Classroom Instruction that Works: Effective Instructional Strategies Session 2

1. BISD Investigates Classroom Instruction that Works: Effective Instructional StrategiesSession 2

2. Categories of Instructional Strategies that Affect Student Achievement

3. What is Structured Cooperative Learning? • A structure is a content-free way of organizing the interaction of students • Structures describe the social interaction patterns of students • Structures can be used repeatedly with a variety of content materials at various points in the lesson and across grade levels • The most efficient way to reach all objectives in a lesson is a multi-structural lesson

4. Structure + Content = Activity

5. Grouping • Organizing groups based on ability levels should be done sparingly. • Cooperative groups should be kept small in size: 3 – 4 students is optimal. • Cooperative learning should be applied consistently and systematically, but not overused.

6. Grouping Patterns • Informal • Ad hoc groups for structures that will last less than a class period • Clarify expectations, focus attention, provide processing time • Formal • Last several days • Designed to give student sufficient time to thoroughly complete an assignment • Base Groups • Long term groups created to provide students with social support throughout an academic term

7. Round Robin Question Question Die Discussion Students roll and respond to the group in order—answering the question on the top of the die

8. Round Robin • Divide students into groups of four. • Assign each group member a number. • Give the group a question/task. • Give the students think time. • Students respond aloud to their group within a limited time.

9. Basic Principles of Cooperative Learning • Positive Interdependence • Individual Accountability • Equal Participation • Simultaneous Interaction

10. Positive Interdependence • “My gain is your gain, your gain is my gain.” • Gains of individuals or teams are positively correlated

11. Individual Accountability • Each person must be responsible for his part in the structure • Assess individual effort • No group grades • Eliminates the free-rider and the workhorse student roles

12. Equal Participation • “How equal is the participation?” • May be created by turn allocation and division of labor • Students who participate are more likely to enjoy the process and learn

13. Simultaneous Interaction • What percentage of the class is actively engaged with the information/content at any given point? • PDAS emphasis • The more students interact with the material the more likely they are to learn it.

14. Line Up • Teacher poses a question or situation. • Students line up on a continuum based on their response to the teacher’s question. • Fold the line so that the students are face to face with another student. • Teacher asks students to justify their opinion or judgment to another student.

15. What are the PIES for round robin and line up?

16. Categories of Instructional Strategies that Affect Student Achievement

17. How Effective is Homework? • Select the sign which corresponds with your answer selection and go stand by the sign • Primary students • Intermediate students • Middle School students • High School students

18. Research Says…The amount of homework should differ from elementary to middle to high school • Homework for elementary students shows little to no effect on student achievement measured by standardized tests; however, purposeful homework builds study habits, fosters positive attitudes toward school, and communicates the idea that learning takes work at home and school • No clear data on the amount per night; however, beginning around 2nd grade students should be asked to do some homework • Lower grade levels should do less work than upper grade levels • Research indicates that homework does impact grade point average in secondary classrooms

19. Is Homework Effective? • Grades 4- 6 • Effect size = .15 • Percentile Gain = 6 points • Grades 7 – 9 • Effect Size = .31 • Percentile Gain =12 points • Grades 10 – 12 • Effect Size = .64 • Percentile Gain = 24 points Cooper Meta-Analysis 1989a

20. Homework Rule of Thumb • All daily homework assignments combined should take about as long to complete as 10 minutes multiplied by the student’s grade level. If assignments require reading, the rule might be increased to 15 minutes times the grade level. • Cooper 2007

21. Parent Involvement in Homework should be Kept to a Minimum • Parents should be informed • Parents should help facilitate by asking clarifying questions and monitoring understanding • Parents should contact the teacher when their children are experiencing difficulty • Parents should not solve the content problems for students

22. The Purpose of Homework should be Identified and Articulated • Two Common Purposes for Homework • Practice • Should be structured around content with which students are highly familiar • Preparation or Elaboration • It is not necessary that students have an in-depth understanding of the content to accomplish the work • Students must know the purpose of the homework up front.

23. Sample: Homework Assignment Sheet • Subject:_____________ Date Due:______ • What I have to do tonight: __________________________________________________________________________________________________________________ • Purpose of the assignment: ____________________________________________________________________________ • What I need to know or be able to do to complete this assignment: ____________________________________________________________________________

24. If Homework is Assigned, It should be Commented On. • Effect Size increases with direct teacher feedback • Assigned, but not graded or commented upon = .28 • Grading Effect Size = .78 • Written Comments = .83 (Percentile gain 30 pts.) • If you’re going to give it, provide feedback!

25. Examine Some Samples • Each group should read through one of the policy samples • Highlight evidence of the research in the sample • Be prepared to answer this question, “Is this policy effective according to the research? Why or why not?”

26. Additional Research on Practice • Mastering a skill requires a fair amount of practice • Learning new content does not happen quickly; practice must be spread out over time • Speed and accuracy improve with increased practice • While practicing, students should adapt and shape what they have learned • Conceptual learning takes place during the shaping phase • Shaping phase = few examples; in-depth instruction

27. Focused Practice • Use with multi-step processes or skills • Practice assignments help students target one step of the process based on readiness • For example: Working on transitions during focused practice improves overall writing

28. Designing a Practice Session • How long should it last? Duration • How much at one time? Amount • How often? Frequency • How well? Quality

29. ALT Work Session

30. ALT Work Session • Work together to incorporate these strategies into specific units of instruction: • Cooperative Learning strategies • Design of effective homework • Note: If your principal would like you give input to a campus wide or department homework policy based around this research, take this opportunity to work on your recommendation

31. Product Focus for Session 3 • Bring the lesson(s) which incorporated these instructional strategies • Bring any data that you collect to demonstrate the effectiveness of these strategies over time