Effective Teaching Strategies

Day 2

Welcome

Agenda

• PowerPoint– 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

2

3

ETS Strategies1. Identifying Similarities and Differences2. Summarizing and Note Taking3. Reinforcing Effort and Providing Recognition4. Homework and Practice5. Nonlinguistic Representations6. Cooperative Learning7. Setting Objectives and Providing Feedback8. Generating and Testing Hypotheses9. Cues, Questions, and Advanced Organizers

10. 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

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

6

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

7

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

8

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.

9

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.

10

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.

11

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.

12

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

13

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

14

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

15

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

16

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

17

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.

18

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

19

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.

20

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

21

Elements ofCooperative Learning

• Positive interdependence

• Face-to-face promotive interaction

• Individual and group accountability

• Interpersonal and small group skills

• Group processing

Johnson and Johnson, 1999

22

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.)

23

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

24

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