brevard effective strategies for teaching instructional strategies module five
TRANSCRIPT
Brevard Effective Strategies for Teaching
Instructional Strategies
Module Five
Desired Outcomes:• Understanding of Research-Based
Instructional Strategies• Comprehend and Apply Four Instructional
Strategies– Setting Objectives and Providing Feedback– Generating and Testing Hypothesis– Questions, Cues and Advance Organizers– Cooperative Learning
• Applying Strategies for ALL Learners• Integrating Technology
Module 1Why
Module 6Lesson Design
Module 5 Instructional Strategies
Module 4Assessment
Module 3Classroom
Organization
Module 2Multiple
Intelligences
BEST
These strategies are tools to…
• Highly engage all students for increased learning
• Develop higher level thinking and deeper understanding of concepts
NOT ONE SIZE FITS ALL
Number Search• Do not look at your paper!• When time begins, circle
numbers in order (1, 2, 3 etc)• You will have 30 seconds to
find the numbers.• Ready, set….
Marzano’s Nine Instructional Strategies
• Research-based
• A high correlation with student achievement
• A connection between what we know works and classroom instruction
Nine Instructional StrategiesIdentifying similarities and differences
Summarizing and note taking
Nonlinguistic representation
Homework and practice
Reinforcing effort and providing recognition
Setting objectives and providing feedback
Generating and testing hypotheses
Questions, cues, and advance organizers
Cooperative learning
Identifying Similarities and Differences• Comparisons• Classifying• Metaphors• Analogies
Summarizing and Note Taking
• Delete, keep, substitute information
• Analysis of information
Non-linguistic
• Kinesthetic• Mental models• Graphic organizers
Homework and Practice
• Purpose• Feedback• Minimal parental involvement
Reinforcing effort and Providing Recognition
• Symbolic rather than tangible• Pause, prompt, praise• Celebrate the learning and effort
Your Turn
• At your tables, create a graphic organizer
• Choose two strategies to compare
Identifying similarities and differences
Summarizing and note taking
Nonlinguistic representation
Homework and practice
Reinforcing effort and providing recognition
A closer look
• Setting Objectives and Providing Feedback
• Generating and Testing Hypothesis
• Questions, Cues, and Advanced Organizers
• Cooperative Learning
Setting Objectives
• Can you imagine????
Setting Objectives & Providing Feedback
• Learning goals• Student driven• Feedback is timely and
corrective
Setting ObjectivesWhat it looks like:•Specific and flexible•Narrows what students focus on
•Students should create personal goals based on teacher-created goals
•Students understand how the objective connects to the lesson
Setting Objectives
• What it does not look like:–Too narrow or specific (focused on
a detail)– An activity to be completed –Owned by ONLY the teacher
Too Narrow or Too Broad?
1. Students will complete main idea summary.
2. Students will write two reasons for the Civil War in their support journals.
Learning Objective
The students will apply technology skills to research new medical innovations in the 21st century.
Video Clip for Setting Objectives and Providing Feedback
Student-Created Learning Objective
To increase my understanding ........ To increase my ability ............. To create........... To develop ............ To learn [how to, the relationship between X and Y, about]............ To research............ To improve.........
Providing Feedback
What does it look like?• Timely• Specific to a set criterion• Focused on improvement• Reflection and self assessment
for student
Providing Feedback
What does it look like?• Constructive and helpful feedback• Formative assessment guides instruction
and informs the students of their level of understanding
• It is a GPS- Tells you where you are and guides you to where you are trying to go
FeedbackWhat it does not look like?
• Criticism• Summative Only-not just a unit
test• General• Just marking right or wrong
Research Results for Corrective Feedback
- 5
0
5
10
15
20
Percentile Gain
Right/WrongAnswer
Correct AnswerOnly
Repeat UntilCorrect
Explanation
Feedback
• Formal–Rubric–Narrative
comments–Portfolios
• Informal–Conferencing–On-the-spot
reinforcement
When setting and communicating learning objectives, I believe my students…
• Can explain their learning, not just the activity they are doing.
• Can personalize the learning goals.
When providing feedback to my students, I believe they…
• Understand their progress as it relates to the learning goals
• Use the information to improve their learning
Tying it Together
• Standards• Objectives
–Teacher and Student• Feedback
–Teacher and Student
Connections for Learning
• Student Response Systems• Thumbs up, thumbs down• White boards• Student-Driven Portfolios
–Electronic–Paper Copy
• Wikis and Blogs• KWL
Praise Question Polish(PQP)
• Turn to your neighbor• Write a learning objective together• Join forces with another pair• Each pair shares their objective• Take turns PRAISING,
QUESTIONING, and POLISHING
Generalizing and Testing Hypotheses• Hook video
Generating and Testing Hypotheses
• System analysis• Problem solving• Invention & inquiry
Generating and Testing Hypotheses
• What it looks like?– Relevant to all subjects– Investigation or inquiry– Predictions
• Deductive Reasoning-making a prediction about a future action or event
• Inductive Reasoning-drawing conclusion based on what you know or will know
Generating and Testing Hypotheses
• What it does not look like–Only ONE answer–Correct answer before research
or investigation
Structured Tasks for Generating and Testing Hypothesis
• Systems Analysis• Problem Solving• Historical Investigation• Invention• Experimental Inquiry• Decision Making
Generating and Testing Hypotheses• Video of example-not in science
Making Connections
• Virtual Field Trips• Socratic Seminar• Science Research• Probability in Math• Social Studies-Past and History • Past to Present- Social Studies• DBQ (Document Based Questions)
Questions, Cues, and Advance Organizers
• Wait time• Focus on important points• Textual or factual support
Read the quote-what will be the ending? Write you answer down.
As a kid, I learned that my brother and I could walk forever on a railroad track and never fall off if we just…
Steve Potter
• Go to the corner that is closest to your prediction.
• One corner is set aside for those who had something completely different.
• How does your quote differ from the actual quote? What does it mean?
Questions, Cues and Advance Organizer
• Develop a KWL or a Circle Map• Three Sections
– What do you Know– What do you Want to Know– What did you Learn (to be completed later)
K W L
Questions and Cues
• What it looks like–Focus on what is important as
opposed to what is unusual –Deepens thinking
• Wait time• Higher level questions
–Questions used to establish a mental model before a learning experience
Question Starters
• Why do you think…• Describe…• How do you feel…• What was your reaction…• How would you…• Where did you…
WRITE YOUR OWN STARTER-SHARE WITH THE TABLE
Advance Organizers
What it looks like• Prior to learning • Expository – stick to the facts• Narrative- story format
• Personal story shared that relates to topic
• Skimming- before learning, big ideas• Graphic organizer-Created by the
teacher to see the whole picture
Questions and Cues and Advance Organizers
What it does not look like:
• A yes or no answer• Final copy• Graded piece • Assessment• An interrogation
Questions, Cues and Advance Organizers• Video
Connections
• CRISS and NICK Strategies • Thinking Maps• Digital Photography• Distance Learning- example NASA• Field Trip (speakers)
Questions, Cues and Organizers
• Complete what you Learned in the KWL or Circle Map
No one can be the best at everything. But when we combine our talents, we can and will be the best at virtually anything.
Dan Zadra
Math Challenge
• Math Activity• Three sections of math• Time to test your math skills!
Cooperative learning
• Small groups• Specific directions• Structured
Cooperative Learning
The most research-based strategy that improves learning.
Students work together to accomplish a common goal.
Cooperative LearningKey Concepts
• Positive Interdependence • Individual Accountability • Equal Participation• Simultaneous Interaction • Group Processing (Marzano)
Cooperative Learning
• Groups–Informal–Formal
Cooperative LearningWhat it does not look like
• Chaos• “Group” work with no
structure/accountability • Hogs and logs
If we are to live and work together, we have to talk to each other.
Eleanor Roosevelt
Cooperative Learning
• video
Connections
• Thinking Maps• Cognitive Academic Language Learner
Approach (CALLA)• Webquest• Creating Digital Stories• Animoto• PhotoStory• Digital Language Experience Approach (D-LEA)
Give One Take One
Give One Take One
Idea 1
Idea 2
Idea 3
Idea 4
ESOL instructional strategies:
• Total Physical Response (TPR) by Asher• Cognitive Academic Language Learning
Approach (CALLA) by Chamot and O’Malley
• Language Experience Approach (LEA)• Communicative Approach
Key Concepts
• Marzano’s Nine Instructional Strategies• Today’s focus:
– Setting Objectives and Providing Feedback– Generalizing and Testing Hypothesis– Questions, Cues and Advance Organizers– Cooperative Learning
What’s Next
• Determine school and teacher needs for Professional learning Community
• Examine resources• Apply strategies and refine
methods
Education is not preparation for life, education is life itself.
John Dewey
What Works in Schools: Translating Research into Action; Marzano (2003)
Classroom Instruction that Works: Research Based Strategies for Increasing Student Achievement; Marzano, Pickering, & Pollock (2001)