Classroom Instruction that Works: Effective Instructional Strategies Session 1

1. BISD Investigates Classroom Instruction that Works: Effective Instructional StrategiesSession 1

2. What elements make up effective pedagogy?

3. Three Elements of Effective Pedagogy Instructional Strategies Management Techniques Curriculum Design Effective Pedagogy

4. Instructional Strategies • Classroom Instruction that Works by Robert Marzano • Nine instructional strategies that have been identified as having the greatest impact on student performance

5. Percent vs. percentile • Percent - One part in a hundred • e.g. John correctly answered 90% of the items on the test. • Percentile – The percent of ranked scores falling below a specific score • e.g. John placed in the 90th percentile on a nationally normed exam; he scored higher than 90% of the tested students, and lower than 10% of the students

6. 23-point percentile gain All students’ scores Average student at ineffective school Average student at effective school

7. Effect size and percentile gain Mean -3 -2 +1 +2 -1 +3 2.1% 2.1% 13.6% 34.1% 34.1% 13.6% 2 s.d. = effect size 2.0 An effect size of 2.0 translates into a 47.7 point percentile gain (pg 160)

8. Basic research and meta-analysis Study 1 Effect size 0.2 Study 2 Effect size 1.1 Study 3 Effect size -0.7 Study 2 Effect size 0.6 Synthesis study Average effect size 0.4

9. Categories of Instructional Strategies that Affect Student Achievement

10. Categories of Instructional Strategies that Affect Student Achievement

11. Setting Objectives and Providing Feedback Setting objectives = goal setting “You got to be careful if you don't know where you're going, because you might not get there.” –Yogi Berra General student population Goals narrow student focus Not too specific Students should personalize the teacher’s goals English Language Learner population Clearly defined goals Combine content and language objectives

12. Goal Setting in the Classroom • Set a core goal for a unit, and then encourage students to personalize that goal by identifying areas of interest to them. Sentence starters like "I want to know" and "I want to know more about . . ." get students thinking about their interests and actively involved in the goal-setting process. • Use contracts to outline the specific goals that students must attain and the grade they will receive if they meet those goals.

13. Surveys/Forms Student goal form created in Google Documents. Source:339 Web (http://339web.blogspot.com/2008/04/google-forms-for-student-goals.html)

14. KWHL

15. Providing “Dollops” of Feedback • Should be “corrective” in nature • Explanation of why an answer is correct or incorrect • Should be timely • Immediate feedback is the most effective • Should be specific to a criterion • Addresses a specific knowledge and skill • Students can effectively provide some of their own feedback • Rubrics, learning logs, blogs, wikis, kwhl+ charts, etc.

16. Rubrics Creative writing rubric created using Rubistar (http://rubistar.4teachers.org)

17. Feedback in the Classroom Class blog Teacher comment

18. Feedback in the Classroom Student Self-Assessment Rubric

19. Feedback in the Classroom Classroom Performance System

20. Don’t We Do This Already? • Although common practice in most K-12 classrooms, setting objectives and providing feedback are frequently underused in terms of their flexibility and power. -Robert Marzano X

21. Categories of Instructional Strategies that Affect Student Achievement

22. Four Effective Forms of Using Similarities and Differences • Marzano's research indicates there are four processes that identify how items, events, processes, or concepts are similar and different: • Comparing • Classifying • Creating Metaphors • Creating Analogies

23. Identifying Similarities and Differences • Comparing- identifying similarities and differences between or among things • Classifying- process of grouping based on characteristics • Creating metaphors- process of identifying a general pattern in a specific topic and then finding another, seemingly different topic, with the same general pattern • Creating analogies- identifying relationships between relationships

24. Round Robin • Of the four forms of identifying similarities and differences, which have you experienced most effectively as either a teacher or a student? • What made it so effective for you?

25. Marzano’s Recommendations for Classroom PracticeHow do you get it done? • Give students a model for the process • Give students graphic organizers • Guide students as needed

26. How To…Compare The Venn Diagram-A fantastic tool for comparing using similarities and differences… Learning Experience: Citrus

27. A Great Web Site http://gets.gc.k12.va.us/VSTE/2008/1simdiff.htm • This site gives examples of different programs and websites that provides samples of graphic organizers for identifying similarities and differences. • It shows how graphic organizers look in different programs and how to download options for classroom use.

28. The first sample is from Kidspiration (software program) Second and third samples are from http://www.readwritethink.org/materials/venn/ this site allows you to put in the topics and print the diagram

29. The first sample is from EXCELbut could also be created in WORD The second sample is from Inspiration (software program) The third sample is from: http://www.readwritethink.org/materials/compcontrast/map/ Comparing with Comparison Matrix

30. The websites listed below all give examples of using the Frayer Model for comparing http://www.justreadnow.com/strategies/frayer.htm http://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/graphicorg/fraym.htm http://www.tantasqua.org/superintendent/Profdevelopment/etfrayermodel.html

31. Classifying:Semantic Feature AnalysisSample: Bonds

32. Classifying • A column format can be created in Word and EXCEL

33. Samples of Classifying using Technology • Classifying with word or picture sorting can be done with Kidspiration software

34. Classifying with a Webbing format can be done in Kidspiration or Insipiration software

35. Classifying: Concept Attainment • Examine the factual information • Identify similarities; sort into general categories • Name each category • Write a topic sentence for each category which generalizes the similarity___________________________________ • Select five pieces of factual information which best support the topic • Evaluate them by rank ordering them in descending order of importance in supporting the topic sentence

36. Creating Metaphors and Analogies • Metaphors and Analogies are complicated due to the “relationships between relationships.” having students identify these relationships is the focus of instruction • Creating metaphors is the process of identifying a general or basic pattern in a specific topic and then finding another topic that appears to be quite different but that has the same general pattern • Creating analogies is the process of identifying relationships between pairs of concepts - in other words, identifying relationships between relationships.

37. Analogy Graphic Organizer is to Relationship: is to as

38. Interactive Web Sites for Analogies • These are interactive sites for analogies that are free: • http://www.sadlier-oxford.com/phonics/analogies/analogiesx.htm • http://www.funtrivia.com/flashquiz/index.cfm?qid=159519 • This website has a free 30 day trial:http://www.quia.com/cb/7146.html

39. Remember this… • If the purpose is to master facts: • Format follows teacher directed activity • If the purpose is to develop divergent thinking • Format follows student directed activity • Identifying similarities and differences should promote ACTIVE thinking by the students

40. ALT Work Session

41. Campus Goal: Improve student achievement through implementation of effective instructional strategies. What ALT goal will you develop to support the campus goal?

42. ALT Work Session • Develop your ALT goals • Once you have created your ALT goals, email them to your campus principal and to Margaret Miller under the subject heading: Marzano ALT Goal • Design a collaborative lesson/series of lessons in which you will use one or more strategies presented today • Prepare a tool to measure the effectiveness of the strategy over time