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CLASSROOM INSTRUCTION THAT WORKS. Nine Best Practices to Improve Student Achievement. Fahmida Lukman ASU ILEP ALUMNI- 2014. Finding Similarities and Differences. The brain seeks patterns, connections, and relationships between and among prior and new learning
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CLASSROOM INSTRUCTION THAT WORKS • Nine Best Practices to Improve Student Achievement Fahmida Lukman ASU ILEP ALUMNI- 2014
Finding Similarities and Differences • The brain seeks patterns, connections, and relationships between and among prior and new learning • The ability to break a concept into its similar and dissimilar characteristics allows students to understand and often solve complex problems by analyzing them in a more simple way
Research Findings • Guidance in identifying similarities and differences enhances students' understanding of and ability to use knowledge. • Independently identifying similarities and differences enhances students' understanding of and the ability to use knowledge. • Representing similarities and differences in graphic or symbolic form enhances students' understanding of and ability to use knowledge.
Graphic Organizers for Similarities and Differences Work • www.graphic.org/goindex.html • http://www.edhelper.com/teachers/graphic_organizers.htm
Summarizing and Note Taking • 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 thoroughly. • Being aware of the explicit structure of information is an aid to summarizing information.
Summarizingand Note Taking • Teach students how to process information for their own note taking. • Use a variety of organizers to assist students who learn visually.
Tools for Summarizing and Note Taking • http://www.greece.k12.ny.us/instruction/ela/6-12/Tools/Index.htm - 50 tools to be used to help students engage in rigorous thinking, organize complex ideas, and scaffold their interactions with texts.
10-2 StrategyFor every ten minutes of new learning provide students two minutes to process the new learning. • Research shows that you can either pay attention or make meaning. So time to process is essential to transfer learning to long term memory. • Take two minutes and reflect on how summarizing and note taking are integral to enhancing reading comprehension.
Keep track of effort and achievement • What ways can students participate in charting progress in effort and achievement in your classroom? • Use an effort rubric and achievement rubric and ask students to chart their progress.
Effort Rubric • 4: The student works on tasks until completed and continues working on the task even when difficulties arise or a solution is not immediately evident. The student views difficulties that arise as opportunities to strengthen understanding. • 3: The student works on tasks until completed and continues working on the task even when difficulties arise or a solution is not immediately evident. • 2: The student puts some effort into the task but stops working when difficulties arise. • 1: The student puts very little effort into the task. • 0: Not enough information to make a judgment.
Achievement Rubric • 4: The student exceeded the objectives of the task or lesson. • 3: The student met the objectives of the task or lesson. • 2: The student met a few of the objectives of the task or lesson but did not meet others. • 1: The student did not meet the objectives of the task or lesson. • 0: The student did not do the task.
Effort and Achievement Chart • Student keeps chart • Each week sets new goals • Add reflection component
Think it, Ink it, Link itStrategy • Can student participation in charting progress in effort and achievement be effective in helping the student you are following? • Think it - Provide time to process new learning • Ink it - Reflect in writing • Link it - Application to prior learning, new situations
Provide Recognition • Rewards can be powerful motivators if they are contingent on a stated goal or standard.
Recommendations for Providing Recognition • Establish a rationale - explain to students you will recognize them when they have achieved an identified level of performance, but recognition is not automatic. • Students also need to understand that they have not failed if they do not receive recognition.
WHICH IS EFFECTIVE PRAISE? • Numbered Heads Together - number students, ask question, students collaboratively generate answer being sure each member of group can answer question, teacher then calls a number at random • Teacher responds, “Good Job, Jackson. Keep it up.” • 2. Teacher circulates as student are working in small groups. He pauses at station 1 and comments, “Nice work on your summaries.” At Station 2 he says, “ Your details demonstrate how closely you read.”
What Are Characteristics OfEffective Praise? • Example Three: “You really did a good job reading through all of the steps before beginning the assignment. I know you’ve had difficulties with multistep calculations before and sometimes settled for getting any answer down on paper, even if it wasn’t correct. Your determination with this task really shows.” • What characteristics make this praise the most effective?
Effective Praise • Specifies the particulars of the accomplishment • Provides information to students about their competence or the value of their accomplishments • Is given in recognition of noteworthy effort or success at difficult tasks • Attributes success to effort and ability
Homework and Practice • Establish a homework policy with advice - such as keeping a consistent schedule, setting, and time limit. • Communicate the purpose of homework, if students know why they are doing an assignment it won’t seem like busy work - practice to increase their speed at reducing fractions, accessing prior knowledge for tomorrow’s introduction to the Liberation War, extending what they have learned about food webs
Slate Share • Recording ideas on a slate and then sharing with the class provides all students the opportunity to process information • Students may draw a diagram of how something works, answer questions with a partner and share with class, etc. • Shower board can be purchased inexpensively and cut into desktop size slates to be used with dry erase markers and an old sock for cleaning the board.
Numbered Heads Together • 1. Students number off in groups of 3 or 4 • 2. Teacher announces a questions and sets a time limit • 3. Students put their heads together • 4. Teacher calls a number
Think Pair Square • Pose problem • Think time • Pair discusses • Pair squares with another pair to share • This provides about 6 times more participation than partners sharing with the whole class. Providing students multiple opportunities to respond enables them to process and better commit learning to long term memory.
Ball Toss • Think about posed question • When ball is tossed the recipient shares their ideas • Ball is then tossed to someone else • All who wish to share should have the opportunity
Design Group Work Around The Core Components Of Cooperative Learning • Positive interdependence - Sense of sink or swim together • Group processing - Reflecting on how well the team is functioning and how to function better • Interpersonal and small group skills - Communication, trust, leadership, decision making, and conflict resolution • Face-to-face interactions - Helping each other learn, applauding success and efforts • Individual and group accountability - Each of us has to contribute to the group achieving its goals
Examples of Non Linguistic Representation • A variety of activities to produce nonlinguistic representations should be used. • Creating graphic representations • Making physical models • Generating mental pictures • Drawing pictures and pictographs • Engaging in kinesthetic activities
Setting Objectives • Objective: Set objectives that are not too specific (i.e., Understand how topography influences the way people live and the extent to which they must depend on others. • Written as a Question: How does where people live influence how they live? • Personalize objectives - Students should be encouraged to personalize the teacher’s goals adapting them to their personal needs and desires. • Communicate objectives - How do you use objectives as a pre and post test?
Providing Feedback • Feedback should be corrective in nature. • The best feedback shows students what is accurate and what is not. • Asking students to keep working on a task until they succeed appears to enhance student achievement.
Providing Feedback • Feedback should be timely. • The larger the delay in giving feedback, the less improvement one will see. • Feedback should be specific to a criterion, telling students where they stand relative to a specific target of knowledge or skill.
Providing Feedback • Students can effectively provide some of their own feedback. • In fact, non-authoritative feedback produces the most gain.
Analyzing Systems • Students study many systems across the disciplines, weather, government, ecosystems, etc. • One way to enhance and exercise student understanding of these systems is to ask them to generate hypotheses that predict what might happen if a certain aspect of that system changes. • Example: How would our government differ if the legislative branch were no longer a part of the system? • What is an example you have tried?
Problem Solving • Problem solving is about finding the best solution, not just any solution. • Problem solving of unstructured problems - those that do not have clearly defined goals and usually have more than one solution- are the kinds of problems we find in everyday life. • Example: Ask students to build something using limited resources. This will generate questions and hypotheses about what may work or not work. • What problems have your students had to engage in solving?
Model for Problem Solving • 1. Identify the goal you are trying to accomplish • 2. Describe the barriers or constraints that are preventing you from achieving your goal - that are creating the problem • 3. Identify different solutions for overcoming the barriers and hypothesize which solution is likely to be the most effective. • 4. Try the solution - in reality or simulation • 5. Explain whether your hypothesis was correct. Determine if you need to test another hypothesis using a different solution.
Other ways to Generate and Test Hypotheses • Historical Investigation - What really happened? Why did this happen? Collecting evidence is the most important part. • Experimental Inquiry -describe observations, generate explanations, make predictions, and test them • Invention - Shouldn’t there be a better way to. . .
How can using cues, questions, and advance organizers enhance connections students make? • Pause briefly after asking a question. Doing so will increase the depth of your students’ answers • Vary the style of advance organizer used: Tell a story, skim a text, or create a visual image.
Prelearning Strategies • Discuss • Predict • Question • Brainstorm • Create a Graphic Organizer • Set Purpose
Anticipation-Reaction Guide Focusing Important Information • Purpose is to establish a purpose for reading, access prior knowledge, and help students reframe their thinking as necessary • Prepare a series of statements important to the reading • Before reading, have students indicate T or F • Have students read selection or watch video or demo • After reading have students answer same questions again • Have students discuss where they found the information that changed their thinking