effective classroom

7/29/2019 effective classroom

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Effective Classroom Strategies 1

Effective Classroom Strategies


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Classroom Instruction That Works

Identifying similarities and differences

Summarizing and note taking

Reinforcing effort and providing recognition

Homework and practice

Nonlinguistic representations

Cooperative learning

Setting objectives and providing feedback

Generating and testing hypotheses

Questions, cues and organizers


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Warm-Up

Which strategy areyou most familiarwith?

Describe how youhave used thisstrategy in yourclassroom.

Think-Pair-Share

Debrief


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Following Best Practices

o Based on current research

o meta-analysis of 2,455 studiespertaining to instructional practices

o Includes latest knowledge,technology and procedureso Research continues through McRel

o Successful across studentpopulationso Applies across content areas

and grade levels


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Classroom Instruction That Works

Effect Size

Category Ave. Effect

Size

Percentile

Gain

# of Studies

Identifying similarities and

differences

1.61 45 31

Summarizing and note taking 1.00 34 179

Reinforcing effort and providingrecognition

.80 29 21

Homework and practice .77 28 134

Nonlinguistic representations .75 27 246

Cooperative learning .73 27 122

Setting objectives and providing

feedback

.61 23 408

Generating and testing

hypotheses

.61 23 63

Questions, cues and organizers .59 22 1251


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Diane Paynter Video Clip

Importance of 30 years ofresearch

Impact the Essential 9 canhave on student achievement

If the effect size forIdentifyingSimilarities/Differences is+1.61, resulting in a

percentile gain of 45%, wherewould the curve indicating theaverage scores of studentsbe?


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Effect Size and the Normal Curve

2% 16% 50% 84% 98% 99.9%


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Effect Size is a unit of measure usedwith meta-analysis that expressesthe increase or decrease in studentachievement

Cohen simplified the range of effectsizes

Small: 0.20 to 0.49

Medium: 0.50 to 0.79

Large: 0.80 and above

Classroom Instruction That WorksEffect Size


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The Instructional Strategy Focus for theDay

Identifying similaritiesand differences.

(ES 1.61)

Comparing Classifying

Metaphors

Analogy

Summarizing and

Note taking(ES 1.00)
http://www.dailycollage.com/collages/shrek2/02_1024x768.jpg


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Getting Acquainted with the Essential 9

Break into groups of 4

Jigsaw the Essential 9 Strategies

As you read underline the mostcritical statement for each

Report out to group


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Using the 9 Instructional Strategiesin Lesson/Unit Planning

Clear Learning Goals(#7 Setting Objectives and Providing Feedback)

Students identify andrecord their own goals

(#7 Setting Objectives and Providing Feedback)

1.

2.

Beginning of the Unit/Lesson


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During the Unit

Phases of Learning

Blank Lesson Plan Guide

Introducing New Knowledge

6 possible strategies

Monitoring Learning Goals


Practicing, Reviewing and ApplyingKnowledge



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During the Unit


1. Guide students to recall what theyalready know about the topics.(#9 Cues, Questions, Advance Organizers)

2. Provide students with ways ofthinking about the topic in advance.(#9 Cues, Questions, Advance Organizers)

3. Compare new knowledge with what isknown.(#1 Identifying Similarities and Differences)


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During the Unit


4. Have students keep notes

(#2 Summarizing and Note-taking)

5. Non-linguistic representations,share with others(#5 Non-linguistic Representations)

6. Have students work individuallyand in groups.(#6 Cooperative Learning)


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During the Unit

Practicing, Reviewing and Applying

Knowledge1. Assign homework that requires practice, review and

application of learning. Give explicit feedback as tothe accuracy of all homework.

(#4 Homework and Practice, #7 Setting Objectives andProviding Feedback)

2. Engage students in long-term projects that involvetesting and generating hypotheses.

(#8 Generating and Testing Hypotheses)

3. Have students revise the linguistic and nonlinguisticrepresentations of knowledge as they refine theirunderstanding. (# 2 Summarizing and Note taking, #5Nonlinguistic Representations)


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During the Unit

Monitoring Learning Goals

1. Feedback and Self-Assessment(#7 Setting Objectives and Providing Feedback)

2. Students keep track ofachievement and effort expendingtoward goals

(#3 Reinforcing Effort and Providing Recognition#7 Setting Objectives and Providing Feedback)

3. Celebrate legitimate progresstoward learning goals(#3 Reinforcing Effort and Providing Recognition)


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End of the unitHelping students determine how well they

have achieved their goals(#3 Reinforcing Effort and Providing Recognition, #7 SettingObjectives and Providing Feedback)

Provide students with clear

assessments of their progresson each goal.

Have student assess themselvesand compare with the teachers

assessment Ask them to articulate what

they have learned.


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9 Strategies = Results in all subjects

Specific Instructional Strategies canbe matched to specific types ofknowledge.

Different types of learningsometimes necessitate different

types of instruction.


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Before you start

Be clear about thelearning that youwant your students

achieve.

Understand whichstrategy works best

to accomplish yourlearning target.


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Generalizations that enhance students

understanding of what is being taught and

their ability to use that knowledge.

Teacher directed presenting studentswith guidance

Asking students to independently engagein the activity

Use non-linguistic representation

Student generate own explanations andcreate non-linguistic representation

Periodically review the accuracy of theirexplanations and representations


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Categories of Subject Matter Knowledge

Declarative Knowledge(Information and Ideas) Vocabulary

Details

Organizing Ideas

Procedural Knowledge

(Skills and Processes) Skills and Tactics

Processes


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ComparingThe process of identifying and

articulating similarities and differences

among items.

Classifying The process of grouping things into

definable categories on the basis of their

attributes.

Creating

Metaphors

The process of identifying and

articulating the underlying theme or

general pattern in information.

Creating

Analogies

The process of identifying relationships

between pairs of concepts (e.g.,

relationships between relationships).

4 Strategies for Similarities and Differences


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Identifying Similarities and Differences:

Comparing Task, Round 1

Venn Diagram

Apples andOranges


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Easy to see that itemsare very different for this

characteristic

and very similar for

this characteristic.


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What are the steps in the comparison process?

COMPARING 1. Select the items you want to

compare.

2. Select the characteristics of the

items on which you want to base

your comparison.

3. Explain how the items are similarand different with respect to the

characteristics you selected.

To


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Our Goals for Student Learning

Help prepare for further learning

Identify critical relationships

Gain understanding, clear-up

confusion, make new connections

Change in knowledge structure as a resultof instruction


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One key to a rigorous comparison is to identify items and characteristics

that are meaningful and interesting. To do this, students need

extensive modeling and feedback. If the items and characteristics are

not meaningful, students will not make new distinctions or come to new

conclusions about the targeted knowledge.

Make sure that students understand that the purpose of doing the

comparison is to extend and refine their understanding of the

knowledge they are learning. Asking students to select different

characteristics will help them move beyond the obvious.

Tips Related to the Comparison Process


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Identifying Similarities and Differences:

Comparing Task, Round 2

In Jigsaw Groups:

Venn Diagram/Comparison Matrix

Apples and Oranges

Learning Goal: How does temperatureand length of growing season effect thenutritional value of fruit?

How was Round 1 different than Round 2?


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ELA and Math GLCE

comparing or contrasting?

Comparing is theprocess of identifyingsimilarities anddifferences between

or among things orideas.

Comparing refers toidentifyingsimilarities

Contrasting refers toidentifyingdifferences.


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ELA and Math GLCE Task

Find a GLCE at yourgrade level and contentarea that would besuitable to compare,contrast or both.

Would you use VennDiagram/ComparisonMatrix/other?

What steps would youhave to take in order forstudents to use

comparison with theGLCE independently?

o Think-Pair-Share


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CLASSIFYING 1. Identify the items you want to classify.

2. Select what seems to be an important item,

describe its key attributes, and identify other

items that have the same attributes.

3. Create a category by specifying the

attribute(s) that the items must have for

membership in this category.

4. Select another item, describe its key

attributes, and identify other items that have

the same attributes.

Birds Fish Dogs

What are the steps in the classifying process?


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5. Create the second category by specifyingthe attribute(s) that the items must have

for membership in the category.

6. Repeat the previous two steps until all

items are classified and the specificattributes have been identified for

membership in each category.

7. If necessary, combine categories or split

them into smaller categories and specify

attribute(s) that determine membership in

the category.

CLASSIFYING

(contd)

Birds Fish Dogs


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We have been learning that different animals live in different

environments. Classify the following animals in terms of whetherthey live in lakes or oceans, forests, in the soil, or in the

desert.

raccoons moles clams scorpionssquirrels frogs bears lizards

deer fish ants turtles

worms ducks snakes

Now, reclassify these animals using another set of attributes. Forexample, you might identify attributes that relate to the animals

skin or outer covering (e.g., has fur, scales, has a shell).

You may use a blank classifying graphic or your own chart to do

this task.

Content Area: Science

Knowledge: Understands that different animals

live in different environments.


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Classification a strategy for GLCE

ELA- Genre characteristics, poetry,types of fiction

Math whole numbers, fractions,

negative numbers, geometricalfigures

Science habitat, endangered,geographical location, adaptation

Social Studies human, economicand capital resources.


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Creating Metaphors

Identify a general or basicpattern in a specific topicand then find another topicthat seems quite different atthe literal level but has the

same general pattern.Examples

Counting is a recipe.

Vocabulary is a map legend.

Instructional Strategies areonions.

Video Clip:

MathMetaphors


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Steps for Creating Metaphors

1. Identify the important or basic elementsof the information of situation withwhich you are working.

2. Write that basic information as a generalpattern by:

Replacing words for specific things with words formore general things, and

Summarizing information whenever possible

3. Find new information or a situation towhich the general pattern applies.


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Metaphor Organizer

Element LiteralPattern

AbstractRelationship

LiteralPattern

Element

Internet Coffee

shop


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Examples of Metaphors in Content

Areas

Social Studies-America is freedomand promise

Math-The graph of the sine functionis a roller coaster

ELA-Writing is a process

Science-The cell is a factory


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Recommendations for Classroom

Practice

Giving students a model for theprocess.

Using familiar content to teachstudents the steps in creatingmetaphors

Giving students graphic organizers,

and Giving students guidance as needed


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Analogies A question

What is the purpose ofasking students tocreate analogies?


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The purpose of analogies in the

classroom

Help make connections between thingsthat are very different

Pattern is A:B::C:D

A is to B as C is to D happy:sad::big:small

happy and big are opposites of sad and small

Analogy problems are common in testingsituations PSAT, SAT, ACT.


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Using Analogies in the Classroom

Help explain an unfamiliar conceptby making a comparison tosomething that we understand.

Question What is this analogy?

One:trillion::one square inch: thearea of the city of Chicago

Pushes students to think about how

items and concepts are related:how do two things interact, andhow is the relationship similar tothe relationship between the secondpair.


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Analogies Organizer Great

Depression

Stock MarketCrash of 1929

U.S. Economy

A

Is to

B

Something attacks asystem and weakens its

ability to preventserious affliction.AS

C D


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http://www.whatworksinschools.org/images/marzano.jpg


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Task: Strategic questioning

What is the goal or purpose ofengaging students insummarizing activities?

To what extent do you think theact of summarizing varies fromgrade level to grade level?From content area to content

area? Why do you think this? Think-Share-Pair


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Critical questions for

Watching Video Clip

For the student:

How do I decide what isimportant?

What should I keep?

What should I substitute?

What should I delete?

For the teacher:

What strategies do you teach students to help them becomeproficient in summarizing?

To what extent do you think these strategies support them inidentifying what they should keep, substitute, and delete?

How do you know if engaging in these strategies is reallyhelping students to deepen their understanding of thecontent?


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A Model for Summarizing

Steps for Rule-BasedSummarizing

1. Delete trivial material that isunnecessary to

understanding.2. Delete redundant material.3. Substitute super-ordinate

terms for more specificterms (e.g., use fish forrainbow trout, salmon, andhalibut).

4. Select a topic sentence orinvent one if it is missing.

Steps in Rule-BasedSummarizing for Younger

Students1. Take out material that is not

important to yourunderstanding.2. Take out words that repeat

information3. Replace a list of things with

a word that describes thethings in the list (e.g., use

trees for elm, oak, andmaple).

4. Find a topic sentence. If youcannot find a topic sentence,make one up.


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The word photography comes from the Greek wordmeaning drawing with light.Light is the mostessential ingredient in photography. Nearly allforms of photography are based on the fact that

certain chemicals are photosensitive- that is, theychange in some way when exposed to light.Photosensitive materials abound in nature; plantsthat close their blooms at night are one example.The films used in photography depend on a limitednumber of chemical compounds that darken when

exposed to light. The compounds most widely usedtoday are called halogens (usually bromine,chlorine, or iodine.

Microsoft EncartaEncyclopedia


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The word photography comes from the Greek word meaningdrawing with light.Light is the most essential ingredient in

photography. Nearly all forms of photography are based on

the fact that certain chemicals are photosensitive- that is, theychange in some way when exposed to light. Photosensitivematerials abound in nature; plants that close their blooms atnight are one example. The films used in photography dependon a limited number of chemical compounds that darken when

exposed to light. The compounds most widely used today arecalled halogens (usually bromine, chlorine, or iodine.

Microsoft Encarta Encyclopedia


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Research generalizations on

summarizing

Students must delete some information,substitute some information, and keep someinformation.

To effectively delete, substitute, and keep

information, students must analyze theinformation at a fairly deep level.

Being aware of the explicit structure ofinformation is an aid to summarizinginformation. Summary Frames


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The Six Summary Frames

Narrative Frame

Topic-Restriction-Illustration Frame

Definition FrameArgumentation Frame

Problem/Solution Frame

Conversation Frame


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A summary is

1) A summary: Is an essential condensation in your own words. Answers the question what is the author really saying? Is the result of careful listening to the author. Remains faithful to the authors emphasis and

interpretation. Does not disagree with or critique the authors opinion.

2) A summary is a comprehensive but brief statement of what hasbeen stated previously in a longer form.

3) A summary is a wrap-up----a general picture of theinformation--- much like TV networks produce at the end of ayear.

4) Summaries provide a quick overview of a subject without

having the reader wade through a lot of facts and details.Summaries help readers and writers boil information down toits most basic elements.

5) Encyclopedias, almanacs, and digests provide good examples ofsummaries.


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Procedural Knowledge

Summarizing is proceduralknowledge. If students areexpected to becomeproficient in procedural

knowledge, they need to beable to practice.

Mastering a skill or process requires afair amount of focused practice.Practice sessions initially should be

spaced very closely together. Overtime, the intervals between sessionscan be increased. Students also needfeedback on their efforts.

While practicing, students should adapt and

shape what they have learned.


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A Rubric for Summarizing

4The student identifies the main pattern runningthrough the information along with minor patterns.

3The student identifies the main pattern running

through the information.

2The student addresses some of the features of themain pattern running through the information butexcludes some critical aspects.

1 The student does not address the main pattern runningthrough the information.

0 Not enough information to make a judgment.


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Planning for Summarizing

What specific information willstudents need to summarize?

film or video

chapter

lecture

story article

event

other_______________

What strategy will I ask students to use? Rule-based Summarizing Strategy Summary Frames

Narrative or Story TRI Definition Argumentation Problem/Solution Conversation

Group Enhanced Summary Strategy Other ___________

What knowledge will students be

learning?

Do I need to set aside time to teachthem the strategy? When and how?

How much guidance will I provide them?

How will I monitor how well students aredoing?


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Summary and the GLCE

Find a GLCE at your grade level andcontent area that would be suitableto summarize.

What steps would you have to takein order for students to usesummary with the GLCE you choseindependently?

o Think-Pair-Share


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For Information on Summary Framesplease visit the Saginaw Midland

Intermediate School District Website.

http://www.sisd.cc/departments/HOUS

SEmainpage_003.htm
http://www.sisd.cc/departments/HOUSSEmainpage_003.htmhttp://www.sisd.cc/departments/HOUSSEmainpage_003.htmhttp://www.sisd.cc/departments/HOUSSEmainpage_003.htmhttp://www.sisd.cc/departments/HOUSSEmainpage_003.htm


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A Call to Arms

Leading Change What can you do?

Teachers need to have

Adequate modeling andpractice

Feedback

Allowances for differences inimplementation

Celebration

effective classroom

Documents