14 CARAT

1
14 CARAT

• Or FOOLS GOLD?

Lynda Fulmer George Lieux
2
WHY NOT???
Like weve always done it?
3
http//www.techlearning.com/techlearning/pdf/event
s/techforum/sd06/CherylSkillsBrochure.pdf
4
Getting Optimum Learning Daily
REAL
Visual ranking tool
5
STRATEGIES TO PRODUCE THE HIGHEST YIELD
Research-Based Strategy Gain in Student Achievement
Identifying Similarities and Differences 45
Summarizing and Note-taking 34
Reinforcing Effort and Providing Recognition 29
Increasing Value in Homework and Practice 28
Using Non-linguistic Representations 27
Incorporating Cooperative Learning Effectively 27
Setting Objectives and Providing Feedback 23
Generating and Testing Hypotheses 23
Utilizing Questions, Cues, and Advance Organizers 22
6
PLANNING FOR LEARNING
4 questions

• What will students learn?
• Which strategies will provide evidence of student
  learning?
• Which strategies will help students acquire and
  integrate learning?
• Which strategies will help students practice,
  review and apply learning?

7
What will students learn?
SETTING OBJECTIVES

• the process of establishing a direction for
  learning.
• helps people realize both short-term and
  long-term goals.

8
RESEARCH SAYS

• Instructional goals narrow what students focus
  on. Setting a goal focuses students attention
  to such a degree that they ignore information not
  specifically related to the goal.
• Instructional goals should not be too specific.
• Students should be encouraged to personalize the
  teachers goals.

9
CLASSROOM RECOMMENDATIONS

1. Set learning objectives or goals that are not too
   specific.
2. Allow students flexibility in personalizing the
   leaning objectives or goals.
3. Communicate the learning objectives or goals to
   students and parents.
4. Contract with students to obtain specific
   learning objectives or goals.

10
SETTING OBJECTIVES

• Not just a list of standards
• Written so students understand
• Communicated to students so they know

11
OBJECTIVE OR ACTIVITY?

• The students will learn about the influence that
  the Arkansas River has had on commerce throughout
  the state.
• We will do page 146 in the math textbook.
• We will do an experiment in buoyancy and see
  which articles float.
• Students will learn the properties of matter
  that determine their buoyancy.

12
Examples

• Setting objectives
• Word Processing Applications
• Organizing and Brainstorming Software
• Data Collection Tools
• Web Resources
• Communication Software

http//www.freevibe.com/Drug_Facts/drug_info.asp
13
Evidence of student learning?
PROVIDING FEEDBACK
PROVIDING RECOGNITION
14
PROVIDING FEEDBACK

• Simply telling students that their answer on a
  test is right or wrong has a negative effect on
  achievement.

15
RESEARCH SAYS

• Feedback should be corrective.
• Feedback should be timely.
• Feedback should be specific.
• Students can effectively provide some of their
  own feedback.

16
CLASSROOM RECOMMENDATIONS

1. Use criterion-referenced feedback and
   explanations.
2. Use feedback from assessments.
3. Engage students in peer feedback.
4. Ask students to self-assess.

17
RUBRIC RESOURCES

• http//rubistar.4teachers.org
• http//web.csustan.edu/advstd/edtech/4710/ruth/vid
  eo_rubric.htm
• http//edweb.sdsu.edu/triton/july/rubrics/Rubric_G
  uidelines.html
• http//www.uwstout.edu/soe/profdev/rubrics.shtmlc
  ooperative
• http//landmark-project.com/rubric_builder/index.p
  hp

18
PROVIDING RECOGNITION

• Praise for accomplishing easy tasks can undermine
  achievement and lower perception of ability
• Rewards are most effective when contingent on
  attaining some standard of performance. Verbal
  rewards are more effective than tangible rewards.

19
RESEARCH SAYS

• Rewards do not necessarily have a negative effect
  on intrinsic motivation.
• Abstract symbolic recognition is more effective
  than are tangible rewards.
• Abstract rewards, when given for accomplishing
  specific performance goals can be a powerful
  motivator.

20
CLASSROOM RECOMMENDATIONS

1. Personalize the recognition.
2. Pause, prompt, and praise.
3. On occasion, offer concrete symbols of
   recognition.

21
EXAMPLES

• Certificates
• www.certificatemaker.com
• Publisher
• Microsoft Word

• Small prizes
• Celebrations
• Personal notes
• Call a parent

22
Which Strategies Will Provide Evidence of Student
Learning ?

• Providing Feedback
• Providing Recognition

23
Acquire and integrate learning?
Cues, Questions, Advance Organizers
Nonlinguistic Representations
Summarizing and Notetaking
Cooperative Learning
Reinforcing Effort
24
CUES AND QUESTIONS

• Help students activate prior knowledge
• Provide students with a preview of what they are
  about to experience.

25
RESEARCH SAYS

• Focus on what is important as opposed to what is
  unusual.
• Questions most effective when asked before a
  learning experience.
• Higher level questions produce deeper learning.
• Waiting briefly before accepting responses
  increases the depth of students answers.

26
CLASSROOM RECOMMENDTIONS

1. Focus on important information rather than
   information that is unusual.
2. Use explicit cues.
3. Ask inferential questions.
4. Ask analytic questions.

27
ADVANCE ORGANIZERS

• Help students connect to previous knowledge
• Organize content, especially content not
  well-organized
• Prepare students for what they are about to learn

28
RESEARCH SAYS

• Advance organizers should focus on what is
  important as opposed to what is unusual.
• Higher level advance organizers produce deeper
  learning than lower level questions.
• Advance organizers are most useful with
  information that is not well organized.
• Different types of advance organizers produce
  different results

29
CLASSROOM RECOMMENDATIONS

1. Use expository advance organizers.
2. Use narrative advance organizers.
3. Teach student skimming as a form of advance
   organizers.
4. Teach student how to use graphic advance
   organizers.

30
(No Transcript)
31
(No Transcript)
32
(No Transcript)
33
(No Transcript)
34
Examples
Cues, Questions, and Advance Organizers
35
NONLINGUISTIC REPRESENTATION

• Information is stored linguistically (words) and
  non-linguistically (images)
• The more both systems are used, the better
  students are able to think about and recall
  knowledge.

36
RESEARCH SAYS

• A variety of activities produces nonlinguistic
  representations.
• Nonlinguistic representations should elaborate on
  knowledge.

37
CLASSROOM RECOMMENDATIONS

1. Use graphic organizers to represent knowledge.
2. Have students generate mental pictures of the
   knowledge they are learning.
3. Use pictographs to represent knowledge.
4. Have students generate physical representations
   of the knowledge.
5. Have students engage in kinesthetic
   representations of the knowledge.

38
DESCRIPTIVE GRAPHIC ORGANIZERS
39
PROCESS CAUSE/EFFECT GRAPHIC ORGANIZERS
40
TIME SEQUENCE GRAPHIC ORGANIZERS

• TimeLiner software (Tom Snyder)
• www.ourtimelines.com
• Teach-nology.com
• http//www.edhelper.com/teachers/Sequencing_graphi
  c_organizers.htm

41
EPISODE GRAPHIC ORGANIZERS
Duration
Place
Time
42
GENERALIZATION/PRINCIPLE GRAPHIC ORGANIZERS
43
(No Transcript)
44
OTHER NONLINGUISTIC REPRESENTATIONS

• Mental Pictures
• Movies
• digital storytelling, etc.
• Pictographs
• Excel, Word Inspiration
• Google Earth
• Graphs
• Excel
• Brainstorming
• Inspiration
• Kidspiration
• www.giffy.com
• http//bubbl.us
• Word Organizational Charts
• Physical Representations
• Pictures
• Models
• Clay-mation
• Kinesthetic Activities

45
Examples
Nonlinguistic Representation
46
Summarizing
Delete some information, substitute some
information and keep some information Requires
analysis at a fairly deep level
47
CLASSROOM RECOMENDATIONS

• Teach students the rule-based summarizing
  strategy
• Use summary frames
• Teach students reciprocal teaching and the
  group-enhanced summary

48
RULE BASED SUMMARIZING
Steps in Rule Based Summarizing for Older Students Steps in Rule Based Summarizing for Younger Students
Delete trivial material that is unnecessary to understanding Delete redundant material Substitute super ordinate terms for more specific terms (e.g., fish for trout, salmon and halibut) Select a topic sentence or invent one if it is missing. Take out material that is not important to understanding Take out words that repeat information Replace a list of things with a word that describes the things in the list (e.g., use trees for elm, oak and maple) Find a topic sentence, if you cannot find a topic sentence, make one up
49
TECHNOLOGY THAT SUPPORTS SUMMARIZING

• Autosummarize in Microsoft Word
• Track Changes Software (free trial at
  www.workshare.com)

50
NOTE TAKING

• Useful study skill
• Needs to be explicitly taught

51
RESEARCH SAYS

• Verbatim note taking is 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

52
CLASSROOM RECOMMENDATIONS

1. Teach students a variety of note taking formats
2. Give students teacher-prepared notes
3. Remind students to review their notes

53
THREE TYPES OF NOTE TAKING

1. Webbing
2. Informal outline
3. Combination notes

54
WEBBING
WEATHER I. What it affects II. Weather Tools
A. Barometer B. Thermometer III. Violent
Weather A. Tornadoes B. Hurricanes C.
Blizzards IV.Examples A. Hot Days B. Rain
Created in Inspiration
55
COMBINATION NOTES
A Dicot vein branching The stem of a dicot is woody The Taproot is the main root
Bark
2.
Wood
1.
3.

1. A Dicot has a woody stem with a taproot.
2. Dicots have branching veins.

56
GRAPHIC ORGANIZER FOR COMBINATION NOTES
List the five main points of the chapter. Draw
something that would help remind you
of each of the five main points.
Write a 2-3 sentence summary of the chapter here.
57
Examples
Summarizing and Note Taking
58
COOPERATIVE LEARNING

• Provides students with opportunities to interact
  with each other
• Provides students with opportunities to learn
  from each other
• Provides students with opportunities to enhance
  learning

59
RESEARCH SAYS

• Organizing groups by ability should be done
  sparingly and only in applicable subjects.
• Keep cooperative groups small (3-4 students)
• Apply cooperative learning consistently and
  systematically, but do not overuse it.

60
CLASSROOM RECOMMENDATIONS

• Use a variety of criteria for grouping students,
  such as
• Informal ad hoc grouping lasting from a few
  minutes to a class period.
• Formal lasting for days or weeks.
• Base used for long term support

61
Guidelines for Formal Groups

• Positive interdependence (a sense of sink or swim
  together)
• Face-to-face promotive interaction (helping each
  other and applauding success and efforts)
• Individual and group accountability (each has to
  contribute to the group)
• Interpersonal and small group skills
  (communication, trust, leadership, and conflict
  resolution
• Group processing (reflect on how group is
  functioning and how to make it better

62
COOPERATIVE LEARNING RUBRICS
Beginning1 Developing2 Accomplished3 Exemplary4 Score
Contribute Contribute Contribute Contribute Contribute Contribute
Research Gather Information Does not collect any information that relates to the topic. Collects very little information--some relates to the topic. Collects some basic information--most relates to the topic. Collects a great deal of information--all relates to the topic.
Share Information Does not relay any information to teammates. Relays very little information--some relates to the topic. Relays some basic information--most relates to the topic. Relays a great deal of information--all relates to the topic.
Be Punctual Does not hand in any assignments. Hands in most assignments late. Hands in most assignments on time. Hands in all assignments on time.
Take Responsibility Take Responsibility Take Responsibility Take Responsibility Take Responsibility Take Responsibility
Fulfill Team Role's Duties Does not perform any duties of assigned team role. Performs very little duties. Performs nearly all duties. Performs all duties of assigned team role.
Participate in Science Conference Does not speak during the science conference. Either gives too little information or information which is irrelevant to topic. Offers some information--most is relevant. Offers a fair amount of important information--all is relevant.
Share Equally Always relies on others to do the work. Rarely does the assigned work--often needs reminding. Usually does the assigned work--rarely needs reminding. Always does the assigned work without having to be reminded.
Value Others Viewpoints Value Others Viewpoints Value Others Viewpoints Value Others Viewpoints Value Others Viewpoints Value Others Viewpoints
Listen to Other Teammates Is always talking--never allows anyone else to speak. Usually doing most of the talking--rarely allows others to speak. Listens, but sometimes talks too much. Listens and speaks a fair amount.
Cooperate with Teammates Usually argues with teammates. Sometimes argues. Rarely argues. Never argues with teammates.
Make Fair Decisions Usually wants to have things their way. Often sides with friends instead of considering all views. Usually considers all views. Always helps team to reach a fair decision.
Total
63
RESOURCES FOR COOPERATIVE LEARNING

• http//webqest.org
• http//instantprojects.org
• http//caesar.pbwiki.com
• http//www.uwstout.edu/soe/profdev/rubrics.shtmlc
  ooperative
• http//www.webmonkey.com/webmonkey/kids/index.html
  

64
Examples
Cooperative Learning
65
Reinforcing Effort

• Teach and exemplify the connection between effort
  and achievement.
• Use real-life examples of people who have
  experienced success due to effort.

66
RESEARCH SAYS

1. Not all students realize the importance of
   believing in effort.
2. Some students attribute success in school to
   luck, ability, or even other people such as their
   friends or their teacher.
3. Students can learn to change their beliefs,
   coming to understand the importance of effort.

67
CLASSROOM RECOMMENDATIONS

1. Teach about effort using personal and well-known
   examples.
2. Both teachers and students can keep track of
   effort and achievement using rubrics and/or
   charts.

68
USING MICROSOFT WORD TO REINFORCE EFFORT
EFFORT ACHIEVEMENT
4 Excellent I worked on the task until it was completed. I pushed myself to continue working on the task even when difficulties arose or a solution was not immediately evident. I viewed difficulties as opportunities to strengthen my understanding. I exceeded the objectives of the task or lesson.
3 Good I worked on the task until it was completed. I pushed myself to continue to work on the task even when difficulties arose or a solution was not immediately evident. I met the objectives of the task or lesson.
2 Needs Improvement I put some effort into the task but I stopped working when difficulties arose. I met a few objectives of the task or lesson but did not meet others.
1 Unacceptable I put very little effort into the task. I did not meet the objectives of the lesson.
69
USING MICROSOFT WORD OR EXCEL TO REINFORCE EFFORT
70
(No Transcript)
71
Examples
Reinforcing Effort
72
Practice, review and apply learning
Identifying Similarities and Differences
Homework and Practice
Generating and Testing Hypotheses
73
Identifying Similarities and Differences

• Comparing
• Classifying
• Metaphors
• Analogies

74

• Identifying similarities and differences will
• Deepen understanding
• Increase ability to use targeted knowledge

75
RESEARCH SAYS

• Students should receive guidance in identifying
  similarities and differences
• Students should independently identify
  similarities and differences
• Students should represent similarities and
  differences in graphic and symbolic form
• Students can identify similarities and
  differences in a variety of ways

76
RECOMMENDATIONS

• Give students a model
• Use familiar context to teach the steps
• Have students use graphic organizers
• Guide students through the process gradually
  giving less structure and less guidance

77
RESOURCES
www.quia.com www.hhmi.org/coolscience/critters/cri
tters.html www.quia.com/cb/7146.html www.sadlier-o
xford.com/phonics/analogies/analogiesx.htm www.hum
phreybear.com/play_belong.html kids.niehs.nih.gov/
wrong.htm www.museum.vic.gov.au/bugs/catcher/index
.aspx www.readwritethink.org/materials/venn/index.
html www.harcourtschool.com/activity/trophies/test
_tutor/grade5/skill4/shakespeare.html www.countryr
eports.org/ http//www.inspiredlearningcommunity.c
om/home
78
Examples
Identifying Similarities and Differences
79
HOMEWORK

• Not everyone agrees on the effectiveness of
  homework.
• Most agree that homework increases in
  effectiveness in higher grades.
• Some research indicates that for about every 30
  minutes of additional homework a student does
  per night, his or her overall grade point average
  increases about half a point.

80

• Wikis
• United Streaming
• Assignment Maker
• Podcasts

81
RESEARCH SAYS

• Differ the amount of homework assigned from
  elementary to middle to high school.
• Keep parent involvement in homework to a minimum
• Identify and articulate the purpose of homework.
• Comment on assigned homework.

82
CLASSROOM RECOMMENDATIONS

1. Establish and communicate a homework policy.
2. Design assignments that clearly articulate
   purpose and outcome.
3. Vary approaches to providing feedback.

83
PRACTICE

• Mastering a skill requires a fair amount of
  focused practice.
• While practicing, students should adapt and shape
  what they have learned.

84
CLASSROOM RECOMMENDTIONS

1. Determine which skills or processes students need
   to practice.
2. Schedule massed and distributed practice.
3. Ask students to chart their speed and accuracy.
4. Help students shape a skill or process.

85
Examples
Homework and Practice
86
GENERATING AND TESTING HYPOTHESES

• Not just your science class
• A strategy to use in
• History
• Mathematics
• Literature
• Geometry

87
SIX PROCESSES

1. Systems analysis
2. Problem solving
3. Historical investigation
4. Invention
5. Experimental inquiry
6. Decision making

88
RESEARCH SAYS

• Generating and testing hypotheses can be
  approached in an inductive or deductive manner.
• Teachers should ask students to clearly explain
  their hypotheses and their conclusions.

89
CLASSROOM RECOMMENDATIONS

1. Give students a model of the process.
2. Use a familiar context to teach the steps in the
   process.
3. Provide students with graphic organizers for the
   process
4. Give students guidance and feedback as needed.
5. Ask students to explain their hypotheses and
   conclusions.

90
SYSTEMS ANALYSIS

• Simulations where students can manipulate the
  environment and make predictions about the
  outcome
• RESOURCES
• www.ventrella.com/Darwin/darwin.html
• www.biologycorner.com
• Peppered Moth simulation
• Smog City simulation

91
PROBLEM SOLVING

• Given certain parameters, students try to find a
  solution to a problem.
• RESOURCES
• www.pbs.org/wgbh/nova/bridge
• http//scratch.mit.edu/
• http//standards.nctm.org/document/eexamples/chap4
  /4.4/index.htm
• http//www.elizrosshubbell.com/playground/

92
HISTORICAL INVESTIGATION

• RESOURCES
• WebQuests
• Web Inquiry Projects
• Primary Sources
• http//www.primaryaccess.org

93
INVENTION

• A tool or a system that solves a problem
• Example Students used GPS to plot longitude and
  latitude of the buildings on their campus. Based
  on their findings, they created an improved
  security plan

94
EXPERIMENTAL INQUIRY

• Resources
• www.explorelearning.com (Moon Phases activity
• Science sensors
• USB microscopes
• Digital microscopes

95
DECISION MAKING

• Given a set of criteria, students are asked to
  make decisions.
• Example

96
Examples
Generating and Testing Hypotheses
97
Lynda Fulmer, Professional Development
Supervisor Fort Smith Schools
lfulmer_at_fortsmithschools.org
George Lieux Technology Specialist Fort Smith
Schools glieux_at_fortsmithschools.org
98
Pay Attention