Classroom Instruction that Works: Effective Instructional Strategies Session 1

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Classroom Instruction that Works Effective
Instructional StrategiesSession 1
BISD Investigates

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What elements make up effective pedagogy?
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Three Elements of Effective Pedagogy
Instructional Strategies
Management Techniques
Curriculum Design
Effective Pedagogy
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Instructional Strategies

• Classroom Instruction that Works by Robert
  Marzano
• Nine instructional strategies that have been
  identified as having the greatest impact on
  student performance

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Percent vs. percentile

• Percent - One part in a hundred
• e.g. John correctly answered 90 of the items on
  the test.
• Percentile The percent of ranked scores falling
  below a specific score
• e.g. John placed in the 90th percentile on a
  nationally normed exam he scored higher than 90
  of the tested students, and lower than 10 of the
  students

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23-point percentile gain
All students scores
Average student at ineffective school
Average student at effective school
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Effect size and percentile gain
Mean
-3
1
2
-2
3
-1
2.1
2.1
34.1
34.1
13.6
13.6
2 s.d. effect size 2.0
An effect size of 2.0 translates into a 47.7
point percentile gain (pg 160)
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Basic research and meta-analysis
Study 1 Effect size 0.2
Study 2 Effect size 1.1
Study 3 Effect size -0.7
Study 2 Effect size 0.6
Synthesis study Average effect size 0.4
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Categories of Instructional Strategies that
Affect Student Achievement
Category Avg. Effect size Percentile gain
Identifying similarities differences 1.61 45
Summarizing and note taking 1.00 34
Reinforcing effort providing recognition .80 29
Homework and Practice .77 28
Nonlinguistic representations .75 27
Cooperative learning .73 27
Setting objectives and providing feedback .61 23
Generating testing hypothesis .61 23
Questions, cues, and advance organizers .59 22
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Categories of Instructional Strategies that
Affect Student Achievement
Category Avg. Effect size Percentile gain
Identifying similarities differences 1.61 45
Summarizing and note taking 1.00 34
Reinforcing effort providing recognition .80 29
Homework and Practice .77 28
Nonlinguistic representations .75 27
Cooperative learning .73 27
Setting objectives and providing feedback .61 23
Generating testing hypothesis .61 23
Questions, cues, and advance organizers .59 22
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Setting Objectives and Providing Feedback

• Setting objectives goal setting
• You got to be careful if you don't know where
  you're going, because you might not get there.
  Yogi Berra
• General student population
• Goals narrow student focus
• Not too specific
• Students should personalize the teachers goals
• English Language Learner population
• Clearly defined goals
• Combine content and language objectives

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Goal Setting in the Classroom

• Set a core goal for a unit, and then encourage
  students to personalize that goal by identifying
  areas of interest to them. Sentence starters like
  "I want to know" and "I want to know more about .
  . ." get students thinking about their interests
  and actively involved in the goal-setting
  process.
• Use contracts to outline the specific goals that
  students must attain and the grade they will
  receive if they meet those goals.

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Surveys/Forms
Student goal form created in Google Documents.
Source339 Web (http//339web.blogspot.com/2008/04
/google-forms-for-student-goals.html)
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KWHL
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Providing Dollops of Feedback

• Should be corrective in nature
• Explanation of why an answer is correct or
  incorrect
• Should be timely
• Immediate feedback is the most effective
• Should be specific to a criterion
• Addresses a specific knowledge and skill
• Students can effectively provide some of their
  own feedback
• Rubrics, learning logs, blogs, wikis, kwhl
  charts, etc.

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Rubrics
Creative writing rubric created using Rubistar
(http//rubistar.4teachers.org)
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Feedback in the Classroom
Class blog
Teacher comment
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Feedback in the Classroom
Objective 4Very Competent 3Somewhat Competent 2-Some Key Questions Remain 1Very Uncomfortable
Identify causes of the Great Depression X
Evaluate governmental responses to the Depression X
Describe long-term effects of the Depression still felt today. X
Student Self-Assessment Rubric
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Feedback in the Classroom
Classroom Performance System
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Dont We Do This Already?

• Although common practice in most K-12 classrooms,
  setting objectives and providing feedback are
  frequently underused in terms of their
  flexibility and power.
• -Robert Marzano

X
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Categories of Instructional Strategies that
Affect Student Achievement
Category Avg. Effect size Percentile gain
Identifying similarities differences 1.61 45
Summarizing and note taking 1.00 34
Reinforcing effort providing recognition .80 29
Homework and Practice .77 28
Nonlinguistic representations .75 27
Cooperative learning .73 27
Setting objectives and providing feedback .61 23
Generating testing hypothesis .61 23
Questions, cues, and advance organizers .59 22
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Four Effective Forms of Using Similarities and
Differences

• Marzano's research indicates there are four
  processes that identify how items, events,
  processes, or concepts are similar and different
• Comparing
• Classifying
• Creating Metaphors
• Creating Analogies

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Identifying Similarities and Differences

• Comparing- identifying similarities and
  differences between or among things
• Classifying- process of grouping based on
  characteristics
• Creating metaphors- process of identifying a
  general pattern in a specific topic and then
  finding another, seemingly different topic, with
  the same general pattern
• Creating analogies- identifying relationships
  between relationships

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Round Robin

• Of the four forms of identifying similarities and
  differences, which have you experienced most
  effectively as either a teacher or a student?
• What made it so effective for you?

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Marzanos Recommendations for Classroom
PracticeHow do you get it done?

• Give students a model for the process
• Give students graphic organizers
• Guide students as needed

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How ToCompare

• The Venn Diagram-A fantastic tool for comparing
  using similarities and differences
• Learning Experience Citrus

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A Great Web Site

• http//gets.gc.k12.va.us/VSTE/2008/1simdiff.htm
• This site gives examples of different programs
  and websites that provides samples of graphic
  organizers for identifying similarities and
  differences.
• It shows how graphic organizers look in different
  programs and how to download options for
  classroom use.

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• The first sample is from Kidspiration (software
  program)
• Second and third samples are from
  http//www.readwritethink.org/materials/venn/
  this site allows you to put in the topics and
  print the diagram

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Comparing with Comparison Matrix

• The first sample is from EXCELbut could also be
  created in WORD
• The second sample is from Inspiration (software
  program)
• The third sample is from http//www.readwritethin
  k.org/materials/compcontrast/map/

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The websites listed below all give examples of
using the Frayer Model for comparing

• http//www.justreadnow.com/strategies/frayer.htm
• http//www.longwood.edu/staff/jonescd/projects/edu
  c530/aboxley/graphicorg/fraym.htm
• http//www.tantasqua.org/superintendent/Profdevelo
  pment/etfrayermodel.html

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ClassifyingSemantic Feature AnalysisSample
Bonds
Bonds Issued by corporations Fixed Interest Rate U.S. Treasury Local Taxing Authority More likely to default Equal to a number of shares of stock
Bearer Bond X X
Convertible Bond X X
Corporate Bond X X X
Government Bond X X
Junk Bond X X X
Zero Coupon Bond X X X X
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Classifying

• A column format can be created in Word and EXCEL

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Samples of Classifying using Technology

• Classifying with word or picture sorting can be
  done with Kidspiration software

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• Classifying with a Webbing format can be done in
  Kidspiration or Insipiration software

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Classifying Concept Attainment

• Examine the factual information
• Identify similarities sort into general
  categories
• Name each category
• Write a topic sentence for each category which
  generalizes the similarity_______________________
  ____________
• Select five pieces of factual information which
  best support the topic
• Evaluate them by rank ordering them in descending
  order of importance in supporting the topic
  sentence

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Creating Metaphors and Analogies

• Metaphors and Analogies are complicated due to
  the relationships between relationships.
  having students identify these relationships is
  the focus of instruction
• Creating metaphors is the process of identifying
  a general or basic pattern in a specific topic
  and then finding another topic that appears to be
  quite different but that has the same general
  pattern
• Creating analogies is the process of identifying
  relationships between pairs of concepts - in
  other words, identifying relationships between
  relationships.

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Analogy Graphic Organizer
is to
Relationship
is to
as
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Interactive Web Sites for Analogies

• These are interactive sites for analogies that
  are free
• http//www.sadlier-oxford.com/phonics/analogies/an
  alogiesx.htm
• http//www.funtrivia.com/flashquiz/index.cfm?qid1
  59519
• This website has a free 30 day trial
  http//www.quia.com/cb/7146.html

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Remember this

• If the purpose is to master facts
• Format follows teacher directed activity
• If the purpose is to develop divergent thinking
• Format follows student directed activity
• Identifying similarities and differences should
  promote ACTIVE thinking by the students

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ALT Work Session
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Campus Goal Improve student achievement through
implementation of effective instructional
strategies.
What ALT goal will you develop to support the
campus goal?
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ALT Work Session

• Develop your ALT goals
• Once you have created your ALT goals, email them
  to your campus principal and to Margaret Miller
  under the subject heading Marzano ALT Goal
• Design a collaborative lesson/series of lessons
  in which you will use one or more strategies
  presented today
• Prepare a tool to measure the effectiveness of
  the strategy over time