1. Effective Teaching Strategies Welcome

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3. 3 Strategies Agenda Summarizing –Summary frames –Collaborative summary Notetaking Comparing –Matrix Vocabulary –Foldables

4. 4 Your Chocolate Personality Test

5. 5 Milk Chocolate You’re an all American, love baseball, Mom, and apple pie. Cheerleader for your program, level headed, good PR person, great fundraiser, also thoughtful, always remember everyone’s birthday, playful. Nurturing, kind, help others to “shine”, dependable and loyal. Others often turn to you for help.

6. 6 Krackel Creative, optimistic, always see the cup ½ full, messy (messy desk or classroom) but organized (eventually find a missing item or believe that you will). Like to be a hands-on person; a little off-beat, ditzy, funny, friendly, outgoing, always willing to help. Like the surprising things in life, the “krackle”. Like situations that allow flexibility, change and growth.

7. 7 Mr. Goodbar You’re analytical, logical. You gather data first before giving an opinion, play the devil’s advocate at meetings, tend to see all the possibilities and drive people crazy by sharing all the what if’s. Hate deadlines, put off starting things, procrastinator. Like to be the expert but in your own time frame. Can analyze things to death. Like there to be rules that everyone follows. Like a lot of structure, hate surprises.

8. 8 Special Dark Patient, thoughtful, individualist, problem-solver. Like to see a project through from start to finish. Good grant writer, work well with difficult people, insightful, reflective. Little patience with incompetence or liars. Set high standards for self and others. Dependable and resourceful. Loyal.

9. 9 “People differ in their talents. We need to start where they are.” Confucius

10. 10 On Knowing Students… How do teachers learn to care deeply about students? How do students know when teachers care?

11. 11 What Are EASY Ways to Connect With Students? –LISTEN –Talk at the door –Complete interest assessments and use the data –Use small group instruction –Seek and use student input –Invite examples, analogies, experiences –Use student-led discussions –Share your own stories –Seek varied perspectives –Go to student events –Spend time in the café during lunch or study halls –Keep student data cards –Attend extra- curricular activities –Build some of the curriculum on student interests and culture

12. 12 Summarizing, Notetaking, How do I help students effectively interact with NEW knowledge?

13. 13 The Predictive Power of Mindset FIXED –Success comes from being smart –Genetics, environment determine what we can do –Some kids are smart— some are not –Teachers cannot override student profiles GROWTH –Success comes from effort –With hard work, most students can do most things –Teachers can override student profiles –A key role of the teacher is to set high goals, provide high support, ensure student focus—to find the thing that makes school work for a student

14. 14 People Can Change their MINDSET QUESTION Is a flexible mindset a precursor to attending effectively to student differences? OR Is it a goal for professional development related to differentiation? What are the implications of your answer?

15. 15 TRADITIONAL & REVISED INSTRUCTIONAL ASSESSMENT MODEL PRETESTTEACH POSTTEST ASSIGN GRADES PRETEST ANALYZE DATA DITEACH MONITOR ADJUST TEACHPOSTTEST Ainsworth, L & Viegt, D. (2006). Common formative assessments: How to connect standards-based instruction and assessments. Alexandria, VA: ASCD.

16. 16 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

17. 17 “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

18. 18 Summary Frame A summary frame is a series of questions a teacher provides to students Questions help students focus on elements for specific information

19. 19 Summary Frame In Classroom Instruction That Works by Marzano,Pickering and Pollock six types of summary frames are presented. Narrative Frame Topic-Restriction-Illustration Frame Definition Frame Argumentation Frame Problem/Solution Frame Conversation Frame http://gets.gc.k12.va.us/vste/2008/2summarize.htm

20. 20 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

21. 21 Narrative Frame Questions 1. Who are the main characters and what distinguishes them from others? 2. When and where did the story take place? 3. What prompted the action in the story? GIVE EVIDENCE FROM THE TEXT to support your answers

22. 22 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

23. 23 Collaborative Summarizing Activity Individual (no sharing) Triads (3 unfamiliar or dissimilar partners) 2 Triads (6 partners/ group summary) Whole group quick share

24. 24 All On Board

25. 25 Nonlinguistic Representations ……..”the most underused instructional strategy of all…..” “a powerful aspect of learning” Classroom Instruction That Works, Marzano

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29. 29 How are they effective? Brain works through patterns Visual, kinesthetic elements engage other parts of the brain Help students see connections Promote retrieval Provide another mode of learning

30. 30 Applications: The Power of NLRs Plan approaches to task Organize data and information Hold action sequences until executed Maintain focus Monitor and evaluate actions and progress

31. 31 8 Cognitive Processes 1. Representing in Context 2. Describing 3. Comparing and Contrasting 4. Grouping and Classifying 5. Ordering and Sequence 6. Cause and Effect 7. Part-Whole 8. Relationships

32. 32 Activity Time Triads (like content if possible) Learning Centers –Self-Assess (pre-assessment) –Follow instructions –Complete Task (as best as you can in time allotted)

33. 33 Sharing the Learning Back to original Triads Cross-Content collaboration

34. 34 Sequence of Instruction 1. Develop (Provide background) 2. Describe (Strategy, purpose, benefits) 3. Model (Demonstrate) 4. Support (Guided practice) 5. Use (Students implement) 6. Assess (Teacher provides feedback) 7. Reflect (Student articulates content and use)

35. 35 Research Students require about four exposures to new information to integrate it into existing knowledge base (Rovee-Collier, 1995; Nuthall, 1999) Supported by brain research that students need time to think about new insights (Jenson, 2005)

36. 36 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

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