GaTAPP Essentials: Engagement, Evidence, Environment, Ethics
Engagement
VocabularyEngagementActivityStrategyEssential QuestionActivator
3-Way VocabularyYou have either a term, definition, or
visual.Find your partners to make a 3-way
match.
MonarchThe king or queen
ruling a country.
What is engagement?
Difference between activity and strategyA strategy is what the teacher does. An activity is what the student does.
What does the research say?
Robert Marzano
Why do I care about Marzano?Leading educational researcherAuthor of “Classroom Instruction That
Works: Research-Based Strategies for Increasing Student Achievement”
Meta-analysis of current researchDetermined the “Effect Size” of the
strategies
Effect SizeExpresses an increase or decrease in
achievement of the experimental group
.20 Effect size = small increase in achievement
.50 Effect size = medium increase in achievement
.80 Effect size = large increase in achievement
Marzano’s 9 StrategiesIdentified 9 strategies that have a high
probability of enhancing student achievement for all students in all subject areas at all grade levels
John Hattie
Why do I care about Hattie?Leading educational researcherAuthor of “Visible Learning” and
“Visible Learning for Teachers” Synthesis of over 800 meta-analyses
relating to achievementDetermined the “Effect Size” of the
strategies
Almost any intervention can stake a claim to making a difference to student learning
Any intervention with an effect size over 0.0 has an effect on student achievement
This has lead to a culture of “everything works” – the bar is set to 0. According to Hattie, this is dangerous!
For any intervention to be considered worthwhile, it must have at least an average effect size.
Effect size (d) = 0.40 is the hinge point for identifying what is and what is not effective.
Category Definition Effect Size
Setting Objectives & Providing Feedback
Provide students with a direction for learning and with information about how well they are performing relative to a particular learning objective so they can improve their performance.
Reinforcing Effort and Providing Recognition
Enhance students’ understanding of the relationships between effort and achievement by addressing students’ attitudes and beliefs about learning.Provide students with abstract tokens of recognition or praise for their accomplishments related to the attainment of a goal.
Cooperative Learning Provide students with opportunities to interact with one another in ways that enhance their learning.
Cues, Questions, and Advanced Organizers
Enhance students’ ability to retrieve, use, and organize what they already know about a topic.
Nonlinguistic Representations
Enhance students’ ability to represent and elaborate on knowledge using mental images.
Summarizing and Note Taking
Enhance students’ ability to synthesize information and organize it in a way that captures the main ideas and supporting details.
Assigning Homework and Providing Practice
Extend the learning opportunities for students to practice, review, and apply knowledge.Enhance students’ ability to reach the expected level of proficiency for a skill or process.
Identifying Similarities and Differences
Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve identifying ways in which items are alike and different.
Generating and Testing Hypotheses
Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve making and testing hypotheses.
Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. J. Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. 2nd Edition
Category Definition Effect Size
Setting Objectives & Providing Feedback
Provide students with a direction for learning and with information about how well they are performing relative to a particular learning objective so they can improve their performance.
.61
Reinforcing Effort and Providing Recognition
Enhance students’ understanding of the relationships between effort and achievement by addressing students’ attitudes and beliefs about learning.Provide students with abstract tokens of recognition or praise for their accomplishments related to the attainment of a goal.
.80
Cooperative Learning Provide students with opportunities to interact with one another in ways that enhance their learning.
.73
Cues, Questions, and Advanced Organizers
Enhance students’ ability to retrieve, use, and organize what they already know about a topic.
.59
Nonlinguistic Representations
Enhance students’ ability to represent and elaborate on knowledge using mental images.
.75Summarizing and Note Taking
Enhance students’ ability to synthesize information and organize it in a way that captures the main ideas and supporting details.
1.0Assigning Homework and Providing Practice
Extend the learning opportunities for students to practice, review, and apply knowledge.Enhance students’ ability to reach the expected level of proficiency for a skill or process.
.77
Identifying Similarities and Differences
Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve identifying ways in which items are alike and different.
1.61
Generating and Testing Hypotheses
Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve making and testing hypotheses.
.61
Note: All of these strategies have a medium – high effect size.
Communicating Learning OutcomesHow do you let your students know
what they will be doing in class today?How can you get students
engaged/interested in the lesson?
Communicating Learning Outcomes - ResearchMarzano – Setting Objectives & Providing Feedback
Hattie –
Unwrapping Standards with Students - Process1. Underline the verbs.2. Circle the nouns.3. With your students, define any unfamiliar
words. Write the words on the standard so that the students have something to reference during the lesson.
4. When you teach, use the language of the standards. Encourage your students to use the language of the standard as well. Provide scaffolding (definitions) to ensure that all students can understand the standard.
Example:
SS7G12 Evaluate how the literacy rate affects the standard of living.
Example:Step 1: Underline the verbs.
SS7G12 Evaluate how the literacy rate affects the standard of living.
Example:Step 1: Underline the verbs.
SS7G12 Evaluate how the literacy rate affects the standard of living.
Example:Step 2: Circle the nouns.
SS7G12 Evaluate how the literacy rate affects the standard of living.
Example:Step 2: Circle the nouns.
SS7G12 Evaluate how the literacy rate affects the standard of living.
Example:Step 3: Define unfamiliar words.
SS7G12 Evaluate how the literacy rate affects the standard of living.
Make a judgment based on
data
Proportion of the population over age fifteen that can read and
write
Degree of wealth and material
comfort available to a family or community
Activating StrategiesWhat are they?Why do I need to use them?
Reading Strategy – Conversation QuestionsHandout
“Why Activate?” Article
Sample ActivatorsRemember … these should be
designed to peak students’ interest in the lesson; however, they should be aligned to the standard.
Example:SS5CG1b Explain the freedoms granted and rights protected by the Bill of Rights
Activator http://www.surfnetkids.com/games/bill_of_rights_quiz.htm http://constitutioncenter.org/billofrightsgame/
Which is the better activator for the standard? Why?
Instructional DeliveryThe teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.
What does instructional delivery mean?
Instructional delivery is a process in which teachers apply a repertoire of instructional strategies to communicate and interact with students around academic content, and to support student engagement.
Direct Instruction
What is direct instruction?Is it the same as lecture?No.
Teacher decides the learning intentions and success criteria, makes them transparent to the students, demonstrates them by modeling, evaluates if they understand and ties it together with a closing.
Seven Steps to Direct Instruction
1. Prior to lesson – teacher has a clear understanding of the learning intentions
2. Determine the success criteria and inform students about the standards of performance
3. Build commitment and engagement “hook”
4. Present the lesson using a variety of methods
5. Provide opportunities for guided practice
6. Allow for closure of the lesson.7. Allow for independent practice.
Lecture MethodInstructor’s roleEffective method for providing
◦Facts◦Rules/regulations◦Clarifications◦Examples◦Definitions
Lecture MethodAdvantages
◦One speaker can reach people in any size group◦Format is familiar to students◦They are aware of what to expect and what is
expected of them.
Interactive lectures increase student retention of information by 20%.. Student accountability for learning during lectures increases retention of information by 55%.
Lecture MethodDisadvantages
◦Limited student/instructor interaction◦Lack of student feedback◦Limited use of senses
Overcoming the disadvantages◦Generate student interaction◦Include discussion, illustration,
demonstration, and activities◦Avoid presenting too much information at
once◦Provide supplemental information
Lecture StrategiesCollaborative Pairs/ Numbered HeadsPause ProcedureStudy Group/ FeedbackOpen-Ended ResponsiveThink/Write/DiscussDemonstration
How do I know which lecture strategy to use?ContentStudentsResources available
Be prepared for the unexpected problems – technology goes down, copier is broken, etc. Have a back-up plan.
Lecture LengthWhen you are planning a lesson, how
long should you plan to lecture?
Discussion MethodBenefits
◦Allows interaction between instructor and students
◦Instructor talks with the group, not to the group
◦To be effective, students must have a basic knowledge of the subject
◦Works bet for smaller groups of 10 – 15 students
Discussion MethodGuided Discussion
◦Instructor presents a topic◦Ideas are discussed in an orderly
exchange and are controlled or guided◦Gain knowledge from other members,
modify their ideas, or develop new ones
Demonstration MethodPurpose
◦The act of showing how to do something or how something operates
Demonstration MethodGuidelines
◦Know what it is and its learning objective◦Practice every step◦Check all equipment and accessories◦Repeat step-by-step while explaining
each step slowly◦Allow students to ask questions and
clarify any misunderstandings
Varying Instructional StylesIs it important to vary your
instructional method? Why or why not?
Let’s look at a standard ….SS7G3 The student will explain the impact of location, climate, and physical characteristics on population distribution in Africa.a. Explain how the characteristics in the Sahara, Sahel, savanna, and tropical rain forest affect where people live, the type of work they do, and how they travel.
Teacher Led Teacher lectures on the four target physical
features, including referencing the standard and element
Students take notes about the effects of physical features on population distribution, work, and transportation from a teacher-created PowerPoint
Teacher quizzes students over physical features and notes
Students write explanatory essay using a teacher-developed rubric
Teacher Facilitated Teacher posts and references the standard
and element Students use teacher-created Web quest to
investigate the four target physical features Students predict how the physical features
might impact population distribution, work, and transportation; then check their responses against information provided by the teacher
Students use their research and predictions to write an explanatory essay using a teacher-developed rubric
Instructional Groups Teacher posts and references the standard
and element Teacher groups students based on criteria
important to instruction (could be reading level) into four groups
Each group researches one of the four target physical features
Each group prepares a presentation on how its target physical feature affects population distribution, work and transportation
Students take notes on each group’s presentation
Students write an explanatory essay using a teacher-developed rubric (could focus on all four physical features or on one physical feature)
Student Initiated Students individually review the standard and
element Students decide as a group how they will
divide research and reporting on that research Students discuss their research findings,
including the effects of the target physical features on population distribution, work, and transportation
Flexible GroupingWhat is it?Grouping and regrouping students –
based on DATA in order to provide appropriate instruction
Groups set up for short periods of time to meet specific needs – fluid
Based on data rather than teacher perception or proximity
Common Instructional ConfigurationsHandout –Which of the configurations on the handout are examples of flexible grouping and under what conditions?
Discuss with your elbow partner.
How can I make flexible grouping work in my classroom?
Managing Flexible Groups
28 students in a heterogeneous class
Pre- assessment
data shows that
14 are ready for “required” = group A7 need “required + review” = B7 ready for “acceleration” = C
Warm-up 5 min. Everyone participates
Instruction, Part 1 25 min.A and B do “required” focus lesson with teacher; C works on anchor activity
Instruction, Part 2 25 min.C does “accelerated” focus lesson with teacher; A @ Proof Place; B @ Practice Plaza
Closure 5 min. Everyone participates in an Exit Card
A teacher is planning a field trip and will need school buses to transport students. A school bus holds 36 students. If 1,128 students will be transported, how many buses are needed? A. 31B. 31.33C. 32D. 32.33
Let’s say this was your TOD.1. What information does it tell you about each of
your students?2. How could this question help you with flexible
grouping?
Progress Check3 – 2 – 1
Name 3 things you learned about instructional methods/delivery modes
Name 2 reasons why varying delivery modes is important
List 1 question you still have about delivery modes
Document strategy in your Strategy Log.
Teaching StylesManner in which a teacher manages instruction and the classroom environment.
Major Teaching StylesPermissiveAuthoritarianDemocratic
Think – Pair – Share – How would you define each style?
Permissive – establish few rules and tend to be inconsistent in enforcing rules or applying consequences for misbehavior
Authoritarian – teachers establish the classroom rules, learning is teacher-centered, student’s role is to comply with the rules and complete all work satisfactorily
Democratic – establish a classroom environment that includes input on nearly all issues of management, voting privileges for students, and generally positive reactions to student desires and needs
1. Get with your circle partner.2. Discuss pros and cons of each
teaching style.3. Use the Teaching Styles Worksheet
to record your thoughts.
Authoritarian and democratic teaching styles tend to be the most effective because disruptions in the classroom are kept to a minimum.
Teachers who exhibit a permissive teaching style sacrifice an orderly classroom by trying to allow the students to police themselves.
Permissive teachers are generally hands-off, encouraging students to develop independence an individual responsibility.
Which type do you think most beginning teachers use?
Which type do you think you lean toward?
Beginning teachers tend to be permissive in their dealings with students.
Students quickly pick up on these tendencies to overlook minor infractions.
Classroom control typically suffers as a result.
It is recommended that new teachers develop a teaching style that leans toward authoritarian or democratic style personality types.
Explicit Vocabulary Instruction
Pair Reading
Hattie
Hattie, cont.The most effective vocabulary
teaching methods included providing both definitional and contextual information, involved students in deeper processing, and gave students more than one or two exposures to the words they were to learn.
69
Recommendation 1Provide Explicit Vocabulary Instruction
Level of Evidence: Strong
Institute of Education SciencesAdolescent Literacy Practice
Guide
University of Oregon – Center for Teaching and Learning
70
Research Includes Students From:
Upper Elementary Middle/High School Diverse Geographic and Socioeconomic backgrounds
71
Recommendations For Teachers Of:
◦Reading and language arts classes
◦Content area classes such as social studies and science, CTE
72
Vocabulary carries a large share of the meaning in content area texts.
Implication:
Integrating explicit vocabulary instruction into subject areas enhances students’ ability
to acquire textbook vocabulary.
Research to Support the Recommendation
73
A meta-analysis indicates the probability of learning meanings of new words while reading
is relatively low--about 15%.
Implication:
Explicit vocabulary instruction is needed to ensure all students acquire print vocabulary
needed for academic success.
Research to Support the Recommendation
74
Words are best learned through repeated exposure in multiple contexts and domains.
Research to Support the Recommendation
Implication:Many content area texts contain specialized
vocabulary students may not encounter outside their textbooks. Therefore,
repeated exposures in varying contexts must be planned.
75
Explicit Vocabulary InstructionTwo Major Approaches:
Instruction in Strategies to Promote Independent Vocabulary Acquisition
Skills
Direct Instruction in Word Meanings
The two approaches are complementary rather than conflicting.
76
How to Carry Out the Recommendation
77
1. Dedicate a portion of each regular classroom lesson to explicit vocabulary instruction.
78
2. Use repeated exposure to new words in multiple oral and written contexts and allow sufficient practice opportunities.
79
3. Give sufficient opportunities to use new vocabulary in a variety of contexts through activities such as discussions, writing, and extended reading.
80
4. Provide students with strategies to make them independent vocabulary learners.
81
Other Considerations
Although explicitly teaching vocabulary in each content area lesson requiring reading will take a few minutes of additional time…it will pay substantial dividends for student learning in the long run.
MarzanoRobert Marzano & Debra Pickering developed a six-step process for teaching new vocabulary.
2 categories:Introducing the termReinforcing the term
Direct Vocabulary Instruction ExampleRead the example. Discuss the following with your circle
partner.◦What step of Marzano & Pickering’s
process does this represent?◦Is this activity enough for the students to
have the words become part of their speaking and writing vocabulary? If not, what else does the teacher need to provide?
Vocabulary ActivitiesHandout – Examples of Vocabulary
Activities
Distributed Practice & Distributed Summarizing
Traditional Lessons
Distributed Practice - Skills
Hattie
Distributed Summarizing - Content
Introduction to Bloom’s Taxonomy
Bloom’s TaxonomyDeveloped by Benjamin Bloom in the
1950’sHierarchy identifying 6 levels of
cognitive learning
Higher levels of thinking
Lower levels of thinking
Bloom’s Revised TaxonomyIn 2000, former colleagues of Bloom
revised his taxonomy. They placed Synthesis above Evaluation and changed the level names from nouns to verbs.
Bloom’s Revised TaxonomySynthesis CreatingEvaluation EvaluatingAnalysis AnalyzingApplication ApplyingComprehension UnderstandingKnowledge Remembering
Video – Higher Order Questions
Take notes on 3 questions as you watch:1. How does Ms. Francisco help her
students develop higher order questions?
2. What do students learn from both writing and discussing questions?
3. How do students test the validity of their questions? Why is this step important?
Little Red Riding Hood Activity
Let’s Practice …Choose one of your standards (or two
if need be).Write 2 lower-level questions and 2
higher-level questions.
Instructional ResourcesVideo – 9th Grade Social Studies
As you watch the video clip, list all of the instructional resources that the teacher uses during the clip
Video Discussion1. Talk to your elbow partner about the
resources that you saw used in the clip – chart on paper.
2. Why do you think the teacher chose these resources?
3. Are there other resources that may have enhanced the lesson?
4. What delivery method(s) did the teacher use during the clip?
Purposeful Choosing of Resources
Teachers have a wide array of different resources available.
Selection of resources must be purposeful – designed to meet the needs of the students in the classroom
Graphic OrganizersWhat are they?Communication devices Show the organization or structure of
conceptsShow the relationship between
conceptsVisual organizers
Summarizing Learning
How will students demonstrate what they know, understand, and are able to do?
What does the research say?
Progress CheckThis is what I thought you said ____________________________.
Document strategy in your Strategy Log.
Questions????