What Works in School

What Works in School

Teacher- & Student-Level Factors

November 8, 2006

Teacher- & Student-Level Factors

November 8, 2006

Factors that Affect Student AchievementFactors that Affect Student Achievement

School-Level FactorsTeacher-Level FactorsStudent-Level Factors**

School-Level FactorsTeacher-Level FactorsStudent-Level Factors**

Factors Affecting Student Achievement

Factors Affecting Student Achievement

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Instructional Strategies that Affect Achievement by Rank

Instructional Strategies that Affect Achievement by Rank

Identifying similarities & differences

45

Summarizing & note taking 34

Reinforcing effort & providing recognition

29

Homework & practice 28

Nonlinguistic representation 27

Generating & testing hypotheses

23

Questions cues & advance organizers

22

Percentile gain

Instructional Strategies

Instructional Strategies

Identifying Similarities &

Difference

Identifying Similarities &

DifferenceComparing--Venn Diagrams & charts

Classifying--grouping based on similar attributes

Creating metaphors--The bread is hard as a rock.

Creating analogies--Oxygen is to humans as Carbon Dioxide is to plants

Comparing--Venn Diagrams & charts

Classifying--grouping based on similar attributes

Creating metaphors--The bread is hard as a rock.

Creating analogies--Oxygen is to humans as Carbon Dioxide is to plants

Venn DiagramVenn Diagram

Holidays & CelebrationsHolidays & Celebrations

Labor DayMemorial Day4th of July

EasterChristmasBirthdays

Boxing DayQueen’s BirthdayGuy Fawkes Day

U.S Great Britain

Venn DiagramsVenn DiagramsFoodFood

BeefPeanut ButterPopcorn

PotatoesBaconEggs

LambAsian FoodSteak & Kidney Pie

U.S. Great Britain

Items to be comparedItems to be compared

Charac-teristics

US Great Britain

Russia

1. Food SimilaritiesDifferences

2. Housing SimilaritiesDifferences

3. Dress SimilaritiesDifferences

ClassifyingClassifying

Classifying is the process of grouping things into definable categories on the basis of their attributes. Stated more simply, it is the process of grouping things that are alike into categories.

Classifying is the process of grouping things into definable categories on the basis of their attributes. Stated more simply, it is the process of grouping things that are alike into categories.

Procedure for Classifying

Procedure for Classifying

1. Identify the items you want to classify.

2. Select an item & describe key attributes that can be used to classify.

3. Create the category by specifying attributes.

4. Repeat steps 1 & 2 with another item.5. Create a second category by specifying

attributes.6. Repeat the previous two steps until

all items are classified.7. If necessary, combine categories or

split into smaller categories.

1. Identify the items you want to classify.

2. Select an item & describe key attributes that can be used to classify.

3. Create the category by specifying attributes.

4. Repeat steps 1 & 2 with another item.5. Create a second category by specifying

attributes.6. Repeat the previous two steps until

all items are classified.7. If necessary, combine categories or

split into smaller categories.

CategoriesCategories

ClassifyClassify

Blue Purple Red Yellow

Creating MetaphorsCreating Metaphors

Constructing metaphors--2 items in a metaphor are connected by an abstract or non-literal relationship.

Example: Love is a rose. Literal: Rose (pretty flower with thorns) and Love (Love can be a happy but it can hurt also)

Abstract: Something is wonderful and you want to go near it but if you’re not careful it can hurt you.

Constructing metaphors--2 items in a metaphor are connected by an abstract or non-literal relationship.

Example: Love is a rose. Literal: Rose (pretty flower with thorns) and Love (Love can be a happy but it can hurt also)

Abstract: Something is wonderful and you want to go near it but if you’re not careful it can hurt you.

Graphic Organizer for Metaphors

Graphic Organizer for Metaphors

Element #1 Abstract Element #2

Element &

Description

Element &

Description

Things thetwo have in common.

AnalogiesAnalogies

Like metaphors, analogies help us see how dissimilar things are really similar.

Form of analogies A:B::C:D (read A is to B as C is to D)

Example: hot:cold::night:day (how are they alike?)

Like metaphors, analogies help us see how dissimilar things are really similar.

Form of analogies A:B::C:D (read A is to B as C is to D)

Example: hot:cold::night:day (how are they alike?)

Analogy Graphic Organizer

Analogy Graphic Organizer

A B C D: :::

Common Element Common Element

Summarizing & Note Taking*

Summarizing & Note Taking*

To effectively summarize students must--Delete some information--trivial, redundant

Substitute some information -- superordinate terms of lists (flowers for daisies, tulips, etc.

Keep some information--select or invent topic sentence

To effectively summarize students must--Delete some information--trivial, redundant

Substitute some information -- superordinate terms of lists (flowers for daisies, tulips, etc.

Keep some information--select or invent topic sentence

*Marzano & Pickering mention Reciprocal Teaching

Summary FramesSummary Frames

Narrative FramesTopic Restriction FrameDefinition FrameArgumentation FrameProblem/Solution FrameThe Conversation FrameWeb-- http://classroom.leanderisd.org/webs/marzano/summarizing_and_note_taking.htm

Narrative FramesTopic Restriction FrameDefinition FrameArgumentation FrameProblem/Solution FrameThe Conversation FrameWeb-- http://classroom.leanderisd.org/webs/marzano/summarizing_and_note_taking.htm

Narrative FrameNarrative Frame

Who …?When …? What …? How …? Why …?

Who …?When …? What …? How …? Why …?

Note Taking*Note Taking*

Verbatim notes least effective

Notes are a work in progress

The more notes the better

Provide a variety of formats

Verbatim notes least effective

Notes are a work in progress

The more notes the better

Provide a variety of formats

Formats for NotesFormats for Notes

Teacher Prepared NotesInformal Outline--from partial filled to empty outline

Webbing--relationshipsCombination Notes

Outline on one side & visuals on another

Running notes on one side and summary on the other

Teacher Prepared NotesInformal Outline--from partial filled to empty outline

Webbing--relationshipsCombination Notes

Outline on one side & visuals on another

Running notes on one side and summary on the other

Non-linguistic RepresentationNon-linguistic Representation

Creating graphic representationMaking physical modelsGenerating mental picturesDrawing pictures & pictographsEngaging in kinesthetic activitiesInspiration Software--My Dog Izzy

Creating graphic representationMaking physical modelsGenerating mental picturesDrawing pictures & pictographsEngaging in kinesthetic activitiesInspiration Software--My Dog Izzy

Cues & QuestionsCues & QuestionsTeacher who thought they were asking 12-20 questions were asking 45-150 every half hour.

Cues & questions should focus on what is important & not unusual.

Higher level questions produce deeper learning (restructure or apply information).

5 second wait time provided before accepting responses then cue.

Questions are effective tools even before a learning experience.

Teacher who thought they were asking 12-20 questions were asking 45-150 every half hour.

Cues & questions should focus on what is important & not unusual.

Higher level questions produce deeper learning (restructure or apply information).

5 second wait time provided before accepting responses then cue.

Questions are effective tools even before a learning experience.

Classroom Practices-Questioning & CueingClassroom Practices-Questioning & Cueing

Cueing is also a way of scaffolding & previewing.

Use questions that require making inferences.What action does this thing or person usually perform?

How is this thing usually used?

How does this action change the state of a thing?

Cueing is also a way of scaffolding & previewing.

Use questions that require making inferences.What action does this thing or person usually perform?

How is this thing usually used?

How does this action change the state of a thing?

Classroom Practices--

Questioning

Classroom Practices--

Questioning Analytic Questions

What are the errors in reasoning in this information?

How is this information misleading?

What is an argument that would support the following?

Analytic QuestionsWhat are the errors in reasoning in this information?

How is this information misleading?

What is an argument that would support the following?

Advance OrganizersAdvance OrganizersFocus is to activate prior knowledgeAdvance Organizers bridge the gap between what the learner already knows & what is needed to know before new learning occurs.

Higher level Advance Organizers produce deeper learning.

Advance Organizers are most useful with information that is not well organized.

Different types of Advance Organizers produces different results.

Focus is to activate prior knowledgeAdvance Organizers bridge the gap between what the learner already knows & what is needed to know before new learning occurs.

Higher level Advance Organizers produce deeper learning.

Advance Organizers are most useful with information that is not well organized.

Different types of Advance Organizers produces different results.

Different Types of Advance Organizers

(A.O.)

Different Types of Advance Organizers

(A.O.)Expository A. O.--description of new content

Narrative A. O.--new information in story format

Skimming--skim titles, subtitles, pictures, maps, etc.

Graphic A. O.--webs, charts, comic, new, etc.

Expository A. O.--description of new content

Narrative A. O.--new information in story format

Skimming--skim titles, subtitles, pictures, maps, etc.

Graphic A. O.--webs, charts, comic, new, etc.

Classroom ManagementClassroom Management

Factors in Classroom Management

Factors in Classroom Management

Rules & ProcedureDisciplinary Interventions

Student-Teacher Relationships

Emotional ObjectivityAppropriate Mental Set

Rules & ProcedureDisciplinary Interventions

Student-Teacher Relationships

Emotional ObjectivityAppropriate Mental Set

The teacher must. . .

The teacher must. . .

Let students know he/she is the authority.

Show he/she cares.Treat students with kindness, love & respect.

Let students know he/she is the authority.

Show he/she cares.Treat students with kindness, love & respect.

Student FactorsStudent Factors

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What can teachers do to broad background

experience

What can teachers do to broad background

experienceIncrease variety of experience

Encourage students to read a wide variety of material (SSR)

Provide Vocabulary instruction.

Increase variety of experience

Encourage students to read a wide variety of material (SSR)

Provide Vocabulary instruction.

What can teachers do to motivate students

What can teachers do to motivate students

Start the motivation from within--what are they interested

Engage by challenging some & assuring others

Make lessons relevantPersonalize assignmentsHave students move to personal goals

Track personal performanceProvide games & dynamic group work

Start the motivation from within--what are they interested

Engage by challenging some & assuring others

Make lessons relevantPersonalize assignmentsHave students move to personal goals

Track personal performanceProvide games & dynamic group work

Reinforcing EffortReinforcing Effort

Not all students realize the importance of believing in effort (effort pays off in enhanced achievement.

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

Use Effort & Achievement Rubrics

Not all students realize the importance of believing in effort (effort pays off in enhanced achievement.

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

Use Effort & Achievement Rubrics

Providing RecognitionProviding

RecognitionRewards do not necessarily have a negative effect on intrinsic motivation.

Reward is most effective when it is contingent on the attainment of some standard of performance.

Abstract symbolic recognition is more effect than tangible rewards.

Rewards do not necessarily have a negative effect on intrinsic motivation.

Reward is most effective when it is contingent on the attainment of some standard of performance.

Abstract symbolic recognition is more effect than tangible rewards.

Best Practices in Providing

Recognition

Best Practices in Providing

RecognitionPersonalize recognitionPause, Prompt, PraiseConcrete Symbols

Personalize recognitionPause, Prompt, PraiseConcrete Symbols

BibliographyBibliography

Classroom Instruction That Works by Robert Marzano, Debra J. Pickering, & Jane Pollock(ISBN 0-87120-504-1)

Web Site http://classroominstruction.edreform.net/portal/classroominstruction

Classroom Instruction That Works by Robert Marzano, Debra J. Pickering, & Jane Pollock(ISBN 0-87120-504-1)

Web Site http://classroominstruction.edreform.net/portal/classroominstruction