Effective Classroom Strategies

Strategies

Classroom Instruction That Works

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

Questions, cues and organizers

Strategies

• Which strategy are you most familiar with?

• Describe how you have used this strategy in your classroom.

• Think-pair-share

• Debrief

Warm-Up

Strategies

• Based on current research • meta-analysis of 2,455 studies

pertaining to instructional practices• Includes latest knowledge, technology

and procedures• Research continues through McRel

• Successful across student populations• Applies across content areas and grade

levels

Following Best Practices

Classroom Instruction that Works – Effect Size

Strategies

Category Ave. Effect Size

Percentile Gain # of Studies

Identifying similarities and differences

1.61 45 31

Summarizing and note taking 1.00 34 179

Reinforcing effort and providing recognition

.80 29 21

Homework and practice .77 28 134

Nonlinguistic representations .75 27 246

Cooperative learning .73 27 122

Setting objectives and providing feedback

.61 23 408

Generating and testing hypotheses .61 23 63

Questions, cues and organizers .59 22 1251

Robert Marzano – Video Clip

Strategies

•Importance of 30 years of research

•Impact the “Essential 9” can have on student achievement

•If the effect size for Identifying Similarities/Differences is +1.61, resulting in a percentile gain of 45%, where would the curve indicating the average scores of students be?

Strategies

• Effect Size is a unit of measure used with meta-analysis that expresses the increase or decrease in student achievement

• Cohen simplified the range of effect sizes• Small: 0.20 to 0.49• Medium: 0.50 to 0.79• Large: 0.80 and above

Classroom Instruction That Works Effect Size

Strategies

• Identifying similarities and differences. • (ES 1.61)

• Comparing• Classifying• Metaphors• Analogy

• Summarizing and Note taking • (ES 1.00)

The Instructional Strategy Focus for the Day

Getting Acquainted with the Essential 9

Strategies

• Jigsaw Strategy Video

• Break into groups of 4

• Jigsaw the Essential 9 Strategies

• As you read underline the most critical statement for each

• Report out to group

Strategies

1. Remembering - recalling information2. Understanding - explaining idea or concept3. Applying - using information in a new setting4. Analyzing - breaking into component parts5. Evaluating - justifying a decision or choice6. Creating - generating new ideas

Remember Bloom’s Level of Learning When Planning a Lesson

Using the 9 Instructional Strategies in Lesson/Unit Planning

Strategies

1. Clear Learning Goals(#7 Setting Objectives and Providing Feedback)

2. Students identify and record their own goals

(#7 Setting Objectives and Providing Feedback)

Beginning of the Unit/Lesson

Strategies

During the Unit Phases of Learning

• Blank Lesson Plan Guide

• Introducing New Knowledge• 6 possible strategies

• Monitoring Learning Goals• 3 possible strategies

• Practicing, Reviewing and Applying Knowledge• 3 possible strategies

Strategies

• Blank Lesson Plan Guide

• Introducing New Knowledge• 6 possible strategies

• Monitoring Learning Goals• 3 possible strategies

• Practicing, Reviewing and Applying Knowledge• 3 possible strategies

Strategies

1. Guide students to recall what they already know about the topics. (#9 Cues, Questions, Advance Organizers)

2. Provide students with ways of thinking about the topic in advance.(#9 Cues, Questions, Advance Organizers)

3. Compare new knowledge with what is known. (#1 Identifying Similarities and Differences)

During the UnitIntroducing New Knowledge

Strategies

4. Have students keep notes (#2 Summarizing and Note-taking)

5. Non-linguistic representations, share with others (#5 Non-linguistic Representations)

6. Have students work individually and in groups.

(#6 Cooperative Learning)

During the UnitIntroducing New Knowledge

Strategies

1. Assign homework that requires practice, review and application of learning. Give explicit feedback as to the accuracy of all homework.

(#4 Homework and Practice, #7 Setting Objectives and Providing Feedback)

2. Engage students in long-term projects that involve testing and generating hypotheses. (#8 Generating and Testing Hypotheses)

3. Have students revise the linguistic and nonlinguistic representations of knowledge as they refine their understanding. (# 2 Summarizing and Note taking, #5 Nonlinguistic Representations)

During the UnitPracticing, Reviewing and Applying

Knowledge

Strategies

1. Feedback and Self-Assessment (#7 Setting Objectives and Providing Feedback)

2. Students keep track of achievement and effort expending toward goals (#3 Reinforcing Effort and Providing Recognition #7 Setting Objectives and Providing Feedback)

3. Celebrate legitimate progress toward learning goals

(#3 Reinforcing Effort and Providing Recognition)

During the UnitMonitoring Learning Goals

Strategies

• Provide students with clear assessments of their progress on each goal.

• Have student assess themselves and compare with the teacher’s assessment

• Ask them to articulate what they have learned.

End of the unit…Helping students determine how well they

have achieved their goals(#3 Reinforcing Effort and Providing Recognition, #7 Setting

Objectives and Providing Feedback)

Strategies

• Specific Instructional Strategies can be matched to specific types of knowledge.

• Different types of learning sometimes necessitate different types of instruction.

9 Strategies = Results in all subjects

Strategies

• Be clear about the learning that you want your students achieve.

• Understand which strategy works best to accomplish your learning target.

Before you start…

Strategies

• Teacher directed – presenting students with guidance

• Asking students to independently engage in the activity

• Use non-linguistic representation• Student generate own explanations and create

non-linguistic representation• Periodically review the accuracy of their

explanations and representations

Generalizations that enhance student’s understanding of what is being taught and

their ability to use that knowledge.

Strategies

• Declarative Knowledge (Information and Ideas)• Vocabulary• Details• Organizing Ideas

• Procedural Knowledge (Skills and Processes)

• Skills and Tactics• Processes

Categories of Subject Matter Knowledge

Strategies

ComparingThe process of identifying and articulating similarities and differences among items.

Classifying The process of grouping things into definable categories on the basis of their attributes.

Creating Metaphors

The process of identifying and articulating the underlying theme or general pattern in information.

Creating Analogies

The process of identifying relationships between pairs of concepts (e.g., relationships between relationships).

4 Strategies for Similarities and Differences

Strategies

Identifying Similarities and Differences:Comparing Task, Round 1

• Venn Diagram• Apples and Oranges

Strategies

Characteristic 1 _____________________

Characteristic 2 _____________________

Easy to see that items are very different for this characteristic…

…and very similar for this characteristic.

Strategies

What are the steps in the comparison process?

COMPARING 1. Select the items you want to compare.

2. Select the characteristics of the items on which you want to base your comparison.

3. Explain how the items are similar and different with respect to the characteristics you selected.

To

Strategies

Our Goals for Student Learning…

• Help prepare for further learning

• Identify critical relationships

• Gain understanding, clear-up confusion, make new connections

• Change in knowledge structure as a result of instruction

Strategies

One key to a rigorous comparison is to identify items and characteristics that are meaningful and interesting. To do this, students need extensive modeling and feedback. If the items and characteristics are not meaningful, students will not make new distinctions or come to new conclusions about the targeted knowledge.

TIP

Make sure that students understand that the purpose of doing the comparison is to extend and refine their understanding of the knowledge they are learning. Asking students to select different characteristics will help them move beyond the obvious.

TIP

Tips Related to the Comparison Process

Strategies

Identifying Similarities and Differences:Comparing Task, Round 2

• In Jigsaw Groups:

• Venn Diagram/Comparison Matrix• Apples and Oranges• Learning Goal: How does temperature and length of

growing season effect the nutritional value of fruit? • How was Round 1 different than Round 2?

Strategies

ELA and Math GLCE…comparing or contrasting?

• Comparing is the process of identifying similarities and differences between or among things or ideas.• Comparing refers to identifying similarities• Contrasting refers to identifying differences.

Strategies

CLASSIFYING 1. Identify the items you want to classify.

2. Select what seems to be an important item, describe its key attributes, and identify other items that have the same attributes.

3. Create a category by specifying the attribute(s) that the items must have for membership in this category.

4. Select another item, describe its key attributes, and identify other items that have the same attributes.

Birds Fish Dogs

What are the steps in the classifying process?

Strategies

5. Create the second category by specifying the attribute(s) that the items must have for membership in the category.

6. Repeat the previous two steps until all items are classified and the specific attributes have been identified for membership in each category.

7. If necessary, combine categories or split them into smaller categories and specify attribute(s) that determine membership in the category.

CLASSIFYING

(cont’d)

Birds Fish Dogs

Strategies

We have been learning that different animals live in different environments. Classify the following animals in terms of whether they live in lakes or oceans, forests, in the soil, or in the desert.

raccoons moles clams scorpions

squirrels frogs bears lizards

deer fish ants turtles

worms ducks snakes

Now, reclassify these animals using another set of attributes. For example, you might identify attributes that relate to the animal’s skin or outer covering (e.g., has fur, scales, has a shell). You may use a blank classifying graphic or your own chart to do this task.

Content Area: Science

Knowledge: Understands that different animals live in different environments.

Strategies

Classification – a strategy for GLCE

• ELA- Genre characteristics, poetry, types of fiction

• Math – whole numbers, fractions, negative numbers, geometrical figures

• Science – habitat, endangered, geographical location, adaptation

• Social Studies – human, economic and capital resources.

Strategies

Creating Metaphors

• Identify a general or basic pattern in a specific topic and then find another topic that seems quite different at the literal level but has the same general pattern.

• Examples…

• Counting is a recipe.

• Vocabulary is a map legend.

• Instructional Strategies are onions.

Video Clip:

Ocean Metaphors

Strategies

Steps for Creating Metaphors

1. Identify the important or basic elements of the information of situation with which you are working.

2. Write that basic information as a general pattern by:

• Replacing words for specific things with words for more general things, and

• Summarizing information whenever possible

3. Find new information or a situation to which the general pattern applies.

Strategies

Metaphor Organizer

Element Literal Pattern

Abstract Relationship

Literal Pattern

Element

Internet Coffee shop

Strategies

Examples of Metaphors in Content Areas

• Social Studies-America is freedom and promise

• Math-The graph of the sine function is a roller coaster

• ELA-Writing is a process

• Science-The cell is a factory

Strategies

Recommendations for Classroom Practice

• Giving students a model for the process.• Using familiar content to teach students the

steps in creating metaphors• Giving students graphic organizers, and• Giving students guidance as needed

Strategies

Analogies … A question

•What is the purpose of asking students to create analogies?

Strategies

The purpose of analogies in the classroom

• Help make connections between things that are very different• Pattern is A:B::C:D• A is to B as C is to D• happy:sad::big:small• happy and big are opposites of sad and small

Analogy problems are common in testing situations – PSAT, SAT, ACT.

Strategies

Using Analogies in the Classroom

• Help explain an unfamiliar concept by making a comparison to something that we understand.

• Question… What is this analogy?

• One:trillion::one square inch:the area of the city of Chicago

• Pushes students to think about how items and concepts are related: how do two things interact, and how is the relationship similar to the relationship between the second pair.

Strategies

Analogies Organizer – Great Depression

Stock MarketCrash of 1929 U.S. Economy

A

Is to

B

Something attacks a system and weakens its ability to prevent serious affliction.

ASC D

Is to

Strategies

Task: Strategic questioning

• What is the goal or purpose of engaging students in summarizing activities?

• To what extent do you think the act of summarizing varies from grade level to grade level? From content area to content area? Why do you think this?

• Think-Share-Pair

Strategies

Critical Questions

For the student:• How do I decide what is important?• What should I keep? • What should I substitute?• What should I delete?

For the teacher:• What strategies do you teach students to help them become

proficient in summarizing? • To what extent do you think these strategies support them in

identifying what they should keep, substitute, and delete? • How do you know if engaging in these strategies is really helping

students to deepen their understanding of the content?

Strategies

A Model for Summarizing

Steps for Rule-BasedSummarizing

1. Delete trivial material that is unnecessary to understanding.

2. Delete redundant material.

3. Substitute super-ordinate terms for more specific terms (e.g., use fish for rainbow trout, salmon, and halibut).

4. Select a topic sentence or invent one if it is missing.

Steps in Rule-Based Summarizing for

Younger Students1. Take out material that is

not important to your understanding.

2. Take out words that repeat information

3. Replace a list of things with a word that describes the things in the list (e.g., use trees for elm, oak, and maple).

4. Find a topic sentence. If you cannot find a topic sentence, make one up.

Strategies

The word photography comes from the Greek word meaning “drawing with light”….Light is the most essential ingredient in photography. Nearly all forms of photography are based on the fact that certain chemicals are photosensitive- that is, they change in some way when exposed to light. Photosensitive materials abound in nature; plants that close their blooms at night are one example. The films used in photography depend on a limited number of chemical compounds that darken when exposed to light. The compounds most widely used today are called halogens (usually bromine, chlorine, or iodine).

Microsoft Encarta Encyclopedia

Strategies

The word photography comes from the Greek word meaning “drawing with light”….Light is the most essential ingredient in photography. Nearly all forms of photography are based on the fact that certain chemicals are photosensitive- that is, they change in some way when exposed to light. Photosensitive materials abound in nature; plants that close their blooms at night are one example. The films used in photography depend on a limited number of chemical compounds that darken when exposed to light. The compounds most widely used today are called halogens (usually bromine, chlorine, or iodine.

Microsoft Encarta Encyclopedia

Strategies

Research generalizations on summarizing

• 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.

Strategies

The Six Summary Frames

• Narrative Frame• Topic-Restriction-Illustration Frame• Definition Frame• Argumentation Frame• Problem/Solution Frame• Conversation Frame

The Six Summary Frames

Strategies

A summary is …1. A summary:

1. Is an essential condensation in your own words.2. Answers the question “what is the author really saying?”3. Is the result of careful “listening” to the author.4. Remains faithful to the author’s emphasis and interpretation.5. Does not disagree with or critique the author’s opinion.

2. A summary is a comprehensive but brief statement of what has been stated previously in a longer form.

3. A summary is a wrap-up----a general picture of the information--- much like TV networks produce at the end of a year.

4. Summaries provide a quick overview of a subject without having the reader wade through a lot of facts and details. Summaries help readers and writers boil information down to its most basic elements.

5. Encyclopedias, almanacs, and digests provide good examples of summaries.

Strategies

Procedural Knowledge

Summarizing is “procedural knowledge.” If students are expected to become proficient in procedural knowledge, they need to be able to “practice.”

Mastering a skill or process requires a fair amount of focused practice. Practice sessions initially should be spaced very closely together. Over time, the intervals between sessions can be increased. Students also need feedback on their efforts.

While practicing, students should adapt and shape what they have learned.

Strategies

A Rubric for Summarizing

4 The student identifies the main pattern running through the information along with minor patterns.

3 The student identifies the main pattern running through the information.

2The student addresses some of the features of the main pattern running through the information but excludes some critical aspects.

1 The student does not address the main pattern running through the information.

0 Not enough information to make a judgment.

Strategies

Planning for Summarizing

What specific information will students need to summarize?

film or video chapter lecture story article event other_______________

What strategy will I ask students to use? Rule-based Summarizing Strategy Summary Frames

Narrative or Story TRI Definition Argumentation Problem/Solution Conversation

Group Enhanced Summary Strategy Other ___________

What knowledge will students be learning?

Do I need to set aside time to teach them the strategy? When and how?

How much guidance will I provide them?

How will I monitor how well students are doing?

Strategies

Summary and the GLCE

• Find a GLCE at your grade level and content area that would be suitable to summarize.

• What steps would you have to take in order for students to use summary with the GLCE you chose independently?

• Think-Pair-Share

Strategies

A Call to Arms…

Leading Change – What can you do?

Teachers need to have…

• Adequate modeling and practice

• Feedback

• Allowances for differences in implementation

• Celebration