effective instructional strategies: implementing...
TRANSCRIPT
Effective Instructional Strategies: Delivering Curriculum
Baker University 5103
Curriculum Development and Design
Week 4
What to Expect?
The Basics - Overview
A Few Tricks for the Trade
MARZANO STRATEGIES
MULTIPLE INTELLIGENCES
INSTRUCTIONAL PLANNING
DIFFERENTIATED INSTRUCTION
What Do You Already Know and Do?
Activating Prior Knowledge
• Accessing what you already know • Making connections between new learning
and previous learning
4
ROLE OF THE READER
Readers whose prior knowledge is accessible and well-developed,
remember more from their reading
than readers whose prior knowledge on the topic is limited.
[Anthony and Raphael, 1989]
5
How can teachers help activate prior knowledge?
Incorporate pre-reading strategies
that activate and assess the learner’s prior knowledge.
Making Connections: story starters (prompts), analogies, examples, visualization, advance organizers, etc.
6
PRE-READING EMPHASIS: Activate Prior Knowledge
STRATEGIES Pre-Teach Vocabulary What do you know about… What do you think this means? Film clip, pictures, object Relate to previous classroom
learning SQ3R KWL w/discussion Graphic Organizers
7
VOCABULARY
Vocabulary knowledge is the single most
important factor contributing to reading comprehension.
Vocabulary instruction plays a major role in
improving comprehension. [Laflamme, 1997]
8
Activating Prior Knowledge:
Pre-Teach Vocabulary
Activate Prior Knowledge to lay the ground work for new connections
Point out unfamiliar words Cite specific vocabulary words for
Technical or Informational Reading Content
Introduce via context clues.
9
Instructional Design The influence of Madeline Hunter
From the beginning of a lesson until the end of a lesson.
Lesson Objective
Standards & Expectations
Anticipatory Set (hook)
Instructional Process (input, modeling, checking for understanding)
Guided Practice & Monitoring
Closure
Independent Practice
Madeline Hunter: Lesson Design Model
ITIP (Instructional Theory in Practice)
Stage 1: Desired results Goals Essential Questions Students Know and Do
Stage 2: Evidence How do you know they learned?
Stage 3: The Learning Plan How do activities tie back to goals? How will you achieve transfer? How will access be given to all learners? How will progress be monitored?
Understanding by Design
Marzano Strategies
9 Identified Strategies that produce a significant increase in student achievement.
The Teacher The most important factor affecting student learning is the teacher. Effective teachers appear to effective with students of all achievement levels. More can be done to improve education if we improve the effectiveness of teachers. Teachers who use the strategies identified by Marzano maximize the possibility of enhancing student achievement.
From Classroom Instruction That Works, Robert J. Marzano, et al.
Elements of effective teaching
Instructional Strategies used by the teacher How it is taught
Management Techniques used by the teacher Routines & Organization
Curriculum Design used by the teacher What is taught
What works?............most effective
Instructional Strategies
Effect Size Percent Gain
Identifying Similarities & Differences
1.61 45
Summarizing & Note Taking
1.00 34
Reinforcing Effort & Providing Recognition
.80 29
Homework & Practice .77 28
What works?.......Medium Effectiveness
Instructional Strategies Effect Size Percent Gain
Linguistic & Non-Linguistic Representations
.75 27
Cooperative Learning .73 27
Setting Objectives & Providing Feedback
.61 23
Generating & Testing Hypotheses
.61 23
Questions, Cues & Advance Organizers
.59 22
1. Presenting Students with Explicit Guidance in Identifying Similarities and Differences
Direct approach
To focus on specific similarities and differences between topics
Include discussion & inquiry
2. Students Independently Identify Similarities and Differences
To enhance understanding
To improve the students’ ability to use the information
To stimulate divergent thinking
Similarities & Differences
Research-Proven Ways to Address Similarities and Differences
3. Representing Similarities and Differences in Graphic or Symbolic Forms
Enhance student understanding Non-linguistic forms increase the ability to think and recall
information
4. Identification of Similarities and Differences can be done in a variety of ways
Comparing Classifying Creating metaphors Creating analogies
Similarities & Differences
Research-Proven Ways to Address Similarities and Differences
The comparison itself should not be the culminating activity, but rather a lead up activity to spark greater understanding of bigger ideas or application of those concepts.
Similarities & Differences
What will I do with the new information that I now have?
So what? Now what?
How is Summarizing similar to Note Taking?
Decide (analyze) what is important what is trivial what is repetitive
Delete some information
Reword (substituting) Reorganize some
information
Must think about and shape the info they are recording
Synthesize
Prioritize
Restate some info
Organize concepts, topics and details
SUMMARIZING NOTE TAKING
Summarizing
Sensory Filtering: Whatever we take in (see/hear) we choose to pay attention to what is most important and filter out the rest
Summarizing: Information that is read, heard, or seen is restated in a brief synthesized manner after we select what is most important.
Filling in missing parts A form of inference
What we expected even though it wasn’t overtly stated
Translating information into a synthesized form Retelling the gist of what we saw, heard or read
Not a scene by scene account
Summarizing
Provide Summarizing Strategies Rule-based summarizing
Summary Frames: A questioning strategy based on the text structures.
Reciprocal Teaching + Group Enhanced Summary: Student led discussion
Rule -Based Summarizing
1. Delete trivial material that is not needed for understanding
2. Delete redundant material
3. Replace a list of things with a word that describes the things (ex: use TREES for a list of elm, oak, and maple)
4. Select a topic sentence or invent one if it’s missing.
Use a think-aloud process to model this strategy.
Table Talk: Analyzing Summarizing
Using the rubric in the summarizing packet (Fig. 5.11), where would you rate the majority of your students in their ability to summarize?
How is questioning a key component of effective summarizing? Who? How? When? What?
Common Core asks students to independently interact with text. How important does this skill become?
Improving Learning: Note Taking
To take effective notes, a student must make a determination as to what is most important and then state that information in a economical form.
Key Generalizations:
Notes should be considered a work in progress; requiring continuous addition, systematic elaboration, and revision
Notes should be used as study guides for tests
The more notes that are taken the better
Verbatim note taking is the least effective way to take notes; one must synthesize new information as it is received.
Classroom Practice: Note Taking
Teach/use a variety of note-taking formats
There is no right way to take notes
Students prefer different formats (so differentiate this!)
Examples:
Informal Outline
Web (Concept Map)
2 Column Note taking
Combination notes (Gr. Org + informal outline)
Teacher Prepared Notes
Best done prior to new content
Good way to model note taking
Students should review, revise, elaborate!!!
Instructional Impact: Reinforcing Effort
Teach what effort is and how it leads to success. Have students chart their effort and achievement
Provide appropriate recognition for effort and achievement Establish a rationale for recognition (failure to receive recognition
does not = failure) Personalize recognition
Specific to the accomplishment Specific to the student
Pause, Prompt, and Praise Concrete symbolic tokens of recognition tied to specific
performance goals
What we should know about
Homework
1. The amount of homework assigned should be different from elementary to middle school to high school
A. Elementary: 2nd grade & up = some homework a. Not necessarily to improve test scores
b. To develop work ethic and good study habits
B. High school homework had the most significant effect (over MS & elementary)
C. Within reason, the more homework HS students do the better their achievement
a. Each additional 30 minutes of homework = a .5 bump in GPA
What we should know about
Homework
2. Parent Involvement in homework should be kept to a minimum
a. Inform parents of the assignment but don’t expect them to help
b. Facilitate homework completion
c. Avoid solving content problems for students
3. The purpose of homework should be identified and articulated.
2. Practice after they are fairly familiar with the skill
3. Preparation for new content or elaboration
4. If homework is assigned it should be commented on
Research Results for Graded Homework
Use of Homework Average Effect Size
Percentile Gain
Homework with teacher’s comments as feedback
.83 30
Graded homework .78 28
Assigned homework but not graded or commented on
.28 11
The Importance of
Practice
Mastering a skill requires practice 24 practice opportunities over days or weeks required to = 80%
proficiency
Initially improvement is steep (learning curve) and then gets smaller with each practice opportunity
Avoid compressing many skills into practice sessions. Students do better with fewer skills or concepts to practice at a deeper level.
Break down complex processes into smaller bits with time to practice each segment.
While practicing, students should adapt and shape what they have learned. Fewer examples with more in depth examination into the
reasoning behind the solutions
How We Access Stored Information
Verbal
Written
Most common way new info is presented in the classroom
Actual statements stored in LTM
Physical models
Mental pictures
Graphic Organizers
Drawing pictures
Kinesthetic activities
Sensory images stored in memory
Linguistic Nonlinguistic
The more we use both systems of representation, the better able we are to think about and recall knowledge.
Cooperative Learning Groups
Informal
Pair-share; Turn to your neighbor; Shoulder buddy
Last only a few minutes or the whole class period with the purpose of:
Formal groups
To complete a larger academic assignment
From several days to weeks
Teacher designs tasks to use the basic cooperative learning components.
Base Groups
Long term groups created to provide students with support through a long academic term (semester/year)
Managing Learning Groups
Group Size
The smaller the better
Teacher must manage/monitor the group size and make changes as needed – sometimes bigger is OK
Combining Cooperative Learning with Other Classroom Structures
Balance group work with independent work
Can be overused and lose effectiveness
Setting Objectives & Providing Feedback
Setting goals to narrow students’ focus and providing them timely feedback to let them know what they are
doing correctly and incorrectly.
Setting Goals That work
Set Goals that are not too specific but still focus student learning
Narrow goals limit learning
Flexibility in the goals to account for student differences
Students should be encouraged to personalize teacher goals to increase learning
Increases student ownership of the goals
Learning Contracts
Providing Feedback The most powerful single modification that enhances achievement is feedback. The simplest prescription for improving education must be “dollops of feedback.”
John Hattie, 1992
Feedback should be corrective. An explanation of what they are
doing correctly as well as incorrectly
Simply telling a student an answer is right or wrong has a negative effect on achievement
Asking students to keep working until they have succeeded enhances achievement.
Feedback should be timely. The greater the delay the less
improvement there is in achievement.
Feedback should be specific. Criterion referenced as opposed
to norm referenced
Students can provide effective feedback
Generating and Testing Hypotheses
Inquiry
Scaffold the learning experience to make this more effective
http://ww2010.atmos.uiuc.edu/(Gh)/guides/crclm/act/prs.rxml
Teach students to ask thought-provoking questions
Predicting
What will happen next
What will happen if we do ….
Evidence to support theories/strategies
History
PE – game strategies; effective training theories
Generating and Testing Hypotheses
Systems Analysis
Explain the purpose, parts and function of the parts
What would happen if something changed in the system?
Problem Solving
Try out various solutions or approaches (hypothesis)
Historical Investigations
Construct a plausible scenario for events from the past about which there is no general agreement
Invention
Experimental Inquiry (formal)
Decision Making
Cues & Questions
Helping students use what they already know Activating Prior knowledge
Cues provide “hints” about upcoming learning
Questions prior to an activity focus on prior knowledge or what to expect
4 Generalizations Focus on what is important not just interesting
Higher level questions produce deeper learning
Wait time improves students answers
Questions before learning establish the mental set so students know how to process the learning experience.
Create an Environment for Learning Set objectives
and provide feedback
Reinforce effort and
provide recognition
Cooperative Learning
Help Students Develop Understanding
Cues, Questions & Advance Organizers
Nonlinguistic Representations
Summarizing & Note taking
Assigning Homework and providing practice
Helping Students Extend and Apply
Knowledge Identifying Similarities
& Differences
Generating and Testing Hypotheses
From Classroom Instruction That Works 2nd Edition
Engagement
Enthusiasm for learning
What Does Engagement Look Like?
Fully immersed in the activity: where did the time go?
Motivated Degree to which they feel they can be successful
Often dependent on teaching style/activities Interest, relevance, enthusiasm, creative approach,
pace
Gets the brain excited!
Challenge Engages the Brain
It gets the
brain to
pay
attention!
45
• When something is new
• When something is relevant
• When something is meaningful
• When something does not make sense
How Do We Get to Engagement?
Increase Thinking Levels
Increase collaborative opportunities
Project based/inquiry/extension
Increase active involvement
Hands on
Movement
Address learning styles/needs/interests
Movement to Enhance Learning
Benefits
Improved learning/remembering
Processing & Collaborative Strategies
Total Participation Techniques
Getting students to think (process) and talk through their understanding
Asking the right kind of questions to increase thinking levels
What is Differentiation?
WHAT IT IS
Using a variety of classroom practices to enhance learning
Elevating the intellectual function of all students
Making the learning meaningful
Understanding and adapting to student readiness
WHAT IT IS NOT An all-purpose problem
solver A buffet of classroom
activities for students to choose from
Dividing kids into “bluebirds, redbirds, or crows”
Giving some kids more to do and others less to do
An IEP for each student
49
Creating multiple paths so that students
of different abilities, interests, or
learning needs experience equally
appropriate ways to understand and
utilize the content of the intended
curriculum. Amy Benjamin
Meeting the individual needs of each learner; customizing instruction to help students learn.
Robin Fogarty
“Different Strokes for Different Folks!”
****** Matching the teacher’s teaching to
the student’s learning.
Above All….
Differentiation is a philosophy
Differentiation entails common goals and multiple ways to attain them, each based on the unique needs of individuals learners.
In other words… What is it you want all your students to know?
How can each student best learn this in ways that are appropriate to his/her specific needs?
How can each student most effectively demonstrate what s/he has learned?
50
Stephanie Bravmann, New Horizons for Learning
Components of Differentiated Instruction
Content –What you want them to know (Curriculum/Standards)
51
• Process –How they will learn the content
• Product –How you will know they learned it
(monitoring or end result)
• Environment –The tools and circumstances of learning
•Assessment
– How you know what they know (or
don’t know) and the skills they have (or don’t
have)
How do I change the
content?
Change the vehicle that introduces or expands the content
Resources: Ex: Introduce a topic in history by having the students read a historical biography about one of the major players.
Complexity: Ex: Do an experiment before the content is learned to make a visual connection
Application: Ex:
Have students do real life examples of the math concept being learned.
Tell a story or analogy to make it real!
52
How do I change the
process? Change the techniques on how students learn
the material while maintaining their own responsibility in the learning. Have students work in small groups or partners
Inquiry Learning
Jigsaw chapter reading
Work alone
Do Centers or Stations
Flexible grouping
Direct Instruction
Write on the board 53
How do I change the product?
Change how students demonstrate understanding of the content to be learned.
Change the requirements
Provide choices (ex: Tic-Tac-Toe; Must Do – May Do; Contract; Project topics or displays)
Tier the activities so students can enter and/or move at their own pace
Keep the learning goal as the focus!!
54
How do I change the
environment?
55
Incorporate music into the lesson or work time.
Rearrange the desks from rows to “tables”
Have group discussions with students facing each other in a circle
Technology
Accessing & Utilizing Information: gallery walks; technology, movement, etc.
Physical Environment
How do I manage a DI Classroom?
•Teacher controls the content
•Teacher determines learning goal.
•Teacher determines choices.
•Teacher determines movement “rules.”
*****
•Students are responsible for learning.
56
MULTIPLE INTELLIGENCES
Things to Consider When Planning Instruction
What are my strengths?
Gardner’s Multiple Intelligences (7)
Later on increased to 9 to include nature and existential
Verbal Linguistic
Good at reading, writing, speaking, listening
What do we like to do?
Learning through reading, writing, discussing
Communicate effectively
Think/play with words/word games
Like to put thoughts on paper (letters, journals, etc.)
Multiple Intelligences: Word Smart
Think in numbers and symbols
Good at problem solving, inductive & deductive thinking, knowing how things work
What do we like to do?
Classify and categorize; organize and sequence
Make lists
Figure things out; find and create patterns
Play strategy games
Multiple Intelligences: Logic/Math Smart
Think with and about visual images
Good at visual arts’ skills (painting, sculpting), taking things apart and putting them back together
What do we like to do? Think in pictures and images; visualize
Create models
Solve jigsaw problems
Arrange and decorate
Paint, sketch, draw, coordinate colors
Multiple Intelligences: Art/Space Smart
Sensitive to pitch, timbre, timing, tone, rhythm and sounds
Good at expressing oneself through music; playing instruments, singing, composing music
What do we like to do? Sing, whistle, hum, tapping hands or feet while doing other
things
Collect CD’s, tapes (iTunes, etc.)
Listen to, read, and/or write music
Key in on sounds around us
Make up songs to remember information
Multiple Intelligences: Music Smart
Use motor skills, hands and bodies to communicate; unite mind and body to perfect physical performances
Good at expressing oneself through movement, gestures and body language; developing physical skills & fitness
What do we like to do? Move gracefully and with coordination Act and mimic Communicate information by modeling Touch people when we talk Learn through hands-on activities Play sports
Multiple Intelligences: Body Smart
Keenly aware of the natural world around them
Interests in both natural and man-made items that are a part of our environment and making distinctions
What do we like to do? Care for, tame, or train pets and animals
Recognize patterns in nature
Collect and organize items
Draw or photograph natural objects
Protect the environment
Being outdoors, camping, hiking, field trips
Multiple Intelligences: Nature Smart
Make and maintain friends easily; sensitive to the moods and feelings of others
Understand and work well with others; cooperatively and using leadership skills
What do we like to do? Understand and respect others
See the points of view of others
Lead and organize others
Enjoy social gatherings
Belong to clubs and organizations
Multiple Intelligences: People Smart
Focus on themselves by being aware of feelings, memories, goals, dreams, ideas, values and beliefs
Accurate perception of oneself; planning and setting goals
What do we like to do?
Quiet alone time to think and reflect
Take time to process information
Hold strong opinions and beliefs
Maintain self-confidence
Work independently; motivate and direct self
Multiple Intelligences: Self Smart
1. Better prepare students for tomorrow’s complex, interdependent world.
2. Make curriculum accessible to all students
3. Make content engaging and exciting for all students.
4. Recognize intelligences in yourself and your students.
5. Teach students to recognize and value their own unique pattern of intelligences.
Kagan’s Top 10 Reasons to Care About Multiple Intelligences
6. Foster among students an appreciation, respect, and caring for others.
7. Help students master the content by using their natural strengths.
8. Develop the various facets of each intelligence in each student.
9. Create a more caring, enthusiastic class climate.
10. Rediscover the joy of teaching.
Kagan’s Top 10 Reasons to Care About Multiple Intelligences