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Classroom Strategies for Cultivating Teacher Effectiveness Presented by Tom Roy, Ph.D.

Classroom Strategies for Cultivating Teacher Effectiveness Presented by Tom Roy, Ph.D. 920-838-4006 tomroy@wi.rr.com. Today’s learning goals…. We will understand how “we can know when they know it.” We will understand why working with a peer helps (tremendously)!

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Classroom Strategies for Cultivating Teacher Effectiveness Presented by Tom Roy, Ph.D.

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  1. Classroom Strategies for Cultivating Teacher Effectiveness Presented by Tom Roy, Ph.D. 920-838-4006 tomroy@wi.rr.com

  2. Today’s learning goals… • We will understand how “we can know when they know it.” • We will understand why working with a peer helps (tremendously)! • We will take a look into the “Formative assessment bag of tricks.” • Personal goal…

  3. Boosting Retention Rate: Average Retention after 24 hours Adapted from David Sousa figure 3.8 in his text How the Brain Learns

  4. Teachers need support… From Joyce and Showers (2002), see references

  5. Peer-to-Peer Coaching • Dyads or triads • Agree to work together • Easier • More fun • Best chance of “making it happen” • Specific time limit • Inform supervisor…

  6. How do “I know that they know it?” • Questioning technique • Observation • Cooperative learning with accountability • Tell me when you’re ready for the test

  7. How do I know…? • The use of knowledge within larger products (reports, presentations, tests, etc.). • Formative assessment quizzes. • Student prepared Wall Posters (comprised of the word or term, a common language definition, and a drawing or symbol). • Construction of traditional flash cards and using them.

  8. How do I know…? • Students providing a drawing or symbol to demonstrate understanding. • Students will label a diagram of a process or object using the terms. • Playing games such as matching (using card sets), password, Balderdash, or Pictionary.

  9. How do I know…? • Construction of triple cards (comprised of the word or term, a common language definition, and a drawing or symbol) and using them. • Card sorts. • Creation and use of card pairs (on card has the term, its pair has a common language definition).

  10. Six strong teaching strategies to work with formative assessment. • teacher provides a description • students restate in their own words • students draw a picture or symbol • periodically students revisit and add to knowledge • students discuss terms with peers • periodically play games with the terms and procedures

  11. The list of elements… • What do I do to provide clear learning goals and scales (rubrics)? • What do I do to track student progress? • What do I do to identify critical information? • What do I do to organize students to interact with new knowledge?

  12. Elements… • What do I do to preview new content? • What do I do to chunk content into “digestible bites”? • What do I do to help students process new information? • What do I do to help students elaborate on new information?

  13. Elements… • What do I do to help students record and represent knowledge? • What do I do to help students reflect on their learning? • What do I do to review content?

  14. Elements… • What do I do to organize students to practice and deepen knowledge? • What do I do to use homework? • What do I do to help students examine similarities and differences? • What do I do to help students examine errors in reasoning? • What do I do to help students practice skills, strategies, and processes?

  15. Elements… • What do I do to help students revise knowledge? • What do I do to organize students for cognitively complex tasks? • What do I do to engage students in cognitively complex tasks involving hypothesis generation and testing? • What do I do to provide resources and guidance?

  16. Practice, practice, practice • Several iteration of use in day-to-day classrooms • Time to get comfortable • Time for students to practice new model • Time for students to acclimate … change requires time and the understanding that the new is providing a better teaching/learning model.

  17. What about collegiality? Who can help? Classroom visits (getting better is the only thing) Rounds… • In twos or threes • Get permission • Scheduled • Say thank you • Discuss how we can get better around the design questions

  18. Peer-to-Peer Coaching • Dyads or triads • Agree to work together • Easier • More fun • Best chance of “making it happen” • Specific time limit • Inform supervisor…

  19. In closing • Believe in your students • Believe in yourself

  20. Access to a protocol… http://www.marzanoresearch.com/ <Free Resources> (horizontal blue bar) <Reproducibles> 3rd bullet Classroom Strategies – 1st bullet Becoming a Reflective Teacher Appendix B Yea, there they are!

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