Effective Teaching Effective Teaching StrategiesStrategies

22

Environmental NormsEnvironmental Norms

Be respectful of the prior experience Be respectful of the prior experience in the roomin the room

Engage completelyEngage completely Participate in all activities and attend Participate in all activities and attend

the entire seminarthe entire seminar Be accountable to the task at handBe accountable to the task at hand Place cell phones in “manner mode”Place cell phones in “manner mode”

Be responsible for your own learningBe responsible for your own learning

33

ObjectivesObjectives

UNDERSTAND the key connection UNDERSTAND the key connection between thorough lesson planning, between thorough lesson planning, effective instruction, and student effective instruction, and student learninglearning

KNOW research-based effective KNOW research-based effective teaching strategiesteaching strategies

APPLY the strategies in contextAPPLY the strategies in context

44

Contributions from ExpertsContributions from Experts

BarthBarth BrookhartBrookhart BrophyBrophy CobbCobb Darling-HammondDarling-Hammond DuFourDuFour FlynnFlynn FullanFullan HarveyHarvey HaycockHaycock HillHill LezotteLezotte MarzanoMarzano

MayerMayer McTighe McTighe MendlerMendler NuthallNuthall ReevesReeves RosenshineRosenshine SchmokerSchmoker StigginsStiggins StrongeStronge The “jury standard”The “jury standard” TomlinsonTomlinson WhiteWhite WigginsWiggins WongWong

55

Agenda, Day IAgenda, Day I

CALI OverviewCALI Overview IntroductionIntroduction Lesson Planning and OrganizationLesson Planning and Organization Objectives and GoalsObjectives and Goals Feedback and RecognitionFeedback and Recognition EffortEffort Cooperative Learning and Flexible GroupsCooperative Learning and Flexible Groups Prior Knowledge, Cues, Advanced OrganizersPrior Knowledge, Cues, Advanced Organizers QuestioningQuestioning Reflection Reflection

66

Agenda, Day IIAgenda, Day II

Introduction and Data TeamsIntroduction and Data Teams Summarizing (Homework) Summarizing (Homework) NotetakingNotetaking Nonlinguistic RepresentationsNonlinguistic Representations Non Fiction WritingNon Fiction Writing Similarities and DifferencesSimilarities and Differences Reflection and ClosingReflection and Closing

77

Examining Your Current Examining Your Current PracticePractice

What “effective” strategies What “effective” strategies are you currently using in are you currently using in your classrooms? your classrooms?

88

Art and Science of TeachingArt and Science of TeachingThree Broad CategoriesThree Broad Categories

Learning goals, high expectations, Learning goals, high expectations, track student progress, and track student progress, and celebrate success celebrate success (Chapter 1)(Chapter 1)

Interact with new knowledge Interact with new knowledge (Chapter 2)(Chapter 2)

Practice and deepen understanding Practice and deepen understanding (Chapter 3)(Chapter 3)

Marzano, Art and Science of Teaching

99

StrategiesStrategies

MacrostrategiesMacrostrategies Cooperative and Flexible GroupingCooperative and Flexible Grouping Nonlinguistic RepresentationsNonlinguistic Representations QuestioningQuestioning Reflection Reflection Non-fiction WritingNon-fiction Writing Summarizing and NotetakingSummarizing and Notetaking

1010

StrategiesStrategies

Other research based strategiesOther research based strategies Activating Prior KnowledgeActivating Prior Knowledge Cues, Advance OrganizersCues, Advance Organizers Generating and Testing HypothesesGenerating and Testing Hypotheses

1111

LESSON ORGANIZATIONLESSON ORGANIZATION

1313

Let’s begin with the end in Let’s begin with the end in mind.….mind.….

What will I do to develop What will I do to develop effective lessons which effective lessons which incorporate our planned use of incorporate our planned use of “effective” strategies? “effective” strategies?

Art and Science, p. 174

1414

Coordinating our effortsCoordinating our efforts

Making Standards Work

Common Formative Assessments

Data Driven Decision Making/Data Teams

Effective Teaching Strategies

1515

Coordinating our efforts Coordinating our efforts

What to teach; standards,mandates,

student interest

Monitor learning – Provide feedback

Individual student needs and learning styles

How to

teach it

1616

What Does “Effective” Mean?What Does “Effective” Mean?

““The reflective process is at the very The reflective process is at the very heart of accountability. It is through heart of accountability. It is through reflection that we distinguish between reflection that we distinguish between the popularity of teaching techniques the popularity of teaching techniques and their effectiveness. The question and their effectiveness. The question is not ‘Did I like it?’ but rather ‘Was it is not ‘Did I like it?’ but rather ‘Was it effective?’”effective?’”

(Reeves, D. B., (Reeves, D. B., Accountability for LearningAccountability for Learning, 2004, p. 52), 2004, p. 52)

And…..how do you know?And…..how do you know?

1717

Most Effective Most Effective Teaching Strategies?Teaching Strategies?

EFFECTIVE: Actions of the teacher EFFECTIVE: Actions of the teacher that elevate or lift cognition of that elevate or lift cognition of learnerslearners

The simple question is, “Is it working The simple question is, “Is it working for you and your students as for you and your students as evidenced by learning outcomes?”evidenced by learning outcomes?”

What teaching strategies are most What teaching strategies are most commonly used in your schools that commonly used in your schools that DO NOT WORK?DO NOT WORK?

1818

Generate Hypotheses About Generate Hypotheses About Teacher A and Teacher B:Teacher A and Teacher B:

Same class makeup – a mix of diverse Same class makeup – a mix of diverse backgrounds and learning needs (ELL, backgrounds and learning needs (ELL, poverty, inclusion, etc.)poverty, inclusion, etc.)

Same class sizeSame class size Same schedule, materials, curriculumSame schedule, materials, curriculum Teacher A – 18% of students proficient Teacher A – 18% of students proficient Teacher B – 82 % of students Teacher B – 82 % of students

proficientproficient ACTIVITY: ACTIVITY: Discuss with your table Discuss with your table

possible causes of the differencepossible causes of the difference

1919

Teacher and leader beliefs Teacher and leader beliefs influence student influence student

achievement!achievement!

43.6

64.8

0

10

20

30

40

50

60

70

% P

rofi

cient

or

HIg

her

Source: Leadership for Learning, 2005, Center for Performance Assessment, www.MakingStandardsWork.com

Student Causes Teacher Causes

2020

Learning Cycle: Teaching, Learning Cycle: Teaching, Assessing and ReflectingAssessing and Reflecting

Identify Learning Outcomes

Instruct

Adjust Teaching; Ongoing Monitoring

Plan Instruction and Assessments

Learning;Ongoing Monitoring

2121

Planning and OrganizingPlanning and Organizing

What is the value of planning What is the value of planning and organizing prior to and organizing prior to instructing?instructing?

2222

Elements of Lesson PlansElements of Lesson Plans

Effective lesson plans:Effective lesson plans: Offer ‘prompts’ or cues for actions, steps, Offer ‘prompts’ or cues for actions, steps,

etc.etc. Support linear or non-linear flexible optionsSupport linear or non-linear flexible options Are like a framework or blueprint Are like a framework or blueprint Consider each aspect of the learning cycle Consider each aspect of the learning cycle

(teaching, assessing, reflecting)(teaching, assessing, reflecting)

ACTIVITY: ACTIVITY: Generate a list of must-have Generate a list of must-have elements for your lesson planelements for your lesson plan

2323

ToolsTools

Templates/FormatsTemplates/Formats Allow organized approach to processAllow organized approach to process Generate ideasGenerate ideas Provide focusProvide focus Decrease stressDecrease stress Save timeSave time

ACTIVITYACTIVITY: Unit Planning Template: Unit Planning Template

2424

NEW Version

Note that the top two levels are essentially exchanged from the Old to the New version.

Old Version

Revised Blooms Taxonomy

2525

Optimal learning is a direct result Optimal learning is a direct result

of effective instruction which is a of effective instruction which is a

direct result of essential direct result of essential

and thorough lesson planning.and thorough lesson planning.

What will I do to establish What will I do to establish and communicate learning and communicate learning

goals, create a positive goals, create a positive learning environment, track learning environment, track

student progress, and student progress, and celebrate success?celebrate success?

Goals and ObjectivesGoals and Objectives

What will I do to establish and What will I do to establish and communicate learning goals, create communicate learning goals, create a positive learning environment, a positive learning environment, track student progress, and track student progress, and celebrate success?celebrate success?

2828

Objectives and High Objectives and High ExpectationsExpectations

In examining 1500 K-12 In examining 1500 K-12 classrooms, 24-7 consultants classrooms, 24-7 consultants found that clear learning found that clear learning objectives were established objectives were established in ____%.in ____%.

2929

Research on Goals and Research on Goals and ObjectivesObjectives

Narrow the focus (Marzano)Narrow the focus (Marzano) Not too specific (Marzano)Not too specific (Marzano) High expectations (TESA)High expectations (TESA) Aligned with standards (CSDE) Aligned with standards (CSDE) Know and able to do (Marzano)Know and able to do (Marzano)

Feedback and RecognitionFeedback and Recognition

What will I do to establish and What will I do to establish and communicate learning goals, communicate learning goals,

create a positive learning create a positive learning environment, track student environment, track student

progress, and celebrate success?progress, and celebrate success?

FeedbackFeedback

“Feedback gives information that a student can use….so that they can understand where they are in their learning and what to do next.” The goal is to give students the feeling that they have control over their own learning. Brookhart, 2008

3232

Powerful StrategyPowerful Strategy

Kluger and DeNisi (1996), in a meta-Kluger and DeNisi (1996), in a meta-analysis, found that the average effect analysis, found that the average effect on feedback intervention was .41. This on feedback intervention was .41. This means that groups receiving feedback means that groups receiving feedback outperformed control groups by .41 outperformed control groups by .41 standard deviations—an effect of standard deviations—an effect of moving from the 50moving from the 50thth to 66 to 66thth percentile percentile on a standardized test. on a standardized test.

As reported in Brookhart, 2008As reported in Brookhart, 2008

3333

Managing feedbackManaging feedback

ProcessProcess ContentContent

Susan Brookhart, How to Give Effective Feedback to Your Students

3434

Feedback ProcessFeedback Process

TimingTiming

AmountAmount

Mode Mode

AudienceAudience

When GivenWhen Given How OftenHow Often

How many areasHow many areas How much about each areaHow much about each area

Oral, written, visual, Oral, written, visual, demonstrationdemonstration

Individual, Group, ClassIndividual, Group, Class

3535

Feedback should be…Feedback should be… ““Corrective in nature”Corrective in nature” TimelyTimely Specific to a criterionSpecific to a criterion

________________________________________________________________

And…..And….. Students can effectively provide Students can effectively provide

some of their own feedback. some of their own feedback.

Marzano, Classroom Instruction That Works, p 96

3636

Focus on the ContentFocus on the Content

FocusFocus FunctionFunction ComparisonComparison ValenceValence ClarityClarity SpecificitySpecificity ToneTone

3737

The Bottom Line…..The Bottom Line….. Focus on the work, process or student’s Focus on the work, process or student’s

self regulation.self regulation. Compare to criteria (work), other students Compare to criteria (work), other students

(processes or effort), or past performance (processes or effort), or past performance (especially struggling learners).(especially struggling learners).

Describe, don’t judge.Describe, don’t judge. Use positive comments; accompany Use positive comments; accompany

negative comments with positive negative comments with positive suggestions for improvement.suggestions for improvement.

Be clear to the student.Be clear to the student. Tailor the specificity to the student.Tailor the specificity to the student. Be respectful of the student and the work.Be respectful of the student and the work.

3838

Math ExamplesMath Examples

““I know you worked this out with your I know you worked this out with your group. Good strategy.”group. Good strategy.”

““You could have expressed these (decimals) You could have expressed these (decimals) as 13/100, 72/100 and 4/5. Sometimes you as 13/100, 72/100 and 4/5. Sometimes you can’t reduce and it is easier to say out of can’t reduce and it is easier to say out of one hundred. The more you rounded, the one hundred. The more you rounded, the less accurate your fractions were. “less accurate your fractions were. “

““These aren’t as accurate. I think rounding These aren’t as accurate. I think rounding and reducing worked better.” and reducing worked better.”

3939

More math examplesMore math examples

““You didn’t answer the second part of You didn’t answer the second part of the problem.” the problem.”

““Your explanation was the shortest one Your explanation was the shortest one in class. Can you write more next time?”in class. Can you write more next time?”

““Put these fractions in order and they Put these fractions in order and they will make more sense.” will make more sense.”

““Multiple errors in spelling on the Multiple errors in spelling on the explanation. Please correct and explanation. Please correct and resubmit.”resubmit.”

4040

Grade 7 Social StudiesGrade 7 Social Studies

““This is too general.” (Response to naming This is too general.” (Response to naming two reasons South felt they should secede.)two reasons South felt they should secede.)

““This is similar to your first reason. Is there This is similar to your first reason. Is there another reason to stay? Make the another reason to stay? Make the government for effective, for example? government for effective, for example? “(Why some Southerners felt South should “(Why some Southerners felt South should not secede)not secede)

““Multiple errors in spelling. Check the text.”Multiple errors in spelling. Check the text.”

4141

English Language Arts English Language Arts Grade 10Grade 10

““This essay demonstrates your strength in This essay demonstrates your strength in synthesizing—connecting various examples synthesizing—connecting various examples and unifying them with strong overall and unifying them with strong overall organization. The thesis is clear; it acts as organization. The thesis is clear; it acts as an effective focus for the silence that an effective focus for the silence that occurred when power was being abused.” occurred when power was being abused.”

““Great support. Strong evidence for your Great support. Strong evidence for your attention to diction, style, sentence variety. attention to diction, style, sentence variety. What a pleasure to read!”What a pleasure to read!”

4242

Feedback for Struggling Feedback for Struggling StudentsStudents

Focus feedback on the process. This Focus feedback on the process. This will help them determine what actions will help them determine what actions can lead to further success. They will can lead to further success. They will be “learning to learn.” be “learning to learn.”

““I noted that you reread your I noted that you reread your paper three times and made changes. paper three times and made changes. Going back and checking helps you Going back and checking helps you catch problems, doesn’t it?”catch problems, doesn’t it?”

4343

Feedback for Struggling Feedback for Struggling StudentsStudents

Use self-referenced feedback (formatively) Use self-referenced feedback (formatively) which addresses improvement. which addresses improvement.

““This paragraph had a lot more vivid verbs This paragraph had a lot more vivid verbs than the one you did last week. It is much than the one you did last week. It is much more exciting to readmore exciting to read.” .”

Note: For grading, use standards- or criterion-Note: For grading, use standards- or criterion-based feedback.based feedback.

4444

Feedback for Struggling Feedback for Struggling StudentsStudents

Limit important points.Limit important points. Focus on small steps for improvement.Focus on small steps for improvement. Use simple vocabulary, explaining Use simple vocabulary, explaining

words as you go.words as you go. Check for understanding by asking Check for understanding by asking

questions….”questions….”What is one thing that we What is one thing that we talked about that you are going to do talked about that you are going to do for the next paragraphfor the next paragraph?”?”

4545

Looking at Student WorkLooking at Student Workand Structuring Feedbackand Structuring Feedback

Use the criteria in “The Bottom Use the criteria in “The Bottom Line” to craft feedback to one Line” to craft feedback to one piece of student work. piece of student work.

4646

The “Take” on RecognitionThe “Take” on Recognition

1. Recognition includes praise and reward1. Recognition includes praise and reward2. Rewards do not necessarily have a negative effect2. Rewards do not necessarily have a negative effect3. Reward works when contingent upon achievement of a 3. Reward works when contingent upon achievement of a

standardstandard4. Abstract, symbolic recognition is more effective than 4. Abstract, symbolic recognition is more effective than

tangible rewardstangible rewards5. Tangible rewards can be + when used as contingent on 5. Tangible rewards can be + when used as contingent on

achievement of standardachievement of standard6. Tangible rewards “do not seem to work well as motivators” 6. Tangible rewards “do not seem to work well as motivators” __________________________________________________________________________________Abstract rewards—particularly praise—when given for Abstract rewards—particularly praise—when given for

accomplishing specific performance goals, can be a accomplishing specific performance goals, can be a powerful motivator for studentspowerful motivator for students

Classroom Instruction That WorksClassroom Instruction That Works, p., p. 55 55

Reinforcing EffortReinforcing Effort

What will I do to establish and What will I do to establish and communicate learning goals, communicate learning goals, create a positive learning create a positive learning environment, track student environment, track student progress, and celebrate progress, and celebrate success?success?

4848

Effort/MotivationEffort/Motivation

““Not all students realize the Not all students realize the importance of believing in effort.”importance of believing in effort.”

““Students can learn to change their Students can learn to change their beliefs to an emphasis on effort.”beliefs to an emphasis on effort.”

Marzano, Classroom Instruction That Works, p. 50

4949

School Climate to Support School Climate to Support EffortEffort

Teacher responsibilities….Teacher responsibilities…. Demonstrate enthusiasm for youth and Demonstrate enthusiasm for youth and

learninglearning Build personal, social, and academic Build personal, social, and academic

relationships between self and among relationships between self and among youthyouth

Respect power-authority relationshipsRespect power-authority relationships Ensure students have hopeEnsure students have hope Teach and reinforce effortTeach and reinforce effort

Mendler, Motivating Students Who Don’t Care

What will I do to help What will I do to help students effectively interact students effectively interact

with NEW knowledge?with NEW knowledge?

Flexible Grouping and Flexible Grouping and Cooperative LearningCooperative Learning

What will I do to help students What will I do to help students effectively interact with NEW effectively interact with NEW

knowledge?knowledge?

5252

Student Data SheetStudent Data Sheet

Review the data from a Review the data from a classroom of 12 students. classroom of 12 students.

5353

Grouping Task OneGrouping Task One

You have been teaching reading to You have been teaching reading to your class of students. You want to your class of students. You want to put them into three flexible reading put them into three flexible reading groups. Your plan is to work with groups. Your plan is to work with each group on reading each group on reading comprehension skills. Group your comprehension skills. Group your students. Be prepared to support students. Be prepared to support your decisions. your decisions.

5454

Grouping Task TwoGrouping Task Two

You want to do some multicultural literature You want to do some multicultural literature circles. You have chosen four books.circles. You have chosen four books. Esmeralda’s Secret Life Esmeralda’s Secret Life Morgan Gets a Horse, Oh No! Morgan Gets a Horse, Oh No! Walking the Tribal Way Walking the Tribal Way A Long Haul in a Big Truck A Long Haul in a Big Truck

How would you assign student group membership How would you assign student group membership to the four books and why? to the four books and why?

5555

Grouping Task ThreeGrouping Task Three

You have been teaching Connecticut You have been teaching Connecticut history. Your objective is that students history. Your objective is that students will demonstrate a clear understanding will demonstrate a clear understanding why settlements grew along rivers. You why settlements grew along rivers. You want to develop some learning options want to develop some learning options that support your students’ learning that support your students’ learning styles. Think of three assignments that styles. Think of three assignments that allow students to use their analytic, allow students to use their analytic, practical or creative styles. How would practical or creative styles. How would you group your students? you group your students?

5656

Why group students? Why group students?

Why group students?Why group students? What challenges do you face in What challenges do you face in

grouping students?grouping students? What is cooperative learning?What is cooperative learning?

5757

Activating Prior KnowledgeActivating Prior Knowledge(Cues and Advanced (Cues and Advanced

Organizers)Organizers)

What will I do to help students What will I do to help students effectively interact with NEW effectively interact with NEW knowledge?knowledge?

5858

Activating Prior KnowledgeActivating Prior Knowledge

What do your What do your students already students already

know?know?

5959

Cues and Advance Cues and Advance OrganizersOrganizers

Research/FoundationResearch/Foundation Preview activitiesPreview activities Help students access what they already Help students access what they already

know about a topicknow about a topic Activation of prior knowledge is critical Activation of prior knowledge is critical

to learningto learning Background knowledge influences what Background knowledge influences what

we perceive and learnwe perceive and learn

6060

CuesCues

Should focus on what is important Should focus on what is important rather than on what is unusualrather than on what is unusual

Use explicit cuesUse explicit cues——direct direct approachapproach

KNU (enhanced KWLKNU (enhanced KWL)) Already knowAlready know Need to learn (based on standards)Need to learn (based on standards) Understand Understand

BKWLQBKWLQ Background, know, want to know, Background, know, want to know,

learned, questionslearned, questions

6161

Advanced OrganizersAdvanced Organizers

ExpositoryExpository NarrativeNarrative SkimmingSkimming GraphicGraphic

Advanced organizers help students Advanced organizers help students focus on important information by focus on important information by providing a mental set.providing a mental set.

6262

Expository Advance Expository Advance OrganizersOrganizers

•An expository advance organizer may simply provide students with the meaning and purpose of what is to follow.

•On the other hand an expository organizer may present students with more detailed information of what they will be learning especially the information that may be difficult to understand.

(J.Scott, Missouri Assessment Program, 2003)

6363

Narrative Advance Narrative Advance Organizers Organizers

A narrative advance organizer takes A narrative advance organizer takes the form of a story. Here the teacher the form of a story. Here the teacher provides the essential ideas of a lesson provides the essential ideas of a lesson or unit she plans to teach by telling a or unit she plans to teach by telling a story that incorporates the ideas. story that incorporates the ideas.

(J. Scott, Missouri Assessment Program, 2003)(J. Scott, Missouri Assessment Program, 2003)

6464

Skimming as an Advance Skimming as an Advance OrganizerOrganizer

When a teacher asks students to skim learning materials, it provides them with the opportunity to preview the important information that they will encounter later by focusing on and noting what stands out in headings, subheadings, and highlighted information. (J. Scott,

Missouri Assessment Program, 2003)

6565

•Graphic organizers provide students with guidance on what the important information is in a lesson or unit.

•They give students direction and provide a visual representation of the important information.

•It is easy to see what is important and the relationships between the ideas and patterns in the information where they exist.

““Graphic” Advanced Graphic” Advanced OrganizersOrganizers

QuestioningQuestioning

What will I do to help students What will I do to help students effectively interact with NEW effectively interact with NEW

knowledge?knowledge?

6767

QuestioningQuestioning

““We are moving from viewing questions We are moving from viewing questions as devices by which one as devices by which one evaluates….learning to conceptualizing evaluates….learning to conceptualizing questions as a means of actively questions as a means of actively processing, thinking about, and using processing, thinking about, and using information productively. information productively.

Teacher questioning behaviors affect Teacher questioning behaviors affect which students learn how much. which students learn how much.

Walsh and Sattes, 2005

6868

Research and PracticeResearch and Practice

QuestioningQuestioning ProcessProcess

Wait TimeWait Time Language Development in ELL’sLanguage Development in ELL’s

ContentContent Level (Taxonomy)Level (Taxonomy) Essential QuestionsEssential Questions Increasing Rigor and RelevanceIncreasing Rigor and Relevance

Marzano, 2001

6969

StageStage Teacher Teacher promptsprompts

Pre Pre ProductionProduction

Show me….circle Show me….circle the…where isthe…where is

Early Early ProductionProduction

Yes-No Yes-No QuestionsQuestions1 or 2 word 1 or 2 word answersanswersLists or labelsLists or labels

Speech Speech EmergenceEmergence

Why?Why?How?How?Explain…..Explain…..

Intermediate Intermediate FluencyFluency

What would What would happen if….happen if….Why do you Why do you think….think….

Advanced Advanced FluencyFluency

Decide if….Decide if….Retell……Retell……

Questions to Support Language DevelopmentHill and Flynn, Classroom Instruction that works with English Language Learners, 2006

7070

Promoting Rigor and Promoting Rigor and RelevanceRelevance

Content

PersonalOther subjects or real world

Christianberry and Kelly, 1983

7171

Promoting Rigor and Promoting Rigor and RelevanceRelevance

Content

PersonalOther subjects or real world

Dense

Questions

Overlapping

Questions

7272

Rigorous QuestionsRigorous Questions

Let’s look at student examples.Let’s look at student examples. Let’s build one together using the Let’s build one together using the

5-8 grade social studies standards 5-8 grade social studies standards in your materials. The focus is the in your materials. The focus is the Civil War.Civil War.

7373

ReflectionReflection