effective classroom strategies by mostafa ewees

Effective Classroom Strategies 1

Effective Classroom Strategies

Mostafa Ewees


Classroom Instruction That Works

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

Questions, cues and organizers


Warm-Up

Which strategy are you most familiar with?

Describe how you have used this strategy in your classroom.

Think-Pair-Share

Debrief


Following Best Practices

o Based on current research o meta-analysis of 2,455 studies

pertaining to instructional practiceso Includes latest knowledge,

technology and procedureso Research continues through McRel

o Successful across student populations

o Applies across content areas and grade levels


Classroom Instruction That Works – Effect Size

Category Ave. Effect Size

Percentile Gain # of Studies

Identifying similarities and differences

1.61 45 31

Summarizing and note taking 1.00 34 179

Reinforcing effort and providing recognition

.80 29 21

Homework and practice .77 28 134

Nonlinguistic representations .75 27 246

Cooperative learning .73 27 122

Setting objectives and providing feedback

.61 23 408

Generating and testing hypotheses .61 23 63

Questions, cues and organizers .59 22 1251


Diane Paynter Video Clip

Importance of 30 years of research

Impact the “Essential 9” can have on student achievement

If the effect size for Identifying Similarities/Differences is +1.61, resulting in a percentile gain of 45%, where would the curve indicating the average scores of students be?


Effect Size and the Normal Curve

2% 16% 50% 84% 98% 99.9%


Effect Size is a unit of measure used with meta-analysis that expresses the increase or decrease in student achievement

Cohen simplified the range of effect sizes Small: 0.20 to 0.49 Medium: 0.50 to 0.79 Large: 0.80 and above

Classroom Instruction That Works Effect Size


The Instructional Strategy Focus for the Day

Identifying similarities and differences.

(ES 1.61) Comparing Classifying Metaphors Analogy

Summarizing and Note taking

(ES 1.00)


Getting Acquainted with the Essential 9

Break into groups of 4

Jigsaw the Essential 9 Strategies

As you read underline the most critical statement for each

Report out to group


Using the 9 Instructional Strategies in Lesson/Unit Planning

Clear Learning Goals(#7 Setting Objectives and Providing Feedback)

Students identify and record their own goals

(#7 Setting Objectives and Providing Feedback)

1.

2.

Beginning of the Unit/Lesson


During the Unit Phases of Learning

Blank Lesson Plan Guide

Introducing New Knowledge6 possible strategies

Monitoring Learning Goals3 possible strategies

Practicing, Reviewing and Applying Knowledge3 possible strategies


During the UnitIntroducing New Knowledge

1. Guide students to recall what they already know about the topics. (#9 Cues, Questions, Advance Organizers)

2. Provide students with ways of thinking about the topic in advance.(#9 Cues, Questions, Advance Organizers)

3. Compare new knowledge with what is known. (#1 Identifying Similarities and Differences)


During the UnitIntroducing New Knowledge

4. Have students keep notes (#2 Summarizing and Note-taking)

5. Non-linguistic representations, share with others

(#5 Non-linguistic Representations)

6. Have students work individually and in groups.

(#6 Cooperative Learning)


During the UnitPracticing, Reviewing and Applying Knowledge

1. Assign homework that requires practice, review and application of learning. Give explicit feedback as to the accuracy of all homework. (#4 Homework and Practice, #7 Setting Objectives and Providing Feedback)

2. Engage students in long-term projects that involve testing and generating hypotheses.

(#8 Generating and Testing Hypotheses)

3. Have students revise the linguistic and nonlinguistic representations of knowledge as they refine their understanding. (# 2 Summarizing and Note taking, #5 Nonlinguistic Representations)


During the UnitMonitoring Learning Goals

1. Feedback and Self-Assessment (#7 Setting Objectives and Providing Feedback)

2. Students keep track of achievement and effort expending toward goals

(#3 Reinforcing Effort and Providing Recognition #7 Setting Objectives and Providing Feedback)

3. Celebrate legitimate progresstoward learning goals(#3 Reinforcing Effort and Providing

Recognition)


End of the unit…Helping students determine how well they have achieved their goals(#3 Reinforcing Effort and Providing Recognition, #7 Setting Objectives and Providing Feedback)

Provide students with clear assessments of their progress on each goal.

Have student assess themselves and compare with the teacher’s assessment

Ask them to articulate what they have learned.


9 Strategies = Results in all subjects

Specific Instructional Strategies can be matched to specific types of knowledge.

Different types of learning sometimes necessitate different types of instruction.


Before you start…

Be clear about the learning that you want your students achieve.

Understand which strategy works best to accomplish your learning target.


Generalizations that enhance student’s understanding of what is being taught and their ability to use that knowledge.

Teacher directed – presenting students with guidance

Asking students to independently engage in the activity

Use non-linguistic representation Student generate own explanations and

create non-linguistic representation Periodically review the accuracy of their

explanations and representations


Categories of Subject Matter Knowledge

Declarative Knowledge (Information and Ideas)

Vocabulary Details Organizing Ideas

Procedural Knowledge (Skills and Processes)

Skills and Tactics Processes


ComparingThe process of identifying and articulating similarities and differences among items.

Classifying The process of grouping things into definable categories on the basis of their attributes.

Creating Metaphors

The process of identifying and articulating the underlying theme or general pattern in information.

Creating Analogies

The process of identifying relationships between pairs of concepts (e.g., relationships between relationships).

4 Strategies for Similarities and Differences


Identifying Similarities and Differences:Comparing Task, Round 1

Venn Diagram Apples and

Oranges


Characteristic 1 _____________________

Characteristic 2 _____________________

Easy to see that items are very different for this

characteristic…

…and very similar for this characteristic.


What are the steps in the comparison process?

COMPARING 1. Select the items you want to compare.

2. Select the characteristics of the items on which you want to base your comparison.

3. Explain how the items are similar and different with respect to the characteristics you selected.

To


Our Goals for Student Learning…

Help prepare for further learning

Identify critical relationships

Gain understanding, clear-up confusion, make new connections

Change in knowledge structure as a result of instruction


One key to a rigorous comparison is to identify items and characteristics that are meaningful and interesting. To do this, students need extensive modeling and feedback. If the items and characteristics are not meaningful, students will not make new distinctions or come to new conclusions about the targeted knowledge.

TIP

Make sure that students understand that the purpose of doing the comparison is to extend and refine their understanding of the knowledge they are learning. Asking students to select different characteristics will help them move beyond the obvious.

TIP

Tips Related to the Comparison Process


Identifying Similarities and Differences:Comparing Task, Round 2

In Jigsaw Groups: Venn Diagram/Comparison Matrix Apples and Oranges Learning Goal: How does temperature and

length of growing season effect the nutritional value of fruit?

How was Round 1 different than Round 2?


ELA and Math GLCE…comparing or contrasting?

Comparing is the process of identifying similarities and differences between or among things or ideas. Comparing refers to

identifying similarities

Contrasting refers to identifying differences.


ELA and Math GLCE Task

Find a GLCE at your grade level and content area that would be suitable to compare, contrast or both.

Would you use Venn Diagram/Comparison Matrix/other?

What steps would you have to take in order for students to use comparison with the GLCE independently?

o Think-Pair-Share


CLASSIFYING 1. Identify the items you want to classify.

2. Select what seems to be an important item, describe its key attributes, and identify other items that have the same attributes.

3. Create a category by specifying the attribute(s) that the items must have for membership in this category.

4. Select another item, describe its key attributes, and identify other items that have the same attributes.

Birds Fish Dogs

What are the steps in the classifying process?


5. Create the second category by specifying the attribute(s) that the items must have for membership in the category.

6. Repeat the previous two steps until all items are classified and the specific attributes have been identified for membership in each category.

7. If necessary, combine categories or split them into smaller categories and specify attribute(s) that determine membership in the category.

CLASSIFYING

(cont’d)

Birds Fish Dogs


We have been learning that different animals live in different environments. Classify the following animals in terms of whether they live in lakes or oceans, forests, in the soil, or in the desert.

raccoons moles clams scorpions

squirrels frogs bears lizards

deer fish ants turtles

worms ducks snakes

Now, reclassify these animals using another set of attributes. For example, you might identify attributes that relate to the animal’s skin or outer covering (e.g., has fur, scales, has a shell). You may use a blank classifying graphic or your own chart to do this task.

Content Area: Science

Knowledge: Understands that different animals

live in different environments.


Classification – a strategy for GLCE

ELA- Genre characteristics, poetry, types of fiction

Math – whole numbers, fractions, negative numbers, geometrical figures

Science – habitat, endangered, geographical location, adaptation

Social Studies – human, economic and capital resources.


Creating Metaphors

Identify a general or basic pattern in a specific topic and then find another topic that seems quite different at the literal level but has the same general pattern.

Examples…

Counting is a recipe.

Vocabulary is a map legend.

Instructional Strategies are onions.

Video Clip:

Math Metaphors


Steps for Creating Metaphors

1. Identify the important or basic elements of the information of situation with which you are working.

2. Write that basic information as a general pattern by:

• Replacing words for specific things with words for more general things, and

• Summarizing information whenever possible

3. Find new information or a situation to which the general pattern applies.


Metaphor Organizer

Element Literal Pattern

Abstract Relationship

Literal Pattern

Element

Internet Coffee shop


Examples of Metaphors in Content Areas

Social Studies-America is freedom and promise

Math-The graph of the sine function is a roller coaster

ELA-Writing is a process

Science-The cell is a factory


Recommendations for Classroom Practice

Giving students a model for the process.

Using familiar content to teach students the steps in creating metaphors

Giving students graphic organizers, and

Giving students guidance as needed


Analogies … A question

What is the purpose of asking students to create analogies?


The purpose of analogies in the classroom

Help make connections between things that are very different Pattern is A:B::C:D A is to B as C is to D happy:sad::big:small happy and big are opposites of sad and small

Analogy problems are common in testing situations – PSAT, SAT, ACT.


Using Analogies in the Classroom

Help explain an unfamiliar concept by making a comparison to something that we understand.

Question… What is this analogy?

One:trillion::one square inch: the area of the city of Chicago

Pushes students to think about how items and concepts are related: how do two things interact, and how is the relationship similar to the relationship between the second pair.


Analogies Organizer – Great Depression

Stock MarketCrash of 1929

U.S. Economy

A

Is to

B

Something attacks a system and weakens its

ability to prevent serious affliction.AS

C D


Bob Marzano says…

“Summarizing has a robust and long

history of research.”


Task: Strategic questioning

What is the goal or purpose of engaging students in summarizing activities?

To what extent do you think the act of summarizing varies from grade level to grade level? From content area to content area? Why do you think this?

Think-Share-Pair


Critical questions for Watching Video Clip For the student:

How do I decide what is important?

What should I keep? What should I substitute? What should I delete?

For the teacher: What strategies do you teach students to help them become

proficient in summarizing? To what extent do you think these strategies support them in

identifying what they should keep, substitute, and delete? How do you know if engaging in these strategies is really

helping students to deepen their understanding of the content?


A Model for Summarizing

Steps for Rule-Based Summarizing

1. Delete trivial material that is unnecessary to understanding.

2. Delete redundant material.3. Substitute super-ordinate

terms for more specific terms (e.g., use fish for rainbow trout, salmon, and halibut).

4. Select a topic sentence or invent one if it is missing.

Steps in Rule-Based Summarizing for Younger

Students1. Take out material that is not

important to your understanding.

2. Take out words that repeat information

3. Replace a list of things with a word that describes the things in the list (e.g., use trees for elm, oak, and maple).

4. Find a topic sentence. If you cannot find a topic sentence, make one up.


The word photography comes from the Greek word meaning “drawing with light”….Light is the most essential ingredient in photography. Nearly all forms of photography are based on the fact that certain chemicals are photosensitive- that is, they change in some way when exposed to light. Photosensitive materials abound in nature; plants that close their blooms at night are one example. The films used in photography depend on a limited number of chemical compounds that darken when exposed to light. The compounds most widely used today are called halogens (usually bromine, chlorine, or iodine.

Microsoft Encarta Encyclopedia


Research generalizations on summarizing

• 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 aid to summarizing information. Summary Frames


The Six Summary Frames

Narrative FrameTopic-Restriction-Illustration FrameDefinition FrameArgumentation FrameProblem/Solution FrameConversation Frame


A summary is …1) A summary:

Is an essential condensation in your own words. Answers the question “what is the author really saying?” Is the result of careful “listening” to the author. Remains faithful to the author’s emphasis and

interpretation. Does not disagree with or critique the author’s opinion.

2) A summary is a comprehensive but brief statement of what has been stated previously in a longer form.

3) A summary is a wrap-up----a general picture of the information--- much like TV networks produce at the end of a year.

4) Summaries provide a quick overview of a subject without having the reader wade through a lot of facts and details. Summaries help readers and writers boil information down to its most basic elements.

5) Encyclopedias, almanacs, and digests provide good examples of summaries.


Procedural Knowledge

Summarizing is “procedural knowledge.” If students are expected to become proficient in procedural knowledge, they need to be able to “practice.”

Mastering a skill or process requires a fair amount of focused practice. Practice sessions initially should be spaced very closely together. Over time, the intervals between sessions can be increased. Students also need feedback on their efforts.

While practicing, students should adapt and shape what they have learned.


A Rubric for Summarizing

4 The student identifies the main pattern running through the information along with minor patterns.

3 The student identifies the main pattern running through the information.

2The student addresses some of the features of the main pattern running through the information but excludes some critical aspects.

1 The student does not address the main pattern running through the information.

0 Not enough information to make a judgment.


Planning for Summarizing

What specific information will students need to summarize?

film or video chapter lecture story article event other_______________

What strategy will I ask students to use? Rule-based Summarizing Strategy Summary Frames

Narrative or Story TRI Definition Argumentation Problem/Solution Conversation

Group Enhanced Summary Strategy Other ___________

What knowledge will students be learning?

Do I need to set aside time to teach them the strategy? When and how?

How much guidance will I provide them?

How will I monitor how well students are doing?


Summary and the GLCE

Find a GLCE at your grade level and content area that would be suitable to summarize.

What steps would you have to take in order for students to use summary with the GLCE you chose independently?

o Think-Pair-Share


For Information on Summary Frames please visit the Saginaw Midland Intermediate School District Website.

http://www.sisd.cc/departments/HOUSSEmainpage_003.htm


A Call to Arms…

Leading Change – What can you do?

Teachers need to have…

• Adequate modeling and practice

• Feedback

• Allowances for differences in implementation

• Celebration

effective classroom strategies by mostafa ewees

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