1 instructional design for an extended block: teaching for retention skyline high school april 24,...

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Instructional Design for an Extended Block: Teaching for Retention

Skyline High SchoolApril 24, 2008

Monica VerplankInstructional Design Consultant

[email protected]

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Teaching for Retention in an Extended BlockAlignment of Curriculum, Assessment and Instruction

Curriculum – MME/HSCE/HS Graduation Requirements Fully aligned curriculum maps/pacing guides (12 week terms) Intentional placement of students

Assessment – State & local assessments Fully aligned, common, cumulative course assessments Item analysis of state assessments Know the needs of these students, this year

Instruction – teaching to expectations Course v. credit - MASTERY LEARNING Research-based instructional strategies

It doesn’t matter how far you get, it matters how much they remember.

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Research-based Instructional Design: 72 minute class period

Wiggins and McTighe’s lesson design

Robert Marzano’s nine instructional strategies

Transitions

Relevance

Instructional Design for an Extended Block: Teaching for Retention – Today’s Agenda

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Planning Backward: Begin with the End in Mind

Identify desired results• What should students know, understand and be able to do? • What content is worthy of understanding? Determine acceptable evidence• How will we know whether students have achieved the desired

results? • What will we accept as evidence of student understanding and

proficiency?Plan learning experiences and instruction, including transitions• What enabling knowledge and skills will student need to perform

effectively and achieve desired results? • What activities, sequence, and resources are best suited to

accomplish our goals?Adapted from Wiggins & McTight, Understanding by Design

Instructional Design for an Extended Block: Lesson Plan Design

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Instructional Design for an Extended Block: Lesson Plan Design - Implementation

√ 1. Identify desired results (2 minutes) Select a HSCE/ACT standard from your pacing guide

What students should know, understand and be able to do Determine length of time needed for this concept (from your data)

√ 2. Determine acceptable evidence (5-10 minutes) Design mini-assessment (quick dip stick) to measure mastery

What you will accept as evidence of student understanding and proficiency at the end of this lesson

3. Plan learning experiences and instruction Select an the appropriate research-based strategy The activities, sequence, and resources best suited to accomplish your goals

4. Include 4-5 transitions in your instruction Student reflection, teacher assessment

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Lesson Plan Design - Marzano’s Nine "Thirty-five years of research provides remarkably clear guidance as to the

steps schools can take to be highly effective in enhancing student achievement." - Dr. Robert J. Marzano

Instructional Design for an Extended Block: Research-based Strategies

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Identifying Similarities and Differences

Gick & Holyoak experiment (1980) • Ideas? Potential solutions?

Identification of similarities and differences is a highly robust activity• Comparing – process of identifying similarities and differences

between or among things or ideas• Classifying – process of grouping things that are alike into categories

on the basis of their characteristics• Creating metaphors – process of identifying a general or basic pattern

in a specific topic and then finding another topic that appears to be quite different but that has the same general pattern

• Creating analogies – process of identifying relationships between pairs of concepts – in other words, identifying relationships between relationships

Instructional Design for an Extended Block: Similarities & Differences

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Comparison Matrix

CharacteristicsItems to be compared

#1 #2 #3

1. Similarities

Differences

2. Similarities

Differences

3. Similarities

Differences

4. Similarities

Differences


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Classifying ExampleAn advanced placement literature class had just finished the last book they

were to read for the year. As a culminating activity, Mrs. Blake, a teacher many students had for two years, asked them to do the following activity, both to use what they know and to discover some new connections they had possibly missed through the years.

With a partner, make a list of as many characters as you can recall from the books we have read. Then, classify them into categories of your choosing. Stay away from obvious categories, such as gender or nationality. Use categories that show your understanding of character development. When you are finished, reclassify the characters, using new categories. Find another pair of students and discuss your work.


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Categories


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Identifying Similarities and Differences

Departmental Discussion (3-4 minutes)

How would you integrate this strategy into your instruction?

Identification of similarities and differences is a highly robust activity• Comparing – process of identifying similarities and differences between or

among things or ideas• Classifying – process of grouping things that are alike into categories on the

basis of their characteristics• Creating metaphors – process of identifying a general or basic pattern in a

specific topic and then finding another topic that appears to be quite different but that has the same general pattern

• Creating analogies – process of identifying relationships between pairs of concepts – in other words, identifying relationships between relationships


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Summarizing and Note-Taking

Where do we intentionally teach this? Share with your partner.

Research Generalizations on Summarizing

1. To effectively summarize, students must delete some information, substitute some information, and keep some information.

2. To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level.

3. Being aware of the explicit structure of information is an aide to summarizing information.

Instructional Design for an Extended Block: Summarizing & Note-Taking

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In your classroom… Summarizing strategy example

• Delete trivial material that is unnecessary to understanding• Delete redundant material• Substitute super-ordinate terms for lists (e.g., “flowers” for

“daisies, tulips, and roses”)• Select a topic sentence, or invent one if it is missing


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In your classroom…

A summary frame is a series of questions that the teacher provides to students. These questions are designed to highlight the critical elements for specific types of information.

• Narrative• Topic – Restriction - Illustration• Definition• Argumentations• Problem/Solution• Conversation


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In your classroom… Topic-Restriction-Illustration Frame

This pattern is commonly found in expository material. • Topic – general statement about the topic to be discussed• Restriction – limits the information in some way• Illustrations – exemplifies the topic or restriction

The T-R-I pattern can have multiple restrictions and additional illustrations


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Frame Question Example from Geography ClassTeacher presents information about the topic of interdependence of trade among nations.

He first presents students with the following frame questions:

• T - What is the meaning of “trade”?• R – How does the definition of trade vary from different countries

(industrialized or in developing countries)?• I – What examples illustrate this?• R – How can short-term positive balance of trade negatively affect long-term

trade in developing countries?• I – What examples illustrate this?

Next, in a lecture format, he presents information about trade. Occasionally, he stops and asks student to fill in answers to the frame questions based on the information he has presented. For homework, students translate the answers to their frame questions into a summary paragraph.


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Research Generalizations on Note-Taking

1. Verbatim note taking is, perhaps, the least effective way to take notes.

2. Notes should be considered a work in progress

3. Notes should be used a study guides for tests.

4. The more notes that are taken, the better.

Note-Taking Strategy: When do we teach this?• Teacher-based notes v. student outline format • Student dependence on teacher-based notes? Happy balance?


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Summarizing and Note-TakingDepartmental Discussion (3-4 minutes)How would you integrate this strategy into your instruction?

Research Generalizations on Summarizing1. To effectively summarize, students must delete some information, substitute

some information, and keep some information.2. To effectively delete, substitute, and keep information, students must analyze

the information at a fairly deep level.3. Being aware of the explicit structure of information is an aide to summarizing

information.

Research Generalizations on Note-Taking1. Verbatim note taking is, perhaps, the least effective way to take notes.2. Notes should be considered a work in progress3. Notes should be used a study guides for tests.4. The more notes that are taken, the better.


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Reinforcing Effort and Providing Recognition

Set of instructional techniques that address students’ attitudes and beliefs

Research Generalizations on Effort1. Not all students realize the importance of believing in effort.2. Students can learn to change their beliefs to an emphasis on effort.

Research Generalizations on Providing Recognition1. Rewards do not necessarily have a negative effect on intrinsic

motivation.2. Reward is most effective when it is contingent on the attainment of some

standard of performance.3. Abstract symbolic recognition is more effective than tangible rewards.

Instructional Design for an Extended Block: Reinforcing Effort & Providing Recognition

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Progressive Honor RollAny student who attains a

.5 higher term GPA in comparison to their cumulative GPA makes the Progressive Honor Roll

Athletic Passes – Listed in the local newspaper

Posted on the office wall – dance ticket – Lunch ticketsAcademic Awards – Reverse of Athletic Letter Program.

Students of the Month

Student of the Week parking space

Good News from School Cards (EMAIL)

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Reinforcing Effort and Providing RecognitionDepartmental Discussion (3-4 minutes)How would you integrate this strategy into your instruction?

Set of instructional techniques that address students’ attitudes and beliefs

Research Generalizations on Effort1. Not all students realize the importance of believing in effort.2. Students can learn to change their beliefs to an emphasis on effort.

Research Generalizations on Providing Recognition1. Rewards do not necessarily have a negative effect on intrinsic motivation.2. Reward is most effective when it is contingent on the attainment of some

standard of performance.3. Abstract symbolic recognition is more effective than tangible rewards.


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Homework and Practice

Research Generalizations on Homework1. The amount of homework assigned should be different from elementary to

middle to high school (effect size = .64 for Grades 10-12, .31 for grades 7-9).

2. Parental involvement in homework should be kept to a minimum.3. The purpose of homework should be identified and articulated.4. If homework is assigned, it should be commented on (effect size = .83

v. .28)

Research Generalizations on Practice

1. Mastering a skill requires a fair amount of focused practice2. While practicing, students should adapt and shape what they have learned.

Instructional Design for an Extended Block: Homework & Practice

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In your classroom…

• Charting Accuracy and Speed (ACT prep)• Design practice assignments that focus on specific elements of

a complex skill or process (Mini-lessons)• Plan time for students to increase their conceptual

understanding of skills or processes (BEFORE beginning to practice)

Homework and practice are ways of extending the school day and

providing students with opportunities to refine and extend their knowledge. Teachers can use both of these practices as powerful instructional tools.


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Homework and PracticeDepartmental Discussion (3-4 minutes)How would you integrate this strategy into your instruction?

Research Generalizations on Homework1. The amount of homework assigned should be different from elementary to

middle to high school (effect size = .64 for Grades 10-12, .31 for grades 7-9).

2. Parental involvement in homework should be kept to a minimum.3. The purpose of homework should be identified and articulated.4. If homework is assigned, it should be commented on (effect size = .83

v. .28) Research Generalizations on Practice

1. Mastering a skill requires a fair amount of focused practice2. While practicing, students should adapt and shape what they have learned.


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Nonlinguistic Representations

The more we use both systems of representations – linguistic and nonlinguistic – the better we are able to think about and recall knowledge.

• Creating graphic representations• Making physical models• Generating mental pictures – including mathematical and

scientific equations• Drawing pictures and pictographs• Engaging in kinesthetic activity

Instructional Design for an Extended Block: Nonlinguistic Representations

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In your classroom…Create graphic organizers –

• Descriptive pattern – use to represent facts about specific persons, places, thing and events

• Time sequence pattern – information about the development of the Apollo space program

• Process/Cause-Effect pattern – factors that typically lead to the development of a healthy body

• Episode pattern – information about the French Revolution• Generalization/Principle pattern – information organized into

general statements with supporting examples • Concept pattern – information organized around a category of

persons, places, things or events (fables – along with examples and characteristics)


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Descriptive Pattern

Use to represent facts about specific persons, places, thing and events

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Time Sequence Pattern

Information about the development of the Apollo space program

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Process / Cause-Effect Pattern

Factors that typically lead to the development of a healthy body

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Episode Pattern

Information about the French Revolution

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Generalization / Principle Pattern

Information organized into general statements with supporting examples

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Concept Pattern

Information organized around a category of persons, places, things or events (fables – along with examples and characteristics)

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Nonlinguistic RepresentationsThe more we use both systems of representations – linguistic and nonlinguistic – the

better we are able to think about and recall knowledge.

Departmental Discussion (3-4 minutes)How would you integrate this strategy into your instruction?

• Creating graphic representations• Making physical models• Generating mental pictures – including mathematical and

scientific equations• Drawing pictures and pictographs• Engaging in kinesthetic activity


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Setting Objectives and Providing Feedback AP US History objectives – describe what effective feedback you do/could

provide to increase student mastery of your curriculum

Setting objectives in your classroom - contracts for the attainment of specific goals

Research generalizations on providing feedback1. Feedback should be corrective in nature.2. Feedback should be timely.3. Feedback should be specific to a criterion (RUBRICS)4. Students can effectively provide some of their own

feedback (RUBRICS).

Departmental Discussion (3-4 minutes)How would you integrate this strategy into your instruction?

Instructional Design for an Extended Block: Setting Objectives & Providing Feedback

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REMEMBER – THERE ARE NINE

Lesson Plan Design - Marzano’s Nine "Thirty-five years of research provides remarkably clear guidance as to the steps

schools can take to be highly effective in enhancing student achievement." - Dr. Robert J. Marzano

Instructional Design for an Extended Block: Research-Based Strategies

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√ 1. Identify desired results Select a HSCE/ACT standard from your pacing guide


√ 2. Determine acceptable evidence Design mini-assessment (quick dip stick) to measure mastery

What you will accept as evidence of student understanding and proficiency at the end of this lesson

√ 3. Plan learning experiences and instruction (10-15 minutes)• Select an the appropriate research-based strategy

The activities, sequence, and resources best suited to accomplish your goals

4. Include 4-5 transitions in your instruction • Student reflection, teacher assessment

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Primacy-recency effect – lessons should contain several firsts and lasts

brain pays attention to what it encounters first and remembers it best

remembers second what comes last remembers least what is in the middle

Variety of instruction is the key – every 10-15 minutes there should be a classroom transition

Instructional Design for an Extended Block: Transitions

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Chunking grouping or connecting content and skills together because of

some linking thread, such as a concept or theme

4-5 transitions for an extended block

Agenda for the day posted

Strategy cards

Variety of instruction is the key – every 10-15 minutes there should be a classroom transition

Instructional Design for an Extended Block: Transitions

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√ 1. Identify desired results Select a HSCE/ACT standard from your pacing guide


√ 2. Determine acceptable evidence

Design mini-assessment (quick dip stick) to measure mastery What you will accept as evidence of student understanding and proficiency at

the end of this lesson

√ 3. Plan learning experiences and instruction Select an the appropriate research-based strategy

The activities, sequence, and resources best suited to accomplish your goals

√ 4. Include 4-5 transitions in your instruction (5-10 minutes) Student reflection, teacher assessment

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How About Relevance?

Student engagement: Can students tell you why they are learning what they are learning?

• Partnerships with the community• Grand Haven High School CAD students’ presentation to Light

Corp. (local manufacturing company)

• Spring Lake High School Web Design students’ project with Paw Pro (local pet grooming company)


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Benefits of Relevance – In their own words

Student engagement: Can students tell you why they are learning what they are learning? How was this project different from other class projects? In math, they say you’ll use it, but only 1% of jobs actually require it. This people actually use, which makes

it valuable. This is a real world experience, more than just book work. The fun of it outweighed the difficulty. Enjoying the work determines how compelled you feel to do well in the class.

Tell us about the benefits for students as they learn the information for this class? More goal-oriented, you work harder since you have a whole group of people you might disappoint. You

can’t cheat your way through like you can in other class assignments. The group experience is helpful because you are not on your own.

How has this project helped you to prepare for life after high school? Skill of team building is very important, it makes you think with people around you. Putting formulas learned in class to use in a real world setting. I know I can do it, I know I enjoy it, it is relevant to my college plans.

Do you think other teachers and other companies should make projects like this available for students? If so, why?

A lot more than just learning from books, if students do not use it, they will just forget it. We won’t forget what we’ve learned with this project.

The more people involved, the more merit and weight students will give to a project. This should be part of every content area, at least one course.


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Online Resources…for free!

http://classroom.leanderisd.org/webs/marzano/home.htm

http://misd.k12.mi.us/curr/assessment/testbanks.html

http://help4teachers.com/samples2.htm

http://www.ncrtec.org/tl/lp/

http://www.mcrel.org/ http://tlc.eku.edu/tips/problem_students/ http://www.linkstolearning.com/

http://english.unitecnology.ac.nz/resources/resources/classroom_learning.html


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Research-based Instructional Design: 72 minute class period

Wiggins and McTighe’s lesson design

Robert Marzano’s nine instructional strategies

Transitions

Relevance

Instructional Design for an Extended Block: Teaching for Retention – Today’s Agenda

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Skyline High SchoolApril 24, 2008

Monica VerplankInstructional Design Consultant

[email protected]

1 instructional design for an extended block: teaching for retention skyline high school april 24,...

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