what works in school teacher- & student-level factors november 8, 2006 teacher- &...
TRANSCRIPT
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What Works in School
What Works in School
Teacher- & Student-Level Factors
November 8, 2006
Teacher- & Student-Level Factors
November 8, 2006
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Factors that Affect Student AchievementFactors that Affect Student Achievement
School-Level FactorsTeacher-Level FactorsStudent-Level Factors**
School-Level FactorsTeacher-Level FactorsStudent-Level Factors**
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Factors Affecting Student Achievement
Factors Affecting Student Achievement
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Instructional Strategies that Affect Achievement by Rank
Instructional Strategies that Affect Achievement by Rank
Identifying similarities & differences
45
Summarizing & note taking 34
Reinforcing effort & providing recognition
29
Homework & practice 28
Nonlinguistic representation 27
Generating & testing hypotheses
23
Questions cues & advance organizers
22
Percentile gain
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Instructional Strategies
Instructional Strategies
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Identifying Similarities &
Difference
Identifying Similarities &
DifferenceComparing--Venn Diagrams & charts
Classifying--grouping based on similar attributes
Creating metaphors--The bread is hard as a rock.
Creating analogies--Oxygen is to humans as Carbon Dioxide is to plants
Comparing--Venn Diagrams & charts
Classifying--grouping based on similar attributes
Creating metaphors--The bread is hard as a rock.
Creating analogies--Oxygen is to humans as Carbon Dioxide is to plants
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Venn DiagramVenn Diagram
Holidays & CelebrationsHolidays & Celebrations
Labor DayMemorial Day4th of July
EasterChristmasBirthdays
Boxing DayQueen’s BirthdayGuy Fawkes Day
U.S Great Britain
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Venn DiagramsVenn DiagramsFoodFood
BeefPeanut ButterPopcorn
PotatoesBaconEggs
LambAsian FoodSteak & Kidney Pie
U.S. Great Britain
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Items to be comparedItems to be compared
Charac-teristics
US Great Britain
Russia
1. Food SimilaritiesDifferences
2. Housing SimilaritiesDifferences
3. Dress SimilaritiesDifferences
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ClassifyingClassifying
Classifying is the process of grouping things into definable categories on the basis of their attributes. Stated more simply, it is the process of grouping things that are alike into categories.
Classifying is the process of grouping things into definable categories on the basis of their attributes. Stated more simply, it is the process of grouping things that are alike into categories.
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Procedure for Classifying
Procedure for Classifying
1. Identify the items you want to classify.
2. Select an item & describe key attributes that can be used to classify.
3. Create the category by specifying attributes.
4. Repeat steps 1 & 2 with another item.5. Create a second category by specifying
attributes.6. Repeat the previous two steps until
all items are classified.7. If necessary, combine categories or
split into smaller categories.
1. Identify the items you want to classify.
2. Select an item & describe key attributes that can be used to classify.
3. Create the category by specifying attributes.
4. Repeat steps 1 & 2 with another item.5. Create a second category by specifying
attributes.6. Repeat the previous two steps until
all items are classified.7. If necessary, combine categories or
split into smaller categories.
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CategoriesCategories
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ClassifyClassify
Blue Purple Red Yellow
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Creating MetaphorsCreating Metaphors
Constructing metaphors--2 items in a metaphor are connected by an abstract or non-literal relationship.
Example: Love is a rose. Literal: Rose (pretty flower with thorns) and Love (Love can be a happy but it can hurt also)
Abstract: Something is wonderful and you want to go near it but if you’re not careful it can hurt you.
Constructing metaphors--2 items in a metaphor are connected by an abstract or non-literal relationship.
Example: Love is a rose. Literal: Rose (pretty flower with thorns) and Love (Love can be a happy but it can hurt also)
Abstract: Something is wonderful and you want to go near it but if you’re not careful it can hurt you.
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Graphic Organizer for Metaphors
Graphic Organizer for Metaphors
Element #1 Abstract Element #2
Element &
Description
Element &
Description
Things thetwo have in common.
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AnalogiesAnalogies
Like metaphors, analogies help us see how dissimilar things are really similar.
Form of analogies A:B::C:D (read A is to B as C is to D)
Example: hot:cold::night:day (how are they alike?)
Like metaphors, analogies help us see how dissimilar things are really similar.
Form of analogies A:B::C:D (read A is to B as C is to D)
Example: hot:cold::night:day (how are they alike?)
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Analogy Graphic Organizer
Analogy Graphic Organizer
A B C D: :::
Common Element Common Element
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Summarizing & Note Taking*
Summarizing & Note Taking*
To effectively summarize students must--Delete some information--trivial, redundant
Substitute some information -- superordinate terms of lists (flowers for daisies, tulips, etc.
Keep some information--select or invent topic sentence
To effectively summarize students must--Delete some information--trivial, redundant
Substitute some information -- superordinate terms of lists (flowers for daisies, tulips, etc.
Keep some information--select or invent topic sentence
*Marzano & Pickering mention Reciprocal Teaching
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Summary FramesSummary Frames
Narrative FramesTopic Restriction FrameDefinition FrameArgumentation FrameProblem/Solution FrameThe Conversation FrameWeb-- http://classroom.leanderisd.org/webs/marzano/summarizing_and_note_taking.htm
Narrative FramesTopic Restriction FrameDefinition FrameArgumentation FrameProblem/Solution FrameThe Conversation FrameWeb-- http://classroom.leanderisd.org/webs/marzano/summarizing_and_note_taking.htm
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Narrative FrameNarrative Frame
Who …?When …? What …? How …? Why …?
Who …?When …? What …? How …? Why …?
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Note Taking*Note Taking*
Verbatim notes least effective
Notes are a work in progress
The more notes the better
Provide a variety of formats
Verbatim notes least effective
Notes are a work in progress
The more notes the better
Provide a variety of formats
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Formats for NotesFormats for Notes
Teacher Prepared NotesInformal Outline--from partial filled to empty outline
Webbing--relationshipsCombination Notes
Outline on one side & visuals on another
Running notes on one side and summary on the other
Teacher Prepared NotesInformal Outline--from partial filled to empty outline
Webbing--relationshipsCombination Notes
Outline on one side & visuals on another
Running notes on one side and summary on the other
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Non-linguistic RepresentationNon-linguistic Representation
Creating graphic representationMaking physical modelsGenerating mental picturesDrawing pictures & pictographsEngaging in kinesthetic activitiesInspiration Software--My Dog Izzy
Creating graphic representationMaking physical modelsGenerating mental picturesDrawing pictures & pictographsEngaging in kinesthetic activitiesInspiration Software--My Dog Izzy
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Cues & QuestionsCues & QuestionsTeacher who thought they were asking 12-20 questions were asking 45-150 every half hour.
Cues & questions should focus on what is important & not unusual.
Higher level questions produce deeper learning (restructure or apply information).
5 second wait time provided before accepting responses then cue.
Questions are effective tools even before a learning experience.
Teacher who thought they were asking 12-20 questions were asking 45-150 every half hour.
Cues & questions should focus on what is important & not unusual.
Higher level questions produce deeper learning (restructure or apply information).
5 second wait time provided before accepting responses then cue.
Questions are effective tools even before a learning experience.
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Classroom Practices-Questioning & CueingClassroom Practices-Questioning & Cueing
Cueing is also a way of scaffolding & previewing.
Use questions that require making inferences.What action does this thing or person usually perform?
How is this thing usually used?
How does this action change the state of a thing?
Cueing is also a way of scaffolding & previewing.
Use questions that require making inferences.What action does this thing or person usually perform?
How is this thing usually used?
How does this action change the state of a thing?
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Classroom Practices--
Questioning
Classroom Practices--
Questioning Analytic Questions
What are the errors in reasoning in this information?
How is this information misleading?
What is an argument that would support the following?
Analytic QuestionsWhat are the errors in reasoning in this information?
How is this information misleading?
What is an argument that would support the following?
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Advance OrganizersAdvance OrganizersFocus is to activate prior knowledgeAdvance Organizers bridge the gap between what the learner already knows & what is needed to know before new learning occurs.
Higher level Advance Organizers produce deeper learning.
Advance Organizers are most useful with information that is not well organized.
Different types of Advance Organizers produces different results.
Focus is to activate prior knowledgeAdvance Organizers bridge the gap between what the learner already knows & what is needed to know before new learning occurs.
Higher level Advance Organizers produce deeper learning.
Advance Organizers are most useful with information that is not well organized.
Different types of Advance Organizers produces different results.
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Different Types of Advance Organizers
(A.O.)
Different Types of Advance Organizers
(A.O.)Expository A. O.--description of new content
Narrative A. O.--new information in story format
Skimming--skim titles, subtitles, pictures, maps, etc.
Graphic A. O.--webs, charts, comic, new, etc.
Expository A. O.--description of new content
Narrative A. O.--new information in story format
Skimming--skim titles, subtitles, pictures, maps, etc.
Graphic A. O.--webs, charts, comic, new, etc.
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Classroom ManagementClassroom Management
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Factors in Classroom Management
Factors in Classroom Management
Rules & ProcedureDisciplinary Interventions
Student-Teacher Relationships
Emotional ObjectivityAppropriate Mental Set
Rules & ProcedureDisciplinary Interventions
Student-Teacher Relationships
Emotional ObjectivityAppropriate Mental Set
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The teacher must. . .
The teacher must. . .
Let students know he/she is the authority.
Show he/she cares.Treat students with kindness, love & respect.
Let students know he/she is the authority.
Show he/she cares.Treat students with kindness, love & respect.
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Student FactorsStudent Factors
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What can teachers do to broad background
experience
What can teachers do to broad background
experienceIncrease variety of experience
Encourage students to read a wide variety of material (SSR)
Provide Vocabulary instruction.
Increase variety of experience
Encourage students to read a wide variety of material (SSR)
Provide Vocabulary instruction.
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What can teachers do to motivate students
What can teachers do to motivate students
Start the motivation from within--what are they interested
Engage by challenging some & assuring others
Make lessons relevantPersonalize assignmentsHave students move to personal goals
Track personal performanceProvide games & dynamic group work
Start the motivation from within--what are they interested
Engage by challenging some & assuring others
Make lessons relevantPersonalize assignmentsHave students move to personal goals
Track personal performanceProvide games & dynamic group work
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Reinforcing EffortReinforcing Effort
Not all students realize the importance of believing in effort (effort pays off in enhanced achievement.
Students can learn to change their beliefs to an emphasis on effort.
Use Effort & Achievement Rubrics
Not all students realize the importance of believing in effort (effort pays off in enhanced achievement.
Students can learn to change their beliefs to an emphasis on effort.
Use Effort & Achievement Rubrics
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Providing RecognitionProviding
RecognitionRewards do not necessarily have a negative effect on intrinsic motivation.
Reward is most effective when it is contingent on the attainment of some standard of performance.
Abstract symbolic recognition is more effect than tangible rewards.
Rewards do not necessarily have a negative effect on intrinsic motivation.
Reward is most effective when it is contingent on the attainment of some standard of performance.
Abstract symbolic recognition is more effect than tangible rewards.
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Best Practices in Providing
Recognition
Best Practices in Providing
RecognitionPersonalize recognitionPause, Prompt, PraiseConcrete Symbols
Personalize recognitionPause, Prompt, PraiseConcrete Symbols
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BibliographyBibliography
Classroom Instruction That Works by Robert Marzano, Debra J. Pickering, & Jane Pollock(ISBN 0-87120-504-1)
Web Site http://classroominstruction.edreform.net/portal/classroominstruction
Classroom Instruction That Works by Robert Marzano, Debra J. Pickering, & Jane Pollock(ISBN 0-87120-504-1)
Web Site http://classroominstruction.edreform.net/portal/classroominstruction