Classroom Instruction that Works: Effective Instructional Strategies Session 4

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Classroom Instruction that Works Effective
Instructional StrategiesSession 4
BISD Investigates

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Welcome Back to ALTs
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Feedback Talking Chips

• Discussion Prompts
• Identify the strategy
• What worked?
• What modifications might you make in the future?
• Did your students have a preference between the
  formats?
• Did you have a preference between the formats?
• Did you observe a change in how students were
  using notes?

• Talking Chips Procedure
• Participants use a token
• (pens are fine)
• Each participant places a token in the center
  when they wish to speak
• All the tokens must be placed in the center
  before a participant may contribute again
• Many variations of talking chips exist

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Categories of Instructional Strategies that
Affect Student Achievement
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Generating and Testing Hypotheses
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Generating and Testing Hypotheses

• A process which involves the application of
  knowledge across all disciplines
• Logical and natural pattern of thought

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How do you approach the generation of a
hypothesis?
Hypothesis
Teacher presents knowledge/principles
New conclusions
Deductive
Inductive
New conclusions
Student has prior knowledge or discovers new
information
Hypothesis
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Frameworks for Classroom Practice

• Systems analysis
• Problem Solving
• Historical Investigation
• Invention
• Experimental Inquiry
• Decision Making

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Expectations

• Students should be able to explain their
  hypotheses and conclusions.
• How might you have students share their thinking
  with other students in the class?

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Cues, Questions, and Advance Organizers
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Research and Theory

• Cueing and questioning may account for up to 80
  of what takes place in a given classroom on a
  given day
• Teachers may not be totally aware of the extent
  to which they utilize these strategies

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Classroom Practice
Are effective learning tools even when asked
prior to a learning experience
Should focus on what is important as opposed to
what is unusual
Cues and Questions
Wait time increases the depth of student answers
Higher level questions produce deeper learning
than lower level questions
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Purposeful Design

• Cues are straight forward ways to activate prior
  knowledge.
• Questions can greatly aid students in making
  inferences.
• What trends in cues and questions can you
  identify in your instruction?

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Advance Organizers What are they?

• Appropriately relevant and inclusive introductory
  materials, introduced in advance of learning
• Presented at a higher level of abstraction,
  generality and inclusiveness than the subsequent
  information
• Provides an organizational structure for ideas
  and information
• Designed to bridge the gap between what is known
  and what needs to be known

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Four Types of Advance Organizers

• Expository-statements which describe new content
  to which students are exposed
• Narrative-presents information to students in
  story format to make connections
• Skimming-pre-reading activity sets the stage for
  details
• Graphic organizers- may be used in advance to
  prompt prior knowledge

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Reinforcing Effort and Providing Recognition
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Ability
Help from others
Effort
Luck
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Belief in Effort is the most motivational

• Research shows that
• Not all students realize the importance of
  believing in effort
• Students can learn to change their beliefs to an
  emphasis on effort
• Demonstrate the relationship between effort and
  success through direct instruction (historic and
  contemporary examples)
• Encourage students to track the correlation
  between personal effort and success
• Effort and Achievement Rubrics

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How Hard Did I Work?
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Pair Share

• How might you use the effort and achievement
  rubrics in your classroom?
• What type of direct instruction might you design
  to teach effort to your students?

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Is Praise Effective?

• Research results indicate that praise given for
  accomplishing easy tasks may lower achievement
• Praise is often handed out unsystematically and
  unevenly
• One could conclude that praise is ineffective
  however, providing recognition is effective

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What do you think?

• What a hard worker!
• What a great job of managing your time!
• You are a super reader!
• Your fluency is better today than it was last
  month. What good improvement!
• If you complete your homework, you will earn a
  free homework pass!
• If you complete your homework, you will be more
  prepared for the test!

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Effective Recognition

• Is contingent on the attainment of some standard
  of performance
• Providing rewards for the successful attainment
  of specific performance goals enhances intrinsic
  motivation

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Line Up

• I do my best work when my principal gives me a
  well-deserved compliment.

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Types of Rewards

• Abstract symbolic recognition is more effective
  than tangible rewards
• Verbal recognition of effort, improvement, and
  achievement is the most effective extrinsic
  motivator

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ALT Work Session
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Product Focus

• Design a lesson which incorporates a strategic
  approach to generating and testing hypotheses.
• What will be your approach to improving the cues
  and questions you use in instruction?
• Brainstorm with your group and design a system
  for recognizing effort, improvement, and/or
  achievement
• Be prepared to share the results of your design
  during the next professional learning day.

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ALT Sharefest