Venn Diagram or Comparison Matrix
Classifying: Organizing elements into groups based on their similarities can be Teacher-Directed or Student-Directed
Boxed Table or “Bubble” Chart

16. Identifying Similarities and Differences
Metaphors: Two items in the metaphor are connected by an abstract or nonliteral relationship
Teacher-Directed: Teacher provides first element of the metaphor and the abstract relationship.
Student-Directed: Students are presented with one element of a metaphor and asked to identify the second element and describe the abstract relationship

17. Identifying Similarities and Differences
Analogies: A is to B as C is to D (A:B::C:D)
Teacher-Directed: Teacher provides a great deal of structure
Student-Directed: Students are asked to provide more elements of an analogy than the teacher-directed analogies

18. Cues, Questions and Advanced Organizers
Research on Cues and Questions
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 has the effect of increasing depth of students’ answers.
Questions effective even when asked before learning experience.

19. Cues, Questions and Advanced Organizers
Cues and Questions in the Classroom
Explicit Cues: Straightforward ways of activating prior knowledge
Questions that Elicit Inferences: Things/People, Actions, Events, States (of Being)
Analytic Questions: Analyzing Errors, Constructing Support, Analyzing Perspectives

20. Cues, Questions and Advanced Organizers
Research on Advanced Organizers
Focus on what is important as opposed to what is unusual.
“Higher-level” advanced organizers produce deeper learning than “lower-level” advanced organizers.
Most useful with information that is not well organized.
Different types of advanced organizers produce different results.

21. Cues, Questions and Advanced Organizers
Advanced Organizers in the Classroom
Expository Advanced Organizers: describe new content to which students are to be exposed
Narrative Advanced Organizers: present information to students in story format
Skimming as a Form of Advanced Organizer
Graphic Advanced Organizers

22. Elements of Cooperative Learning
Positive interdependence
Face-to-face promotive interaction
Individual and group accountability
Interpersonal and small group skills
Group processing
Johnson and Johnson, 1999

23. Research on Cooperative Learning
Organizing groups based on ability should be done sparingly.
Cooperative groups should be kept rather small in size (4 or less).
Cooperative learning should be applied consistently and systematically, but not overused. (Need structured task and time to practice independently too.)

24. Cooperative Learning in the Classroom
Use a variety of criteria for grouping students
Three types of groups: informal, formal, and base groups (long term, provide students with support)
Manage group size

25. Sticky Notes
Blue -Write a new or improved learning from this afternoons PD
Yellow - Challenges you may face in implementing your new learning
Pink- Something from today you can immediately use in your work