ResearchBased Strategies to Improve the Achievement of EACH Student

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Research-Based Strategies to Improve the
Achievement of EACH Student
Prepared for the Williamsburg - James City
County K 3 Instructional Team by Dan
Mulligan July 2006
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When I dieI hope it occurs during a
lecturebecause the transition from life to
death will be so slight that I will hardly
notice it.
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Give One Get One

• On the back of your handout, write one way that
  being a teacher in Virginia is like an astronaut
  on a walk in space. Think and be creative.
• When signaled, circulate the room to meet a
  colleague. Give him/her your answer and get their
  answer.
• You need a total of 2 answers. When you have
  completed your task, return to your seat.
• Enjoy!

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Getting the Biggest Bang for Your Buck!

• Researchers conducted studies to identify those
  instructional strategies that have a high
  probability of enhancing student achievement
• for ALL students in ALL
  subject areas at ALL grade levels.
• Results of the studies conducted by Robert
  Marzano, Debra Pickering, and Jane Pollock
  identified the TOP NINE strategies that have a
  STRONG EFFECT on STUDENT ACHIEVEMENT.

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Research-based Strategy Cooperative
learningPercentile Gain 27

• The GARDEN Plot

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NEW required pass rates for each subgroup
Spring 2005 tests reading (65)
math (63) Spring 2006 tests reading
(69) math (67) Spring 2007
tests reading (73) math (71)
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Grade 3 RLR

• Use knowledge of homophones. 63
• Use knowledge of prefixes. 74
• Rewrite for specificity. 68
• Combine two sentences. 78
• Rewrite for specificity. 54
• Rewrite for correct sentence formation and
  clarity. 76
• Identify correct verb tense. 79
• Identify correct verb tense and spelling. 79
• Identify correct punctuation of a
  possessive. 72
• Identify correct spelling. 59

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Use a research-based process for teaching new
terms and phrases.

• Effective vocabulary instruction does not rely on
  definitions.

• Students must represent their knowledge of words
  in linguistic and nonlinguistic ways

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Research on Imagery as Elaboration
Students who used imagery to learn vocabulary,
on average, performed
of studies
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Name That Category

• Partner A faces the board
• Partner B faces away from the board
• Clue giver lists terms that pertain to a category

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Math
200 POINTS
100 POINTS 100 POINTS
50 POINTS 50 POINTS 50 POINTS
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Grade 1 English
200 POINTS
100 POINTS 100 POINTS
50 POINTS 50 POINTS 50 POINTS
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History
200 POINTS
100 POINTS 100 POINTS
50 POINTS 50 POINTS 50 POINTS
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200 POINTS
100 POINTS 100 POINTS
50 POINTS 50 POINTS 50 POINTS
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Characteristics of First-Order Change and
Second-Order Change
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Benefits of Using the SPBQ Analysis Sheet

• Empowers a staff to identify and summarize
• reporting categories with the greatest
  concentration of emphasis
• Does the allocation of time for learning content
  from a strand in the pacing align with emphasis
  on SOL?
• Result Common issue in the school Pacing is
  based solely on the order and space provided in
  the adopted textbook.
• benchmark ( of students mastering an objective)
  that will identify satisfactory growth in student
  achievement
• What is the acceptable rate of students NOT
  mastering content for the new year?
• Result If this number is to change, either (1)
  get new kids this year, or (2) adopt new
  instructional strategies this year.
• achievement by essential content and by essential
  skills, and
• Is achievement negatively impacted by a lack of
  content knowledge or a lack of ability to use a
  thinking skill (regardless of content)?
• Result Is the ability of the students to infer,
  analyze, an issue in many content areas?
• grade level/course section primarily responsible
  for the identified areas in need of improvement.
• If no grade level identifies an objective as
  theirs hmmm?
• Result Vertical communication.

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Earth Science
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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)

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Looking With New Eyes (Focusing on the essential
skill expressed in the item description.)

• Interpret, Explain, Determine, Read and Explain,
  Predict, Interpret, Relate, Relate, Describe,
  Draw Conclusions, Use a Map, Correlate,
  Recognize, Describe. Understand, Describe, Apply,
  Justify (Identify a reason), Apply (19 questions)
• 38 of total items
• 73 of stress items (less than 70 of students
  correctly answered question)

• Identify (7 questions)
• 14 of total items
• 27 of stress items (less than 70 of students
  correctly answered question)

Recall
Engaged
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www.authorama.comhttp//www.highlights.com/htt
p//rubistar.4teachers.org/index.phphttp//www.r
ockingham.k12.va.us/mves/mves.htmlhttp//nlvm.us
u.edu/en/nav/vlibrary.htmlwww.augusta.k12.va.us
www.ttaconline.org
Suggested Resources
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Characteristics of First-Order Change and
Second-Order Change
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Interesting Trivia

• Among the Lepcha people of Tibet, alcohol is the
  only proper payment for teachers.

Cheers!
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Identifying Similarities and Differences
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What processes can students engage in to identify
similarities and differences?
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Teachers must recognize that Reading
comprehension and achievement tend to be
positively related. Almost without exception
instruction in vocabulary and/or reading skills
paid off in terms of greater achievement,
especially in the area of problem solving (Earp,
1970, p. 531).
Reading Comprehension in the Content AreaThe
Farm Fresh Theorem
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Word Sort Applications

• Classify words based on student identified
  attributes.
• Match linguistic and nonlinguistic pairs that
  represent the same concept.
• Use a Concentration Game approach to
  identifying similarities.
• Create sentences that contain an identified word
  from the sort.
• Provide students with the previous years cards to
  check for prior knowledge.

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Nonlinguistic Representations

• Approaches to this strategy in the classroom
• Graphic organizers,
• Pictographic representations,
• Mental images,
• Physical models, and
• Kinesthetic representations.

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Information Storage

• Brain research has identified the dual-coding
  theory of information storage. Knowledge is
  stored in two forms
• Linguistic statements to be learned
• Imagery mental pictures or sensations
  (nonlinguistic)
• Using both linguistic and nonlinguistic
  representations better enables students to think
  about and recall information.
• Too often students are left on their own to
  create images.
• If the teacher assists the student in creating
  images, there is a greater impact on learning.

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Blind Sequencing
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Knowledge
There is a great difference between knowing and
understanding you can know a lot about
something and not really understand it. Charles
Kettering
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Finding Similarities and Differences

• Directions
• Use the Venn Diagram rings to create a diagram
  similar to the graph below.
• Sort the Attribute Blocks using the criteria
  below.
• Think!

Yellow
Thin
Large
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Graphic Organizers

• Use Visuals
• Graphic organizers help students organize the
  information and retain 5 times more of the
  information.

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Information Storage

• Brain research has identified the dual-coding
  theory of information storage. Knowledge is
  stored in two forms
• Linguistic statements to be learned
• Imagery mental pictures or sensations
  (nonlinguistic)
• Using both linguistic and nonlinguistic
  representations better enables students to think
  about and recall information.
• Too often students are left on their own to
  create images.
• If the teacher assists the student in creating
  images, there is a greater impact on learning.

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Research Generalizations Vocabula
ry
Students need to be exposed to a word at least
six times in context.
Direct vocabulary instruction works and should
focus on words that are critical to new content.
Even superficial instruction in new words
increases the probability that students will
understand the words when they encounter them.
One of the best ways to learn a new word is to
associate a mental image or symbolic
representation with it.
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Motor Mouth

• Talker is provided with a list of words under a
  category
• The talker tries to get the team to say each of
  the words by quickly describing them. The talker
  is allowed to say anything about the terms,
  talking a mile a minute, but may not use any
  words in the category title or any rhyming words .

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Levels of Thinking
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CUBING

• 1. Describe it. (Describe its colors, shapes, and
  sizes. What does it look like?)
• 2. Compare it. (What is it similar or different
  from?)
• 3. Associate it. (What does it make you think
  of?)
• 4. Analyze it. (How is it made or what is it
  composed of?)
• 5. Apply it. (What can you do with it? How is it
  used?)
• 6. Argue for or against it. (Take a stand and
  list reasons for supporting it.)

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Remember one thing
If you ever think you are too small to make an
impact, try going to bed with a mosquito!
Thank you for your time and energy!
Dan
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Cinderella
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Cinderella But scarcely was the marriage
ceremony over, before his wife began to show her
real temper she could not bear the pretty little
girl, because her sweet obliging manners made
those of her own daughters appear a thousand
times more odious and disagreeable. She therefore
ordered her to live in the kitchen and, if ever
she brought any thing into the parlor, always
scolded her till she was out of site. She made
her work with the servants in washing the dishes,
and rubbing the tables and chairs it was her
place to clean madams chamber, and that of the
misses her daughters, which was all inlaid, had
beds of the newest fashion, and looking-glasses
so long and broad, that they saw themselves from
head to foot in them while the little creature
herself was forced to sleep in a sorry garret,
upon a wretched straw bed, without curtains or
any thing to make her comfortable. The poor child
bore all this with the greatest patience, not
daring to complain to her father, who, she
feared, would only reprove her, for she saw that
his wife governed him entirely. When she had done
all her work she used to sit in the chimney
corner among the cinders so that in the house
she went by the name Cinderbreech the youngest
of the two sisters, however, being rather more
civil than the eldest, called her Cinderella. And
Cinderella, dirty and ragged as she was, as often
happens in such cases, was a thousand times
prettier than her sisters, drest out in all their
splendor. an excerpt from the popular fairy
tale, Cinderella
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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)

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www.augusta.k12.va.us
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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)

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Visuals and Language
Activity 1 Drawing Pictures and
Pictographs Imagine you are talking to a student
in your class on the phone and want the student
to draw some figures. The other student cannot
see the figures. Write a set of directions so
that the other student can draw the figures
exactly as shown in the next slide.
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a. The number of cavities the sixth graders
have? b. The number of people in the sixth
graders families? c. The ages of the sixth
graders mothers? d. The heights of the sixth
graders in inches?
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p//rubistar.4teachers.org/index.phphttp//www.r
ockingham.k12.va.us/mves/mves.htmlhttp//nlvm.us
u.edu/en/nav/vlibrary.html
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End of the unitHelping 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 teachers assessment
• Ask them to articulate what they have learned.

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Teachers must recognize that Reading
comprehension and achievement tend to be
positively related. Almost without exception
instruction in vocabulary and/or reading skills
paid off in terms of greater achievement,
especially in the area of problem solving (Earp,
1970, p. 531).
Reading Comprehension in the Content AreaThe
Kroger Theorem
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Thank you for your commitment to children!
"It's your attitude, not just your aptitude that
determines your ultimate altitude." --Zig
Ziglar ?
Dan
Simplyachieve_at_juno.com 757-754-5920