Instructional Strategies to Increase Student

Achievement

“Best Practice Makes Perfect”

Hello! Thank you for your time during this Early

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Introductions (if needed)

Time frame for the afternoon

Thinking about vocabulary

Take 2 minutes and write your thoughts on teaching direct vocabulary instruction

Think-Pair-Share with a partner

What is Best Practice? “Good Practice” Solid, reputable, state-of-the-art work in a field Current research, consistently offering the benefits of the

latest knowledge, technology, and procedures Leading of our field Serious, thoughtful, informed, responsible, state-of-the-art-

teaching

Based on the work of Zemelman, Daniels, and HydeBest Practice – Today’s Standards for Teaching and Learning in

America’s Schools

Vocabulary Direct teaching of vocabulary may be one of the most

underused instructional activities in K-12 education.

Student directed NOT teacher directed

Teacher does not recite definitions and students record and memorize them.

Students must encounter words multiple times before they learn them.

“Teaching specific terms in a specific way is probably the strongest action a teacher can take to ensure that students have the academic background knowledge they need to understand the content they will encounter in school.” Robert Marzano

Making the case…

“Given the relationship between academic background knowledge and academic achievement, one can make the case that it should be at the top of any list of interventions intended to increase student achievement.”

Robert Marzano, Building Background Knowledge for Academic Achievement

Making another case…

Only 1.67 minutes are devoted to direct vocabulary among 3rd, 4th, and 5th grade teachers observed by Roser and Juel (1982).

Making yet another case…Poverty and Ethnicity

There is a direct relationship between access to academic background experiences and family income.

Black and Hispanic children are much more likely to be poor, and for longer periods of time, than white children are.

Okay, one more case!

In-depth data analysis was conducted by the AYP Team in regards to the MCA-II

Data indicates a deficiency in vocabulary development

Vocabulary development can easily be incorporated in any subject; this is not a subject specific approach

Two Approaches to Building Background Knowledge

DIRECTField Trips

Mentoring

INDIRECTSustained Silent Reading (SSR)

Direct Vocabulary Instruction (DVI)

Effect Size

The effect size is the unit of measure that expresses the increase or decrease in achievement of the experimental group in standard deviation units.

Impact of Effect Size

Large .80 (Just about 1 Standard Deviation of growth!)

Medium .50 Small .20

Based upon the work of J. Cohen, Statistical Power Analysis for the Behavioral

Sciences

Impact of Direct Vocabulary Instruction

Effect Size:

.97

The Effect Size of Direct Vocabulary Instruction: .97

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NoInst.

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If there is not direct vocabulary instruction the student is at the 50th percentile in terms of ability to comprehend the subject matter taught.

Teaching Direct Vocabulary involves…

Descriptions as opposed to definitions Use of linguistic and nonlinguistic representations Gradual shaping of words Teaching and using word parts Different types of instruction for different types of

words Students interacting about the words they are

learning Use of games Focus on terms important to academic subjects

Putting it into practice

Lago Lake

Pulsiero Bracelet

Soltiero Bachelor

Lata Can

Tia Aunt

Jogar Gamble

Lua Moon

Noz Walnut

Step 1Write the wordwave

Step 2Add a visual

Step 3Write a definitionA big curl of

waterStep 4Create a sentence

Hawaii has the best surfing waves.

How to set up Vocabulary Cards

Vocabulary Cards Step 1 Write the word

Step 2 Add a visual

Step 3 Write a definition

Step 4 Create a sentence

Step 5 Write the vocabulary word on the reverse side of the card

Write vocabulary word on reverse side of card

How to set up Vocabulary Cards

wave

Putting it into practice - activity

1. Set up Vocabulary cards using the 8 Portuguese words.2. Facilitator will allow each participant 10 seconds to look

at each card.3. Participants Think-Pair-Share how they chose the

picture/icon for the vocabulary along with any other ideas relating to the creation of the card.

4. The facilitator says the vocabulary word out loud – participants echo the same.

5. Facilitator quizzes the group on their newly acquired vocabulary words.

Vocabulary Cards – Scoring Rubric

4Has vocabulary card set up correctlyVisual pic represents vocabulary wordDefinition is appropriate for vocabulary wordSentence is complete and makes senseOverall quality is excellent

3Has vocabulary card set up correctlyVisual pic represents vocabulary wordDefinition is correctSentence is complete Overall quality is ok

2Vocabulary card is NOT set up correctlyVisual pic is not accurateDefinition is not real clear and/or is incorrectSentence is incompleteOverall quality could be better

1Vocabulary card is NOT set up correctlyVisual pic is not accurate or not finishedDefinition is incorrect or isn’t finishedSentence is incomplete and incorrectOverall quality is very poor

Steps to Effective Vocabulary

Teacher gives description, explanation and or example of the new term.

Students restate in their own words. Students create a nonlinguistic representation Periodic activities that add to knowledge of the

terms. Students periodically discuss the terms with one

another. Periodic games to play with the terms.

Short Video Clip

Expanding Vocabulary – PD 360

Expanding Vocabulary – 1402S-9

Vocabulary Games Jeopardy I Have, Who Has Pictionary - Picture This (Vocabulictionary?) Analogies Pantomime Charades Memory Vocabulary Cards

Change

Vision Skills Incentives ResourcesAction Plan

= CHANGE

Skills Incentives ResourcesAction Plan

= Confusion

Vision Incentives ResourcesAction Plan

= Anxiety

Vision Skills ResourcesAction Plan

= Resistance

Vision Skills Incentives Action Plan

= Frustration

Vision Skills Incentives Resources = Treadmill

Short video clip

Non Linguistic Representations

Non Linguistic Representations 1305S-6

Dialogue

How can you use these strategies in your classroom?

Which strategies really have possibilities for you right now based upon what you have learned today, the data you have from your students, and your building’s school improvement goals?

What would be an easy, not-so-burdensome method of determining a) the effectiveness in the classroom, and b) if direct vocabulary is being taught throughout the district?

Putting it all together

Professional Development AYP Plan

Strategic Plan

So…

“The idea that learning is not a matter of telling, and being told, but an active and constructive process, is an idea which is as widely accepted in theory as it is neglected in practice.”

John Dewey

Translation

Just Do It!

Electronic Resources

Helpful Links

Instructional Strategies to Increase Student

Achievement

“Best Practice Makes Perfect”