student engagement and high- yield strategies virginia department of education office of school...

Student Engagement and High-Yield Strategies

Virginia Department of EducationOffice of School Improvement

2013-2014

Agenda

Question1

What is student engagement… and why do we want it?

Question 2

What are high- yield strategies?

Question 3

How do we choose which high-yield strategy to use?

Question 4

How do we measure the effectiveness of high-yield strategies?

Question 1

What is student engagement…and why do

we want it?

What is student engagement?

Three characteristics:• Attraction to the work• Persist despite challenges and

obstacles• Take visible delight in accomplishing

the work

Schlecty, P. (January 1994). “Increasing Student Engagement.” Missouri Leadership Academy.

Why do we want student engagement?

Engagement Increased student achievement

Akey, T. M. (2006, January). School context, student attitudes and behavior, and academic achievement: An exploratory analysis. New York: MDRC.

Garcia-Reid, P., Reid, R., & Peterson, N. A. (2005, May). School engagement among Latino youth in an urban middle school context: Valuing the role of social support. Education and Urban Society, 37(3), 257–275.

Heller, R., Calderon, S., & Medrich, E. (2003). Academic achievement in the middle grades: What does research tell us? A review of the literature. Atlanta, GA: Southern Regional Education Board.

What needs do students have for engagement?

Knowing the SCORE• Success (need for mastery)• Curiosity (need for understanding)• Originality (need for self-expression)• Relationships (need for involvement

with others)

Strong, R., Silver, H.F., and Robinson, A. (1995) “Strengthening student engagement: What do students want (and what really motivates them?” Educational Leadership, 53(1).

The Relationship between Student Engagement and

Active Learning

• In order to learn, students must do more than listen—they must read, write, discuss, or be engaged in solving problems.

• There is an emphasis on higher-level thinking skills, such as analysis, evaluation, or creation.

The Relationship between Student Engagement and

Active Learning

Types of Active Learning: Definitions

Encourages the learner to be actively engaged but without tangible evidence to an observer

Tangible evidence of the learner’s abilities to an observer

Covert Active Learning Overt Active Learning

Types of Active Learning:Advantages

Advantage: Allows student to collect thoughts; can lead to higher-level thinking

Advantage:

Allows the teacher or observer to actually see what students know or are able to do


Classify: Covert or Overt?

• “Let me give you a few moments to think about how you would respond.”

• “Visualize the materials you will need to complete this project.”

• “Write your thoughts on a sticky note.”• “Imagine yourself in this book.”• “Hold up the orange card if you think the answer is

A and the blue card if you think the answer is B.”• “Turn and share your answer with your partner.”

Classify: Covert or Overt?

• “Let me give you a few moments to think about how you would respond.”

• “Visualize the materials you will need to complete this project.”

• “Imagine yourself in this book.”

• “Write your thoughts on a sticky note.”

• “Hold up the orange card if you think the answer is A and the blue card if you think the answer is B.”

• “Turn and share your answer with your partner.”


Best Practice

Provide covert active learning opportunities to inspire higher-level thinking…

…but follow-up with overt active learning opportunities to measure what

students actually know and can do.

Question 2

What are high-yield strategies?

Why do we want student engagement?

High-Yield Strategies

Increased

student achieve

ment

Marzano, R. (2007). The Art and Science of Teaching. Alexandria, VA: ASCD.

Instructional Strategies vs. Learning Experiences/ Activities

Any structure, system, method, technique, procedure or process that has been shown to have large effects on student achievement across subject areas and grade levels

Instructional tasks or assignments for a specific group of students

High-Yield Instructional Strategy Learning Experience/ Activity

High-Yield Strategy Researchers

• Robert Marzano• Classroom Instruction that Works

• The Art and Science of Teaching

• John Hattie• Visible Teaching and Learning

How Meta-Studies Work

“One additional point should be made about the effect sizes reported in this text. They are averages. Educators must remember…every strategy mentioned…must be done well and at the right time to produce positive effects on student learning.”

-Marzano, The Art & Science of Teaching, p.12


Strategies fromThe Art and Science of Teaching

By Robert J. Marzano


Identifying Similarities and Differences

Average of a 45 percentile gain• Can be teacher-directed: teacher presents

similarities and differences and launches a discussion with students

• Can be student-directed: students find similarities and differences

• Graphic organizers often used in conjunction• Engages students in comparing, classifying, and

creating metaphors and analogies


Turning it into a Learning Experience

Social Studies Standard K.2:The student will describe everyday life in the present and in the past and begin to recognize that things change over time.

Learning Experience:Have students look at pictures from Abraham Lincoln’s time and pictures from today. What is the same? What is different? Use this to discuss how things have changed over time.

Summarizing and Note Taking

Average of a 34 percentile gain• Higher-level thinking: students must look at a body

of information and determine what is important• Requires substituting, deleting, and keeping some

things and having a basic awareness of how information is presented

• Most effective when teachers support students to complete on their own, then give time for review and revision of notes



English Standard 6.5:

The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry.

i) Identify and summarize supporting details.

Learning Experience:Students read a short story and write a one page summary of the main idea and supporting details.

Reinforcing Effort and Providing Recognition

Average of a 29 percentile gain• Recognition is most effective if

contingent on the achievement of a certain goal

• Symbolic recognition works better than tangible rewards



Mathematics Standard 5.3:

The student will

a) identify and describe the characteristics of prime and composite numbers

Learning Experience:Students must use Base 10 blocks to determine all prime numbers between 1-100; the teacher monitors and provides reinforcement as they go, and recognition when they hit certain milestones (such as 20, 40, 60, 80, and 100).

Homework and PracticeAverage of a 28 percentile gain• Extends the thinking outside the

classroom• Amount of homework should vary by

grade level and require minimal parent interaction

• Most effective when purpose of homework is stated and feedback is given on all assignments



World Geography Standard WG.4:WG.4 The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, etc.

Learning Experience:In class, students complete a map labeling all the Latin American and Caribbean countries; must then practice labeling all country names on a blank map at home.

Nonlinguistic Representations

Average of a 27 percentile gain• Use symbols, images, physical

models, or physical movement to represent relationships or concepts.

• Activates more parts of the brain; makes retrieval of information easier



Science Standard 2.3:The student will investigate and understand basic properties of solids, liquids, and gases. a) identification of distinguishing characteristics of solids, liquids, and gases

Learning Experience:Students draw pictures of things in their classroom that are solids, liquids, or gases.

Cooperative Learning

Average of a 23 percentile gain

• Keep groups small and apply a variety

of criteria for determining make-up

• Scaffold as appropriate for

developmental levels of students



English Standard 9.2:The student will produce, analyze, and evaluate auditory, visual, and written media messages.

Learning Experience:Students work together in groups of 3-4 to create persuasive public service announcements for other high school students.

Setting Objectives and Providing Feedback

Average of a 23 percentile gain

• Goals should not be too specific, but should

be adaptable for students’ own objectives

• Make sure feedback is corrective in nature;

how did students do in relation to specific

levels of knowledge?

• Feedback must be timely and specific

• Encourage students to lead feedback



Algebra II Standard AII.3:

The student will perform operations on complex numbers, express the results in simplest form using patterns of the powers of i, and identify field properties that are valid for the complex numbers.

Learning Experience:Students are given a checklist of all the Essential Knowledge and Skills for this standard in the Curriculum Framework, and can check off when they feel they have mastered each. The teacher checks in regularly with students to see how they are progressing, check their evidence, and provide further help as needed.

Generating and Testing Hypotheses

Average of a 23 percentile gain• Best when using a deductive

approach (using a general rule to make a prediction)

• Students must clearly explain their hypothesis and why they chose it

• Students test their hypothesis and then explain their conclusion



Science Standard 4.2:

The student will investigate and understand characteristics and interactions of moving objects.

c) friction is a force that opposes motion

Learning Experience:Students must set up an experiment to test which surface a marble will roll farthest on, making their hypothesis and comparing the actual results.

Cues, Questions, and Advance Organizers

Average of a 22 percentile gain• Help students use what they already

know about a topic• Allows for better brain storage and

memory retrieval• These tools should be highly

analytical, focus on what’s important, and most effective when presented before the learning experience



Social Studies Standard USII.3

USII.3 The student will demonstrate knowledge of the effects of Reconstruction on American life by

c) describing the legacies of Abraham Lincoln, Robert E. Lee, and Frederick Douglass.

Learning Experience:Students use an advance organizer to explain everything they already know about Lincoln, Lee, and Douglass.

John Hattie’s Meta-Analyses Results

Hattie, J. (2012). Visible teaching and learning: Maximizing impact on learning. New York: Routledge.

Self-Report Grades

Average of a 43 percentile gain• Students are accurate at predicting

how they will perform• When the teacher finds out the

students’ predictions, then supports them to perform beyond their expectations, they gain confidence and typically work to higher expectations in the future


Mathematics Standard 8.3:

The student will

a) solve practical problems involving rational numbers, percents, ratios, and proportions

Learning Experience:Students predict their grades before the assessment; the teacher works with students to identify strengths and weaknesses, remediate, and encourages them to aim higher.

Piagetian Programs

Average of a 40 percentile gain• Instruction focuses on thinking

processes that meet the students at the appropriate level

• Do not impose the adult thinking process on children

• Especially strong results for reading and mathematics


Mathematics Standard 2.3

2.3 The student will

a) identify the parts of a set and/or region that represent fractions for halves, thirds, fourths, sixths, eighths, and tenths

Learning Experience:Students use manipulatives in order to understand fractions, including fraction circles and fraction strips; for each fraction, the teacher has the students touch the manipulatives, draw a picture, and write the fraction.

Providing Formative Evaluation

Average of a 32 percentile gain• Includes any activity used as

assessment before or during the learning process itself

• Must be used to inform instruction


Chemistry Standard CH.2

CH.2 The student will investigate and understand that the placement of elements on the periodic table is a function of their atomic structure.

Learning Experience:The teacher gives students an “Exit Card” each day at the end of the Periodic Table unit; addresses major misconceptions the next day at the beginning of the class.

Comprehensive Interventions for Learning Disabled Students

Average of a 28 percentile gain• Teachers provide students with tools

and strategies to organize their thinking and learn new material

• Provide systematic steps for learning


English Standard 6.7The student will write narration, description, exposition, and persuasion

Learning Experience:When writing persuasive essays, teacher has students use the DEFENDS strategy (Ellis, 1994).

Teacher Clarity

Average of a 27 percentile gain• Includes clear communication to

students throughout the whole lesson, but an emphasis on communicating the objectives (the expected behaviors and the criteria for success)


Social Studies Standard 1.1

The student will interpret information presented in picture timelines to show sequence of events and will distinguish among past, present, and future.

Learning Experience:The teacher models to students how to look at a set of three pictures and determine “past, present, and future” for each picture, then clearly explains to students that the goal is to have them do this in pairs working with a new set of pictures.

Reciprocal Teaching

Average of a 27 percentile gain• Typically used with younger, struggling

readers• Dialogue between student and teacher, in

which participants check their own understanding

• Involves summarizing, questioning, clarifying, and predicting

• All participants take turns acting as the teacher


English Standard 3.5:

The student will read and demonstrate comprehension of fictional text and poetry.

Learning Experience:When working with students in small groups, the teacher models to students how to use Questioning, Clarifying, Summarizing, and Predicting to increase their comprehension; has students practice explaining questions they have while they read.

Feedback

Average of a 27 percentile gain• Feedback on task, process, and self-

regulation is most successful• Includes feedback from the teacher to

the student and from the student to the teacher


Geometry Standard G.10:

The student will solve real-world problems involving angles of polygons.

Learning Experience:The teacher invites students to submit “3, 2, 1” cards a week before the assessment, in which students write down 3 things they understand very well, 2 things they still need help with, and 1 piece of feedback on the instructional methods the teacher used.

Question 3

How do we choose which high-yield strategies to use?

“UPPing our Instructional Game:”Using the UPP Strategy

1. UNPACK the standards for context, content, and cognitive level

2. PICK appropriate instructional strategies for the content and cognitive level

3. PLAN how to implement these strategies for the specific group of students

Unpacking a Standard

Understanding how to use a taxonomy to unpack a standard:

1. Review the overarching standard in order to determine the CONTEXT.

2. Determine the CONTENT (what students must know)

3. Determine the COGNITIVE LEVEL. (Bloom’s Taxonomy, Revised): What students must be able to do with what they know.

Bloom’s Taxonomy (Revised)

Create Generating new ideas, products, or ways of viewing things

Evaluate Justifying a decision or course of action

Analyze Breaking information into parts to explore understandings and relationships

Apply Using information in another unfamiliar situation

Understand Demonstrating an understanding of the facts; explaining ideas or concepts

Remember Recalling previously learned information

Bloom’s Taxonomy (Revised)

Createassemble, combine, compose, construct, design, develop, devise, formulate, generate, plan, set up, synthesize, tell, write

Evaluateappraise, argue, assess, attach, choose, conclude, defend, discriminate, estimate, judge, justify, interpret, rate, support, value

Analyzeappraise, breakdown, calculate, categorize, compare, contrast, diagram, differentiate, distinguish, examine, infer, model, question, test

Applychange, choose, compute, demonstrate, employ, illustrate, interpret, manipulate, modify, practice, prepare, show, sketch, solve, use

Understandclassify, convert, defend, describe, discuss, distinguish, estimate, explain, give examples, indicate, locate, paraphrase, predict, summarize

Rememberarrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, recall, relate, recognize, repeat, select, state

Example: Unpacking a Standard

For the learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into one of Bloom’s six cognitive levels.

4.3b The student will investigate and understand the characteristics of electricity. Key concepts include basic circuits.

• The student will create and diagram a functioning series circuit using dry cells, wires, switches, bulbs, and bulb holders.

Standard = Context

Essential Knowledge, Skills, and Processes



4.3b The student will investigate and understand the characteristics of electricity. Key concepts include basic circuits.

• Create and diagram a functioning series circuit using dry cells, wires, switches, bulbs, and bulb holders.

Many levels

Create

Picking an Appropriate High-Yield Strategy

Marzano’s StrategiesPercentile

Gain

Identifying similarities and differences 45

Summarizing and note taking 34

Reinforcing effort and providing recognition 29

Homework and practice 28

Nonlinguistic representations 27

Cooperative learning 27

Setting objectives and providing feedback 23

Generating and testing hypotheses 23

Questions, cues, and advance organizers 22

*Haystead , M. W. & Marzano, R. J. (2009). Meta-Analytic Synthesis of Studies Conducted at Marzano Research Laboratory on Instructional Strategies

Planning the Lesson

• Alignment with/of Standards, Big Ideas, and Objectives

• Sequence/Pacing of Student Learning Experiences

• Quality of Student Learning Experiences

• Assessment• Supporting Resources



11.4 The student will read, comprehend, and analyze relationships among American literature, history, and culture.

Compare how poems of the same form use elements - sound, figurative language, imagery, symbols, and allusions - differently to convey meaning.

Standard = Context

Essential Knowledge, Skills, and Processes





Understand, Analyze

Analyze

Picking an Appropriate High-Yield Strategy

Marzano’s StrategiesPercentile

Gain

Identifying similarities and differences 45

Summarizing and note taking 34

Reinforcing effort and providing recognition 29

Homework and practice 28

Nonlinguistic representations 27

Cooperative learning 27

Setting objectives and providing feedback 23

Generating and testing hypotheses 23

Questions, cues, and advance organizers 22

*Haystead , M. W. & Marzano, R. J. (2009). Meta-Analytic Synthesis of Studies Conducted at Marzano Research Laboratory on Instructional Strategies

Picking an Appropriate High-Yield StrategyHattie’s Strategies

Percentile Gain

Self-Report Grades 43

Piagetian Programs 40

Formative Evaluation 32Comprehensive Interventions for Disabled Students

28

Teacher Clarity 27

Reciprocal Teaching 27

Feedback 27

Hattie, J. (2012). Visible teaching and learning: Maximizing impact on learning. New York: Routledge.

Planning the Lesson

• Alignment with/of Standards, Big Ideas, and Objectives

• Sequence/Pacing of Student Learning Experiences

• Quality of Student Learning Experiences

• Assessment• Supporting Resources

Aligning to the SOL & Curriculum Framework

Standard


Essential Knowledge or Skill (from Curriculum Framework)


Cognitive Level(s)

Apply: Explain how the elements of sound, figurative language, imagery, symbols, and allusions are used in the poems

Analyze: Compare and contrast the differences in the elements between the poems and how they are used to convey meaning

Linking to the Unit or Curriculum Big Ideas

Big Ideas (Essential Questions, Enduring Understandings, how this lesson relates to theme, etc.)

Essential Question: How do authors convey meaning?

Enduring Understanding: Poets use elements - sound, figurative language, imagery, symbols, and allusions – to convey meaning.

Writing the Objective(s)

Objective(s) (behavior, conditions, criteria)

Given Langston Hughes’ poem “Let America be America Again,” Walt Whitman’s “I Hear America Singing” and a checklist of poetic elements for discussion, students will work together in literature circle groups of 3-4 students to compare and contrast the poetic elements of each. Students will then complete an informal evaluation of both their own performance and the performance of the members of their group.

Lesson Proper

Step Approx. Time

Learning Experience

Engagement

10 min.

As students enter, have them complete the following Bell Work:

Write down 5-10 phrases or bullets about “What America Means to Me.”

After students write down their answers, have them turn and talk with a partner to share what they wrote. Call on students to summarize what their partner said and how it was similar or different to what they said.

Lesson Proper

Step Approx. Time

Learning Experience

Exploration

15 min.

Give students time to read half page biographies of the poets Langston Hughes and Walt Whitman. Have students work together in small groups to discuss the time period that each was writing in, and how they might view America given their experiences.

Lesson Proper

StepApprox.

TimeLearning Experience

Explanation

10 min.

Have students share out their answers.

Then explain that both of these poets actually wrote poems on the topic “America.” Review the poetic elements discussed previously, give students a checklist of these elements, and explain to students that they will be participating in “literature circles.” Their job is to read each poem, then compare and contrast how each poet uses the elements to convey meaning. Explain that you will be moving through each literature circle to provide feedback on student discussions. Show students the objective.

Lesson Proper

Step Approx. Time

Learning Experience

Elaboration

20 min.

Students engage in the literature circles. Monitor and provide feedback as necessary. Encourage all students to participate; make sure students are staying on-task. Remind them to use their checklist as necessary.

Lesson Proper

Step Approx. Time Learning Experience

Evaluate

10 min.

Students complete an informal evaluation of both their own performance and the performance of the members of their group.

Question 4

How do we measure the effectiveness of high-yield

strategies?

Objectives

What the student will accomplish during the given lesson, including the:

• Behaviors students will exhibit to show learning

• Conditions under which the students will exhibit those behaviors

• Criteria the teacher will use to determine whether students meet the objective.

Objectives and Standards


Given dry cells, wires, switches, bulbs, and bulb holders and general theory about electrical circuit and pathways, students will work in cooperative groups to create a functioning series circuit in which the bulb lights up, and will independently diagram the circuit by correctly drawing and labeling all parts.




Behavior




Conditions




Criteria for

Success

Common Reasons Instructional Strategies Don’t Yield High Results on

Summative Assessments

• The strategy was not appropriate for either the content and/or the cognitive level.

• The strategy was appropriate for the content and cognitive level, but was not implemented in a way that supported the developmental needs of students.

• The strategy was appropriate for the content, cognitive level, and developmental needs of students—but the students were not engaged in active learning.

What Went Wrong?Teacher A, Grade 9 English

Standard:

9.4 The student will read, comprehend, and analyze a variety of literary texts including narratives, narrative nonfiction, poetry, and drama.

Essential Knowledge, Skills, and Processes:

Determine a theme of a text and analyze its development over the course of the text.

Objective

Objective: Given a lecture on the theme of science vs. technology in A Brave New World, students will take notes and write one-page summaries on this topic, achieving a score of Effective on the Summarizing rubric.

Implementation

Teacher A delivers a lecture on the theme of science vs. technology in A Brave New World and how it was developed over the course of the text. At four different points during the lecture, Teacher A asks higher-level questions and calls on a student to provide an answer. During the lecture, all students take notes.

Implementation

Students are allowed to choose from various note-taking structures introduced in previous classes. Students then independently write their one-page summaries of the theme of science vs. technology and turn them in. Twenty-two of 26 students score Effective on the summarizing rubric.

OutcomeOn the division-developed summative assessment for the unit, the students must complete a five paragraph essay analyzing the development of the theme of Happiness vs. Truth in A Brave New World. The essay is worth 20 points and the division provides a rubric for scoring. Teacher A is disappointed to discover that only 13 of the 26 students score 15 or more points.

What went wrong?

Debrief

• Only teacher was engaged in active learning at the correct cognitive level (analyze)

• Student engagement activity (summarizing and note-taking) was at the Understand level

• Students were assessed at the Understand level during the lesson

• How to fix: Engage students in experiences in which THEY are the ones doing the analysis; assess appropriately

Student Engagement and High-Yield Strategies

Virginia Department of EducationOffice of School Improvement

2013-2014

student engagement and high- yield strategies virginia department of education office of school...

Documents

school engagement

student attitudes

student engagementand

types of active learning

score success need

highyield strategy

higherlevel thinking

urban middle school