Research-Based Strategies for Effective Classroom Instruction

1. Classroom Instruction That Works! Research - Based Strategies For Increased Student Achievment A PowerPoint Presentation Prepared by Wilson Teachers Presented by: Ms. Jerry Gloston Woodrow Wilson Middle School Textbook By: Robert J. Marzano Debra J. Pickering Jane E. Pollock

2. AN IDEA WHOSE TIME HAS COME APPLYING RESEARCH TO STRATEGIES FOR EFFECTIVE INSTRUCTION

3. NATURE AND QUALITY • OF THE RESEARCH: • “Meta - analysis” - combines the results from a number of studies.

4. Strategy 1 Identifying Similarities and Differences: The “core of all learning”

5. 1. Provide students with guidance in identifying similarities and differences increases their ability to use the knowledge that they have been presented with. Note: The best way to do this is simply present these similarities and differences to the students through inquiry and discussion.

6. 2. Ask students to independentlyidentify similarities and differences.

7. 3. Represent similarities and differences through graphicorganizers. The organizers enhance students’ understanding of content.

10. Identification of similarities and differences can be accomplished through: • A. Comparing • B. Classifying • C. Creating Analogies • D. Creating Metaphors

11. A. Comparing: Complex Venn Diagram Simple Venn Diagram

12. B. Classifying: Type 1. Pass out items, and have students name the categories What do these thing have in common? apple, stop sign, tomato Type 2. Name a Category- Allow students ten seconds to name 5 things with laces! (think outside the box!) - Ready… Set… Go!

13. C. Creating Analogies: Relationship: Measures Something Graphic Organizer For Analogies thermometer temperature is to as odometer distance is to

14. D. Creating Metaphors: Love is a Rose...

15. Strategy 2 Summarizing And Note Taking

16. 1. Rules for Summarizing • Delete trivial material • Delete redundant material • Substitute superordinate terms for lists (e.g. “flowers” for daises) • Select a topic sentence, invent one if necessary

17. 2. Classroom Practice for Note Taking Verbatim note taking is the least effective. Notes are a work in progress (revise as needed). The more notes taken, the better. Notes should be used as study guides. Teacher prepared notes give a clear picture of what the teacher considers important.

18. Strategy 3 Reinforce Effort and Provide Feedback

19. Reinforce student effort: This will help to teach students that the harder they try, the more successful they can become.

20. 2.Classroom Practice in Reinforcing Effort: • Exemplify the connection between effort and achievement • Ask students to recall personal experiences and successes when they didn’t give up

21. 3. Keep track of effort and achievement: • Students should track their effort and its relationship to achievement. • Students can discuss what has been learned

22. 4. Provide Recognition/Rewards: • Providing recognition as a strategy might be • the most misunderstood of all strategies • presented in this book. Recognition is also • known as: • Praise + Reward • Recognition is the preferred term.

23. Notes About Rewards: • Rewards do not necessarily have an effect on intrinsic motivation. 2. Rewards are most effective when it is contingent on the standard of performance. 3. Abstract symbolic recognition is more effective than concrete rewards

24. 5. Classroom Practices in Providing Recognition: - Make recognition as personal as possible. a. Pause, Prompt, and Praise * pause - stop working for a moment to discuss performance * prompt - teacher provides suggestions for improving performance * Praise - when improvement is evident b. Concrete symbols of recognition * stickers, awards, coupons, treats

25. Strategy 4 Homework and Practice Homework extends learning opportunities beyond the confines of the school day.

26. The amount of homework should be different from elementary to middle to high school. 2. Parent involvement in homework should be kept to a minimum. They should not solve content problems for students, but act as a facilitator.

27. 3. The purpose should be identified and articulated for two purposes: • Practice • Preparation for elaboration 4. If Homework is assigned, it should be graded and commented on. • Graded (Effect gain .28 to .78) • Graded and commented (Effect gain .28 to .83)

28. Classroom Practice in Assigning Homework: • a. Establish and communicate a Homework Policy • b. Design assignments that clearly articulate purpose and outcome. • c. Vary the approaches when providing homework.

29. 6. Research And Theory Related to Practice: a. Mastering a skill requires a fair amount of focused practice. It is not until students have practiced 24 times that they reach 80% competency. b. While practicing, students should adapt and shape what they have learned.

30. 7. Classroom Practice: • Chart Accuracy and Speed • Design practice assignments that focus on specific elements of a skill or process

31. Homework and practice are ways of extending • the school day and providing students with • opportunities to refine and extend their • knowledge. Both of these are powerful • educationaltools.

32. Strategy 5 Nonlinguistic Representations Mental pictures combined with information work to create graphic representations.

33. 1. Knowledge is Stored in Two Forms: • Linguistic- words • Through Imagery- mental pictures and physical sensations

34. 2. Activities Which Produce Nonlinguistic Representations • Making physical models • Generating mental pictures • Drawing pictures and pictographs • Engaging in kinesthetic activity

35. 3. Graphic Organizers • Descriptive Patterns: represent facts, (person, place, things, events) • Time Sequence Patterns • Cause/Effect Patterns • Episode patterns • Concept Patterns: words or phrases that represent categories of facts. • Generalization/Principle Patterns

36. Strategy 6 Cooperative Learning

37. 1. Defining elements of cooperative learning • Positive interdependence (sink or swim together) • Face to face interaction • Individual and group accountability • Interpersonal and small group skills (trust, communication, leadership, decision making, and conflict resolution • Group processing: how teams function

38. 2. Ways to Organize Groups: a. Ability Level: should be done sparingly, ability levels should be mixed within the groups b. Small Groups: should be kept to 3 or 4

39. Cooperative learning should be consistently used but not overused. Once a week, well structured, make sure students have enough time to independently practice skills to master.

40. 3. Types of Groups: • Informal- lasts from a few minutes to a class period • Formal- lasts from several days or even weeks • Base groups: Long term groups

41. Strategy 7 Setting Objectives and Providing Feedback Allow students to set personal learning goals. Students should be encouraged to share these goals and what they have learned as a unit progresses.

42. 1. Generalizations for Goal Setting: Instructional goals narrow what students focus on. Instructional goals should not be too specific, but should include what a learner should be able to do Students should be able to personalize the goals by contracting for their desired grade.

43. 2. Classroom Practice for students in Goal Setting: • “I want to know more about…” • “I want to know…” • Contract for the attainment of goals

44. 3. Providing feedback is an important modification that enhances achievement • Feedback should be corrective. • Feedback should be timely. • Feedback should be specific to the criterion. • Students should provide some of their own feedback. (via a chart, peer editing, etc.)

45. Strategy 8 Generating Testing Hypotheses Inductive and Deductive methods

46. Deductive Thinking is the process of using a general rule to make a prediction about a future action or event. * * * * * * * * * * Inductive Thinking is the process of drawing new conclusions based on information we know or are presented with.

47. 1. Tasks Which Guide Students Through Generating or Testing a Hypotheses: a. System analysis - (study of a system – ex. Government) b. Problems and solutions c. Historical Investigation d. Invention c. Experimental Inquiry-most common in science. d. Decision Making

48. 2. What Can a Teacher Do? • Design assignments that the students must explain how they generated their hypothesis • Provide a template for reporting work with highlighted areas for explanation. • Provide sentence stems to aid in articulation • Allow for audio tapes to record and explain their hypotheses and conclusions. • Provide/Develop with students rubrics that will aid in understanding the criteria on which they will be evaluated. • Organize events to which community members and parents ask students to explain their thinking.

49. Strategy 9 Questions, Cues, and Advance Organizers Helping students think about new knowledge before experiencing it can go a long way toward enhancing student achievement.

50. 1. Questions and Cues: • Should focus on what is important as opposed to what is unusual • “Higher Level” questions produce deeper learning than “Lower Level” questions • “Waiting” briefly increases the depth of students’ answers • Questions are effective when asked before a learning experience