CLASSROOM STRATEGIES TO INCREASE STUDENT ACHIEVEMENT ON CATS

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CLASSROOM STRATEGIES TO INCREASE STUDENT
ACHIEVEMENT ON CATS

• PAM CLEMONS
• pclemons_at_kde.state.ky.us
• OFFICE OF COMMUNITY RELATIONS
• 502-564-3421

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People desire change - they resist being
changed.
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" Everything has changed but our ways of
thinking. If we do not change these, we drift
toward unparalleled catastrophe."
Albert Einstein
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Support
Develop
Build
Envision
Discover
Create
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A skilled craftsman has...

• has good tools
• fixes mistakes
• knows what tool to use for the job

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FOCUS BEACONS

• RESEARCH BASED STRATEGIES
• USING PROGRAM OF STUDIES
• ALIGNING CURRICULUM/CORE CONTENT
• INTERDISCIPLINARY LESSONS/REAL WORLD
• QUESTIONING TECHNIQUES
• LESSON PLANNING
• ASSESSING FORMALLY AND INFORMALLY

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LEARNING ACTIVITY RETENTIONWilliam Glasser, THE
QUALITY SCHOOL
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LEARNING MEMORY
LEARNING STYLES
MULTIPLE INTELLIGENCES

• MEMORY LANES
• SEMANTIC
• EMOTIONAL
• EPISODIC
• PROCEDURAL
• AUTOMATIC

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LOCAL CURRICULUM
ACADEMIC EXPECTATIONS
PROGRAM OF STUDIES
CORE CURRICULUM
WHAT ABOUT CORE CONTENT FOR ASSESSMENT?
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Children learn best if they are immersed in
complex experiences and are given the opportunity
to actively process what they have learned.
Renate Nummela Caine
International Center for Leadership in Education
1999
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BENEFITS

• Teacher collaboration
• Student involvement
• Higher level thinking
• Content mastery
• Mirrors real world
• Less fragmented learning
• International Center for Leadership in Education
  1999-Helen M. Branigan, Sr. Consultant

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The biggest obstacle to interdisciplinary
planning is that people try to do too much at
once. What they need to look for are some, not
all, natural overlaps between subjects.
Heidi Hayes Jacobs
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Education Research--Interdisciplinary Curriculum
What have we learned?

• Improves higher level thinking skills
• Lessens fragmented learning
• Heightens the opportunity for transfer of
  learning
• Improves mastery of content
• Improves motivation to learn
• International Center for Leadership in Education
  1999-Helen M. Branigan, Sr. Consultant

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International Center for Leadership in Education
1999-Dr. Richard Jones
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• STANDARDS DRIVEN
• TEACHING THE RIGHT THINGS
• STUDENT CENTERED

• NOT ABOUT MORE CONTENT BUT ABOUT MORE APPLICATION

1999 INTERNATIONAL CENTER FOR LEADERSHIP IN
EDUCATIONS, INC.-Dr. Richard Jones
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TEACHER QUESTIONS

• Questions are an effective strategy because draw
  students into a conversation, stimulate thought
  and influence direction of communication.
• Questions are driving force of good communication.

1999 INTERNATIONAL CENTER FOR LEADERSHIP IN
EDUCATIONS, INC.-Dr. Richard Jones
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EFFECTIVE TEACHER QUESTIONS

• Planned and directly relate to topic
• Focused on depth of response instead of breadth

• Precise rather than vague
• Elicit follow-up questions used to probe for
  more answers

1999 INTERNATIONAL CENTER FOR LEADERSHIP IN
EDUCATIONS, INC.-Dr. Richard Jones
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6 TYPES OF QUESTIONS

• INFORMATIONAL - request specific information
  limited responses
• ANALYTICAL - stimulate reflection, comparing,
  giving a response
• IMAGINATIVE - open-ended and challenge
  considering vast amount of information

• FOLLOW-UP - probe for further information,
  clarify misunderstandings or redirect thinking
• OPINION - way for questioners to make known
  opinions
• CONVERSATIONAL- prompts to facilitate conversation

1999 INTERNATIONAL CENTER FOR LEADERSHIP IN
EDUCATIONS, INC.-Dr. Richard Jones
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EFFECTIVE USE OF INFORMATIONAL QUESTIONS

• TYPICAL WHO WHAT WHEN WHERE types
• USED TO BUILD CONFIDENCE AND WILLINGNESS TO
  RESPOND PRIOR TO INTRODUCING AN OPEN-ENDED
  QUESTION (requires more thinking)

1999 INTERNATIONAL CENTER FOR LEADERSHIP IN
EDUCATIONS, INC.Dr. Richard Jones
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EFFECTIVE USE OF ANALYTICAL QUESTIONS

• EXPLANATION QUESTIONS RESULT IN STUDENTS THINKING
  ABOUT A PROCESS OR SYSTEM
• USUALLY START HOW DO...?
• 3 TYPES - EXPLANATION (REQUIRES TO CONFRONT OWN
  UNDERSTANDING), DISCOVERY (REQUIRES, AND CAUSATION

1999 INTERNATIONAL CENTER FOR LEADERSHIP IN
EDUCATIONS, INC.-Dr. Richard Jones
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INSTRUCTION
RIGOR
RELEVANCE
1999 INTERNATIONAL CENTER FOR LEADERSHIP IN
EDUCATIONS, INC.-Dr. Richard Jones
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1999 INTERNATIONAL CENTER FOR LEADERSHIP IN
EDUCATIONS, INC.
Application Model
Blooms
Application
1. Awareness 2.Comprehension 3.
Application 4. Analysis 5. Synthesis 6. Evaluation

1. Knowledge of one discipline 2. Application
within discipline 3. Application across
disciplines 4. Application to real world
predictable situations 5. Application to real
world unpredictable situations
1999 INTERNATIONAL CENTER FOR LEADERSHIP IN
EDUCATIONS, INC.-Dr. Richard Jones
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Rigor/Relevance Framework

• APPLICATION MODEL
• KNOWLEDGE IN ONE DISCIPLINE
• APPLICATION WITHIN A DISCIPLINE
• APPLICATION ACROSS DISCIPLINES
• APPLICATION TO REAL-WORLD
• PREDICATABLE SITUATIONS
• APPLICATION TO REAL-WORLD UNPREDICTABLE SITUATIONS

1999 INTERNATIONAL CENTER FOR LEADERSHIP IN
EDUCATIONS, INC.-Dr. Richard Jones
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Rigor/Relevance Framework

• KNOWLEDGE TAXONOMY
• AWARENESS
• COMPREHENSION
• APPLICATION
• ANALYSIS
• SYNTHESIS
• EVALUATION

1999 INTERNATIONAL CENTER FOR LEADERSHIP IN
EDUCATIONS, INC.-Dr. Richard Jones
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Complex use of knowledge
Continuum of Knowledge
Recall of knowledge
International Center for Leadership in Education
1999-Dr. Richard Jones
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Continuum of Application
Knowledge for its own sake
Use of that Knowledge
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2
3
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International Center for Leadership in Education
1999-Dr. Richard Jones
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Rigor/Relevance Framework
International Center for Leadership in Education
1999-Dr. Richard Jones
Knowledge
Application
1
2
3
4
5
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Rigor/Relevance Framework
International Center for Leadership in Education
1999-Dr. Richard Jones
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D
C
5
4
3
2
B
A
1
1
2
3
4
5
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INSTRUCTIONAL STRATEGIES
RIGOR
RELEVANCE
1999 INTERNATIONAL CENTER FOR LEADERSHIP IN
EDUCATIONS, INC.-Dr. Richard Jones
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1999 INTERNATIONAL CENTER FOR LEADERSHIP IN
EDUCATIONS, INC.-Dr. Richard Jones
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Adaptation
Assimilation
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4
3
2
Acquisition
Application
1
1
2
3
4
5
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1999 INTERNATIONAL CENTER FOR LEADERSHIP IN
EDUCATIONS, INC.-Dr. Richard Jones
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1999 INTERNATIONAL CENTER FOR LEADERSHIP IN
EDUCATIONS, INC.-Dr. Richard Jones
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EFFECTIVE INSTRUCTIONAL STRATEGIES

• INQUIRY
• PROJECT DESIGN
• PROBLEM SOLVING
• TEACHER QUESTIONS
• SIMULATIONS
• WORK-BASED LEARNING
• INTERACTIVE TECHNOLOGY

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KEY QUESTIONS

• What is the focus of the instructional unit
  (topic, area, theme, setting or concepts)?
• What are students expected to know and be able to
  do (knowledge and application level)?
• What student work will be used to measure
  achievement?
• What content will students need?
• What key questions and/or concepts will trigger
  student interest?
• What assessment and instruction will be effective?

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TRADITI0NAL INSTRUCTNAL PLANNING
LINEAR
INSTRUCTION
CURRICULUM
ASSESSMENT
1999 INTERNATIONAL CENTER FOR LEADERSHIP IN
EDUCATIONS, INC.-Dr. Richard Jones
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PERFORMANCE PLANNING MODEL
1999 INTERNATIONAL CENTER FOR LEADERSHIP IN
EDUCATIONS, INC.-Dr. Richard Jones
ASSESSMENT
CURRICULUM PLANNING STEPS
FEEDBACK / EVALUATION
INSTRUCTION
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YARD BY YARD, LIFE IS HARD, BUT INCH BY INCH,
LIFE IS A CINCH