650 likes | 776 Views
Instructional Strategies and Technology. Based on Robert Marzano’s “ Classroom Instruction That Works ”. Like Pulling a Rabbit Out of A Hat!. Which one is best???. Learning Styles Howard Gardner’s Multiple Intelligences Variety of Methods Direct Teaching Problem –Based Learning
E N D
Instructional Strategiesand Technology Based on Robert Marzano’s “ Classroom Instruction That Works”
Like Pulling a Rabbit Out of A Hat! • Which one is best??? Learning Styles Howard Gardner’s Multiple Intelligences Variety of Methods Direct Teaching Problem –Based Learning Inductive Thinking Cooperative Learning Role Playing Simulation
Research-Based Instruction • Robert Marzano, Debra Pickering, and Jane Pollock reviewed hundreds of studies on instructional practices that have proven to effect student achievement. • Beginning with the method statistically proven to be most effective, each method will be described.
9 Instructional StrategiesThat Improve Student Achievement • Identifying Similarities and Differences • Summarizing and Note Taking • Reinforcing Effort and Providing Recognition • Homework and Practice • Nonlinguistic Representations • Cooperative Learning • Setting Objectives and Providing Feedback • Generating and Testing Hypotheses • Cues, Questions, and Advance Organizers
Identifying Similarities and Differences • Presenting students with explicit guidance and asking them to identifying similarities and differences enhances students’ understanding of and ability to use knowledge. • Representing similarities and differences in graphic or symbolic form enhances students’ understanding of and ability to use knowledge. • Identification of similarities and differences can be accomplished in a variety of ways. The identification of similarities and differences is a highly engaging activity.
Suggested Teaching Strategies • COMPARING—the process of identifying similarities and differences between or among things or ideas • CLASSIFYING—the process of grouping things that are alike into categories on the basis of their characteristics - Venn Diagram - Comparison Matrix -Word and Picture Sorts - Column Format - Concept Mapping
Suggested Teaching Strategies • CREATING METAPHORS—identifying a general or basic pattern in a specific topic and then finding another topic that appears to be different but has the same pattern • CREATING ANALOGIES—identifying relationships between pairs of concepts, identifying relationships between relationships Whale is to Mammal as Snake is to Reptile The Internet is an information superhighway
What Technologies Can Help? • Powerpoint • Inspiration/Kidspiration • Webspiration • Smartboard • Spreadsheet • Word Processor • Online Games • Other Web 2.0 Tools
Summarizing and Note Taking • 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 thoroughly.
Summarizing and Note Taking • Being aware of the explicit structure of information is an aid to summarizing information. • Provide opportunities for students to summarize key content.
Summarizing and Note Taking • Teach students how to process information for their own note taking. • Use summary frames and other organizers to assist students who learn visually.
Teaching Strategies Rule – Based Summarizing Summary Rule # 1 Use the Single Strike Out to take out material that is not important for your understanding. Summary Rule # 2 Use the Double Strike Out to take out words that repeat information.
Summary Rule # 3 Replace lists of things with one word that describes the things in the list. (example: replace ‘apples, oranges, lemons, and limes’ with ‘fruit’) Highlight these words in red. Summary Rule # 4 Find the topic sentence, and underline in red. If you can’t find the topic sentence, make one up and write it in red ink.
Teaching Strategies (con’t) Summary Frames • A series of questions the teacher provides to the student to highlight the critical elements for specific types of information. • Narrative Frame • Topic Frame • Definition Frame • Argumentation Frame • Problem/Solution Frame • Conversation Frame
What Technologies Can Help? • Smartboard • Powerpoint • Word Processor • Kid Pix or similar program (write & illustrate) • Inspiration/Kidspiration • Other Web 2.0 Tools
Reinforcing Effort and Providing Recognition • Not all students realize the importance of believing in effort. • Students can learn to change their beliefs to an emphasis on effort. • Rewards do not necessarily have a negative effect on intrinsic motivation.
Reinforcing Effort and Providing Recognition • 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.
Strategies • Charts • Token economy • Praise • Certificates/Awards • Positive Feedback • Showcase their work
What Technologies Can Help? • Rubrics w/Rubric Maker or RubiStar • Websites w/interactive Activities • Powerpoint Games • Certificate Maker • Webpages/Wiki to post student work • E-mail to parents • Student broadcasts/newscasts as Podcasts
Homework and Practice • The amount of homework assigned to students should be different from elementary to middle school to high school. • About 10 minutes per grade level • Parent involvement in homework should be kept to a minimum.
Homework and Practice • The purpose of homework should be identified and articulated. • If homework is assigned, it should be commented on. • Establish and communicate a homework policy.
Homework and Practice • Design homework assignments that clearly articulate the purpose and outcome. • Vary the approaches to providing feedback on homework assignments.
Strategies • Charts • Homework Books • Positive Feedback • Homework Help/Club
What Technologies Can Help? • Webpages/Wiki to post assignments, policies, etc.. • Informational Powerpoints • Practice websites (http://gets.gc.k12.va.us/elementary/) • Homework Online Helpers • PJ Pinchbecks’ (http://www.bjpinchbeck.com/healthandpe.html), etc.. • Homework Hub (http://www.scholastic.com/kids/homework/)
Nonlinguistic Representations • A variety of activities to produce nonlinguistic representations should be used. • Creating graphic representations • Making physical models • Generating mental pictures • Drawing pictures and pictographs • Engaging in kinesthetic activities
Nonlinguistic Representations • Nonlinguistic representations should elaborate on the pre-existing knowledge or the newly introduced knowledge.
What Technologies Can Help? • Inspiration, Kidspiration, Webspiration • Descriptive patterns - facts about specific persons, places , things and events • Time-Sequence patterns – events in chronological order • Process/cause-effect patterns – sequence of steps or specific outcome from cause • Episode patterns – organize information about specific events including setting, • Generalization/principle patterns • Concept patterns
Technology (con’t) • Word Processor • Digital Camera • Moviemaker • PhotoStory • Discovery Streaming • Web 2.0 tools (Animoto etc..)
Cooperative Learning • Organizing groups based on ability should be done sparingly. • Students of low ability perform worse when they are placed in homogeneous groups. • Students of high ability perform only marginally better when homogeneously grouped. • Middle ability students benefit most.
Cooperative Learning • Cooperative groups should be kept small in size—3 or 4 members. • Cooperative learning should be applied consistently and systematically, but not overused.
Cooperative Learning • Tasks given to cooperative groups should be well structured. • If students do not have sufficient time to practice skills independently, cooperative learning is being overused.
Strategies • Use the elements of Cooperative Learning • Positive interdependence (sink or swim together) • Face-to-Face interaction ( helping each other, applauding success and effort) • Individual and Group Accountability ( each member must contribute) • Interpersonal and small group skills (communication, trust, decision making & conflict resolution) • Group processing ( How well did we do? Function as group?) • Vary Grouping Criteria • Managing Group Size (3-5 members)
What Technologies Can Help? • Webquests • Powerpoint • Online Projects • Scavenger Hunts • Online/ Downloadable Games • Jeopardy, Wheel of Fortune, Twenty Questions, Are You Smarter than a 5th Grader? Etc…
Setting Objectives and Providing Feedback • Instructional goals narrow what students focus on. • Instructional goals should not be too specific. • Goals stated in behavioral objective format are not as effective as goals stated in more general formats.
Setting Objectives and Providing Feedback • Students should be encouraged to personalize the teacher’s goals, adapting them to their personal needs and desires.
Setting Objectives and Providing Feedback • Feedback should be corrective in nature. • The best feedback shows students what is accurate and what is not. • Asking students to keep working on a task until they succeed appears to enhance student achievement.
Setting Objectives and Providing Feedback • Feedback should be timely. • The larger the delay in giving feedback, the less improvement one will see. • Feedback should be specific to a criterion, telling students where they stand relative to a specific target of knowledge or skill.
Setting Objectives and Providing Feedback • Students can effectively provide some of their own feedback. • In fact, non-authoritative feedback produces the most gain.
Strategies • Rubrics for Feedback • Student Self Assessment Forms Technology Resources • Word processors • Electronic Portfolios • Rubricmaker/Rubistar
Generating and Testing Hypotheses • Hypotheses generation and testing can be approached in a more inductive or deductive manner. • Inductive—use general rules to make prediction about specific event. • Deductive—specific pieces of information lead to general conclusion.