Welcome!Instructional Strategies that Work!

Initial ActivitiesThe Check Mark OpenerOn the chart, place a check mark or dot on the factor you feel is most responsible for academic failure

Pre-assessment Then, at your seat, use “The Frame” worksheet to fill in the strategies you already use, or are familiar with.

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Instructional Strategies that Work!Jenni SullivanAnne WrightJuly 10, 2014

“Since We Last Met” Work with your table group to finish the prompt :

“Since we last met, our thinking has been like__________(what book, movie, or song title), because_______________.”

Be prepared to present and post your tables sentence!

Today’s Goals

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Develop an understanding of:•Misconceptions of failure•Brain functions during the learning process•Use of research-proven instructional strategies to better understand the concept of “strategies” in the classroom.

Cognitive Strategies vs. Learner Strategies

Cognitive StrategiesWe move students from novice to expert using cognitive strategies designed as well-structured to less-structured

tasks.

A cognitive strategy serves to support the learner as he or she develops internal procedures that enable him/her to

perform tasks that are complex (Rosenshine, 1997). The use of cognitive strategies can increase the efficiency with which

the learner approaches a learning task.

“Cognitive Strategies” article is available in your materials.

“The ‘gap’ between student’s current level of knowledge and the needed degree of expertise has been referred to as the zone of proximal development.” Vygotsky, 1978

“The zone is where the additional instructional techniques occur as the student becomes expert.” Rosenshine and Meister, 1955

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Cognitive Strategies

Learner Strategies

“Learner strategies are techniques, principles, or rules which enable a student to learn to solve problems and complete tasks independently.”

“Learning strategy instruction focuses on making the students more active learners by teaching them how to learn and how to use what they have learned to solve problems and be successful.”

“Learning Strategies” article is available in your materials.

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Create a LINCS card for each:

Cognitive Strategy

Definition

Reminding word

LINCing story

LearnerStrategy

Definition

Reminding word

LINCing story

LINCS directions are in your materials.

LINCS A Starter/Learner Strategy Materials led Easily taught Can be learned quickly Used in variety of

applications Simple to learn and use Bridges to more

complex strategies Builds confidence

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What’s percolating with you?

“Average”

Read the poem, “Average” by Mike Buscemi

Highlight places that stick with you

First Turn/Last Turn procedure with a group of 3-4

Pick or summarize one thought to share with the whole group

First Turn/Last Turn Read individually. Highlight 4-6 items that speak to you.

In turn – share one of your items – but do not comment on

it. This is the “The First Turn”. Group members comment in round-robin order about the

item (with no cross-talk). The initial person who names the item then shares his or

her thinking about the item and gets “The Last Turn”. Repeat the pattern around the table.

Each group will share 1-2 thoughts with large

group

Let’s take a Break

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Marzano, 2000

Setting the ContextClimbing the ladder…

The Teachers’ Lounge

Is this scenario familiar?

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“Research Findings on Academic Failure”

Read the article on your own

Mark your thoughts with “Reader Think Marks”

Reflect back on the “Indicators of Failure” checklist

Share your thoughts with your group

Each group will write a 10 word sentence summarizing your groups findings

Education Levels & Culture Does the level of parents’ education impact student achievement?

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Vocabulary Exposure – (Meaningful Differences), Hart & Risley (1995) studied children from 42 families for a duration of 7-36 months. Each month researchers recorded one hour of family talk.

Findings: An average of 616 words per hour (families receiving aid) An average of 1,251 words per hour (working-class families) An average of 2,153 words per hour (professional parents) Language transcends even when wealth is lost.

Culture:

Bloom (1982)- Culture of home is more critical to student achievement than poverty

Make a link to the national teacher magazine we get at home….says the same thing

FailureWho Will Fail?(HODGKINSON, 1992; KAMEENUI & CARNINE, 1998)

Indicators of Failure Poverty Level of parent education Linguistically different Learning disabled Teacher quality

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Teachers are the key!

“Teacher quality and preparedness have a greater impact on student achievement than do poverty and even language.”

(Darling Hammond, 2000)

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Shape Up…

What squares with your beliefs?

What is circling

around in your mind?

What question(s) do you still

have?

Lunch!

Concept Attainment ActivityA Multi-Sensory Approach

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Activity Think about your favorite

game for the next 30 seconds

Create a mental picture Draw a graphic

representation Share responses to the

questions with a partner Did your partner know the

game just from the picture you drew?

Go Visual!! (connect to Grinder!)

Concept attainment helps:

Surface student’s ability to see the attributes of the concept or topic under discussion.

Foster deep thinking as students analyze, compare and discard various attributes of a concept or topic until arriving at an analysis that is confirmed by previous examples.

Camping We are going on a

camping trip and we hope everyone can join us!

You can only join us, if you bring the correct items along!

Concept AttainmentMore examples: Example/Non-example

chart/activity KWL(S/Q) – Know,

Wonder, Learn, (Search/Questions)

Graphic Organizers Multi-Sensory

Strategies Feature Analysis Frayer Model Framing Routine

Let’s take a Break

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The Brain

Why is it important to know how the brain works?

Brain Research Activity Each participant will

receive a card with Brain Research information.

Work with your “brain” group to create a presentation of your fact.

Each “brain” group will present to the whole group.

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Brain Experts Form groups with the same card. Read the information on your assigned card and complete the following task. Your group will be teaching your finding using imagery.

Develop a mnemonic device to remember the information.

Prepare a news item for the six o’clock news.

Develop a jingle.

Develop a poem.

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Brain Function & School Failure Research

Learning needs of high-medium and low-performing students can be met by using the SAME instructional strategies.

NO difference was seen in scans between students who have learning disabilities and low-achieving students.

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Brain Function & School Failure Research

No difference seen in brain scans of low achievers and normally high achievers who cannot perform specific tasks.

Scans differ between students who can and those who can’t perform tasks.

ALL STUDENTS benefited from the same instructional interventions.

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Human Brain Flexible and Adaptable

No performance differences seen in children who were simply low achievers compared with students who had a low IQ.

Posner (1995) found brain scans of those who can perform a task “light up” compared with dark scans in persons who cannot perform the task.

In addition, Posner (1995) found that with only 15 MINUTES of practice, dark brain scans begin to “light up.”

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Learning Disability What is a learning disability?

According to the NICHD, a learning disability is most accurately defined as low achievement in a specific academic area, such as basic reading or mathematics.

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Brain Function & School Failure ResearchConclusions

No difference seen in brain scans of low achievers and normally high achievers who cannot perform specific tasks.

Scans differ between students who can and those who can’t perform tasks.

ALL STUDENTS benefited from the same instructional interventions.

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Solving the ProblemHow can we address student failure?

There are three components:

1. Staff development in the use of cognitive tools.

2. Instructional design (teaching practices, materials, textbooks and, lesson planning) that is considerate of the learning needs of students prone to failure.

3. Monitoring and analysis of student progress.

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AssumptionsYea or Nay

On the following slides, read the assumption.

Vote: thumbs up (Yea) or down (Nay).

Compare your answer with the evidence that research provides.

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Assumption One

An individual’s rate of learning is determined by an inborn, stable factor called IQ.

The more an individual learns, the faster the

individual's rate of learning.

The more an individual learns, the faster the

individual's rate of learning.

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Assumption Two

Children of poverty and linguistically different children do more poorly on achievement tests because the tests are culturally biased.

Skills and intelligence can

be learned.

Skills and intelligence can

be learned.

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Assumption Three

At-risk learners require different instructional presentations.

Needs of at-risk learners can be met with best-practice

strategies good for ALL students.

Needs of at-risk learners can be met with best-practice

strategies good for ALL students.

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Assumption Four

Most students can reach high standards, but schools need some watered-down standards for about one-third of the students.

98% of students can meet HIGH standards with well-

designed instruction.

98% of students can meet HIGH standards with well-

designed instruction.

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Assumption Five

Learners fail because their learning style is not consistent with the style of instruction.

Attributing failure to learning styles is misleading and

counterproductive.

Attributing failure to learning styles is misleading and

counterproductive.

Something to think about… Student learning depends on more

than good teaching. Good teaching depends on more

than good instructional strategies. Both good teaching and student

learning depend on an organized curriculum.

Good Teaching

Three Levels To Think About

Context (the why)Content (the what)

Process (the how – think about your

learners)

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Cognitive Strategies These strategies will cognitively activate student learning:MnemonicReflective questioningCognitive MappingLearning VocabularyDecodingPromptsFeature analysisDeductive reasoningExamples/non-examplesCompete stem using a metaphor or analogy

Learner Strategies Learning-to-Learn Skills

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Paraphrasing

Summarizing

Understanding question formats

Note-Taking

Reciprocal Teaching

Inquiry discussion (seminar)

With your table group, finish the sentence stemsCognitive strategies are like (a)

_________ because ____________.

Learner strategies are like (a)

_____________ because ___________.

Reflect on Today…

Share three things you have learnedTwo things you can use immediatelyOne question that you still have

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