![Page 1: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/1.jpg)
Dr David Mitchell University of Canterbury
New Zealand
2014
1 1
![Page 2: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/2.jpg)
What are evidence-based teaching strategies? “clearly specified teaching strategies that have been shown
in controlled research to be effective in bringing about desired outcomes in a delineated population of learners.”
2 2
![Page 3: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/3.jpg)
3
WHAT REALLY WORKS in Special and Inclusive EducationUsing evidence-based teaching strategies
David Mitchell
2ND EDITION
![Page 4: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/4.jpg)
What do we mean by evidence? 1. Treatment fidelity 2. Behavioural outcomes are clearly described 3. Learner characteristics are clearly described 4. Variables are controlled 5. Freedom from contamination 6. Acceptable side effects 7. Sound theory underlying the intervention 8. Adequate follow-up 9. Research has been carried out in natural conditions 10. Published results have been reviewed by peers 11. Research has been replicated 12. Intervention is cost effective 13. Research is accessible
4 4
![Page 5: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/5.jpg)
What do we mean by evidence? Meta-analyses -synthesise results from a range of similar studies
Effect size **** Convincing: 0.7 or greater:
percentile scores increase from 50 to 76+, for example *** Good: 0.31-0.69
percentile scores increase from 50 to 62-75 * Modest: 0.2-0.3
percentile scores increase from 50 to 58-61
5 5
![Page 6: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/6.jpg)
What do we mean by evidence? Effect size = 0.7
6 6
50%ile 76%ile
![Page 7: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/7.jpg)
7 7
Strategy Rating
✔Cooperative group teaching ****
![Page 8: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/8.jpg)
1. Co-operative Group Teaching
? Help learners to learn from each other? Learners work together in small groups, helping each other to carry out individual and group tasks.
8 8
![Page 9: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/9.jpg)
1. Co-operative Group Teaching
? Help learners to learn from each other? Learners work together in small groups, helping each other to carry out individual and group tasks.
Two types of groups * Mutual assistance groups * Cooperative groups (jig-saw puzzle)
9 9
![Page 10: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/10.jpg)
1. Co-operative Group Teaching
? Help learners to learn from each other? Learners work together in small groups, helping each other to carry out individual and group tasks.
Two types of groups * Mutual assistance groups • Cooperative groups (jig-saw puzzle)
What are the teacher ? s roles in cooperative group teaching? * Design appropriate group tasks * Teach group process skills * Deal with problems
10 10
![Page 11: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/11.jpg)
1. Co-operative Group Teaching
? Help learners to learn from each other? Learners work together in small groups, helping each other to carry out individual and group tasks.
Two types of groups * Mutual assistance groups • Cooperative groups (jig-saw puzzle)
What are the teacher ? s roles in cooperative group teaching? * Design appropriate group tasks * Teach group process skills • Deal with problems
Ability vs mixed ability groups
11 11
![Page 12: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/12.jpg)
1. Co-operative Group Teaching
The evidence Hattie: Effect size for all learners: 0.59 1987 US study:
- elementary school - students with learning disabilities - 22 3rd and 4th grade classes: * 9 used Cooperative Reading and Composition in heterogeneous groups * 13 controls - Students in Cooperative classes did best on reading & writing
12 12
![Page 13: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/13.jpg)
13 13
Strategy Rating
✔Cooperative group teaching ****
✔Peer tutoring ****
![Page 14: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/14.jpg)
2. Peer Tutoring ? utilise peers to teach each other ?
One learner (a ? tutor) assists another learner (a ? tutee? ) with a task.
14 14
![Page 15: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/15.jpg)
2. Peer Tutoring ? utilise peers to teach each other ?
One learner (a ? tutor) assists another learner (a ? tutee? ) with a task.
Who benefits from peer tutoring?
15 15
![Page 16: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/16.jpg)
2. Peer Tutoring ? utilise peers to teach each other ?
One learner (a ? tutor) assists another learner (a ? tutee? ) with a task.
Who benefits from peer tutoring? How does peer tutoring work?
16 16
![Page 17: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/17.jpg)
2. Peer Tutoring ? utilise peers to teach each other ?
One learner (a ? tutor) assists another learner (a ? tutee? ) with a task.
Who benefits from peer tutoring? How does peer tutoring work? How can we reduce any risks of peer tutoring?
17 17
![Page 18: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/18.jpg)
2. Peer Tutoring The evidence
Hattie: Effect size for all learners: 0.55 New Zealand study:
* 11-year-olds tutored 6-year-olds * 10 weeks: 4 20-minute sessions per week * Responsive feedback emphasised * Both tutees and tutors made gains in writing rate and accuracy
18 18
![Page 19: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/19.jpg)
19 19
Strategy Rating
✔1.Cooperative group teaching ****
✔2.Peer tutoring ****
✔3.Parent involvement & support ****
![Page 20: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/20.jpg)
3. Parent Involvement & Support
? respect parents? rights, skills and needs?
Parents play a very important role in educating and supporting learners with special needs.
20 20
![Page 21: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/21.jpg)
3. Parent Involvement & Support
? respect parents? rights, skills and needs?
Parents play a very important role in educating and supporting learners with special needs.
They should be involved in developing individual education programs and have a major say in their children’s placement.
21 21
![Page 22: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/22.jpg)
3. Parent Involvement & Support
? respect parents? rights, skills and needs?
Parents play a very important role in educating and supporting learners with special needs.
They should be involved in developing individual education programs and have a major say in their children’s placement.
Some will need counselling.
22 22
![Page 23: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/23.jpg)
3. Parent Involvement & Support
The evidence Hattie: parents’ expectations: Effect size 0.80 Incredible Years programme: a New Zealand study: - 214 parents - at least 9 sessions, videotape modelling + discussion - significant improvements in children’s behaviour (effect sizes 0.50-0.77) - both Maori and non-Maori parents satisfied
23 23
![Page 24: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/24.jpg)
24 24
Strategy Rating
✔1. Cooperative group teaching ****
✔2. Peer tutoring ****
✔3.Parent involvement & support ****
✔4. Cognitive strategy instruction ***1/2
![Page 25: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/25.jpg)
4. Cognitive Strategy Instruction
? teach learners ways of thinking? Help children how to learn, as well as what to learn.
25 25
![Page 26: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/26.jpg)
4. Cognitive Strategy Instruction
? teach learners ways of thinking? Help children how to learn, as well as what to learn.
Teach such skills as: - visualizing - planning - self-regulation - remembering - analyzing - predicting - thinking about their thinking
26 26
![Page 27: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/27.jpg)
4. Cognitive Strategy Instruction
? teach learners ways of thinking? Help children how to learn, as well as what to learn.
Teach such skills as: - visualizing - planning - self-regulation - remembering - analyzing - predicting - thinking about their thinking
General strategy instruction: think ahead, think during, think back
27 27
![Page 28: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/28.jpg)
4. Cognitive Strategy Instruction
? teach learners ways of thinking? Help children how to learn, as well as what to learn.
Teach such skills as: - visualizing - planning - self-regulation - remembering - analyzing - predicting - thinking about their thinking
General strategy instruction: think ahead, think during, think back Specific strategy instruction, e.g., story-writing: W W W What=2, How=2
28 28
![Page 29: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/29.jpg)
4. Cognitive Strategy Instruction
The evidence
Hattie: Teaching metacognition: Effect size = 0.69 US review of several studies of teaching mathematics to middle and secondary school students with learning disabilities: - - Students taught to READ, PARAPHRASE,
VISUALIZE, HYPOTHESIZE, ESTIMATE, COMPUTE AND CHECK
- -Results: students improved mathematical problem-solving
29 29
![Page 30: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/30.jpg)
What do we mean by evidence? Effect size = 0.7
30 30
50%ile 76%ile
![Page 31: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/31.jpg)
31 31
Strategy Rating
✔1. Cooperative group teaching ****
✔2. Peer tutoring ****
✔3. Parent involvement and support ****
✔4. Cognitive strategy instruction ***1/2
✔5. Memory strategies ****
![Page 32: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/32.jpg)
5. Memory Strategies ? help learners remember important information?
32 32
![Page 33: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/33.jpg)
5. Memory Strategies ? help learners remember important information?
Teach short-term and long-term memory strategies
33 33
![Page 34: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/34.jpg)
5. Memory Strategies ? help learners remember important information?
Teach short-term and long-term memory strategies Some methods:
- key facts in primary memory - mnemonics - attending to important features of a task - rehearsal - mental representations - chunking
34
34
![Page 35: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/35.jpg)
5. Memory Strategies The evidence
Mnemonics: e.g. a recent meta-analysis on using mnemonics with learners with mild disabilities: effect size = 1-38
35 35
![Page 36: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/36.jpg)
36 36
Strategy Rating
✔1. Cooperative group teaching ****
✔2. Peer tutoring ****
✔3. Parent involvement and support ****
✔4. Cognitive strategy instruction ***1/2
✔5. Memory strategies ****
✔6. Review and practice ****
![Page 37: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/37.jpg)
6. Review and Practice
? practice makes perfect ?
37 37
![Page 38: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/38.jpg)
6. Review and Practice
? practice makes perfect ? Three key ideas:
provide opportunities to engage with the same idea at different times
38 38
![Page 39: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/39.jpg)
6. Review and Practice
? practice makes perfect ? Three key ideas:
provide opportunities to engage with the same idea at different times provide opportunities to practice new skills in different contexts
39 39
![Page 40: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/40.jpg)
6. Review and Practice
? practice makes perfect ? Three key ideas:
provide opportunities to engage with the same idea at different times provide opportunities to practice new skills in different contexts give appropriate homework
40
40
![Page 41: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/41.jpg)
6. Review and Practice
The evidence Hattie: spaced practice: Effect size = 0.71 A 2001 meta-analysis of 93 studies of adolescents with learning disabilities: - explicit practice the single most important strategy
41
41
![Page 42: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/42.jpg)
42 42
Strategy Rating
✔7. Behavioural approaches ****
![Page 43: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/43.jpg)
7. Behavioural Approaches ? control antecedents and consequences to change behaviors?
43 43
![Page 44: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/44.jpg)
7. Behavioural Approaches ? control antecedents and consequences to change behaviors?
Focus on events that occur before or after children do something.
44 44
![Page 45: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/45.jpg)
7. Behavioural Approaches ? control antecedents and consequences to change behaviors?
Focus on events that occur before or after children do something.
Positive reinforcement is most important.
45 45
![Page 46: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/46.jpg)
7. Behavioural Approaches ? control antecedents and consequences to change behaviors?
Focus on events that occur before or after children do something.
Positive reinforcement is most important. Functional behavioral assessment: - Analyse what purposes are served by undesirable
behaviours - Design an appropriate behavioural intervention
programme to replace undesirable behaviours with more acceptable ones and extinguish undesirable behaviours.
46 46
![Page 47: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/47.jpg)
7. Behavioural Approaches The evidence
Comprehensive review of meta-analyses involving 20 strategies: - Behaviour modification placed third: - Social outcomes: Effect size = 0.69 - Academic outcomes: Effect size = 1.57
47 47
![Page 48: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/48.jpg)
48 48
Strategy Rating
✔6. Review and practice ****
✔7. Behavioural approaches ****
✔8. Formative assessment & feedback ****
![Page 49: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/49.jpg)
8. Formative Assessment and Feedback ? regularly check and inform learners of their progress?
Probe for knowledge and understanding within
lessons
49 49
![Page 50: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/50.jpg)
8. Formative Assessment and Feedback ? regularly check and inform learners of their progress?
Probe for knowledge and understanding within lessons
Adjust teaching methods
50 50
![Page 51: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/51.jpg)
8. Formative Assessment and Feedback ? regularly check and inform learners of their progress?
Probe for knowledge and understanding within lessons
Adjust teaching methods Feedback should be:
- timely - explicit - focused on learner’s strategies - able to be used by the learner 51
51
![Page 52: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/52.jpg)
8. Formative Assessment and Feedback The evidence
Hattie: formative evaluation: Effect size = 0.90 feedback: Effect size = 0.73
52 52
![Page 53: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/53.jpg)
53 53
Strategy Rating
✔6. Review and practice ****
✔7. Behavioural approaches ****
✔8. Formative assessment & feedback
✔9. Optimal physical
environment
****
****
![Page 54: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/54.jpg)
9. Optimal Physical Environment ? provide a physical environment that enables learning?
54 54
![Page 55: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/55.jpg)
9. Optimal Physical Environment ? provide a physical environment that enables learning?
Pay attention to * the design and arrangement of furniture
55 55
![Page 56: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/56.jpg)
9. Optimal Physical Environment ? provide a physical environment that enables learning?
Pay attention to * the design and arrangement of furniture * acoustics
56 56
![Page 57: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/57.jpg)
9. Optimal Physical Environment ? provide a physical environment that enables learning?
Pay attention to * the design and arrangement of furniture * acoustics * lighting
57 57
![Page 58: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/58.jpg)
9. Optimal Physical Environment ? provide a physical environment that enables learning?
Pay attention to * the design and arrangement of furniture * acoustics * lighting * temperature
58 58
![Page 59: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/59.jpg)
9. Optimal Physical Environment ? provide a physical environment that enables learning?
Pay attention to * the design and arrangement of furniture * acoustics * lighting * temperature * ventilation
59 59
![Page 60: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/60.jpg)
9. Optimal Physical Environment
The evidence * New York study: students in over-crowded schools scored
lower in maths and reading * Swedish study: air cleaning reduced absenteeism from 8.3%
to 3.7%
* New Zealand study: sound field amplification system improved children with Down syndrome’ perception of speech
US study of a school located next to train track
60 60
![Page 61: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/61.jpg)
61 61
Strategy Rating
✔6. Review and practice ****
✔7. Behavioural approaches ****
✔8. Formative assessment & feedback
✔9. Optimal physical
environment ✔ 10. Classroom climate
****
**** ***
![Page 62: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/62.jpg)
10. Classroom Climate
? create a positive, motivating classroom climate?
62 62
![Page 63: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/63.jpg)
10. Classroom Climate
? create a positive, motivating classroom climate?
Aim for high levels of student engagement
63 63
![Page 64: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/64.jpg)
10. Classroom Climate
? create a positive, motivating classroom climate?
Aim for high levels of student engagement Create an emotionally safe environment that children
can trust
64 64
![Page 65: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/65.jpg)
10. Classroom Climate
? create a positive, motivating classroom climate?
Aim for high levels of student engagement Create an emotionally safe environment that children
can trust Help learners set appropriate goals
65 65
![Page 66: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/66.jpg)
10. Classroom Climate
? create a positive, motivating classroom climate?
Aim for high levels of student engagement Create an emotionally safe environment that children
can trust Help learners set appropriate goals Provide a motivating learning environment Establish clear rules and boundaries
66 66
![Page 67: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/67.jpg)
10. Classroom Climate
The evidence Dutch review of 99 studies of affective teacher-student relationships (ATSRs): - * ATSRs had medium to large influence on student
engagement and small to medium influence on student achievement
- * ATSRs more important for at-risk students and those with learning difficulties
67 67
![Page 68: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/68.jpg)
.
68 68
Criterion Indicators Evaluation The teacher regularly uses co-operative group teaching in which all learners work together in small groups of 6-8, helping each other to carry out individual and group tasks. Groups are usually mixed ability. The teacher teaches group process skills and carefully supervises group interaction.
1. In most lessons the teacher uses co-operative group activities. 2. The teacher uses a combination of (a) mutual assistance groups and (b) ‘jig-saw type groups. 3. Mostly, groups are comprised of learners with mixed abilities. 4. The teacher teaches group process skills and carefully supervises group activities.
A. All indicators are regularly met. B. The teacher occasionally uses both forms of co-operative group activities with ability and mixed ability groups. C. The teacher occasionally uses mutual assistance groups. D. None of the indicators are met.
![Page 69: Dr David Mitchell University of Canterbury New Zealand 2014](https://reader034.vdocuments.us/reader034/viewer/2022051522/58a2f6ef1a28abeb428c03a3/html5/thumbnails/69.jpg)
Reference
Mitchell, D. (2014). What really works in special and inclusive education: Using evidence-based teaching strategies. Second edition. Abingdon Oxon: Routledge.
69 69