Great Seal of the United States

1. “Teachers must be very skilled, very and exquisitely well-trained, because neither the teacher nor the surgeon can say :‘Everybody sit still until I figure out what in the heck we’re going to do next.’’ -Madeline Hunter

2. Chief Cannasatego Iroquois Confederacy founded in 1500s Six Indian Nations banding together for the common good. Great Seal of the United States “We, the people, to form a union, to establish peace, equity and order…” -Opening statement of Iroquoian Law

3. Effective Instructional Strategies Objectives: • To gain an awareness of classroom instructional strategies which have a positive effect on student achievement. • To gain an understanding of why each of these instructional strategies are so effective. Classroom Instruction that Works: Research-Based Strategies for Increasing Student Achievement by Robert Marzano, Debra Pickering & Jane Pollock

4. Overarching Concept • Relevance - In order for students to learn something it must be relevant to their real lives. • Engagement- In order for students to learn something they must feel safe and be actively engaged in the learning. BRAIN THEORY Memory = Connections • Nothing we learn can stand in isolation. • New learning has to be related to what we already know.

5. Survival Emotions Learning How Do Messages Travel Through the brain? Learning and Memory: The Brain by Marilee Sprenger. in Action

7. 4 ways Learners in take information Modalities of Learning Teachers must… • Engage at least two of these modalities OR • Engage one of these modalities coupled with an emotional experience.

8. What is real life teaching? List of Prohibited Words he her hers him his I it its you me mine my myself our she their them they us we who whom you yours

9. What is real life teaching?Relating the skills to the real lives of students. Teacher A - PRONOUNS Teacher B - PRONOUNS • Definition - A pronoun takes the place of a noun. • Example Sentences • List pronouns • Identify pronouns by underlining them in a sentence. • List of pronouns posted • Students are asked to complete a variety of activities without using the posted words. • Tell something about themselves. • Write a sentence about themselves • Read a paragraph. • Have a conversation. • Why are these words so important in our language?

10. The teacher must carefully think through the instructional sequence and build in opportunities for the students to interact with the information in a relevant and meaningful manner. Key Steps for Long Term Memory Storage

11. Active emotional engagement appears to be the KEY to learning.

12. Nothing we learn can stand in isolation. New learning has to be related to what we already know. Only the student themselves can make the information their own. The teacher must carefully think through the instructional sequence and build in opportunities for the students to interact with the information in a relevant and meaningful manner. Learning = Connections

13. Jumbles When you rearrange the letters . . . “SNOOZE ALARMS” becomes: ALAS! NO MORE Z’s

14. Instructional Strategies

15. Retention Rate – after 24 hours “Tell me and I forget. Teach me and I remember. Involve me and I learn.” -Benjamin Franklin

16. Which strategies give teachers the “Most Bang for the Buck”? • What Do You Think Are the Most Effective Instruction Strategies? Classroom Instruction That Works:Research-Based Strategies for Increasing Student Achievement by Robert Marzano, Debra Pickering, Jane Pollock

17. Key Steps for Long Term Memory Storage • Making • Connections (short-term memory to working memory)

19. Setting Objectives and Providing Feedback • Setting objectives gives students a direction for learning. • Focus on the BIG ideas • Giving feedback keeps students moving in the right direction. • Corrective; Timely; Specific Students begin thinking about where this new information will fit into the schemata of their brain.

20. Nonlinguistic Representations • Symbols • Pictures • Models • Mental Pictures – Imagery • Kinesthetic Activity Connect words to pictures, actions, or images. The brain needs imagery to store words.

21. Condensation Students should be involved in creating their own nonlinguistic representations. Water Droplet + Dust = Cloud Formation Precipitation Evaporation

22. Cues, Questions and Advance Organizers • Help students… Retrieve, Use or Organize …what they already know about a topic. • Educators must develop cues, questions and advance organizers which… Focus on the most important concepts/skills. Require high level thinking skills. Are well organized. Used effectively they guide the thinking process so learners can “see” how the new information connects to their prior knowledge.

23. How do each of the instructional strategies listed below assist students in making connections to new information? • Setting Objective and Providing Feedback • Non-linguistic Representation • Cues, Question and Advance Organizers The teacher must plan with the end outcome in mind in order to have the information, resources and questions prepared to effectively guide students through the learning process.

24. Key Steps for Long Term Memory Storage • Relevance • Making it their own. • (Working Memory to Long-term Memory)

26. Student Interaction • Allows students to… • Interact with one another in order to process their learning. • Discover new insights. • Catch misconceptions. • Practice using and retrieving information from their long-term memory. • Be actively engaged in their learning.

27. Summarizing and Note Taking Enhances students’ ability to recode and reorganize information to make it their own. • Summarizing helps students process the most important information. • Summary Frames (Limits students to specific questions/topics addressed in their summaries.) • Describe the Lesson in 10 words or less • Note taking organizes important information to be remembered. • Present students with a variety of note taking formats. The best tools for identifying and understanding the MOST IMPORTANT aspect of what they are learning.

28. Why is it so important for students to recode new • information and make it their own? • How do the instructional strategies listed below assist • students in “making meaning” of new information? • Student Interaction • Summarizing and Note Taking

29. Key Steps for Long Term Memory Storage • Learning • Using information in new situations. • (Working Memory to Long-term Memory) • AND • (Long-term Memory to • Working Memory)

31. Homework and Practice • The purpose of homework should be identified and articulated • PRACTICE – structured around content with which students have a high degree of familiarity. • A skill needs to be practiced at least 24 times to mastered. • Practice should be spread out over time. • Practice develops the conceptual understanding of a skill. • PREPARATION for New Content • ELABORATION on New Content • Homework should contain feedback.

32. Generating and Testing Hypotheses • When students explain their thinking they deepen their understanding of concepts. • Gives students practice using their new knowledge in novel situations. (LEARNING)

33. THE PATH TO LEARNING INFORMATION ASSOCIATIONS MEMORY CONNECTIONS THINKING LEARNING

34. Behavioral Instructional Strategy

35. Reinforce EffortProvide Recognition • Reinforcing effort enhances students’ understanding of the relationship between effort and achievement. • Recognition shows students that effort pays off.

36. Reinforce EffortProvide Recognition Effort Rubric Achievement Rubric 4 = I worked on this task until it was completed and viewed difficulties as a way to strengthen my understanding of the concept/skill. 3= I worked on the task until it was completed. I pushed myself to continue working even when difficulties arose. 2 = I put effort into the task, but I stopped working when it became difficult. 1 = I put very little effort into the task. 4 = I exceeded the objectives of the task/lesson. 3= I met the objectives of the task/lesson. 2 = I met some of the objectives of the task/lesson. 1= I did not meet the objectives of the task/lesson.

37. THE Most Effective Instructional Strategy…

38. Identifying Similarities and Differences • Make new connections • Experience new insights • Correct misconceptions Effective Forms • comparing /contrasting • classifying • creating metaphors • creating analogies The brain storesinformation based on similarities. The brain retrieves information based on differences.

40. http://www.youtube.com/watch?v=W0fJKvdjQgs&feature=related Are you a teacher or an educator?

41. Resources Marzano, R., Pickering, D. & Pollock, J. ( 2001). Classroom instruction that works: Research-based strategies for increasing student achievement. Alexandria, Virginia: Association for Supervision and Curriculum Development. Sprenger, M. ( 2005). How to teach so students remember. Alexandria, Virginia: Association for Supervision and Curriculum Development. Spenger, M. (1999). Learning & memory: the brain in action. Alexandria, Virginia: Association for Supervision and Curriculum Development. Teri L. Johnson Director of Special Services St. Michael-Albertville Schools terij@stma.k12.mn.us