High Yield Strategies

1. High Yield Strategies Taking Learning to the Next Level

2. Cooperative learning in the communications classroom Kyle Berger, Communications Teacher, North Penn High School

3. Rationale for Cooperative Learning in the Communications Classroom What it is: Students working in small groups (3-5) to produce projects What it isn’t: An opportunity for students to get a “free ride” through a project. Why it works: Because it is a “team sport” Students are able to tackle BIG projects by divvying up responsibility. Tips for Success: I don’t let students pick their own groups; however within a group I will give them freedom to choose positions. There is ALWAYS a group grade and an individual grade for these projects. Technology example: Sitcom Unit – Using Google Docs to collaborate on a script: http://tinyurl.com/3gnwg79

4. Topic, Restriction, Illustration Frame T – What is general topic or statement R – What info narrows or restricts the topic or statement I – What examples illustrate the topic or statement.

5. Identifying Similarities and Differences According to Bob Marzano, identifying similarities and differences enhance understanding and ability to use knowledge. Graphic organizers are a great way to visually depict similarities and differences.

6. Nonlinguistic representation Definition Practice Play Memory 3 x 5 index cards are provided with the spelling words Students are given a group of pictures – on individual cards All are turned upside-down and student is to match to word to the picture. If wrong match, they are to remember locations of pictures for next turn Students are to use their spelling words in a journal entry (checked and shared) weekly • Have students write their spelling words. • Have students make connections to the story • Have students use dictionaries to find the: part of speech – connect to grammar meaning – connect to story draw a picture – inference to their lives to remember the word

7. Nonlinguistic Representation Government Pictionary Game Demonstration of knowledge and understanding of vocabulary, concepts and issues through a competitive game involving all students in a team format Technology: Chalk, Chalkboard, timer, score/tally sheet More advanced technology: markers, whiteboard, stopwatch, tallyboard Most advanced technology: smartboard, drawing program, inset electronic timer,, inset score tally

8. Identifying Similarities & DifferencesPracticeCooperative LearningQuestions, Cues http://www.wat.tv/video/week-end-tres-sport-3ly71_2i6xp_.html

9. Setting Objectives & Providing Feedback Clarifies the “why” of learning Narrows student focus to specifics Separates the activity from the purpose of the lesson Specific, but flexible goals Allows for student choice to maintain interest Corrective, specific and timely feedback maintains student focus.

10. Identifying Similarities and Differences In using this strategy, the teacher can help students identify relationships (sometimes with prior learning) that will allow them to deepen their understanding. Students can learn to compare and contrast, classify information, and connect information through using metaphors and analogies. Some methods of using this strategy in the classroom can be through: Comparing – Venn diagram; comparison matrix; cause and effect links; Frayer model Classifying – word sort Analogy web When students are able to identify similarities and differences on their own, there is a deeper level of understanding. Technology connection: Students create a comparison document using examples that are both verbal and non-verbal to show their comprehension of a topic.

11. Nonlinguistic Representations Would you rather… Teacher saying … Isolation can have an enormous negative impact on the socialization of individuals. Studies have shown that people who are born into poor families in deprived neighborhoods do not have the same ‘life-chances’ as those born to wealthier families living in suburban neighborhoods. Opportunities involving access to transportation, museums, theatres, cable, internet, libraries, shopping malls, community organizations, etc. exist to a much lesser extent in poorer neighborhoods and can cause individuals to be much farther behind in many social, economic, and educational ways. Or … Teacher showing these and students figure it out.

12. Summarizingand Note Taking • Summarizing involves analyzing information and restating the main ideas in their own words • Students must effectively delete, substitute, and keep certain pieces of information • Note Taking is considered an ongoing process • Students should continue to add and build their notes over an entire unit • Notes should be used as study guides for tests • Verbatim is the least effective means of note taking Technology Integration Inspiration - “Somebody, Wanted, But, So” • Uses an Inspiration template to identify the goal, conflict, and the solution of a character in a fictional story or an actual person.

13. Reinforcing Effort & Providing Recognition Key Concepts Technology Integration • When students are recognized for their efforts, achievement tends to be higher • Reward hard work not the grade • Hold high expectations so rewards don’t lose importance • Use symbolic recognition, not concrete rewards • Be consistent • Have Students create their own rewards for each other by using Make Awards For Kids Program http://kidbibs.com/awards/card.htm

15. Non-Linguistic Representation If you are doing a lesson on cause and effect, a student may draw a picture of the cause and then a picture of the effect. Cause Effect If you are doing a lesson on creating mental images, students can draw a picture of what they see in their mind. I see……… A link you can go to that is good for elementary students for creating organizers is www. inspiration.com/kidspiration. Showing what you know but not in words!!!

16. Identifying Similarities and Differences The brain seeks patterns, connections and relationships to connect new learning to prior learning. Why Use It? Types of Comparisons Technology Integration 45 Percent Gain of Knowledge Examples http://www.edhelper.com/venn_diagrams.htm http://www.boardmakershare.com/Activity/585994/word-journey-sorts/ http://www.vrml.k12.la.us/cc/gr_organ/tchart/tchart.asp http://internationalstudies.uchicago.edu/outreach/resources/climatechange/3-VocabularyLessons/ClimateChange-3-FrayerModelTemplateforusewithActivity.pdf Compare, Classify, Metaphors, Analogies Tchart, Comparison Matrix (Attributes), Venn Diagram, Frayer Model, QAR, Classifying, Compare Frame, Creating Analogies

17. Summarizing and Note Taking-Strategy to assist students in identifying the main points of focus in a lessonTeaching Activities include:Jigsaws, Graphic Organizers/Mind Maps, Templates, and Reciprocal TeachingReciprocal Teaching- Sammy the Summarizer, Quentin the Questioner, Clara the Clarifier and Peter the Predicterhttp://www.youtube.com/watch?v=8oXskcnb4RA

18. Generating and Testing Hypothesis(Yields a 23 percentile gain) Students should generate, explain, test and defend hypotheses using both inductive and deductive strategies through problem solving, history investigation, invention, experimental inquiry, and decision making.

19. Generating and Testing Hypothesis • Thinking processes, constructivist practices, investigate, explore, social construction of knowledge, use of inductive and deductive reasoning, questioning the author of a book, finding other ways to solve same math problem, etc.

20. Solving Quadratic Inequalities • Predict the values of x that satisfy the given inequalities. • Use a graphing calculator to verify your prediction.

22. Questions, Cues and Advance Organizers “Cues” Are various types of anticipatory Sets used to find out what the student already knows about a topic or how they feel about a topic. “Questions” Should be specific and used to direct students to what we want them to learn. Can be given or asked throughout the lesson to help direct students and keep them on task. “Advance Organizers” Can be tangible, such as a KWLH chart, or verbal, such as a direction about previewing an upcoming chapter or lesson. Are used to help develop higher level thinking. “Technology” “Inspiration”- Can take information typed in and turn it into a graphic Organizer or outline.

23. DEDUCTIVE REASONING THE CREATION AND EVALUATION of a prediction Generating and Testing HypothesisNOT FOR SCIENCE ONLY!! Necessity the mother of invention! Framework Awareness of Problems Investigation Systemic Analysis Kids Design Network

24. Homework & Practice • PRACTICE, PRACTICE, PRACTICE Homework provides opportunities for students to practice, review, and apply knowledge • DISTRIBUTED PRACTICE In order for students to become proficient in a new skill/concept, they need to practice that skill/concept many times • GUIDED PRACTICE The first few practice sessions have the greatest impact in determining how quickly the students will become proficient in the new skill/concept Ways to Use Technology Online Practice Sites Post HW Assignments to Websites

25. Homework and Practice The use of homework yields a 28 percentile gain in student achievement. Homework & Practice Technology Integration Post your homework and expectations on a teacher site. There are MILLIONS of websites available for extra practice (Brain Pop, Flash Card Exchange, Fun Math 4 Kids, PBS Kids, Starfall, etc). Blogs Audacity/Movie Maker Online Teacher-Created Quizzes (Quia, Wiki/Google Docs, etc) • The amount of homework given should vary depending on the age of the student (younger student=less homework). • Clearly state the purpose of the Homework or Practice and your expectations for completing it. • Homework and Practice is most effective when appropriate feedback is given. • When assigning homework, students should be able to complete it independently, with little parental involvement. Remember: Students need to practice a skill 24 times before reaching 80% competency!

26. Reinforcing Effort and Providing RecognitionEd Grasso Summary of Research on Reinforcing Effort • While students see their ability to succeed a result of, who they know, luck, and effort, they can be taught to emphasize their effort as a primary causal agent in their success. Classroom Practice in Reinforcing Effort • Teach students the connection between their effort and achievement by having them keep track of their results. Summary of Research on Providing Recognition • While providing students with rewards doesn’t negatively affect their intrinsic motivation to succeed, that reward is most effective when coupled with the expectation to achieve a certain goal. Classroom Practice in Providing Recognition • Rewards or recognition of student success is best when personalized to the student and when specific to whatever goal the student may have achieved.

27. Generating and Testing Hypotheses • “Cognitively Complex Tasks” • Students can use inductive or deductive reasoning • The brain is innately curious and seeks patterns in new information to make connections to prior knowledge. • Toolsin the classroom: Research; Persuasive Writing; Debates; Investigation; Case Studies; Problem-based/Inquiry • Technology that supports this strategy: Students can utilize an online resource to test their hypothesis on adjusting angles and speeds of comets to “hit” Jupiter • http://amazing-space.stsci.edu/resources/explorations/impact/home.html

28. Pop Art Portraits Who are you?

29. Who are you? Think of six characteristics that describe you? • Describe you physical features: color eyes, hair, shape face, facial planes.

30. What do you dream about? What makes you you?

31. The Mysterious Mona Lisa The Mysterious YOU!