today’s session technology that works dawn miller beth sharrett loudoun county public schools
TRANSCRIPT
Today’s Session
Technology that Works
Dawn Miller
Beth Sharrett
Loudoun County Public Schools
Categories of Instructional Strategies That Affect Student Achievement
Category Ave. Effect Size (ES)
Percentile Gain
Number of Studies
Standard Deviation
(SD)
Identifying similarities and differences
1.61 45 31 .31
Summarizing and note taking
1.00 34 179 .50
Reinforcing effort and providing recognition
.80 29 21 .35
Homework and practice .77 28 134 .36
Nonlinguistic representations
.75 27 246 .40
Cooperative Learning .73 27 122 .40
Setting objectives and providing feedback
.61 23 408 .28
Generating and testing hypotheses
.61 23 63 .79
Questions, cues, and advance organizers
.59 22 1,251 .26
Aspects of Classroom Teaching
that Affect Student Achievement
1. The instructional strategies used by the teacher.
2. The management techniques used by the teacher.
3. The curriculum designed by the teacher.
Similarities and Differences
Category #1
Research and Theory on
Identifying Similarities and Differences
Four generalizations can be made from the research.
Students should be presented with explicit guidance in identifying similarities and differences.
Students should be asked to independently identify similarities and differences.
Students should be asked to represent similarities and differences in graphic and symbolic form.
Students can be asked to engage in identifying similarities and differences in a variety of ways.
Classroom Practice in
Identifying Similarities and Differences
The process of identifying and articulating similarities and differences
among items.
The process of grouping things into definable categories on the basis of
their attributes.
The process of identifying and articulating the underlying theme or
general pattern in information.
The process of identifying relationships between pairs of concepts (relationships
between relationships).
Feel free to interrupt us if you wish to find out more how we did
something, the final product, or content. These are not model
lessons… just a chance to share!
Primary Examples
Intermediate Examples
Aussie Animals
Communities
Native Americans Book
Ancient China and Egypt
Ancient Civilization Brochure
Explorers Passport
Set Game
Summarizing and Note Taking
Category #2
Research and Theory on
Summarizing
Three generalizations can be made from the research on summarizing
To effectively summarize, students must delete some information, substitute some information, and keep some information.
To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level.
Being aware of the explicit structure of information is an aid to summarizing information.
Classroom Practice in
Summarizing
Delete trivial material that is unnecessary to understanding
Delete redundant material
Substitute Super ordinate terms for lists (ex: “flowers” for “daisies, tulips, and
roses”).
Select a topic sentence, or invent one if it is missing.
Research and Theory on
Note Taking
Three generalizations can be made from the research on note taking
Verbatim note taking is, perhaps, the least effective way to take notes.
Notes should be considered a work in progress.
Notes should be used as study guides for tests.
The more notes that are taken, the better.
Classroom Practice in
Note Taking
Teacher-Prepared Notes•Outlines teacher’s expectations
•Provides modeling of how to take notes
Formats for Notes•Outlines and webbing are two different forms
Combination Notes• Uses more than one form of note taking at a
time on the paper• The left is for notes or outlines
• The right is for webbing• The bottom is for a summary
Summary Examples
Note-Taking Examples
Highlighting Text
Sequencing/ Retelling
Story Review
4 Old men
Branches of Government
Light WebQuest and Book
Reinforcing Effort andProviding Recognition
Category #3
Research and Theory on
Reinforcing Effort
Two generalizations can be made from the research on reinforcing effort.
Not all students realize the importance of believing in effort.
Students can learn to change their beliefs to an emphasis on effort.
Classroom Practice in
Reinforcing Effort
Teaching About Effort•Ensure students know what effort is and that it
is related to achievement
Keeping Track of Effort and Achievement
•Have students be responsible for tracking their effort AND achievement so they see the
connection
Research and Theory on
Providing Recognition
Three generalizations can be made from the research on providing recognition.
Rewards do not necessarily have a negative effect on intrinsic motivation.
Reward is most effective when it is contingent on the attainment of some standard performance.
Abstract symbolic recognition is more effective than tangible rewards (praise better than toy).
Classroom Practice in
Providing Recognition
Personalize Recognition•Make recognition personal to the student
Pause, Prompt, and Praise•Student pauses from behavior
•Teacher intervenes and prompts student
•When student performing properly praise is administered
Concrete Symbols of Recognition•“Tokens” can also be used with recognition
Guidelines for Praise
EffectiveEffective
-Contingent
-Specific
-Credible
-Spontaneous
-Focus on effort
IneffectiveIneffective
-Random
-Global
-Bland
-Mere participation
-No regard for effort
Effort Examples
Recognition Examples
Graphing Example
Vocabulary Mini-Book
Certificate
Homework and Practice
Category #4
Research and Theory on
Assigning Homework
Four generalizations can be made from the research on homework.
The amount of homework assigned to students should be different from elementary to middle school to high school.
Parent involvement in homework should be kept to a minimum.
The purpose of homework should be identified and articulated.
If homework is assigned, it should be commented on.
Classroom Practice in
Assigning Homework
Establish and communicate a homework policy.
•Make sure parents and students are aware of policy and purposeDesign homework assignments that clearly articulate the purpose and
outcome.•To practice what they learn in class
•To elaborate on what has been learned or prepare for new informationVary the approaches to providing
feedback.•Impossible to grade everything with same level of attention
Research and Theory on
Practice
Two generalizations can be made from the research on practice.
Mastering a skill requires a fair amount of focused practice.
While practicing, students should adapt and shape what they have learned.
Classroom Practice
Regarding Practicing Skills
Charting Accuracy and Speed•Charting both may increase achievement
Designing Practice Assignments That Focus on Specific Elements of a Complex
Skill or Process.•Breaking into manageable partsPlanning Time for Students to Increase
Their Conceptual Understanding of Skills or Processes.
•Build time in the curriculum to ensure students understand how or why before independent practice
Research on Practice
Students need about 20 – 24 practice sessions
before the teachers can be reasonable sure the students grasp the new
skill enough to use it effectively on their own
(80%)
Homework Examples
Practice Examples
Classroom brochure to parents
Updating Homework policy andassignments on website
Water Cycle
Parts of a Flower
Chicks Hatching
Exact Change
Phases of the Moon
How to Write a Letter
Singular/ Plural
Nonlinguistic Representations
Category #5
Research and Theory on
Nonlinguistic Representation
Two generalizations can be made from the research.
A variety of activities produce nonlinguistic representations.
Nonlinguistic representations should elaborate on knowledge.
Classroom Practice in
Nonlinguistic Representation
Creating Graphic Organizers•Shows relationship between linguistic words and phrases with
nonlinguistic symbols and arrows
Using Other Nonlinguistic Representations
•Physical models, mental pictures, drawing pictures, bodily-kinesthetic activity
Nonlinguistic Representation
Examples
Animals
Habitats
Seasons Dress
Shapes Around Us
Fall into Subtraction
Winter Patterns
Recording Fluency in Audacity
Cooperative Learning
Category #6
Research and Theory on
Cooperative Learning
Three generalizations can be made from the research on cooperative learning.
Organizing groups based on ability levels should be done sparingly.
Cooperative groups should be kept rather small in size.
Cooperative learning should be applied consistently and systematically, but not overused.
Classroom Practice in
Cooperative Grouping
Using a Variety of Criteria for Grouping Students•Groups do not have to be based on ability
Informal, Formal, and Base Groups•Informal groups last for a very short period of time
•Formal groups last the duration of the task
•Base groups are long term groups
Managing Group Size•Keep an eye on the size of the group
Combining Cooperative Learning with Other Classroom Structures
•Cooperative groups can be overused
Cooperative Learning
Examples
All About Virginia
Natural Disasters
Snacks
The People of the United States
Setting Objectives andProviding Feedback
Category #7
Research and Theory on
Goal Setting
Three generalizations can be made from the research on goal setting.
Instructional goals narrow what students focus on.
Instructional goals should not be too specific.
Students should be encouraged to personalize the teacher’s goals.
Classroom Practice in
Goal Setting
Specific but Flexible Goals•Student goals should be general and flexible
Research and Theory on
Providing Feedback
Four generalizations can be made from the research on providing feedback.
Feedback should be “corrective” in nature.
Feedback should be timely.
Students can effectively provide some of their own feedback.
Feedback should be specific to a criterion.
Classroom Practice in
Providing Feedback
Criterion-Referenced Feedback•Feedback about specific skills or knowledge is is more beneficial
than an across the board percentage score
Feedback for Specific Types of Knowledge and Skill
•The more specific the feedback, the more beneficial to the student
Student Led Feedback•Self and peer feedback just as important as teacher feedback
Setting Objectives and Providing Feedback Examples
On-line Evaluations and text book series practice games
Rubistar or other rubric generator sites
Differentiating technology assignments
NCS Mentor
Self and Peer Editing of Writing Assignments
50’s PowerPoint
Feedback in a timely manner on assignments, Including technology ones
***Student Portfolios***
Generating and Testing Hypotheses
Category #8
Research and Theory on
Generating and Testing Hypotheses
Two generalizations can be made from the research.
Hypothesis generation and testing can be approached in a more inductive or deductive manner.
Teachers should ask students to clearly explain their hypotheses and their conclusions.
Classroom Practice in
Generating and Testing Hypotheses
Using a Variety of Structured Tasks to Guide Students Through Generating and Testing
Hypotheses•Scientific process can be used in all subjects
Making Sure Students Can Explain Their Hypotheses and Their Conclusions
•Allow opportunities for students to explain what they are thinking
Generating and Testing Hypotheses
Examples
Students respond by recording their voice using
Audacity or PowerPoint
Offer technology activities where there is more than
One correct choice
Higher level Bloom’s Taxonomy activities
Have students draw answers in Paint or other drawing programs
Virtual Internet sites
Questions, Cues, andAdvance Organizers
Category #9
Research and Theory on
Cues and Questions
Four generalizations can be made from the research.
Cues and questions should focus on what is important as opposed to what is unusual.
“Higher level” questions produce deeper learning than “lower level” questions.
“Waiting” briefly before accepting responses from students has the effect of increasing the depth of students’ answers.
Questions are effective learning tools even when asked before a learning experience.
Classroom Practice in
Cues and Questions
Explicit Cues•Gives a preview of what is to come
Questions that Elicit Inferences•Provide questions to guide students’ inferences
Analytic Questions-Questions that allow students to analyze or critic to further
understanding
Research and Theory on
Advance Organizers
Four generalizations can be made from the research.
Advance organizers should focus on what is important as opposed to what is unusual.
“Higher level” advance organizers produce deeper learning than the “lower level” advance organizers.
Advance organizers are most useful with information that is not well organized.
Different types of advance organizers produce different results.
Classroom Practice in
Advance Organizers
Expository Advance Organizers•Organizes content that is new to students
Skimming as a Form of Advance Organizer
•Skimming passage or information as an introductionGraphic Advance Organizers
•Nonlinguistic representation to organize a lot of information
Narrative Advance Organizers•Present information in a story format
Cues, Questions, and Advance Organizers Examples
Students make their own Inspiration maps
Simple Machines
Please feel free to contact us for further information:
Dawn Miller
Catoctin Elementary
Leesburg, Virginia
Beth Sharrett
Dominion Trail Elementary
Ashburn, Virginia