© 2005 McREL. Know generalizations from research and recommended classroom practices related to...

© 2005 McREL

ExcellenceHow do we get

there?

We need to examine Classroom Instruction

THAT WORKS!

HOW DO WE GET TO EXCELLENCE???

LEARNING GOALS

Know generalizations from research and recommended classroom practices related to the nine categories of instructional strategies

Understand how the research on instructional strategies can be embedded in classroom curriculum design

PICTURE ANALOGY

Implementing research-based instructional strategies is like _________________because________________________________________________

Example: Implementing research-based instructional strategies is like a coffee pot because the process of learning how to do it gives me a great deal of energy.

WHERE DID THESE STRATEGIES COME FROM?

Analysis of 30 years of research on instruction

Experience with thousands of educators

META-ANALYSIS

Combined results from a number of studies to determine the average effect of a given technique.

These results are translated into a unit of measurement referred to as an effect size. The effect size of

.20 small, .50 medium .80 large.

EFFECT SIZE

The increase or decrease in achievement of the experimental group in standard deviation units.

This effect size can then be translated into a percentile gain.

Category AverageEffectSize

PercentileGain

Number of Studies

Identifying Similarities & Differences 1.61 45 31

Summarizing & Note Taking 1.00 34 179

Reinforcing Effort & Providing Recognition .80 29 21

Homework & Practice .77 28 134

Nonlinguistic Representation .75 27 246

Cooperative Learning .73 27 122

Setting Objectives & Providing Feedback .61 23 408

Generating & Testing Hypotheses .61 23 63

Cues, Questions, & Advance Organizers .59 22 1251

EXPERT GROUPS

At your table are 10 different colored handouts. Please choose one handout.

Now find all the like colored handouts, read, discuss and become the expert on the following: (20 minutes) What is it? What are the key research findings? How can it be implemented?

Go back to your table and be the expert on the above questions and share with the others. (20minutes)

Large Group Share – What were some key things you heard?

CATEGORY McREL DEFINITION

Identifying Similarities & Differences

• Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve identifying ways items are alike and different.

Summarizing & Note Taking

• Enhance students’ ability to synthesize information and organize it in a way that captures the main ideas and supporting details.

Reinforcing Effort & Providing Recognition

• Enhance students’ understanding of the relationship between effort and achievement by addressing students’ attitudes and beliefs about learning.

• Provide students with rewards or praise for their accomplishments related to the attainment of a goal.


Homework & Practice

• Extend the learning opportunities for students to practice, review, and apply knowledge.

• Enhance students’ ability to reach the expected level of proficiency for a skill or process.

Nonlinguistic Representation

• Enhance students’ ability to represent and elaborate on knowledge using mental images.

Cooperative Learning

• Provide students with opportunities to interact with each other in groups in ways that enhance their learning


Setting Objectives & Providing Feedback

• Provide students a direction for learning and information about how well they are performing relative to a particular learning goal so that they can improve their performance.

Generating & Testing Hypotheses

• Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve making and testing hypotheses.

Cues, Questions, & Advance Organizers

• Enhance students’ ability to retrieve, use, and organize what they already know about a topic.

WHAT WE DON’T KNOW YET

Are some instructional strategies more effective in certain subject areas?

Are some instructional strategies more effective at certain grade levels?

WHAT WE DON’T KNOW YET

Are some instructional strategies more effective with students from different backgrounds?

Are some instructional strategies more effective with students of different aptitude?

Which strategies will help students practice, review, and apply that

knowledge?

FOUR PLANNING QUESTIONS FOR INSTRUCTION

Which strategies willprovide evidence that students have learned

that knowledge?

What knowledge willstudents learn?

Which strategies will help students acquire and

integrate that knowledge?

INCORPORATING THE STRATEGIES INTO INSTRUCTIONAL PLANNING

Question Strategies

What knowledge will students learn?

• Setting Objectives

Which strategies will provide evidence that students have learned that knowledge?

• Providing Feedback

• Providing Recognition

• Homework

INCORPORATING THE STRATEGIES INTO INSTRUCTIONAL PLANNING (CONTINUED)

Question Strategies

Which strategies will help students acquire and integrate that knowledge?

• Cues, Questions, & Advance Organizers• Summarizing & Note Taking• Nonlinguistic Representation• Homework• Cooperative Learning• Providing Feedback• Reinforcing Effort & Providing Recognition

Which strategies will help students practice, review, and apply that knowledge?

• Homework & Practice• Identifying Similarities & Differences• Generating & Testing Hypotheses• Cooperative Learning• Providing Feedback• Reinforcing Effort & Providing Recognition• Nonlinguistic Representation

PERSONAL LEARNING GOALSFOR THE WORKSHOP

Record your answers to the following questions in your Participant’s Manual:

•What are YOUR goals for this workshop?

•What do you need to do to reach YOUR goals?

© 2005 McREL

Classroom Instruction That

Works

Identifying Similarities and

Differences – Part 2


PercentileGain

Number of Studies










SIMILARITIES AND DIFFERENCES

Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve identifying ways items are alike and different.

FOUR PLANNING QUESTIONS FOR INSTRUCTION:

Identifying Similarities and Differences

Which strategies will provide evidence that students have learned

that knowledge?


Which strategies will help students acquire

and integrate that knowledge?


knowledge?

GENERALIZATIONS FROM THE RESEARCH ON SIMILARITIES AND DIFFERENCES

1. Presenting students with explicit guidance in identifying similarities and differences enhances students’ understanding of and ability to use knowledge.

2. Asking students to independently identify similarities and differences enhances students’ understanding of and ability to use knowledge.

GENERALIZATIONS FROM THE RESEARCH ON SIMILARITIES AND DIFFERENCES (CONTINUED)

3. Representing similarities and differences in graphic or symbolic form enhances students’ understanding of and ability to use knowledge.

4. Identification of similarities and differences can be accomplished in a variety of ways and is a highly robust activity.

COMPARE, CLASSIFY, CREATE METAPHORS AND CREATE ANALOGIES.

Each of these processes involves identifying how items, events, processes or concepts are similar and different

When we compare, we examine how things are alike and different based on characteristics.

COMPARE

Heather’s car is silver, front-wheeled drive, with a bike rack on top.

Bob’s car is red, four-wheeled drive, with ski racks on the top.

We compare all the time … movies we seen, restaurants where we have eaten, we compare ski runs on our favorite mountains.

WHAT DOES COMPARE LOOK LIKE IN OUR CLASSROOMS?

Heathcliff in Wuthering Heights to Mr. Rochester in Jane Eyre.

Shape of the graph of y = 2x + 3 to the shape of y = 2x – 3.

Battles of Northwest Rebellion of 1885 to World War 1.

REFLECT - COMPARING…

What is the purpose of asking students to compare?

What kind of activities do I use to help students compare?

I can think of a time that I asked students compare, and I was pleased with the results. Why did it go well?

VENN DIAGRAMS, COMPARING CHARTS

WHEN WE CLASSIFY…

We consider how items are similar and different and then group them using similarities to define categories:

Hibiscus and black-eyed susans are perennials.

Pansies and marigolds are annuals.

WHAT DOES CLASSIFYING LOOK LIKE IN OUR CLASSROOMS?

Classify organisms according to kingdom, phylum, class, order, family, genus and species.

Classify linear, quadratic, trigonometric exponential or logarithmic

REFLECT CLASSIFYING

What is the purpose of asking students to classify?

What kinds of activities do I use to help students classify?

I can think of a time that I asked students to classify and I was pleased with the results. Why did it go well?

WHEN WE CREATE METAPHORS

Metaphors link two things that appear to be quite different on the surface but have some likeness, such as “My life had stood--- A Loaded Gun” (Emily Dickinson)

WHAT DOES CREATING METAPHORS LOOK LIKE IN THE CLASSROOM?

ELA – Shakespeare Science – Cell is a factory or a DNA

molecule is a ladder.

ACTIVITY

The Internet is an information superhighway. The Internet is a giant flea market.

Which metaphor best describes the Internet and why?

Write your own metaphor to describe the Internet.

What knowledge did you need to complete this task? What would you need to do in the classroom to prepare students for a task like this?

WHEN WE CREATE ANALOGIES

Analogies involve relationships between pairs of elements.

With analogies we look for similarities between two pairs

Brain: human::central processing unit:computer

As in ruler is to length as measuring cup is to volume.

RECOMMENDATIONS FOR CLASSROOM PRACTICE: SIMILARITIES AND DIFFERENCES

1. Use comparing, classifying, metaphors, and analogies when having students compare similarities and differences.



2. Give students a model of the steps for engaging in the process.




3. Use a familiar context to teach students these steps.





4. Have students use graphic organizers as a visual tool to represent the similarities and differences.





4. Have students use graphic organizers as a visual tool to represent the similarities and differences.

5. Guide students as they engage in this process. Gradually give less structure and less guidance.

Classroom InstructionThat works!

Part 3: Summarizing andNotetaking


PercentileGain

Number of Studies










Enhance students’ ability to synthesize information.

SUMMARIZING


Summarizing


that knowledge?





knowledge?

SUMMARIZING STORY

Practice PAT exam.

AUTO SUMMARIZE IN WORD 2008

RECOMMENDATIONS FOR CLASSROOM PRACTICE: SUMMARIZING

1. Teach students the rule-based summarizing strategy.


2. Use summary frames.



2. Use summary frames.

3. Teach students reciprocal teaching.


SUMMARY FRAMES TO TEACH STUDENTS INCLUDE…

Narrative or Story – eg)main character, etc.

Definition Argumentation Problem or solution Conversation

Enhance students’ ability to organize information in a way that captures the main ideas and supporting details.

NOTE TAKING


Note Taking


that knowledge?





knowledge?

GENERALIZATIONS FROM THE RESEARCH ON NOTE TAKING

1. Verbatim note taking is, perhaps, the least effective way to take notes.

2. Notes should be considered a work in progress.

3. Notes should be used as study guides for tests.

4. The more notes that are taken, the better.

RECOMMENDATIONS FOR CLASSROOM PRACTICE: NOTE TAKING

2. Teach students a variety of note taking formats.

3. Use combination notes.

1. Give students teacher prepared notes.

CONCLUSION

This workshop required you to Examine your use of instructional

strategies Test the effectiveness of your own current

practices Consider and possibly try out new

practices.

Instructional strategies do not produce effective teacher. Rather effective teaching is the byproduct of thoughtful individual, skilled in the art and science of teaching, making decisions about best practices for his or her students at all times.

Nothing is more powerful than a group of dedicated teachers sharing insights about their practices.

© 2005 McREL. Know generalizations from research and recommended classroom practices related to...

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