tst batelle (2hr keynote) - thoughtful classroom · in fact, many educational researchers have...

Strategic TeachingSELECTING THE RIGHT RESEARCH-BASED STRATEGY FOR EVERY LESSON

Presented by Tr. Harvey F. Silver Ed., D.

What is the key to teaching more effectively?

The key to great teaching is ___________________.decision makingg

Word 1: d i c e s n i oWord 1:Word 2:

d i c e s n i ok i n g a m

In fact, many educational researchers have concluded that teachers—and the instructional d i i th t th k h t i tdecisions that they make—have a greater impact on student achievement than any other factor!

• What teachers do in the classroom has 6 to 10 times as much impact on student achievement as all other factors combined. ( i & )(Mortimer & Sammons, 1987)

• Individual teachers can have a profound impact on studentIndividual teachers can have a profound impact on student achievement—even in otherwise ineffective schools. (Marzano, Pickering, & Pollock, 2001)

• The key to improving education—more than any other factor—is improving the effectiveness of classroom instruction. (Wright, Horn, & Saunders, 1997)

• Effective classroom instruction works—regardless of t d t ’ i i t tstudents’ socioeconomic status. (Schmoker, 2006)

• Teachers can enhance student achievement by making good instructional decisions—by knowing h hi i ll k d k iwhat teaching strategies actually work and knowing

when to use them. (Marzano, Pickering, & Pollock, 2001)(Marzano, Pickering, & Pollock, 2001)

“There can be no improvement in h h h !learning without the teacher!”

Richard Strong

INITIAL (INFORMAL) ASSESSMENT( )

What are 3 teaching techniques/strategies that you or someone you know

What teaching strategy do you use most often?

you or someone you know use(s) in the classroom?

________________________

What are three factors that teachers should consider

What might happen if teachers expanded the

when deciding what strategy to use? Justify each response( l i h )

number of teaching strategies that they used in th i l ?(explain why). their classrooms?

Did you notice that each Box 1 = Box 2 =

ReflectingDid you notice that each box required a different type of thinking?

RecallingReflecting personally

Box 4 =Box 3 =

Reasoning

Box 4 = Re‐thinking(Imagining)

Why might it be useful to have studentsthink about a topic in all four ways?

ESSENTIAL QUESTIONS ESSENTIAL QUESTIONS

• What is the key to teaching more effectively?• What is a strategy? Why do we need strategies in the classroom?

• What do research based teaching strategies look like?• What do research‐based teaching strategies look like?• Why is it important for teachers to have a wide repertoire of teaching strategies?g g

• What does effective style‐based instruction look like?• How do we select the right strategy for a particular teaching and learning situation?

• How can we help you bring strategies into the classroom?

What is a strategy?What is a strategy? Why do we need strategies in the

l ?classroom?

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How do humans differ from other living organisms?How do humans differ from other living organisms?

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Give One, Get One

St d d t ith thStand up and partner with one other person. GIVE one of your ideas, GET one from your partner.

If you both have the same idea, then create a new idea together to add to your lists.

Quickly move to a new partner. Give One, Get One. Repeat three times for a total of six ideas.

Remember: work in pairs. NO HUDDLING, NO COPYING OF EACH OTHER’S TOTAL LISTS.

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Humans….• Make tools to enhance their work;• Think strategically to accomplish their goals; • Use sophisticated language; andUse sophisticated language; and• Reflect upon their practice.

ASCD 2008

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What is a What is a strategystrategy??

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What three words comeWhat three words comeWhat three words come What three words come to mind when you think to mind when you think

of the wordof the word strategystrategy??of the word, of the word, strategystrategy??

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Some Some plan of action plan of action

possibilities:possibilities: decisiondecision--making processmaking processinquiryinquiryquestionquestionquestionquestionchess gamechess gamea way to wina way to winllplanplan

means to an endmeans to an endpattern of thoughtpattern of thoughtggpolicypolicyobjectiveobjectivebattle planbattle planbattle planbattle planpolitical campaignpolitical campaignmanipulationmanipulation

The word The word strategystrategy comes from two comes from two Greek roots:Greek roots:

StratosStratos meaning “multitude”AgeinAgeinmeaning “to lead”

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h dWhat does “Strategic gTeaching” look like?look like?

ASCD 2008 18

Teachers have always used strategies:strategies:Teachers have always used strategies:strategies:

Socrates conducted di ldialogues

Medieval scholars gave lectures

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Aesop told fables

John Goodlad published a landmark research study on American schools,research study on American schools, A Place Called School.

Goodlad concluded:

“The American classroom is preoccupied with the dissemination of informationdissemination of information and low-level intellectual processes, and the use of d ldiverse instructional strategies to promote active engagement is minimal.”

Below are the results of a recent research study based on 1500

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classroom observations. It indicates that many teachers are notdoing what they know works.

• students were either writing or using rubrics: 0%

Classrooms in which…

• there was evidence of higher‐order thinking: 3%• high‐yield strategies were being used: 0.2%• there was evidence of a clear learning objective: 4%• there was evidence of a clear learning objective: 4%• fewer than one‐half of students were paying attention: 85%• students were using worksheets (a bad sign): 52%• non‐instructional activities were occurring: 35%

WWHYHY ISIS ITIT IMPORTANTIMPORTANT FORFOR TEACHERSTEACHERS TOTO HAVEHAVE AA WIDEWIDE

REPERTOIREREPERTOIRE OFOF TEACHINGTEACHING STRATEGIESSTRATEGIES??REPERTOIREREPERTOIRE OFOF TEACHINGTEACHING STRATEGIESSTRATEGIES??

Contestant: Alex I’ll takeContestant: Alex, I ll take the “Name of the Game” for $500.

Al Thi fAlex: This famous television game show is known for providing answers rather than questions.Contestant: What is

?Jeopardy__________________?Jeopardy

If “research-based instructional strategies” is the ANSWER, what might be the QUESTION?

WHAT QUESTIONS CAN INSTRUCTIONAL STRATEGIES QANSWER FOR TEACHERS?

Q: How can I differentiate instruction so that all styles of learners are able to succeed?Q: How can I differentiate instruction so that all styles of learners are able to succeed?A: Research‐based instructional strategies!

Q: How can I help students develop the skills they need to succeed on state assessment tests?

A: Research‐based instructional strategies!

Q: How can I incorporate the latest research about effective instruction into my lesson plans?A: Research‐based instructional strategies!

Q: How can I develop more thoughtful and effective lessons and units?A: Research‐based instructional strategies!

Q: How can I differentiate instruction so that all styles of learners are able to succeed?


How do you learn?

Which object best describes you?

How would you explain the concept to someone else?

Responses that we got when we asked a group of 2nd grade students to explain what learning meant to them:

How do these four students’

perspectives differ from each other?

Focus on Student Learning Profiles

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Robert Sternberg, Professor of Education and Psychology at Yale University and Tufts University and Former President of the American

• A memory‐based approach emphasizing identification and

Psychological Association, assigned students to one of five approaches

• A memory based approach emphasizing identification and recall of facts and concepts

• An analytical approach emphasizing critical thinkingAn analytical approach emphasizing critical thinking, evaluation, and comparative analysis

• A creative approach emphasizing imagination and inventionA creative approach emphasizing imagination and invention

• A practical approach emphasizing the application of concepts to real‐world contexts and situations

• A diverse approach incorporating all of the individual approaches described abovepp

Sternberg found that when students were taught in a manner that matched their learning styles, they outperformed students who were notstudents who were not.

The results are clear: students who participated in discussion groups that matched their pattern of abilities outperformed students who were mismatched.

In other words, when we teach students in a way that fits how they think, they do better in school.

Students with creative and practical abilities who are almost never taught or assessed in a way that matches their pattern never taught or assessed in a way that matches their patternof abilities may be at a disadvantage in course after course, year after year.

I f ll d i h l iddl h l d hi hIn a follow‐up study with elementary, middle school and high school students in the areas of mathematics, social studies, science and reading, Sternberg assigned students to one of three instructional conditions:

1 They were taught the course in a traditional manner1. They were taught the course in a traditional manner.2. They were taught in a way that supported their learning style3. They were taught diversely using methodologies that favored y g y g gfour styles of thinking: memory, analytical, creative, and practical.

Hi h d dHis research demonstrated:Students who were taught in a way that supported their style of thinking once again outperformed students who were g g ptaught in a traditional manner.

B t i t tBut more important…Students who were taught using diverse teaching methodologies outperformed both the traditional and the g p“matched” students.

Sternberg concludes:

“Most important, students in the diverse teaching condition outperformed the other students even in the multiple choice memory tests. In other words, even if our goal is just to maximize our students’ retention of information, teaching for diverse styles of learning still produces superior results. This approach apparently enables students to capitalize on their strengths and to correct or to compensate for their weaknesses, encoding material in a variety of interesting ways.”

M f th t d t i i t th d t h fMany of the students we are consigning to the dust heaps of our classrooms have the abilities to succeed. It is we, not they, who are failing. We are failing to recognize the variety of thinking and learning styles they bring to the classroom andthinking and learning styles they bring to the classroom, and teaching them in ways that don’t fit them well.

‐‐Robert J. SternbergRobert J. Sternberg

What would be the consequences if you used a variety of teaching strategies to address the

diversity of learning styles in your classroom?

Q: How can I help students develop the skills they need to succeed on state assessment tests?


B l t i ti t k f t t t t t ThBelow are two science questions taken from a state assessment test. The question printed on the left is a more “traditional” type of test question. The item on the right is representative of the “newer” questions that are appearing more and more frequently on today’s state assessment examsappearing more and more frequently on today s state assessment exams.

Which of these skills/abilities do you think students need to have in order to succeed ’on today’s state assessment tests?

Reading and Study SkillsCollect and organize ideas through note makingCollect and organize ideas through note makingMake sense of abstract academic vocabularyRead and interpret visual displays of information

Thinking Skillsg S sMake and test inferences/hypotheses/conjectures and draw conclusionsConduct comparisons using specific criteriaAnalyze the demands of a variety of higher‐order thinking questionsy y g g q

Communication SkillsWrite clear, well‐formed, coherent explanations in all content areasWrite comfortably in the following nonfiction genres: problem/solution, decision‐

making, argument, comparativeRead and write about one or more documents

Reflective SkillsConstruct plans to address questions and tasksUse criteria and guidelines to evaluate work in progressControl or alter mood and impulsivity

Why “Hidden”?

Insufficiently Benchmarked

Insufficiently Anchored

Insufficiently M d l d d

Insufficiently Modeled and

PracticedDiscussed

and Assessed

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Q: How can I incorporate the latest research about effective instruction into my lesson plans?


Which three categories of instructional practices/strategies do you think would have the greatest impact on student achievement?

Category:

Generating & Testing HypothesesSummarizing & Note‐takingSummarizing & Note taking Identifying Similarities & Differences Questions, Cues, and Advance OrganizersReinforcing Effort & Pro iding RecognitionReinforcing Effort & Providing RecognitionCooperative LearningNon‐Linguistic RepresentationSetting Objectives & Providing FeedbackHomework & Practice

*We acknowledge the use of nine strategies from Marzano, Pickering, and Pollock’s Classroom Instruction That Works. Copyright © 2001 Mid-continent Research for Education and Learning (McREL). Adapted by permission of McREL. 4601 DTC Boulevard, Suite 500, Denver, Colorado 80237. Phone: 303.337.0990. Web: www.mcrel.org/topics/products/19/

Research clearly indicates the impact of each of these on student learning:

Category: Percentile Gain:

Identifying Similarities & Differences 45Summarizing & Note‐taking 34Summarizing & Note taking 34Reinforcing Effort & Providing Recognition 29Homework & Practice 28Non Ling istic Representation 27Non‐Linguistic Representation 27Cooperative Learning 27Setting Objectives & Providing Feedback 23Generating & Testing Hypotheses 23Questions, Cues, and Advance Organizers 22

*We acknowledge the use of nine strategies from Marzano, Pickering, and Pollock’s Classroom Instruction That Works. Copyright © 2001 Mid-continent Research for Education and Learning (McREL). Adapted by permission of McREL. 4601 DTC Boulevard, Suite 500, Denver, Colorado 80237. Phone: 303.337.0990. Web: www.mcrel.org/topics/products/19/

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School and Teacher EffectivenessScenario: Students enter at the 50 %ile

Rank order as to student achievement at the end of about two years:Rank order as to student achievement at the end of about two years:

Teacher School

a Average Average

b Highly Ineffective Highly Effective

c Highly Ineffective Highly Ineffective

d Highly Effective Highly Ineffective

e Highly Effective Highly Effectivee g y g y

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School and Teacher Effectiveness: What the Research Shows

Teacher School Exit Percentile

Highly effective

Highly effective 96 %ileeffective effective

Highly effective

Highly ineffective

63 %ile

Average Average 50 %ile

Hi hl Hi hlHighly ineffective

Highly effective

37 %ile

Highly Highly 3 %ileHighly ineffective

Highly ineffective

3 %ile

What distinguishes successful schools from those gthat are less successful?

What can I do to enhance learning and raise achievement at my school?

What Distinguishes Successful Schools From Less Successful Ones?

“Knowing‐Doing Gap”

Crossing the Knowing‐Doing gap means finding ways to bridge the gap between what we KNOW about goodbridge the gap between what we KNOW about good

instruction and what we DO in our classrooms.

The degree to which we are able to implement best practices in the classroom in a thoughtful, meaningful way determines how well our school and our students performdetermines how well our school and our students perform.

What teachers do, and the instructional decisions that they make, can have a profound impact on student learning. In fact, teacher efficacy is believed to have a greater impact on student learning virtually any other i l fsingle factor.

(Darling‐Hammond, 2003) (Bandura, 1993)

“seemingly more can be done to improve education by improving the effectiveness of teachers than by any other y ysingle factor.”

(Wright, Horn, & Saunders, 1997)

Q: How can I develop more thoughtful and effective lessons and units?


In an attempt to address teachers’ concerns about unit design and simplify the design process overall, we generated a research‐based, teacher‐friendly unit design framework that we call a unit blueprint.

To generate a successful blueprint you need to have aTo generate a successful blueprint, you need to have a place for:

1) KNOWLEDGE ANTICIPATION. This is where you aim to “hook” students into the unit by capturing their attention,hook students into the unit by capturing their attention, activating their prior knowledge, and helping them anticipate the things they’re about to learn.

2) KNOWLEDGE ACQUISITION. This is where students acquire new information via readings, lectures, or other sources. g

To generate a successful blueprint you need to have aTo generate a successful blueprint, you need to have a place for:

3) PRACTICING AND PROCESSING KNOWLEDGE & SKILLS This is where3) PRACTICING AND PROCESSING KNOWLEDGE & SKILLS. This is where students explore the content more deeply and work hard to master essential skills. This is also a place where teachers or students can provide help by modeling and/or coaching.help by modeling and/or coaching.

4) KNOWLEDGE APPLICATION. This is where students are asked to demonstrate the full scope of their learning by completing a summativedemonstrate the full scope of their learning by completing a summative assessment task. This is also an appropriate place for formative assessment tasks—tasks that provide students with useful feedback about their progress during the instructional process (i.e. while there is still time p g g p (for students and teachers to make any necessary adjustments).

5) REFLECTION. This is where students get the chance to take a step back ) g pand reflect on what they learned. This is also a good place to think about future learning goals.

Foyer(Knowledge Anticipation)

Where we “hook” students into the unit by activating their prior

knowledge, arousing their interest, and/or helping them anticipate what they are about

Workshop Library Porch

anticipate what they are about to learn

p(Practicing and Processing)

y(Knowledge Acquisition) (Reflection)

Where students acquire new information via lectures,

Where students sit back and reflect on what they

Where students practice the skills and process the content ,

readings, pictures, etc.y

have learned and what they still want to accomplish

pthat they have learned and evaluate their progress

Kitchen(Knowledge Application)

Where students “cook up”Where students cook up a final product that demonstrates the full scope of their learning

Q: HOW CAN I PREPARE MY STUDENTS TO SUCCEED IN THE 21ST CENTURY?


O i A i i d i d Once upon a time, American industry reigned supreme, dominating the economies of nations north south east and west The United States north, south, east, and west. The United States controlled 70% of the world’s resources despite having only a tenth of the world’s population. a g o y a te t o t e o d s popu at o .

“Basic skills” were all students needed to land a steady job with a decent salary, healthcare benefits, and a retirement plan.

Thomas Friedman vividly describes how the world has changed in his best-selling book, The World Is Flat: A Brief History of the Twenty-First Centuryy y

He contends that the world we now live in is “flat” because:because:

• advances in technology have leveled the playing field, making it possible for people around the

ld i ll b dworld to communicate, collaborate, and compete on a global (rather than local or national) scale.

• basic skills and the ability to perform manual labor are no longer good enough to get a job and be successful.

What IS the key to success in this new world?

According to Friedman, the “first and most g ,important ability [people] can develop in a flat world is the ability to learn how to learn.”

The Future Belongs to Knowledge Workers

• Competent workers

• Complex thinkers

• Creative producers

• Caring community contributors

Every morning in Africa, a gazelle wakes up.Every morning in Africa, a gazelle wakes up.It knows it must run faster than the fastest lion or it will be It knows it must run faster than the fastest lion or it will be

killed.killed.

Every morning a lion wakes up.Every morning a lion wakes up.It knows it must outrun the slowest gazelle or it will starve to It knows it must outrun the slowest gazelle or it will starve to

death.death.

It doesn’t matter if you are a lion or a gazelle.It doesn’t matter if you are a lion or a gazelle.When the sun comes up, you better start running.When the sun comes up, you better start running.

------African proverbAfrican proverb

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Preparing students to become “knowledge workers” requires five shifts in teaching strategies:

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Five Shifts for Developing Knowledge Workers

#1 #4

Shift from memorizing

information to more

#4

Shift from working alone to more

collaboration and information management

collaboration and interdependency#5

Shift from teacher-directed to more

#2 #3

directed to more self-directed and

reflective learning

Shift from rote learning to more

reasoning, analysis, analyzing and

Shift from one-size-fits all to more new and original ways of

thi kianalyzing and problem solving

thinking

What Does Effective StyleWhat Does Effective Style‐‐Based Based Instruction Look Like?Instruction Look Like?Instruction Look Like?Instruction Look Like?

The purpose of giving you this narrative is to help you “see” how one strategic teacher (“Mr. Cogito”) uses what he knows about the principles of effective classroom instruction to help him design and deliver a unit about explorers.to help him design and deliver a unit about explorers.

As you read, we want you to pay attention to the ways in which Mr. Cogito uses what he knows about learning styles, teaching strategies, and unit design to help him plan and present a unit that is both engaging and effective. p g g g

H d M C it t hi t t i t l t / llHow does Mr. Cogito use teaching strategies to appeal to/engage all styles of learners and enable all students to succeed?

What instructional tools and/or strategies does Mr Cogito use to helpWhat instructional tools and/or strategies does Mr. Cogito use to help his students develop the “Hidden Skills of Academic Literacy” ‐‐ skills that will ultimately enable them to perform better on state assessment tests?assessment tests?

Is there any evidence that Mr. Cogito has bridged the “knowing‐doing gap” that prevents so many other teachers from integrating Marzano’s valuable research findings (the “Marzano Nine”) into their classroom practice?

Do you see any evidence to suggest that Mr. Cogito used the house model to design this instructional unit? Can you ‘see’ any of the five rooms?

How do we select the right strategy How do we select the right strategy for a particular teaching or learning situation?for a particular teaching or learning situation?

Teachers often ask us if there’s a tool that can help them decide which strategy to use when.

“Strategic Dashboard”Strategic Dashboard

What six questions does a strategic dashboard answer?

• How does the strategy fit into unit design? (Effective Unit Design)

• What learning styles does the strategy engage? (Differentiated Instruction)

• What facets of understanding does the strategy develop? (Understand by Design)

• What skills does the strategy build? (The Hidden Skills of Academic Literacy)

• How does the strategy incorporate the research on instructional effectiveness? (Classroom Instruction that Works)

• What types of knowledge does the strategy teach? (Declarative vs• What types of knowledge does the strategy teach? (Declarative vs. Procedural)

Metaphorical E iExpression

Reciprocal Learning

N A iNew American Lecture

Reading for M iMeaning

How Can We Help You How Can We Help You B i St t i I t th Cl ?B i St t i I t th Cl ?Bring Strategies Into the Classroom?Bring Strategies Into the Classroom?

The Knowing‐Doing Gap Revisited

For the majority of professional development i i i i l h f hinitiatives, less than ten percent of what teachers learn in workshops and training

i d ki i b k hsessions ends up making it back to the classroom.

(Joyce & Showers, 2002)

What does it take to bridge the gap?

When schools have focused, integrated professional development programs in place, it becomes possible for teachers to:Practice using teaching strategies and plan lessons that use the strategies

Use Peer Coaching to give and receive feedback from other teachers

Analyze work that students generate during strategy‐based lessonsbased lessons

Design and deliver effective units of instruction using teaching strategies

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Behaviors That Influence the Knowing‐Doing Gap

that gets 80

70

form

ation

o practice 60

50

ntageof in

put int 40

30

20

Perce 20

10

00

How can we help you bring strategies into the classroom?

The Thoughtful Classroom Portfolio Series:

A tool for bridging the gap thatk i i h b f b imakes it easier than ever before to bring

research‐based instructional strategies into l h lyour classroom or school.

What is a Thoughtful Classroom Portfolio?What is a Thoughtful Classroom Portfolio?

A self‐contained “professional development package” – a clear, easy‐to‐use resource thatpackage a clear, easy to use resource that helps teachers learn, plan for, and implement one specific research‐based instructionalone specific research based instructional

strategy at a time.

Each Thoughtful Classroom Portfolio consists of 3 parts:

The portfolio itself (a six‐sided file folder) which servesThe portfolio itself (a six sided file folder), which serves both as a handy reference tool during lesson planning

and as a convenient place to store student workand as a convenient place to store student work


The comprehensive Resource Guide whichThe comprehensive Resource Guide, which contains worksheets, templates, examples, and

activities that can be used during teacheractivities that can be used during teacher training sessions


A poster that teachers can use to present andA poster that teachers can use to present and explain the strategy to their students

Thoughtful Classroom Portfolio implementation phases :

Phase 1: Introducing the strategyPhase 1: Introducing the strategy Learn how the strategy works and the research supporting it.

Phase 2: Planning a lessonTry planning a lesson using the strategy. Invite your colleagues to observe your lesson (and/or lesson plans) and give you feedback. Do the same for your colleague.

Phase 3: Evaluating the lessonEvaluate your ability to design a successful lesson using this strategy. Consider yourEvaluate your ability to design a successful lesson using this strategy. Consider your own reactions as well as the feedback you received from your colleagues. The purpose of this evaluation is to help you refine and improve your practice.

Phase 4: Analyzing student workCollect and analyze student work to determine the impact of using this strategy on student performance and to see how well you were able to implement the strategy instudent performance and to see how well you were able to implement the strategy in your classroom.

The Thoughtful Classroom Portfolio Series & Learning Clubs…Perfect Together!

One of the reasons that Learning Clubs are so powerful is that they provide a forum for teachers to

practice their "C.R.A.F.T" –

CCollaboration, RReflection, AAdaptability, Focus, and TThoughtful teachingTThoughtful teaching

This Teaching Strategy Stuff Really Works!

Research shows that Portfolios and Learning Clubs… k diff i t d ’ lmake a difference in today’s classrooms

h l t h l t t ihelp teachers learn new strategies

help teachers bridge the knowing doing gaphelp teachers bridge the knowing‐doing gap

help teachers bring the best research basedhelp teachers bring the best research‐based strategies into their classrooms!

Thoughtful Classroom portfolios and learning clubs impact on the performance of ten school districts in Kentucky:

Accountability Gain From 2004‐2006

7.2 6.77.0

8.0

4.64.1

5.24.7

5.3

3 54 0

5.0

6.0

2.83.3 3.5

2 0

3.0

4.0

0.9

0.0

1.0

2.0

KY school districts usingportfolios and learning clubs

Average, all KY schools

Ed i h b dEd i h b dEducation has been compared to Education has been compared to a beach; each year a new wave a beach; each year a new wave

brings a new initiative.brings a new initiative.

ASCD 2008 8989

The notion that “my way to get to heaven is The notion that “my way to get to heaven is better than yours” has done little to better than yours” has done little to

improve education. improve education.

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“This country will not be a good place for any of us to live in unless we make it a

l ll l ”fair place for all of us to live in.”

Theodore Roosevelt

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Today we are faced with a Today we are faced with a “versus” conundrum“versus” conundrumversus conundrum…versus conundrum…

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Standards: Standards: high stakes tests, the societal high stakes tests, the societal need for highly skilled thinkers and learnersneed for highly skilled thinkers and learners

versusversus

Students: Students: style preferences, multiple style preferences, multiple ll lll l

ASCD 2008 9393

intelligences, aspirations, resources, talentsintelligences, aspirations, resources, talents

The drive toward effectiveness andThe drive toward effectiveness andThe drive toward effectiveness and The drive toward effectiveness and the drive toward fairness need not the drive toward fairness need not impose themselves as a battle for impose themselves as a battle for supremacy…supremacy…supremacy…supremacy…

94949494

Teaching Strategies provide the solution to balancing these two competing but critical needs:

STANDARDS:

Teaching strategies are h l i i f

STUDENTS:

A repertoire of teaching i idthe ultimate engine for

creating highly effective rigorous

strategies provides a way to address the

diverse needseffective, rigorous schools and classrooms.

diverse needs, motivational patterns,

and learning styles g yfound in any classroom.

9595

We hope we have provided you with:Some practical ideas,

A deeper understanding of strategic teaching;

Creative possibilities for how you can use different strategies in your classroom to meet g ythe needs of your students; and

A better understanding of your own style ofA better understanding of your own style of teaching and what you can do to expand your repertoirerepertoire.

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tst batelle (2hr keynote) - thoughtful classroom · in fact, many educational researchers have...

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