12.18.09 maleseus elem 9 strategies

8/8/2019 12.18.09 Maleseus Elem 9 Strategies

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Empowering Teachers to Impact StudentsMalesus Elementaryhttp://mal.jmcss.org/

December 18, 2009

Freed-Hardeman University

Graduate Studies in Education

Dr. M. Monte Tatom, Assistant Professor

http://faculty.fhu.edu/mtatom/E-mail: [email protected]

SKYPE: doctatom

Twitter: http://www.twitter.com/drmmtatom


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ResearchResearch--basedbasedStrategiesforStrategiesforIncreasingStudentIncreasingStudent

AchievementAchievement

An Overview ofAn Overview of

ClassroomInstruction ThatWorks:ResearchClassroomInstruction ThatWorks:Research--BasedStrategiesBased Strategies

forIncreasingStudentAchievementforIncreasingStudentAchievement andand

WhatWorksin Schools:TranslatingResearchintoActionWhatWorksin Schools:TranslatingResearchintoAction(RobertMarzano, 2001 & 2003)(RobertMarzano, 2001 & 2003)


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Step One: Know Your

Students Ability

Levels Interests

Behavior

EXPLORE


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Step Two: Vary Instruction

Direct Instruction

Inquiry-based Learning

Cooperative Learning

Information Processing Strategies

EXPLORE


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S

tep Three: Vary Activities Cubing

WebQuest

PowerPoint

Cooperative Learning

EXPLORE


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Step Four: Vary Assessments Pre-Assessments

During Learning Assessments

ReflectionActivities

Authentic Assessments

Rubrics

Portfolios

EXPLORE


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Major Factors InfluencingStudent Achievement

1. School factors Guaranteed viable curriculum

Challenging goals and feedback

Parental and community involvement

Safe, orderly, conducive to learning environment Professionalism and collegiality

2. Classroom factors Aligned, viable curriculum

Classroom management

Instructional strategies

3. Student factors Home environment

Motivation

Acquisition of knowledge


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A visual representation of Bloom's Taxonomy ofHigher Order Thinking Skills with a 21st century

skills frame.

http://visualblooms.wikispaces.com/

http://cooltoolsforschools.wikispaces.com/Video+Too ls


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The final factor Marzano considers isthe critical role ofLeadership,which he says, could be considered

the single most important aspect ofeffective school reformitinfluences every aspect of the model

presented in this book. (p. 172)


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In teaching it is the method and not

the content that is the messagethedrawing out, not the pumping in.

- Ashley Montague


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9Research-basedS

trategies for Instruction(Robert Marzano, 2001 & 2003)(Robert Marzano, 2001 & 2003)

1. Identifying Similarities and Differences

2. Summarizing and Note Taking

3. Reinforcing Effort and Providing

Recognition4. Homework and Practice


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5. Nonlinguistic Representation

6. Cooperative Learning7. Setting Objectives and Providing

Feedback

8. Generating and Testing Hypotheses9. Cues, Questions, and Advance Organizers

9Research-basedS

trategies for Instruction(Robert Marzano, 2001 & 2003)(Robert Marzano, 2001 & 2003)


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The following table outlines the average percentile

point gains on student achievement tests from

each of the nine strategies:


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1. Identifying Similarities

and Differences Generalizations from research

Explicit guidance in identifying

similarities and differences enhancesstudents understanding of and abilityto use knowledge.

-S

tudents independent identification ofsimilarities and differences enhancesstudents understanding of and abilityto use knowledge.


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Identifying Similarities

and Differences

Generalizations from research (cont.)

Representing similarities anddifferences in graphic or symbolic form(e.g. Venn Diagram) enhances studentsunderstanding of and ability to useknowledge.

-Identifying similarities and differencescan be done in a variety of forms.


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Forms for Identifying

Similarities and Differences Comparing

What are the important characteristicsof these topics/ideas that you want tocompare?

ClassifyingWhat are the rules that govern groupmembership?


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Forms for Identifying

Similarities and Differences Metaphors (Love is a rose)

What is the abstract or nonliteralconnection between the ideas?

Analogies (Oxygen is to humans ascarbon dioxide is to plants)

What is the relationship between therelationships?


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9Research-basedStrategies for Instruction


(Robert Marzano, 2001 & 2003)(Robert Marzano, 2001 & 2003)


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Think, Pair,Share Activity

Think: Recall a recent instructional situation whenyou used one of these strategies.

Pair/Share: Tell someone else about thisexperience and the student learning that

resulted from it.


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Please take 2 minutes toPair-Share how youwould utilize IdentifyingSimilarities andDifferences in the

classroom.


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Times Up!


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Times Up!


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Generalizations from research onsummarizing To effectively summarize, students

must delete, substitute, and keep someinformation.

-To effectively delete, substitute, andkeep information, students must analyze

the information at a deep level.

The structure of the information canaid summarizing.


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Classroom Practice inS

ummarizing Rule-based Summarizing

Delete the trivial.

Delete the redundant. Substitute generic terms for listing.(e.g. dogs for labs, spaniels, and boxers)

Select/create a topic sentence.

Summary Frames Create a series of questions to highlight

critical elements to guide students in

summarizing information.


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Classroom Practice in

Summarizing (cont.)

Reciprocal Teaching (Student leader)

Summarize Generate questions Clarify Encourage predictions


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Summarizing and Note Taking

Generalizations from research onnote taking-Verbatim note taking is least effective.

-Notes are a work in progress.

Notes should be used as study guidesfor tests.

-The more notes taken, the better.


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Note Taking Teacher-prepared notes

Highlight important points.

Modelnote taking for students.

Formats for notes Informal outline

Webbing Combination


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Please take 2 mi

nutes toPair-Share how you would

utilize Summarizing and

Note Taking in theclassroom.


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Times Up!


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Times Up!


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Times Up!


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3. Reinforcing Effort and

Providing Recognition

Generalizations from research on

reinforcing effort-Not all students realize importance ofbelieving in effort.

-Students canlearn to change theirbeliefs to an emphasis on effort.


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Reinforcing Effort

Keep track of effort and

achievement. Effort and achievement rubrics Effort and achievement chart


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Reinforcing Effort and

Providing Recognition Generalizations from research on

providing recognition

Rewards increase intrinsic motivation ifmeasured as students attitude towardthe activity.

- Reward is most effective when attached

to attaining a performance goal.-The more abstract/symbolic the reward,

the more powerful it is (e.g. verbal

recognition).


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Providing Recognition Personalize recognition

Recognize personal best.

Pause, prompt, praise Use during demanding task.

Concrete symbols of recognition Give tokens (e.g. stickers) for

achievement of performance goal.


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3. Reinforcing Effort and Providing Recognition



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Please take 2 minutes toPair-Share how you wouldutilize Reinforcing Effort

and Providing Recognitionin the classroom.


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4. Homework and Practice

Generalizations from research onhomework-Students at lower grades should be

givenless homework than students athigher grade levels.

-Parent involvement in homework shouldbe kept to a minimum.

-The purposes for homework should beidentified and stated.

-If homework is assigned, it should be

commented on.


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Homework Design homework assignments that

clearly state the purpose and

outcome for the assignments. Vary the approaches to providing

feedback.

Manage work load Maximize the effectiveness offeedback


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Homework and Practice

Generalizations from research onpractice

- Mastering a skill takes repeated,focused practice over time.

-During initial practice of a skill,students shape their conceptual

understanding. The student should dealwith only a few examples during thisphase to support the depth of reasoningrequired. Speed is not the focus.


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PracticingS

kills Chart both speed and accuracy.

Focus practice on specific parts of acomplex skill or process.

Provide time for modeling the skill,time for guided practice, and time forindependent practice.

9 R h b d


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4. Homework and Practice



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Please take 2 minutes toPair-Share how you wouldutilize Homework and

Practice in the classroom.


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5. Nonlinguistic Representations

Generalizations from research A variety of activities produce

nonlinguistic representations whichenhance student understanding ofcontent.

-Nonlinguistic representations should

elaborate on (add to) content knowledge.


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Types of Nonlinguistic

Representations Graphic organizers Descriptive pattern Time sequence

Process/Cause-Effect Episode Generalization/Principal pattern Concept pattern

Physical models Concrete representations of knowledge

Manipulatives

T p s f N li isti


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Types of NonlinguisticRepresentations (cont.)

Mental pictures

Pictures or pictographs Kinesthetic (movement) activity

9 Research based


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4. Homework and Practice5. Nonlinguistic Representation



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Please take 2 minutes toPair-Share how you wouldutilize Nonlinguistic

Representationin theclassroom.


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6. Cooperative Learning

Generalizations from research Organizing groups based on ability

should be done sparingly.

-Cooperative groups should be small insize (3-4 members).

-Cooperative learning should be appliedconsistently and systematically (atleast once per week), but not overused.



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Classroom Practice inCooperative Learning

Five elements of cooperative learning Positive interdependence Face-to-face interaction

I

ndividual and group accountability Interpersonal and small group skills Group processing

Grouping patterns

Informal (e.g. turn-to-your-neighbor) Formalfor more complex tasks (with

cooperative learning components) Base groups (long-term)


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Examples of cooperative learning

Reciprocal TeachingJigsaw

Think-Pair-Share

Three Step InterviewRound Robin Brainstorming

Three Minute Review

Numbered HeadsTeam Pair Solo

Circle the Sage

9 Research-based


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9Research basedStrategies for Instruction




4. Homework and Practice5. Nonlinguistic Representation6. Cooperative Learning



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Please take 2 minutes toPair-Share how you wouldutilize Cooperative

Learning in the classroom.


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7. Setting Objectives and

Providing Feedback Generalizations from research on

goal setting

Instructional goals narrow whatstudents focus on.

Instructional goals should not be toospecific (i.e. not stated in behavioral

terms). Students should be encouraged to

personalize the teachers classroomgoals.

Cl P i i


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GoalS

etting Set focused but flexible goals.

Develop contracts with students forattainment of specific goals.

S i Obj i d


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Setting Objectives and


providing feedback

Feedback is the most powerful singlemodification to enhance achievement.

Feedback should be corrective withexplanation,not just right or wrong.

Ask students to work at the task untilthey succeed.

Feedback should be timely.

S tti Obj ti d


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Setting Objectives and


providing feedback (cont.)

Feedback should be specific to aparticular standard/criterion.

Students can effectively provide someof their ownfeedback.

Cl P ti i


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Providing Feedback Give students feedback in terms of

specific levels of knowledge and skill

instead of a percentage score. Develop a rubric for information. Develop a rubric for process/skill.

Give students specific feedback. Students can be a part offeedback

process.

9Research-based


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Strategies for Instruction





6. Cooperative Learning7. Setting Objectives and Providing Feedback



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Please take 2 minutes toPair-Share how you would

utilize Setting Objectivesand Providing Feedback inthe classroom.


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Times Up!

8 Generating and Testing


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8. Generating and Testing

Hypotheses Generalizations from research Hypothesis generation and testing can

be approached in an inductive ordeductive manner. Deductive Use a general rule to make a

prediction about a future action or event

Inductive Draw new conclusions based oninformation known or given

Teachers should ask students to clearlyexplain their hypotheses and their

conclusions.

Classroom Practice in Generating


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and Testing Hypotheses Systems analysis

Generate hypotheses to predict what mighthappen if some aspect of a system werechanged.

Problem solving Generate and test hypotheses related to

overcoming barriers in obtaining a goal. Historical investigation

Construct plausible scenarios for the past,about which there is no general agreement.



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Classroom Practice in Generatingand Testing Hypotheses (cont.)

Invention Hypothesize what might work, develop

idea, conduct tests to see if it solves theproblem/meets goal.

Experimental inquiry Generate and test hypotheses for

explaining something you have observed. Decision Making

Use a structured Decision Makingframework for analysis of alternatives.

Cl P ti i G ti


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Make sure students can explain theirhypotheses and conclusions. Provide templates for reporting. Provide sentence stems for explaining

conclusions. Provide or develop rubrics with students,

so they know that the criteria on whichthey will be evaluated are based on thequality of their explanations.

Utilize audiotapes for explanations.


and Testing Hypotheses (cont.)

9Research-based


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7. Setting Objectives and Providing Feedback

8. Generating and Testing Hypotheses



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utilize Generating andTesting Hypotheses in theclassroom.


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9 Cues Questions and


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9. Cues, Questions, and

Advance Organizers Generalizations from research on

cues and questions

C

ues and questions should focus on whatis important as opposed to what ismerely interesting.

Questions that require students to

analyze information produce deeperlearning than questions that ask studentsto recall or recognize information.

Cues Questions and


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Generalizations from research oncues and questions (cont.)

Waiting briefly before acceptingresponses from students increasesdepth of students answers.

Cues, Questions, and

Advance Organizers

Questions are effective learning tools

even when asked before a learningexperience.



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Explicit cues Provide students with a preview of

what they are about to experience by

directly asking about prior experiencesrelated to content.

Classroom Practice inC

ues and Questions

Questions that elicit inferences

Questions that analyze or critiqueinformation presented

Cues Questions and


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Advance Organizers Generalizations from research onadvance organizers

Advance organizers should focus onwhat is important as opposed to what ismerely interesting.

Advance organizers that require students

to analyze information produce deeperlearning than organizers that ask studentsto recall or recognize information.

Cues Questions and


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Advance Organizers Generalizations from research onadvance organizers (cont.)

Advance organizers are most useful withinformation that is not well organized.

Different types of advance organizersproduce different results. Expository organizers have the greatest

impact on student learning.



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Advance Organizers Expository advance organizers

describe the new content.

Narrative advance organizers previewthe content in a story format.

Skimming of information provides a

generalfamiliarity with the content. Graphic organizers can help students

think about new knowledge beforeexperiencing it.



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7. Setting Objectives and Providing Feedback

8. Generating and Testing Hypotheses9. Cues, Questions, and Advance Organizers



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utilizeC

ues, Questions,and Advance Organizersin the classroom.


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Teachers: Two kinds: the kind that fillyou with so much quail shot that you

cant move, and the kind that justgive you a little prod behind and youjump to the skies.

- Robert Frost

http://manila.esu6.org/in


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p g

structionalstrategies/This site identifies and provides technology resourceswhich can be used to support the nine instructionalstrategies:

Identifying Similarities and Differences

Summarizing and Note Taking Reinforcing Effort and Providing Recognition Homework and Practice Nonlinguistic Representations Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Questions,Cues, and Advance Organizers


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Closing Thoughts

Comfort Zone

Invitational Learning EXPLORE

Freed-Hardeman University


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Freed Hardeman University

Graduate Studies in EducationDr. M. Monte Tatom

Assistant Professor

E-mail: [email protected]: 731-989-6088

Toll Free: 800-639-3480

Office Room #: GC G02c EDU

http://twitter.com/drmmtatom


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Used for my PLC

http://www.facebook.com/doctatomUsed for personal and class use

http://wiki.fhu.edu/users/mtatom/

Used for blogginghttp://www.linkedin.com/in/doctatom

Used for professional use

http://delicious.com/drmmtatom

12.18.09 maleseus elem 9 strategies

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