effective teaching strategies

Effective Teaching Strategies

Session One

Overview Activities Reflection

Session ObjectivesContent Objectives UNDERSTAND the key connection between effective

instruction and student learning KNOW research-based effective teaching strategies EXPERIENCE and reflect on specific effective teaching

strategies

Language Objective DEFINE words related to effective teaching strategies such

as similarities, differences, comparing, classifying, metaphor, and analogy.

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Let’s begin with the end in mind.….

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

Art and Science, p. 174

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Tier III. Individualized instruction for children who need the most support

Tier II. Assistance for children who need greater support than what the general curriculum gives them

Tier I. High quality curriculum and instruction in the general education classroom for all children

Scientifically Research-Based Interventions (SRBI)

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Coordinating our efforts

Making Standards Work

Common Formative Assessments

Data Driven Decision Making/Data Teams

Effective Teaching Strategies

(What to teach)

(How to teach)

(How to meet individual student needs)

(How to know it is working)

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Coordinating our efforts

What to teach; standards,mandates,

student interest

Monitor learning – Provide feedback

Individual student needs and learning styles

How to

teach it

Synthesis of Studies Marzano, Pickering, and Pollock, Classroom

Instruction That Works (2001) Reeves, Accountability in Action, 2nd Edition (2004) Reeves, Accountability for Learning (2004) Mendler, Motivating Students Who Don’t Care

(2000) White, Show Me the Proof! (2005) The “jury standard”

• Cooperative Learning• Cues, Questions and Advance

Organizers• Effort and Recognition• Generating & Testing Hypotheses• Homework and Practice• Nonfiction Writing• Nonlinguistic Representation• Setting Objectives & Providing

Feedback• Similarities and Differences• Summarizing and Note Taking

What DOES Work:“Top Ten Effective Teaching Strategies”

Sorting Activity

Sort Discuss

Category: Achievement Gain(Percentiles)

1. Identifying Similarities and Differences 45

2. Summarizing and Note Taking 34

3. Reinforcing Effort and Providing Recognition 29

4. Homework and Practice 28

5. Nonlinguistic Representations 27

6. Cooperative Learning 27

7. Setting Objectives and Providing Feedback 23

8. Generating and Testing Hypothesis 23

9. Questions, Cues and Advance Organizers 22

Why Are These “Effective” Strategies?

10. Non-fiction Writing NOTE: This strategy was identified by Dr. Douglas Reeves and his colleagues after Classroom Instruction That Works was published

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What Does “Effective” Mean?

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

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

And…..how do you know?

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Most Effective Teaching Strategies? EFFECTIVE: Actions of the teacher that

elevate or lift cognition of learners The simple question is, “Is it working for

you and your students as evidenced by learning outcomes?”

Similarities and Differences

Similarities and Differences

Key premisesBasic to human thoughtCore of all learning and thinking

Strategies/TechniquesCompareClassifyMetaphorAnalogy

Compare

Examine information for similarities and differences

Focus on important details and characteristics of information

Develop process thinking skillsApply tools/formats (Venn, matrix, double-

cluster)

Identifying Similarities & DifferencesExample of Comparing using a Comparison Matrix

Grade 3 - 5 Number SenseAddition Subtraction Multiplication Division

Symbols + - X .

.Key words add, plus minus,

subtract, take away

times divide

Relationships

Methods

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Example of Comparing using a Comparison Matrix

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One HalfOne Half One One FourthFourth

One ThirdOne Third

FractionFraction 1/21/2 ¼¼ 1/31/3

DecimalDecimal .5.5 .25.25 .33.33

PercentPercent 50%50% 25%25% 33%33%

Parts of Parts of WholeWhole

Parts of Parts of SetSet

Math Fraction Relationships

Example of Comparing using a Comparison Matrix

DO : Create a Matrix

Baseball Soccer Tennis Basketball Football

# on Team

Equipment needed

Time for game

Scoring System

Season

Physical Education Matrix

Classify Organize information into groups based on

categories (e.g., similar qualities, traits) Do after comparing Synonyms: sort, organize, group,

categorize Apply tools/formats (e.g., T or column -

chart) Develop process thinking skills

Identifying Similarities & DifferencesExample of Classifying using a -T- format or Columns

Science Basic food group classifications

Proteins Carbohydrates Fats

Metaphors

…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 has the

same pattern.

…carry meaning from one word, image or idea to another.

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Steps in Using Metaphor

Teach the target concept. Determine the comparing concept. Check background knowledge of new concept. How are the items similar? How are the two different? Create your own metaphor. Explain. What process did you use to create a metaphor?

Creating Metaphor– Many types of metaphors (including simile and

personification)

– Identification of general or basic patterns/characteristics for topic, then comparing it to something that appears quite different but actually has a similar pattern/characteristic to express meaning

– Literal to abstract based on relationship, then transferred

Love is a Rose

Work with a partner to derive the meaning of this metaphor:

Literal: about ‘rose’ Abstract: generalization that doesn’t

mention ‘rose’ or ‘love’ Transfer: about ‘love’

Love is a Rose Literal- Rose The blossom is

sweet to smell and pleasant to touch, but if you touch the thorns, they can stick you (literal).

Abstract- Something is wonderful and you want to go near it, but if you get too close, you might get hurt (abstract).

Literal- Love: The person you love can make you feel happy, but can end up hurting you (transfer).

Analogies

…the process of identifying the relationship between pairs of concepts

—in other words, identifying the relationship between relationships.

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Analogy Thought ProcessFin is to fish as beak is to _____a. receipt b. birdc. wing d. eel

1. A fin is part of a fish (an animal). 2. A beak is part of what animal? 3. Receipt and wing are not animals 4. Bird and eel are animals, but eels don’t

have beaks. 5. The correct answer is (b) bird.

Common Analogy relationships Synonym PERSUASIVE:CONVINCING

Antonym STARVATION:SATIATION

Descriptive BLUE : SKY

Degree HOT:SCALDING:

Cause and effect TORNADO:DESTRUCTION

Part to whole ARM : BODY

Item to category MILK : BEVERAGE

Item to what it does SCALPEL:SURGERY

Let’s try a few

PERSUASIVE:CONVINCING :: WEALTHY:

STARVATION:SATIATION :: WHITE:

Synonym

BLUE : SKY :: SNOW:

Antonym

HOT:SCALDING:: DAMP:

Descriptive

Degree

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Learning Cycle: Teaching, Assessing and Reflecting

Identify Learning Outcomes

Instruct

Adjust Teaching; Ongoing Monitoring

Plan Instruction and Assessments

Learning;Ongoing Monitoring

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Planning and Organizing

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

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Elements of Lesson Plans

Effective lesson plans:Offer ‘prompts’ or cues for actions, steps, etc.Support linear or non-linear flexible optionsAre like a framework or blueprint Consider each aspect of the learning cycle

(teaching, assessing, reflecting)

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

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Tools

Templates/FormatsOrganize the approach to processGenerate ideasProvide focusDecrease stressSave time

ACTIVITY: Planning Template

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NEW Version

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

Old Version

Revised Blooms Taxonomy

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Objectives and High Expectations

In examining 1500 K-12 classrooms, 24-7 consultants found that clear learning objectives were established in ____ classrooms or ____%.60 4

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Research on Goals and Objectives

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

In general students had an 18-21 percentile gain when their teachers wrote and shared clear objectives so that they understood what it was they were supposed to be learning. (Marzano, et al, 2004)

What does the research say?

“Constructive feedback, like Wheaties, is the breakfast of champions.”

Information provided to a learner in order to help her/him to continue the behavior or to modify the behavior.

Information that assists learners in correcting their course.

Information a learner uses to “improve.” Information a learner uses to help her/him

accomplish a set of learning objectives.

Definitions of Feedback

Includes opportunity for self-assessment Well timed and expected Based on observation or reliable information Specific, not general Validated with learner Regulated in quantity Phrased in descriptive non-evaluative language Given in a collaborative spirit - teacher and

student working as allies toward common goals

Characteristics of Effective Feedback

1) Think about a situation in which you received feedback that had an impact on you.   Who gave you the feedback? What was helpful about the feedback? What was not helpful about the feedback? Was it a positive experience or a negative experience? Why? What specifically do you remember about the experience?

2) Write down some notes about your feedback experience.

3) Turn to a partner and discuss your feedback experience. Compare the similarities and differences between your experiences.

4) Be prepared to share one insight.

Feedback - Reflect, Write & Share

Point to Ponder…

Effective learning is a direct result of effective teaching

Reflection