effective teaching strategies
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Effective Teaching Strategies. Session One. Overview Activities Reflection. Session Objectives. Content Objectives UNDERSTAND the key connection between effective instruction and student learning KNOW research-based effective teaching strategies - PowerPoint PPT PresentationTRANSCRIPT
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