effective teaching strategies welcome to day ii. 2 agenda, day ii introduction and data teams...

Effective Teaching Effective Teaching StrategiesStrategies

Welcome to Day IIWelcome to Day II

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Agenda, Day IIAgenda, Day II

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

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How do we use ETS in Data How do we use ETS in Data Driven Decisionmaking? Driven Decisionmaking?

Let’s try an example:Let’s try an example: A pretest shows that students are scoring far A pretest shows that students are scoring far

below their peers on problem solving. below their peers on problem solving. (Collect (Collect and chart data)and chart data)

Currently 50% of our grade 4 students are Currently 50% of our grade 4 students are scoring below proficient on math word problem scoring below proficient on math word problem solving as measured by the pretest. By the end solving as measured by the pretest. By the end of the 3-week instructional unit, 75% will score of the 3-week instructional unit, 75% will score proficient or higher on math word problem proficient or higher on math word problem solving as measured by the post test. solving as measured by the post test. (SMART (SMART Goal)Goal)

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Data Team ThinkingData Team Thinking

Why is this? Why is this? What can we try? What can we try? (ETS)(ETS)

Is it working?Is it working?

Students Students know how; know how; they are not they are not fluentfluent

Practice Practice Problem a DayProblem a Day

1. Identify 1. Identify results results indicatorsindicators(a. Lesson (a. Lesson plans; b. plans; b. Math post Math post test)test)2. Determine 2. Determine the cyclethe cycle(3 weeks)(3 weeks)

Student don’t Student don’t know the know the processprocess

Nonlinguistic Nonlinguistic RepresentationRepresentationProblem solving chartProblem solving chart

Problems are Problems are variousvarious

FeedbackFeedbackLooking at Student Looking at Student WorkWork

They don’t They don’t know the know the vocabularyvocabulary

Vocabulary InstructionVocabulary InstructionVariety of ETS Variety of ETS strategies (Nonlinguistic strategies (Nonlinguistic Representations)Representations)

What will we do for the students who already know What will we do for the students who already know this? this?

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Collaborative Lesson PlanningCollaborative Lesson PlanningData Teams/Learning Team ProcessData Teams/Learning Team Process

1.1. Collect and chart dataCollect and chart data2.2. Analyze for strengths and obstaclesAnalyze for strengths and obstacles3.3. Set SMART goal(s)Set SMART goal(s)4.4. Select instructional strategiesSelect instructional strategies5.5. Identify results indicatorsIdentify results indicators

1.1. Is it being implemented?Is it being implemented?2.2. Is it working?Is it working?

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Summarizing, Notetaking, Summarizing, Notetaking, HomeworkHomework

How do I help students How do I help students effectively interact with NEW effectively interact with NEW knowledge? knowledge?

How do I help students deepen How do I help students deepen and enhance their learning? and enhance their learning?

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Summarize Summarize

Requires ability to analyze Requires ability to analyze informationinformation

Decisions to keep, delete, substituteDecisions to keep, delete, substitute Structure of information linked to Structure of information linked to

structure of notes structure of notes

ACTIVITY: ACTIVITY: Read and summarize the articles Read and summarize the articles on homework. on homework.

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Share Out FindingsShare Out Findings

Read, summarize and share Read, summarize and share information from an article.information from an article.

Have one person report out findings Have one person report out findings to larger (home) group.to larger (home) group.

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DeepeningDeepening Understanding Understanding Through HomeworkThrough Homework

Research/FoundationResearch/Foundation Homework and practice provide Homework and practice provide

students with focused and purposeful students with focused and purposeful opportunities toopportunities to

expand knowledge expand knowledge deepen understanding about concepts and deepen understanding about concepts and

skills skills

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HomeworkHomework

Positive EffectsPositive Effects Immediate achievement and Immediate achievement and

learninglearning Long-term academic benefitsLong-term academic benefits Nonacademic benefitsNonacademic benefits Allows practice, preparation, Allows practice, preparation,

extension, and integration with/links extension, and integration with/links to other content areasto other content areas

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Homework Homework

Vary amount by grade levelVary amount by grade level General guideline of 10 minutes per grade General guideline of 10 minutes per grade

level level Minimize need for parental involvementMinimize need for parental involvement Identify purpose of homeworkIdentify purpose of homework Create time for homework to be Create time for homework to be

completed DURING SCHOOL completed DURING SCHOOL Provide feedback on assignments Provide feedback on assignments

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Homework OptionsHomework Options

What motivates students?What motivates students? ChoiceChoice EmpowermentEmpowerment CompetenceCompetence

How can we transform homework from How can we transform homework from drudgery into engagement?drudgery into engagement? Let students CHOOSE from a homework Let students CHOOSE from a homework

menumenu Design interesting, motivating, engaging Design interesting, motivating, engaging

assignmentsassignments

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PracticePractice

Mass practiceMass practice for for skills, processes: skills, processes: frequent repetitionsfrequent repetitions

Distribute practiceDistribute practice for for concepts: concepts: develop understanding over timedevelop understanding over time

Mastering a skill requires a fair Mastering a skill requires a fair amount of focused practiceamount of focused practice

24 repetitions = 80% competency24 repetitions = 80% competency

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Comparing Notes Comparing Notes (Notetaking)(Notetaking)

What common components did What common components did you see in the templates?you see in the templates?

What skills does notetaking What skills does notetaking require?require?

What skills do you expect from What skills do you expect from

students that enter your grade?students that enter your grade?

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Comparing NotesComparing Notes

What factors would determine What factors would determine when you used notetaking as a when you used notetaking as a strategy in your classroom?strategy in your classroom?

Should notes be graded? Should notes be graded?

Should there be a single, Should there be a single, consistent template across a consistent template across a grade level? School? grade level? School?

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Note Taking Note Taking

Considered a work in progressConsidered a work in progress Used as study guidesUsed as study guides Students refer to and enhance Students refer to and enhance

notesnotes Many approaches to taking notesMany approaches to taking notes

Two-column, Cornell, mixed, outline Two-column, Cornell, mixed, outline

Nonlinguistic Nonlinguistic RepresentationsRepresentations

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

knowledge?knowledge?

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Nonlinguistic Nonlinguistic RepresentationsRepresentations

…………..”the most underused ..”the most underused instructional strategy of all…..”instructional strategy of all…..”

““a powerful aspect of learning”a powerful aspect of learning”

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Nonlinguistic Representations

Graphic Physical Mental Pictures Kinesthetic Organizers Models Pictures Activities

Venn Sculpture Similies Cartoons Role Play Maps Models Metaphors Video Demos GOs Diorama Analogies Photos Dance Diagrams Foldables Imagery Pictographs

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How are they effective?How are they effective?

Brain works through patternsBrain works through patterns Visual, kinesthetic elements engage Visual, kinesthetic elements engage

other parts of the brainother parts of the brain Help students see connectionsHelp students see connections Promote retrievalPromote retrieval Provide another mode of learningProvide another mode of learning

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Applications: The Power of Applications: The Power of NLRsNLRs

Plan approaches to taskPlan approaches to task Organize data and informationOrganize data and information Hold action sequences until executedHold action sequences until executed Maintain focusMaintain focus Monitor and evaluate actions and Monitor and evaluate actions and

progressprogress

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8 Cognitive Processes8 Cognitive Processes

1. Representing in Context1. Representing in Context 2. Describing2. Describing 3. Comparing and Contrasting3. Comparing and Contrasting 4. Grouping and Classifying4. Grouping and Classifying 5. Ordering and Sequence5. Ordering and Sequence 6. Cause and Effect6. Cause and Effect 7. Part-Whole7. Part-Whole 8. Relationships8. Relationships

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Context Map

•Used for brainstorming

•Help define a thing or idea

•Elicit prior knowledge

•Outside rectangle is for another dimension

Hyerle, Visual Tools for Constructing Knowledge, 1996

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Attribute Maps

Attribute MapDescribes qualitiesOften uses adjectives/adjective phrasesDescribes characteristics


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Venn Diagram, Comparison Venn Diagram, Comparison Matrix, and Two ClusterMatrix, and Two Cluster

Compare (similarities)Compare (similarities) Contrast (differences)Contrast (differences)

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Two Cluster Map

Used to compare and contrast Hyerle, Visual Tools for

Constructing Knowledge, 1996

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Explain the order of eventsDemonstrate processesIdentify relationship between stages and substagesMultiple flow charts can be used for cause and

effect.Other forms: Timelines, Vertical ordering

Flow or Sequence Charts


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Cause and Effect Maps


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Tree Diagram

ClassifyingCategorizing (Grouping)Other forms (t-sheets)


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BRACE MAPRelationship of Parts to WholeOr Whole to PartHelps analyze the structure of an item

_____________

____________

___________

_________


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BRIDGE MAP or ANALOGIES

What is the relationship?

AS AS

Analogies identify the similarity

between two relationships.


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Sequence of InstructionSequence of Instruction

1. Develop (Provide background)1. Develop (Provide background)2. Describe (Strategy, purpose, benefits)2. Describe (Strategy, purpose, benefits)3. Model (Demonstrate)3. Model (Demonstrate)4. Support (Guided practice)4. Support (Guided practice)5. Use (Students implement)5. Use (Students implement)6. Assess (Teacher provides feedback)6. Assess (Teacher provides feedback)7. Reflect (Student articulates content 7. Reflect (Student articulates content

and use) and use)

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Goal Goal

The goal of graphic organizers The goal of graphic organizers is to develop independent use is to develop independent use by students. by students.

NonFiction WritingNonFiction Writing

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

knowledge?knowledge?

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Nonfiction WritingNonfiction Writing““Generous amounts of close, Generous amounts of close, purposeful reading, rereading, purposeful reading, rereading,

writing, and talking are the essence writing, and talking are the essence of authentic literacy. These simple of authentic literacy. These simple activities are the foundation for a activities are the foundation for a

trained, powerful mindtrained, powerful mind——and a and a promising future.”promising future.”

Source: Mike Schmoker, Source: Mike Schmoker, Results NowResults Now (2006), p. 53 (2006), p. 53

WritingWriting

“Put away your pencils; “Put away your pencils; we are going to write!”we are going to write!”

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PurposesPurposes

To demonstrate To demonstrate learninglearning

For learning For learning

(Elbow, 1994)(Elbow, 1994)

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Reality: “I don’t have the Reality: “I don’t have the time” is untrue!time” is untrue!

Time Devoted to Writing

Mat

h,

Sci

ence

, S

oci

al

Stu

die

s, M

.C.

Tes

ts

“When we spend more time on

nonfiction writing with

collaborative scoring, our test scores improve .

r = .7 to .9”

Source: Douglas B. Reeves, NASSP Bulletin (December 2000).

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Writing increased student Writing increased student performance in..performance in..

Algebra (Miller and England, 1989)Algebra (Miller and England, 1989) Middle School Science (Keys, 1999)Middle School Science (Keys, 1999) Family and Consumer Science (Bye and Family and Consumer Science (Bye and

Johnson, 2004)Johnson, 2004) Elementary Social Studies (Brophy, 1990)Elementary Social Studies (Brophy, 1990)

…………..when used as a tool for thinking..when used as a tool for thinking

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90-90-90 Study90-90-90 Study

High emphasis on informative writingHigh emphasis on informative writing allowing teachers the info necessary to allowing teachers the info necessary to

create strategies to improve create strategies to improve performanceperformance

Single scoring rubric applied to every Single scoring rubric applied to every piece of student work; setting a piece of student work; setting a clear, nonnegotiable set of standards clear, nonnegotiable set of standards

External scoring of assessmentsExternal scoring of assessments

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Writing to LearnWriting to Learn Articulate the purpose.Articulate the purpose. Provide genre and format constraints.Provide genre and format constraints. Consider using, “Check+, check, Consider using, “Check+, check,

check.”check.” Make assignments short.Make assignments short. Make assignments strategic.Make assignments strategic. Collect, but don’t grade formally.Collect, but don’t grade formally. Have students collaborate.Have students collaborate. Don’t read and comment on Don’t read and comment on

everything.everything. Fisher and Frey

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Writing StrategyWriting Strategy

RRoleole AAudienceudience FFormatormat TTopic+strong verbopic+strong verb

DEEPEN AND ENHANCEDEEPEN AND ENHANCE

What will I do to help What will I do to help students practice and students practice and

deepen their understanding deepen their understanding of new learning? of new learning?

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ResearchResearch

Students require about 4 exposures to new Students require about 4 exposures to new information to integrate it into existing information to integrate it into existing knowledge base knowledge base (Rovee-Collier, 1995; Nuthall, 1999)(Rovee-Collier, 1995; Nuthall, 1999)

Supported by brain research that students Supported by brain research that students need time to think about new insights need time to think about new insights (Jenson, (Jenson, 2005)2005)

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Enhance and Deepen--Enhance and Deepen--StrategiesStrategies

Homework and PracticeHomework and Practice

Similarities and Differences Similarities and Differences CompareCompare ClassifyClassify MetaphorsMetaphors AnalogiesAnalogies

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Comparing, ClassifyingComparing, Classifying Research/FoundationResearch/Foundation

Basic to human thoughtBasic to human thought Core of all learning and thinkingCore of all learning and thinking Explicit guidance enhances students’ Explicit guidance enhances students’

understanding and ability to use understanding and ability to use knowledgeknowledge

Structures for ‘holding’ informationStructures for ‘holding’ information

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CompareCompare

Examine information for similarities and Examine information for similarities and differencesdifferences

Focus on important details and Focus on important details and characteristics of informationcharacteristics of information

Develop process thinking skillsDevelop process thinking skills Apply tools/formats (Venn, matrix, Apply tools/formats (Venn, matrix,

double-cluster)double-cluster)

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MatrixMatrix

Work with the people at your Work with the people at your table to complete the Physical table to complete the Physical Education matrixEducation matrix

Be prepared to share the results Be prepared to share the results with the groupwith the group

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ClassifyClassify Organize information into groups Organize information into groups

based on categories (e.g., similar based on categories (e.g., similar qualities, traits)qualities, traits)

Do Do afterafter comparing comparing Synonyms: Synonyms: sort, classify, organize, sort, classify, organize,

group, categorizegroup, categorize Apply tools/formats (e.g., tree frame)Apply tools/formats (e.g., tree frame) Develop process thinking skillsDevelop process thinking skills

MetaphorsMetaphors

……the process of identifying a general or basic the process of identifying a general or basic pattern in a specific topic and then finding pattern in a specific topic and then finding

another topic that appears to be quite another topic that appears to be quite different but has the same pattern.different but has the same pattern.

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

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Linguistic Mental Non-linguistic Visual

Linguistic-Visual Continuum

Imagery

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Steps in Using MetaphorSteps in Using Metaphor

Teach the target concept.Teach the target concept. Determine the comparing concept.Determine the comparing concept. Check background knowledge of Check background knowledge of

comparing concept. comparing concept. How are the items similar?How are the items similar? How are the two different?How are the two different? Create your own metaphor. Explain.Create your own metaphor. Explain. What process did you use to create a What process did you use to create a

metaphor?metaphor?

AnalogiesAnalogies

……the process of identifying the the process of identifying the relationship between pairs of relationship between pairs of

concepts—in other words, concepts—in other words, identifying the relationship identifying the relationship

between relationships.between relationships.

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Analogy Thought ProcessAnalogy Thought ProcessFin is to fish as beak is to _____Fin is to fish as beak is to _____

a.a. receiptreceipt b. birdb. bird

c.c. wing wing d. eeld. eel 1. A fin is part of a fish (an animal).1. A fin is part of a fish (an animal). 2. I am looking for an animal with a 2. I am looking for an animal with a

beak.beak. 3. Receipt and wing are not animals3. Receipt and wing are not animals 4. Bird and eel are animals, but eels 4. Bird and eel are animals, but eels

don’t have beaks.don’t have beaks. 5. The correct answer is bird.5. The correct answer is bird.

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ReflectionReflection

In small groups, walk the In small groups, walk the room, taking time to add one room, taking time to add one learning, thought, application learning, thought, application or comment on each of the or comment on each of the strategies listed.strategies listed.

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Thank YouThank You

We hope that these two days have We hope that these two days have been helpful to you in interpreting been helpful to you in interpreting and applying effective teaching and applying effective teaching strategies. strategies.

Please take a few moments to Please take a few moments to complete the “evaluation” form. complete the “evaluation” form. Feel free to comment upon any Feel free to comment upon any aspects of the content and training. aspects of the content and training.

effective teaching strategies welcome to day ii. 2 agenda, day ii introduction and data teams...

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