Monica Verplank Instructional Design Consultant monicaverplank@charter 616-502-1210

1. Instructional Design for an Extended Block: Teaching for RetentionSkyline High SchoolApril 24, 2008 Monica Verplank Instructional Design Consultant monicaverplank@charter.net 616-502-1210

2. Teaching for Retention in an Extended BlockAlignment of Curriculum, Assessment and Instruction Curriculum – MME/HSCE/HS Graduation Requirements • Fully aligned curriculum maps/pacing guides (12 week terms) • Intentional placement of students Assessment – State & local assessments • Fully aligned, common, cumulative course assessments • Item analysis of state assessments • Know the needs of these students, this year  Instruction – teaching to expectations • Course v. credit - MASTERY LEARNING • Research-based instructional strategies It doesn’t matter how far you get, it matters how much they remember.

3. Instructional Design for an Extended Block: Teaching for Retention – Today’s Agenda Research-based Instructional Design: 72 minute class period • Wiggins and McTighe’s lesson design • Robert Marzano’s nine instructional strategies • Transitions • Relevance

4. Instructional Design for an Extended Block: Lesson Plan Design Planning Backward: Begin with the End in Mind Identify desired results • What should students know, understand and be able to do? • What content is worthy of understanding? Determine acceptable evidence • How will we know whether students have achieved the desired results? • What will we accept as evidence of student understanding and proficiency? Plan learning experiences and instruction, including transitions • What enabling knowledge and skills will student need to perform effectively and achieve desired results? • What activities, sequence, and resources are best suited to accomplish our goals? Adapted from Wiggins & McTight, Understanding by Design

5. Instructional Design for an Extended Block: Lesson Plan Design - Implementation √1. Identify desired results (2 minutes) • Select a HSCE/ACT standard from your pacing guide • What students should know, understand and be able to do • Determine length of time needed for this concept (from your data) √ 2. Determine acceptable evidence(5-10 minutes) • Design mini-assessment (quick dip stick) to measure mastery • What you will accept as evidence of student understanding and proficiency at the end of this lesson 3. Plan learning experiences and instruction • Select an the appropriate research-based strategy • The activities, sequence, and resources best suited to accomplish your goals 4. Include 4-5 transitions in your instruction • Student reflection, teacher assessment

6. Instructional Design for an Extended Block: Research-based Strategies Lesson Plan Design - Marzano’s Nine "Thirty-five years of research provides remarkably clear guidance as to the steps schools can take to be highly effective in enhancing student achievement."  - Dr. Robert J. Marzano √

7. Instructional Design for an Extended Block: Similarities & Differences Identifying Similarities and Differences Gick & Holyoak experiment (1980) • Ideas? Potential solutions? Identification of similarities and differences is a highly robust activity • Comparing – process of identifying similarities and differences between or among things or ideas • Classifying – process of grouping things that are alike into categories on the basis of their characteristics • Creating metaphors – process of identifying a general or basic pattern in a specific topic and then finding another topic that appears to be quite different but that has the same general pattern • Creating analogies – process of identifying relationships between pairs of concepts – in other words, identifying relationships between relationships

8. Comparison Matrix Characteristics Items to be compared #1 #2 #3 1. Similarities Differences 2. Similarities Differences 3. Similarities Differences 4. Similarities Differences Instructional Design for an Extended Block: Similarities & Differences

9. Instructional Design for an Extended Block: Similarities & Differences Classifying Example An advanced placement literature class had just finished the last book they were to read for the year. As a culminating activity, Mrs. Blake, a teacher many students had for two years, asked them to do the following activity, both to use what they know and to discover some new connections they had possibly missed through the years. With a partner, make a list of as many characters as you can recall from the books we have read. Then, classify them into categories of your choosing. Stay away from obvious categories, such as gender or nationality. Use categories that show your understanding of character development. When you are finished, reclassify the characters, using new categories. Find another pair of students and discuss your work.

10. Categories Instructional Design for an Extended Block: Similarities & Differences

11. Instructional Design for an Extended Block: Similarities & Differences Identifying Similarities and Differences Departmental Discussion (3-4 minutes) How would you integrate this strategy into your instruction? Identification of similarities and differences is a highly robust activity • Comparing – process of identifying similarities and differences between or among things or ideas • Classifying – process of grouping things that are alike into categories on the basis of their characteristics • Creating metaphors – process of identifying a general or basic pattern in a specific topic and then finding another topic that appears to be quite different but that has the same general pattern • Creating analogies – process of identifying relationships between pairs of concepts – in other words, identifying relationships between relationships

12. Instructional Design for an Extended Block: Summarizing & Note-Taking Summarizing and Note-Taking Where do we intentionally teach this?Share with your partner. Research Generalizations on Summarizing • To effectively summarize, students must delete some information, substitute some information, and keep some information. • To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level. • Being aware of the explicit structure of information is an aide to summarizing information.

13. Instructional Design for an Extended Block: Summarizing & Note-Taking In your classroom… Summarizing strategy example • Delete trivial material that is unnecessary to understanding • Delete redundant material • Substitute super-ordinate terms for lists (e.g., “flowers” for “daisies, tulips, and roses”) • Select a topic sentence, or invent one if it is missing

14. Instructional Design for an Extended Block: Summarizing & Note-Taking In your classroom… A summary frame is a series of questions that the teacher provides to students. These questions are designed to highlight the critical elements for specific types of information. • Narrative • Topic – Restriction - Illustration • Definition • Argumentations • Problem/Solution • Conversation

15. Instructional Design for an Extended Block: Summarizing & Note-Taking In your classroom… Topic-Restriction-Illustration Frame This pattern is commonly found in expository material. • Topic – general statement about the topic to be discussed • Restriction – limits the information in some way • Illustrations – exemplifies the topic or restriction The T-R-I pattern can have multiple restrictions and additional illustrations

16. Instructional Design for an Extended Block: Summarizing & Note-Taking Frame Question Example from Geography Class Teacher presents information about the topic of interdependence of trade among nations. He first presents students with the following frame questions: • T - What is the meaning of “trade”? • R – How does the definition of trade vary from different countries (industrialized or in developing countries)? • I – What examples illustrate this? • R – How can short-term positive balance of trade negatively affect long-term trade in developing countries? • I – What examples illustrate this? Next, in a lecture format, he presents information about trade. Occasionally, he stops and asks student to fill in answers to the frame questions based on the information he has presented. For homework, students translate the answers to their frame questions into a summary paragraph.

17. Instructional Design for an Extended Block: Summarizing & Note-Taking Research Generalizations on Note-Taking • Verbatim note taking is, perhaps, the least effective way to take notes. • Notes should be considered a work in progress • Notes should be used a study guides for tests. • The more notes that are taken, the better. Note-Taking Strategy: When do we teach this? • Teacher-based notes v. student outline format • Student dependence on teacher-based notes? Happy balance?

18. Instructional Design for an Extended Block: Summarizing & Note-Taking Summarizing and Note-Taking Departmental Discussion (3-4 minutes) How would you integrate this strategy into your instruction? Research Generalizations on Summarizing • To effectively summarize, students must delete some information, substitute some information, and keep some information. • To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level. • Being aware of the explicit structure of information is an aide to summarizing information. Research Generalizations on Note-Taking • Verbatim note taking is, perhaps, the least effective way to take notes. • Notes should be considered a work in progress • Notes should be used a study guides for tests. • The more notes that are taken, the better.

19. Instructional Design for an Extended Block: Reinforcing Effort & Providing Recognition Reinforcing Effort and Providing Recognition Set of instructional techniques that address students’ attitudes and beliefs Research Generalizations on Effort • Not all students realize the importance of believing in effort. • Students can learn to change their beliefs to an emphasis on effort. Research Generalizations on Providing Recognition • Rewards do not necessarily have a negative effect on intrinsic motivation. • Reward is most effective when it is contingent on the attainment of some standard of performance. • Abstract symbolic recognition is more effective than tangible rewards.

20. Instructional Design for an Extended Block:Reinforcing Effort & Providing Recognition Progressive Honor Roll Any student who attains a .5 higher term GPA in comparison to their cumulative GPA makes the Progressive Honor Roll Athletic Passes – Listed in the local newspaper Posted on the office wall – dance ticket – Lunch tickets Academic Awards – Reverse of Athletic Letter Program. Students of the Month Student of the Week parking space  Good News from School Cards (EMAIL)

21. Instructional Design for an Extended Block: Reinforcing Effort & Providing Recognition Reinforcing Effort and Providing Recognition Departmental Discussion (3-4 minutes) How would you integrate this strategy into your instruction? Set of instructional techniques that address students’ attitudes and beliefs Research Generalizations on Effort • Not all students realize the importance of believing in effort. • Students can learn to change their beliefs to an emphasis on effort. Research Generalizations on Providing Recognition • Rewards do not necessarily have a negative effect on intrinsic motivation. • Reward is most effective when it is contingent on the attainment of some standard of performance. • Abstract symbolic recognition is more effective than tangible rewards.

22. Instructional Design for an Extended Block: Homework & Practice Homework and Practice Research Generalizations on Homework • The amount of homework assigned should be different from elementary to middle to high school (effect size = .64 for Grades 10-12, .31 for grades 7-9). • Parental involvement in homework should be kept to a minimum. • The purpose of homework should be identified and articulated. • If homework is assigned, it should be commented on (effect size = .83 v. .28) Research Generalizations on Practice • Mastering a skill requires a fair amount of focused practice • While practicing, students should adapt and shape what they have learned.

23. Instructional Design for an Extended Block: Homework & Practice In your classroom… • Charting Accuracy and Speed (ACT prep) • Design practice assignments that focus on specific elements of a complex skill or process (Mini-lessons) • Plan time for students to increase their conceptual understanding of skills or processes (BEFORE beginning to practice) Homework and practice are ways of extending the school day and providing students with opportunities to refine and extend their knowledge. Teachers can use both of these practices as powerful instructional tools.

24. Instructional Design for an Extended Block: Homework & Practice Homework and Practice Departmental Discussion (3-4 minutes) How would you integrate this strategy into your instruction? Research Generalizations on Homework • The amount of homework assigned should be different from elementary to middle to high school (effect size = .64 for Grades 10-12, .31 for grades 7-9). • Parental involvement in homework should be kept to a minimum. • The purpose of homework should be identified and articulated. • If homework is assigned, it should be commented on (effect size = .83 v. .28) Research Generalizations on Practice • Mastering a skill requires a fair amount of focused practice • While practicing, students should adapt and shape what they have learned.

25. Instructional Design for an Extended Block: Nonlinguistic Representations Nonlinguistic Representations The more we use both systems of representations – linguistic and nonlinguistic – the better we are able to think about and recall knowledge. • Creating graphic representations • Making physical models • Generating mental pictures – including mathematical and scientific equations • Drawing pictures and pictographs • Engaging in kinesthetic activity

26. Instructional Design for an Extended Block: Nonlinguistic Representations In your classroom… Create graphic organizers – • Descriptive pattern – use to represent facts about specific persons, places, thing and events • Time sequence pattern – information about the development of the Apollo space program • Process/Cause-Effect pattern – factors that typically lead to the development of a healthy body • Episode pattern – information about the French Revolution • Generalization/Principle pattern – information organized into general statements with supporting examples • Concept pattern – information organized around a category of persons, places, things or events(fables – along with examples and characteristics)

27. Descriptive Pattern Use to represent facts about specific persons, places, thing and events

28. Time Sequence Pattern Information about the development of the Apollo space program

29. Process / Cause-Effect Pattern Factors that typically lead to the development of a healthy body

30. Episode Pattern Information about the French Revolution

31. Generalization / Principle Pattern Information organized into general statements with supporting examples

32. Concept Pattern Information organized around a category of persons, places, things or events (fables – along with examples and characteristics)

33. Instructional Design for an Extended Block: Nonlinguistic Representations Nonlinguistic Representations The more we use both systems of representations – linguistic and nonlinguistic – the better we are able to think about and recall knowledge. Departmental Discussion (3-4 minutes) How would you integrate this strategy into your instruction? • Creating graphic representations • Making physical models • Generating mental pictures – including mathematical and scientific equations • Drawing pictures and pictographs • Engaging in kinesthetic activity

34. Instructional Design for an Extended Block: Setting Objectives & Providing Feedback Setting Objectives and Providing Feedback AP US History objectives – describe what effective feedback you do/could provide to increase student mastery of your curriculum Setting objectives in your classroom - contracts for the attainment of specific goals   Research generalizations on providing feedback • Feedback should be corrective in nature. • Feedback should be timely. • Feedback should be specific to a criterion (RUBRICS) • Students can effectively provide some of their own feedback (RUBRICS). Departmental Discussion (3-4 minutes) How would you integrate this strategy into your instruction?

35. Instructional Design for an Extended Block: Research-Based Strategies REMEMBER – THERE ARE NINE  Lesson Plan Design - Marzano’s Nine "Thirty-five years of research provides remarkably clear guidance as to the steps schools can take to be highly effective in enhancing student achievement."  - Dr. Robert J. Marzano

36. Instructional Design for an Extended Block: Teaching for Retention

37. Instructional Design for an Extended Block: Lesson Plan Design - Implementation √ 1. Identify desired results • Select a HSCE/ACT standard from your pacing guide • What students should know, understand and be able to do • Determine length of time needed for this concept (from your data) √ 2. Determine acceptable evidence • Design mini-assessment (quick dip stick) to measure mastery • What you will accept as evidence of student understanding and proficiency at the end of this lesson √ 3. Plan learning experiences and instruction (10-15 minutes) • Select an the appropriate research-based strategy • The activities, sequence, and resources best suited to accomplish your goals 4. Include 4-5 transitions in your instruction • Student reflection, teacher assessment

38. Instructional Design for an Extended Block: Transitions Primacy-recency effect – lessons should contain several firsts and lasts • brain pays attention to what it encounters first and remembers it best • remembers second what comes last • remembers least what is in the middle Variety of instruction is the key – every 10-15 minutes there should be a classroom transition

39. Instructional Design for an Extended Block: Transitions Chunking • grouping or connecting content and skills together because of some linking thread, such as a concept or theme 4-5 transitions for an extended block Agenda for the day posted Strategy cards Variety of instruction is the key – every 10-15 minutes there should be a classroom transition

47. Instructional Design for an Extended Block: Lesson Plan Design - Implementation √ 1. Identify desired results • Select a HSCE/ACT standard from your pacing guide • What students should know, understand and be able to do • Determine length of time needed for this concept (from your data) √ 2. Determine acceptable evidence • Design mini-assessment (quick dip stick) to measure mastery • What you will accept as evidence of student understanding and proficiency at the end of this lesson √ 3. Plan learning experiences and instruction • Select an the appropriate research-based strategy • The activities, sequence, and resources best suited to accomplish your goals √ 4. Include 4-5 transitions in your instruction (5-10 minutes) • Student reflection, teacher assessment

48. Instructional Design for an Extended Block: Teaching for Retention How About Relevance? Student engagement: Can students tell you why they are learning what they are learning? • Partnerships with the community • Grand Haven High School CAD students’ presentation to Light Corp. (local manufacturing company) • Spring Lake High School Web Design students’ project with Paw Pro (local pet grooming company)