GaTAPP Essentials: Engagement, Evidence, Environment, Ethics

1. GaTAPP Essentials: Engagement, Evidence, Environment, Ethics

2. Engagement

3. Vocabulary • Engagement • Activity • Strategy • Essential Question • Activator

4. The king or queen ruling a country. 3-Way Vocabulary Monarch • You have either a term, definition, or visual. • Find your partners to make a 3-way match.

5. What is engagement?

6. Difference between activity and strategy • A strategy is what the teacher does. • An activity is what the student does.

7. What does the research say?

8. Robert Marzano

9. Why do I care about Marzano? • Leading educational researcher • Author of “Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement” • Meta-analysis of current research • Determined the “Effect Size” of the strategies

10. Effect Size • Expresses 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

11. Marzano’s 9 Strategies • Identified 9 strategies that have a high probability of enhancing student achievement for all students in all subject areas at all grade levels

12. John Hattie

13. Why do I care about Hattie? • Leading educational researcher • Author of “Visible Learning” and “Visible Learning for Teachers” • Synthesis of over 800 meta-analyses relating to achievement • Determined the “Effect Size” of the strategies

14. 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!

15. 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.

18. Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. J. Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. 2nd Edition

19. Note: All of these strategies have a medium – high effect size.

20. Communicating Learning Outcomes • How do you let your students know what they will be doing in class today? • How can you get students engaged/interested in the lesson?

21. Communicating Learning Outcomes - Research Marzano – Setting Objectives & Providing Feedback Hattie –

22. Unwrapping Standards with Students - Process • Underline the verbs. • Circle the nouns. • With your students, define any unfamiliar words. Write the words on the standard so that the students have something to reference during the lesson. • 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.

23. Example: SS7G12 Evaluate how the literacy rate affects the standard of living.

24. Example: Step 1: Underline the verbs. SS7G12 Evaluate how the literacy rate affects the standard of living.

25. Example: Step 1: Underline the verbs. SS7G12 Evaluate how the literacy rate affects the standard of living.

26. Example: Step 2: Circle the nouns. SS7G12 Evaluate how the literacy rate affects the standard of living.

27. Example: Step 2: Circle the nouns. SS7G12 Evaluate how the literacy rate affects the standard of living.

28. Example: Step 3: Define unfamiliar words. SS7G12 Evaluate how the literacy rate affects the standard of living. Proportion of the population over age fifteen that can read and write Make a judgment based on data Degree of wealth and material comfort available to a family or community

29. Activating Strategies • What are they? • Why do I need to use them?

30. Reading Strategy – Conversation Questions • Handout • “Why Activate?” Article

31. Sample Activators • Remember … these should be designed to peak students’ interest in the lesson; however, they should be aligned to the standard.

32. Example: SS5CG1b Explain the freedoms granted and rights protected by the Bill of Rights

33. Activator • http://www.surfnetkids.com/games/bill_of_rights_quiz.htm • http://constitutioncenter.org/billofrightsgame/ • Which is the better activator for the standard? Why?

34. Instructional Delivery The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.

35. 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.

36. Direct Instruction

37. 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.

38. Seven Steps to Direct Instruction • Prior to lesson – teacher has a clear understanding of the learning intentions • Determine the success criteria and inform students about the standards of performance • Build commitment and engagement “hook” • Present the lesson using a variety of methods

39. Provide opportunities for guided practice • Allow for closure of the lesson. • Allow for independent practice.

40. Lecture Method • Instructor’s role • Effective method for providing • Facts • Rules/regulations • Clarifications • Examples • Definitions

41. Lecture Method • Advantages • 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%.

42. Lecture Method • Disadvantages • 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

43. Lecture Strategies • Collaborative Pairs/ Numbered Heads • Pause Procedure • Study Group/ Feedback • Open-Ended Responsive • Think/Write/Discuss • Demonstration

44. How do I know which lecture strategy to use? • Content • Students • Resources available • Be prepared for the unexpected problems – technology goes down, copier is broken, etc. Have a back-up plan.

45. Lecture Length • When you are planning a lesson, how long should you plan to lecture?

46. Discussion Method • Benefits • 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

47. Discussion Method • Guided 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

48. Demonstration Method • Purpose • The act of showing how to do something or how something operates

49. Demonstration Method • Guidelines • 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

50. Varying Instructional Styles • Is it important to vary your instructional method? Why or why not?