Effective Teaching Strategies Presented by the Center for Performance Assessment 1-800-THINK-99.
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Transcript of Effective Teaching Strategies Presented by the Center for Performance Assessment 1-800-THINK-99.
Effective Teaching Strategies
Presented by the Center for Performance Assessment
www.MakingStandardsWork.com1-800-THINK-99
Optimal Learning EnvironmentRespect for your prior experience and
respect for others in the roomCell phones in “manner mode”Complete engagement
Full participation in all activities and complete attendance for duration of seminar
Active listening so you are able to respond when called upon
No side conversations, activities, or work
Objectives
UNDERSTAND the connection between essential and thorough lesson planning, effective instruction, and optimal learning
KNOW the research on focused effective teaching strategies
APPLY strategies in contextDEMONSTRATE readiness for
implementation of best practices
Seminar Structure
Part I Lesson Planning – learn highly effective
practices, approaches, formats and realize that lesson planning is a natural extension of the data team process
Part II Effective Strategies – examination of
research, contextual considerations, modeling specific strategies, application and extensions of instruction, learning and assessing tools
Generate Hypotheses about Teacher A and Teacher B:
Same class makeup: a mix of diverse backgrounds and learning needs (ESL, poverty, inclusion, etc.)
Same class sizeSame schedule, materials, curriculumTeacher A: 18% of students proficient Teacher B: 82 % of students proficient
ACTIVITY: Develop hypotheses about the causes of the difference
If you think that teachers and leaders influence student
achievement, you are right!
43.6
64.8
0
10
20
30
40
50
60
70
% P
rofici
ent
or
HIg
her
Source: Center for Performance Assessment, Leadership for Learning (2005); www.MakingStandardsWork.com.
Student Causes Teacher Causes
Putting the Pieces of the Puzzle Together: What Every
Learning Team Must Know and Do
What must be learned – Power Standards
Monitor learning, Provide feedback - Common Formative Assessments
Meet individual student needs – Differentiated Instruction
How to teach – Effective Teaching Strategies
Point to Ponder . . .
Optimal learning is a direct result
of effective instruction which is a
direct result of essential
and thorough lesson planning.
Recommendations for Successful Lesson Planning
Collaborative Lesson Planning
Tools: Formats/Templates
Stages of Learning
Teaching/Learning/Assessing Cycle
Effective Lesson Planning
Part I – Lesson Planning
Lesson Planning Teaching/Learning/Assessing CycleTools: Formats/Templates Elements/ConsiderationsCollaborative planning Stages and progression of learningCollaborative planning
Student Learning Cycle: Teaching, Assessing, Reflecting
Identify Learning Outcomes
Direct Instruction; Model
Reflect, Adjust Teaching; Ongoing Monitoring
Plan Instruction and Assessments
Learning;Ongoing Monitoring
Point to Ponder
If all you have is a hammer everything looks like a nail…
Tools
Templates/FormatsAllows organized approach to processGenerates ideasProvides focusDecreases stressSaves timeFacilitates collaboration
ACTIVITY: Examine lesson planning tools
Elements of Lesson Plans
Effective lesson plans:Offer ‘prompts’ or cues for focused
thinkingAllow linear or non-linear, flexible optionsFeel like a ‘flight plan’ Consider each aspect of the learning cycle
ACTIVITY: Generate a list of must-haves for your lesson plan
Stages of Learning – Timing is Critical
Select strategies based on the specific stage and purpose of learning:Early – building background, scaffolding,
first exposure, connectingMiddle – connecting, reading, writing,
thinking, analyzing, comparing, practice, building on previous learning
Closure – application, problem solving, investigation, assignment of independent practice, doing something with the information
Collaborative Lesson PlanningData Teams/Learning Teams –
1. Generate Data2. Analyze, Identify Obstacles,
Prioritize3. Set Goal(s)4. Determine Instructional Strategies5. Identify Results Indicators**Next, natural extension: Collaborative
Lesson PlanningACTIVITY: Discuss your data teaming
processes and determine to what extent your team is ready for collaborative lesson planning
Checking for Understanding
Why is it important to consider the act of lesson planning?
Summarize important elements of successful lesson planning.
Part II: The Strategies
“But knowledge – like research-based teaching strategies – is only as good as its intelligent application.”
Mike Schmoker, Results Now, ASCD p 117
Contributions from Experts
Allen Mendler
Douglas Reeves Katy Haycock Robert Marzano Rick Stiggins Carol Ann Tomlinson Stephanie Harvey Jay McTighe Roland Barth The “jury standard”
Grant Wiggins Mike Schmoker Rick DuFour Michael Fullan Stephen White Larry Lezotte Harry Wong Linda Darling
Hammond James Stronge
What Does Effective Mean?
“The reflective process is at the very heart of accountability. It is through reflection that we distinguish between the popularity of teaching techniques and their effectiveness. The question is not ‘Did I like it?’ but rather, ‘Was it effective?’”
Source: Douglas B. Reeves, Accountability for Learning (2004), p. 52.
Effective Teaching Strategies: The HOW in Context
Strategies should be selected on the basis of ‘best fit’ related to:Expectations of learning: WHATThe learners: WHORelevance: WHY/CONNECTIONSStages of learning: WHEN/TIMING
Expected Learning: The WHAT
Starting Point: Expected learning outcomes State StandardsDistrict Power Standards/ObjectivesUnwrapped Standards: Content
Concepts – Informational/Declarative Knowledge Skills – Procedural/Application Knowledge
Consider the Learners: The WHO
InterestsStrengthsProcessesProducts or Evidence of LearningChoices/OptionsDifferentiated Instruction
Relevance: The WHY
Authentic learning opportunitiesApplications in context of relevant
topics, tools, examplesEmphasis on connections
Learning Process: The WHEN
Does this lesson focus on accessing prior knowledge, building background?
Is this lesson an opportunity for scaffolded, guided application?
Is this lesson moving toward independent application where students are asked to demonstrate mastery through independent application?
Effective Teaching Strategies – Seminar Process
Presentation of strategies will be by association to a particular stage of the learning process recognizing that:Strategies are successfully applied
during various stages of the learning process
Strategies are tools for teachers as they present information, facilitate and assess learning
Strategies are tools for learners to enhance and demonstrate thinking
Effective Teaching Strategies
This seminar follows the following process and presents strategies that fit into the three stages of the learning process:
Beginning stage of instructionMiddle stage of learningClosure of learning time
Applications of Strategies: Tools
Tools for Instructing – “props” Enhance communication of informationExamples:
Advance OrganizersMetaphorCuesEnthusiasm
Applications of Strategies: Tools
Tools for LearningThinking, reflecting, processing in order to
understandExamples:
Note takingSummarizingNon-fiction writingCause/Effect graphic
Applications of Strategies: Tools
Tools for AssessingAssist learners to clearly process and
show what they knowExamples:
Comparison MatrixAnalogiesClassification Chart
A. Beginning of Learning
Setting up for success:Establish objective*Access prior knowledge – Cues*Build backgroundCreate positive learning environment*Non-fiction writing*Generate hypotheses
Strategy: Establish Objectives
Clear learning objective was established in only
4%
of classroomsSource: Learning 24/7 Classroom Observation Project
(2004) (direct observation of 1,500 K-12 classrooms)
Strategy: Establish Objectives
State goals in clear language – 4 key elements/parts
Capture the big picture; provide focusStudents could personalize the
teacher’s goals to establish ownershipCommunicates high expectations
Strategy: Access Prior Knowledge
What do your students already
know?
Strategy: Cues
Should focus on what is important rather than on what is unusual
Use explicit cues—direct approachKNU (enhanced KWL)
Already knowNeed to learn (based on standards)Understand
BKWLQBackground, know, want to know, learned,
questions
Strategy: Advance Organizers
Introductory materialsPromote scaffolding with visual
structures for informationBridge the gap between what the
learner already knows and what the learner still needs to learn
Are most useful with information that is not already well organized
Strategy: Effort/Motivation
Research/FoundationEffort may be taught Effort can be learnedIncreased effort = greater success Without hope, don’t expect effortMany techniques to improve motivation
Strategy: Effort
Emphasizing effortCreating hopeRespecting powerBuilding relationshipsExpressing enthusiasm
Strategy: Nonfiction Writing
“Generous amounts of close, purposeful reading, rereading, writing, and talking are the essence of authentic literacy.
These simple activities are the foundation for a trained, powerful mind
—and a promising future.”
Source: Mike Schmoker, Results Now (2006), p. 53
Benefits of Nonfiction Writing
Writing is thinking while connecting the dots
Writing is reflectionWriting and revision result in complex
thinking, the making of connections, the interpretation of patterns, the production of thought
Meier: “Children are driven into dumbness by our failure to challenge their curiosity.”
Nonfiction Writing
But I don’t have time for more writing in my classroom
It takes too much time to grade It takes too much time to give feedback If I spend time on writing, I won’t be able to
cover my subject, so my students’ scores in my content area will decline
Here is the reality. . .
Reality: “I don’t have the time” is untrue!
Time Devoted to Writing
Mat
h,
Sci
ence
, S
oci
al
Stu
die
s, M
.C.
Tes
ts
“When we spend more time on
nonfiction writing with
collaborative scoring, our test scores improve .
r = .7 to .9”
Source: Douglas B. Reeves, NASSP Bulletin (December 2000).
The Cumulative Weight of Writing Evidence
Relationships hold across grades, states, and curriculum areas
Relationships may not prove that more writing of performance assessments “causes” improvements in achievement, BUT . . .
The Evidence Is Clear
The assertion that “spending time on writing hurts multiple-choice test scores” is WRONG
Short-cycle and other assessments that include writing enhance student achievement in other subjects
Performance on multiple-choice tests improves
Strategy: Non-fiction Writing
Writing to assess prior knowledgeWriting to connect new learning to
current knowledge – relevanceWriting to learn – clarify thoughtsWriting to expand, enhanceWriting to demonstrate, show thinking
B. Middle Stage of Learning Explicit modeling Direct instruction Cooperative learning Comparing* Classifying* Feedback Note taking* Questioning* Nonlinguistic representations* Practice – guided and independent* Flexible grouping* Generating and Testing Hypotheses
Strategies: Comparing, Classifying
Research/FoundationBasic to human thoughtCore of all learning and thinkingEnhances students’ understanding and
ability to retain and use knowledgeDemonstration of process Structures for ‘storing/retaining’ informationProcess for finding similarities and
differences
Strategy: Compare
Examine information for similarities and differences
Focus on important details and characteristics of information
Develop process thinking skillsApply tools/formats
Strategy: Classify
Organize information into groups based on categories (e.g., similar qualities, traits)
Synonyms: sort, organize, group, categorize
Apply tools/formats Develop thinking processes
Strategy: Note Taking
Notes must be considered a work in progress
Notes should be used as study guidesEnhance notes through discussion, useMany approaches to taking notes
Two-column, Cornell, mixed, outline
Strategy: Questions, Cues, and Advance Organizers
Research/FoundationThese strategies help students to access
what they already know about a topicActivation of prior knowledge is critical to
learning of all typesBackground knowledge influences what
we perceive and learnCueing and questioning
Strategy: Questions
Questions are effective learning tools even when asked before a learning experience
Think: What, How, Why – each causes a certain mental processing thus different responses
Strategy: Nonlinguistic Representations
Research/FoundationMany names: visual tools, graphic
organizers, thinking mapsDual-coding (linguistic, pictorial,
kinesthetic)Tools for teachers when presenting
information, assessing understandingTools for students when processing,
applying information and for demonstrating knowledge
Strategy: Nonlinguistic Representations
Examples of tools, graphic organizers:Brainstorming webs: mind mapping,
webbing, clustering for personal knowledge
Task-specific organizers: life cycles, text structures, decision trees for isolated content tasks
Thinking-process frames: concept mapping, metacognition, systems thinking for transfer across disciplines
Strategy: Cooperative Learning
Types of groups:Informal—created on spur of moment; may
last a few minutes, class period, a few daysFormal/Flexible—created to ensure that
students are able to accomplish a task or assignment; last several days to weeks; usually created based on pre-assessment data/results
Base—created to provide students with support throughout the semester or year
Strategy: Cooperative Learning
Research/FoundationStudent-to-student enhanced learning leads
to optimal participation and retention Often misused and misunderstoodRequires effective classroom management to
work wellDifferentiated Instruction - a link to
cooperative learning
Strategy: Cooperative Learning
Low-ability students perform worse when placed in homogenous groups with other students of low ability
Medium-ability students benefit most from homogenous grouping
Cooperative groups should be small in size; 3- to 4-member teams are more beneficial than larger groups
Strategy: Practice
Massed practice - skill, process: frequent repetitions
Distributive practice - concepts: develop understanding over time
Mastering a skill requires appropriate focused practice
24 repetitions = 80% competency
Strategy: Hypotheses Generating and Testing
Research/FoundationPowerful cognitive operationsInvolve the application of knowledgeDeductive and inductive approaches
Strategy: Hypotheses Generating
Teachers should ask students to clearly explain and defend their hypotheses.
Ask: “What principles are you working from?” Inquire why students’ hypotheses make sense.
This process deepens understanding about information and concepts students are studying.
Strategy: Hypotheses Testing
Students do this much of time: “When I do this, then this will happen”
Many approaches:Problem solvingDecision makingHistorical investigationSystems analysis
C. Closure of Learning Time
QuestionsHomework*Feedback*Summarizing*Non-fiction writing
Strategy: Homework and Practice
Research/FoundationHomework and practice provide students
with focused and purposeful opportunities to expand knowledge and deepen understanding about concepts and skills
Strategy: Homework
Vary amount of homework by grade level; general guideline of 10 minutes per grade level
Minimize parental involvement Identify purpose of homeworkCreate time for homework to be
completed DURING SCHOOL Provide feedback on assignments
Strategy: Homework
Positive EffectsImmediate achievement and learningLong-term academic benefitsNonacademic benefitsAllows practice, preparation,
extension, and integration with/links to other content areas
Strategy: Homework Options
What motivates students?ChoiceEmpowermentCompetence
How can we transform homework from drudgery into engagement?Let students CHOOSEDesign interesting, motivating, engaging
assignments
Strategy: Provide Feedback
Must be accurate; we have a moral obligation to tell the truth
Should be timely, correctiveShould be specific to a criterionStudents should engage in self-
reflection/feedbackStudents should provide anonymous
reflection and feedback for other students’ work
Strategy: Summarize
Keep, delete, substituteStructure of information linked to
structure of notesSummarizing requires ability to
analyze information Questions in advance of reading or
processing information provide a frame for summary
Evaluation and Feedback
Your ideas and reflections are important to us. Please take time to complete and turn in the short evaluation form provided for you.
Center for Performance Assessment1-800-844-6599
www.MakingStandardsWork.com
Center for Performance Assessment
1-800-844-6599
www.MakingStandardsWork.com