Classroom Instruction that Works and Technology

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Classroom Instruction that Works and Technology

• Patricia Aigner

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Why this book?

• Familiar strategies
• Research based---data tied to effectiveness of
  strategies
• Great fit with technology

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Model

• Met in small, temporary groups with teachers who
  were reading Classroom Instruction that Works,
  Marzano (2001).
• As part of the group, I demonstrated samples of
  technology that related to the book.

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Basis of the Research

• Midcontinent Research for Education and Learning
  (McREL) analyzed selected research studies on
  instructional strategies that could be used by
  teachers in k-12
• Meta-analysis conducted where a researcher
  translates results of a given study into effect
  size
• Effect size expresses an increase or decrease in
  achievement in an experimental group in standard
  deviations

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Goals of McREL Study

• Identify instructional strategies that have a
  high probability of enhancing student achievement
  for ALL students at ALL grade levels
• Developed nine strategies that have a strong
  effect on student achievement
• (McREL is studying Management and Curriculum two
  other factors)

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Impact on Learning (Jacob Cohen, 1988)
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Identifying Similarities and Differences
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Categories of Instructional Strategies That
Affect Student Achievement
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Research and Theory on Identifying Similarities
and Differences

• Three methods of using similarities and
  differences were identified in the research
• Guiding students
• Independent work
• Using graphic or symbolic form

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Identifying Similarities and Differences Can Be
Done in Different Ways

• Comparing--between and among things or ideas
• Classifying--grouping things that are alike into
  categories on the basis of their characteristics
• Creating metaphors--identifying a general or
  basic pattern and finding another topic that is
  different but has the same general pattern
• Creating analogies--identifying relationships
  between pairs of concepts--in other words,
  identifying relationships between relationships

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Graphic Organizers for Comparison

• First Ladies page 17
• Venn Diagram similarities and differences page 18
  and 21
• Identifying similarities and differences between
  or among things or ideas

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Classification

• Teacher Directed (students are given the elements
  and categories for classification)
• Another template for classification
• Grouping things that are alike into categories on
  the basis of their characteristics

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Analogies

• Analogy p 78
• Frog Analogy
• Identifying relationships between pairs of
  concepts.

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Summarizing and Notetaking
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Categories of Instructional Strategies That
Affect Student Achievement
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To Effectively Summarize

• Students must delete some information, substitute
  some information and keep some information
• To effectively delete, substitute, and keep
  information, students must analyze the
  information at a fairly deep level.
• Being aware of the explicit structure of
  information is an aid to summarizing information.

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Classroom Practice in Summarizing

• Rule based strategy
• Delete trivial material that is unnecessary to
  understand
• Delete redundant material
• Substitute superordinate terms for lists (e.g.,
  flowers for daisies, tulips, and roses).
• Select a topic sentence or invent one if it is
  missing

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Summary Frames

• Summary Frames make students aware of the
  explicit structure of information as an aid to
  summarizing the information (introduction, body,
  conclusion).
• The Narrative Frame 1,2 and 3-7
• The Problem/Solution Frame

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Notetaking

• Verbatim note taking is, perhaps, the least
  effective way to take notes.
• Notes should be considered a work in progress.
• Notes should be used as study guides for tests.
• The more notes that are taken, the better.

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Notetaking

• Circulatory System
• Textbook notes

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Non-linguistic Representation
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Categories of Instructional Strategies That
Affect Student Achievement
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Classroom Practice in Nonlinguistic Representation

• Knowledge is stored in two forms
• Linguistic mode
• Semantic in nature
• Actual statements in long-term memory
• Imagery mode (Non-linguistic) most underused
  strategy
• Mental pictures
• Physical sensation
• Smell
• Taste
• Touch
• Kinesthetic
• Sound

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Gardener

•   Psychologist Howard Gardner identified the
  following distinct types of intelligence.
• 1. Linguistic-Children with this kind of
  intelligence enjoy writing, reading, telling
  stories or doing crossword puzzles.
• 2. Logical-Mathematical Children with lots of
  logical intelligence are interested in patterns,
  categories and relationships. They are drawn to
  arithmetic problems, strategy games and
  experiments.
• 3. Bodily-Kinesthetic These kids process
  knowledge through bodily sensations. They are
  often athletic, dancers or good at crafts such as
  sewing or woodworking.
• 4. Spatial-These children think in images and
  pictures. They may be fascinated with mazes or
  jigsaw puzzles, or spend free time drawing,
  building with Leggos or daydreaming.
• 5. Musical-Musical children are always singing
  or drumming to themselves. They are usually quite
  aware of sounds others may miss. These kids are
  often discriminating listeners.
• 6. Interpersonal-Children who are leaders among
  their peers, who are good at communicating and
  who seem to understand others' feelings and
  motives possess interpersonal intelligence.
• 7. Intrapersonal-These children may be shy. They
  are very aware of their own feelings and are
  self-motivated.

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How many teachers teach

• Primarily linguistic
• Talk about content
• Read about content
• Students are left to their own devices to develop
  nonlinguistic representation

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Research note

• Explicitly engaging students in the creation of
  nonlinguistic representation stimulates and
  increase activity in the brain (Gerlic
  Jausovec, 1999)

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Two Generalizations

• A variety of activities produce non-linguistic
  representations
• Creating graphic representations
• Making physical models
• Generating mental pictures
• Drawing pictures and pictographs
• Engaging in kinesthetic activities

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Generalizations cont.

• Non-linguistic representation should elaborate on
  knowledge
• They can recall the knowledge more easily
• The power of elaboration can be enhanced by
  asking students to explain and justify their
  elaborations

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Classroom Practice in Nonlinguistic Representation

• Graphic Organizers
• Contain the linguistic mode in that they use
  words and phrases.
• The nonlinguistic mode in that they use symbols
  and arrows to represent relationships.
• Six common graphic organizers which correspond to
  the way most information can be organized.

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Six Common Graphic Organizers

• Descriptive Patterns-demonstrate facts
• Time Sequence Patterns-chronological order
• Process/Cause-Effect Patterns-information is
  organized into a causal network leading to a
  specific outcome or product
• Episode Patterns- organize information about a
  specific event to include setting, specific
  people, a specific duration, a specific sequence
  of events, and a particular cause and effect
• Generalization/Principle Patterns - organize
  information into general statements with
  supporting examples
• Concept Patterns organize information around a
  word or phrase

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Other Non-linguistic models

• Making Physical Models
• Use of manipulatives
• Science models such as the solar system
• Generating Mental Pictures
• Drawing Pictures and Pictographs
• Engaging in Kinesthetic Activity
• Dance, Acting, Creating Models (atomic)