Instructional Strategies to Increase Student Achievement

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Instructional Strategies to Increase Student
Achievement

• Best Practice Makes Perfect

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Hello!

• Thank you for your time during this Early
  Dismissal!
• Introductions (if needed)
• Time frame for the afternoon

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Thinking about vocabulary

• Take 2 minutes and write your thoughts on
  teaching direct vocabulary instruction
• Think-Pair-Share with a partner

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What is Best Practice?

• Good Practice
• Solid, reputable, state-of-the-art work in a
  field
• Current research, consistently offering the
  benefits of the latest knowledge, technology, and
  procedures
• Leading of our field
• Serious, thoughtful, informed, responsible,
  state-of-the-art-teaching
• Based on the work of Zemelman, Daniels, and Hyde
• Best Practice Todays Standards for Teaching
  and Learning in Americas Schools

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Vocabulary

• Direct teaching of vocabulary may be one of the
  most underused instructional activities in K-12
  education.
• Student directed NOT teacher directed
• Teacher does not recite definitions and students
  record and memorize them.
• Students must encounter words multiple times
  before they learn them.

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Teaching specific terms in a specific way is
probably the strongest action a teacher can take
to ensure that students have the academic
background knowledge they need to understand the
content they will encounter in school.
Robert Marzano
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Making the case

• Given the relationship between academic
  background knowledge and academic achievement,
  one can make the case that it should be at the
  top of any list of interventions intended to
  increase student achievement.
• Robert Marzano, Building Background Knowledge for
  Academic Achievement

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Making another case

• Only 1.67 minutes are devoted to direct
  vocabulary among 3rd, 4th, and 5th grade teachers
  observed by Roser and Juel (1982).

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Making yet another casePoverty and Ethnicity

• There is a direct relationship between access to
  academic background experiences and family
  income.
• Black and Hispanic children are much more likely
  to be poor, and for longer periods of time, than
  white children are.

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Okay, one more case!

• In-depth data analysis was conducted by the AYP
  Team in regards to the MCA-II
• Data indicates a deficiency in vocabulary
  development
• Vocabulary development can easily be incorporated
  in any subject this is not a subject specific
  approach

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Two Approaches to Building Background Knowledge

• DIRECT
• Field Trips
• Mentoring
• INDIRECT
• Sustained Silent Reading (SSR)
• Direct Vocabulary Instruction (DVI)

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Effect Size

• The effect size is the unit of measure that
  expresses the increase or decrease in achievement
  of the experimental group in standard deviation
  units.

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Impact of Effect Size

• Large .80 (Just about 1 Standard Deviation of
  growth!)
• Medium .50
• Small .20
• Based upon the work of J. Cohen,
• Statistical Power Analysis for the Behavioral
  Sciences

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Impact of Direct Vocabulary Instruction

• Effect Size
• .97

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The Effect Size of Direct Vocabulary Instruction
.97

• If there is not direct vocabulary instruction the
  student is at the 50th percentile in terms of
  ability to comprehend the subject matter taught.

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Teaching Direct Vocabulary involves

• Descriptions as opposed to definitions
• Use of linguistic and nonlinguistic
  representations
• Gradual shaping of words
• Teaching and using word parts
• Different types of instruction for different
  types of words
• Students interacting about the words they are
  learning
• Use of games
• Focus on terms important to academic subjects

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Putting it into practice
Lago Lake
Pulsiero Bracelet
Soltiero Bachelor
Lata Can
Tia Aunt
Jogar Gamble
Lua Moon
Noz Walnut
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How to set up Vocabulary Cards
wave
Step 1 Write the word
Step 2 Add a visual
Step 3 Write a definition
A big curl of water
Step 4 Create a sentence
Hawaii has the best surfing waves.
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Vocabulary Cards

• Step 1 Write the word
• Step 2 Add a visual
• Step 3 Write a definition
• Step 4 Create a sentence
• Step 5 Write the vocabulary word on the
  reverse side of the card

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How to set up Vocabulary Cards
Write vocabulary word on reverse side of card
wave
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Putting it into practice - activity

1. Set up Vocabulary cards using the 8 Portuguese
   words.
2. Facilitator will allow each participant 10
   seconds to look at each card.
3. Participants Think-Pair-Share how they chose the
   picture/icon for the vocabulary along with any
   other ideas relating to the creation of the card.
4. The facilitator says the vocabulary word out loud
   participants echo the same.
5. Facilitator quizzes the group on their newly
   acquired vocabulary words.

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Vocabulary Cards Scoring Rubric
4 Has vocabulary card set up correctly Visual pic represents vocabulary word Definition is appropriate for vocabulary word Sentence is complete and makes sense Overall quality is excellent
3 Has vocabulary card set up correctly Visual pic represents vocabulary word Definition is correct Sentence is complete Overall quality is ok
2 Vocabulary card is NOT set up correctly Visual pic is not accurate Definition is not real clear and/or is incorrect Sentence is incomplete Overall quality could be better
1 Vocabulary card is NOT set up correctly Visual pic is not accurate or not finished Definition is incorrect or isnt finished Sentence is incomplete and incorrect Overall quality is very poor
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Steps to Effective Vocabulary

• Teacher gives description, explanation and or
  example of the new term.
• Students restate in their own words.
• Students create a nonlinguistic representation
• Periodic activities that add to knowledge of the
  terms.
• Students periodically discuss the terms with one
  another.
• Periodic games to play with the terms.

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Short Video Clip

• Expanding Vocabulary PD 360
• Expanding Vocabulary 1402S-9

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Vocabulary Games

• Jeopardy
• I Have, Who Has
• Pictionary - Picture This (Vocabulictionary?)
• Analogies
• Pantomime
• Charades
• Memory
• Vocabulary Cards

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Change
Vision Skills Incentives Resources Action Plan CHANGE
Skills Incentives Resources Action Plan Confusion
Vision Incentives Resources Action Plan Anxiety
Vision Skills Resources Action Plan Resistance
Vision Skills Incentives Action Plan Frustration
Vision Skills Incentives Resources Treadmill
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Short video clip

• Non Linguistic Representations
• Non Linguistic Representations 1305S-6

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Dialogue

• How can you use these strategies in your
  classroom?
• Which strategies really have possibilities for
  you right now based upon what you have learned
  today, the data you have from your students, and
  your buildings school improvement goals?
• What would be an easy, not-so-burdensome method
  of determining a) the effectiveness in the
  classroom, and b) if direct vocabulary is being
  taught throughout the district?

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Putting it all together
Professional Development
AYP Plan
Strategic Plan
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So

• The idea that learning is not a matter of
  telling, and being told, but an active and
  constructive process, is an idea which is as
  widely accepted in theory as it is neglected in
  practice.
• John Dewey

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• Translation

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• Just Do It!

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Electronic Resources

• Helpful Links

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Instructional Strategies to Increase Student
Achievement

• Best Practice Makes Perfect