Using Technology with Classroom Instruction That Works

1. Using Technology with Classroom Instruction That Works Leslie Wilson Gerry Zeller Session 3 November 2009

2. Welcome Back It has been a couple weeks since we were together. Have you had an AHA moment that made you think of this series? Checking Wiki for the definition I wish to apply: “Aha experience, (from German Aha-Erlebnis) an insight that manifests itself suddenly". Did you have an AHA moment since we last met with using technology in the classroom? (Gerry’s got one!)

3. Review First Session: What Will Students Learn? 1. Setting Objectives Second Session: Which Strategies Will Provide Evidence of Student Learning? 2. Providing Feedback 3. Providing Recognition

4. Preview Third Session (Today): Which strategies will help students acquire and integrate learning? 4. Cues, Questions and Advance Organizers 5. Nonlinguistic Representation 6. Summarizing and Note Taking 7. Cooperative Learning 8. Reinforcing Effort

5. Cues, Questions and Advance Organizers Recommendations • 1. Use expository advance organizers • 2. Use narrative advance organizers • 3. Teach students skimming as a form of advance organizer • 4. Teach students how to use graphic advance organizers • 5. Use explicit cues • 6. Ask Questions that elicit inferences • 7. Ask analytic questions

6. Nonlinguistic Representation Recommendations • 1. Use graphic organizers to represent knowledge • 2. Have students create physical models of the knowledge • 3. Have students generate mental pictures of the knowledge they are learning • 4. Use pictures or pictographs to represent knowledge • 5. Have students engage in kinesthetic activities representing the knowledge

7. Summarizing and Note Taking Recommendations summarizing • 1. Teach student the rule-based summarizing strategy • 2. Use summary frames • 3. Teach students the reciprocal teaching strategy

8. "Rule-based" Strategy • Delete trivial material that is unnecessary to understanding • Delete redundant material • Substitute superordinate terms for lists (e.g. “flowers” for “daisies, tulips and roses” • Select topic sentence, or invent one if it is missing Developed by Brown, Campione, and Day (1981) as noted in MarzanoClassroom Instruction that Works, p. 32

9. Reciprocal Teaching Strategy • Summarizing: a student acts as teacher and summarizes a passage the class read • Questioning: The student leader asked question of the class • Clarifying: The student leader tries to clarify confusing points in the passage • Predicting: The student leader asks for predictions about what will happen in the next segment of the text Based on MarzanoClassroom Instruction that Works, pp 42-43

10. Summarizing and Note Taking Recommendations note taking • 1. Give students teacher-prepared notes • 2. Teach students a variety of note-taking formats • 3. Use combination notes

11. Cooperative Learning Recommendations • 1. Use a variety of criteria to group students • 2. Use informal, formal, and base groups • 3. Keep the groups to a manageable size • 4. Combine cooperative learning with other classroom structures

12. Reinforcing Effort Recommendations • 1. Explicitly teach students about the importance of effort • 2. Have students keep track of their effort and achievement

13. Pair Work • Applicability to curriculum in your classroom/school

14. “Homework”