1. GaTAPP Essentials: Engagement, Evidence, Environment, Ethics

2. Engagement

3. Vocabulary
Engagement
Activity
Strategy
Essential Question
Activator

4. 3-Way Vocabulary You have either a term, definition, or visual.
Find your partners to make a 3-way match.
Monarch
The king or queen ruling a country.

5. What is engagement? Discuss what engagement means.
Handout – Behavior Management Important Facts – discuss 1st section – other sections are FYI

6. Difference between activity and strategy
A strategy is what the teacher does.
An activity is what the student does.

7. What does the research say?

8. Robert Marzano

9. Why do I care about Marzano?
Leading educational researcher
Author of “Classroom Instruction That Works: Research-Based Strategies for Increasing Student Achievement”
Meta-analysis of current research
Determined the “Effect Size” of the strategies

10. Effect Size
Expresses an increase or decrease in achievement of the experimental group
.20 Effect size = small increase in achievement
.50 Effect size = medium increase in achievement
.80 Effect size = large increase in achievement

11. Marzano’s 9 Strategies
Identified 9 strategies that have a high probability of enhancing student achievement for all students in all subject areas at all grade levels

12. John Hattie

13. Why do I care about Hattie?
Leading educational researcher
Author of “Visible Learning” and “Visible Learning for Teachers”
Synthesis of over 800 meta-analyses relating to achievement
Determined the “Effect Size” of the strategies

14. Almost any intervention can stake a claim to making a difference to student learning
Any intervention with an effect size over 0.0 has an effect on student achievement
This has lead to a culture of “everything works” – the bar is set to 0. According to Hattie, this is dangerous!

15. For any intervention to be considered worthwhile, it must have at least an average effect size.
Effect size (d) = 0.40 is the hinge point for identifying what is and what is not effective.

18. Category Definition Effect Size
Setting Objectives & Providing Feedback
Provide students with a direction for learning and with information about how well they are performing relative to a particular learning objective so they can improve their performance.
Reinforcing Effort and Providing Recognition
Enhance students’ understanding of the relationships between effort and achievement by addressing students’ attitudes and beliefs about learning.
Provide students with abstract tokens of recognition or praise for their accomplishments related to the attainment of a goal.
Cooperative Learning
Provide students with opportunities to interact with one another in ways that enhance their learning.
Cues, Questions, and Advanced Organizers
Enhance students’ ability to retrieve, use, and organize what they already know about a topic.
Nonlinguistic Representations
Enhance students’ ability to represent and elaborate on knowledge using mental images.
Summarizing and Note Taking
Enhance students’ ability to synthesize information and organize it in a way that captures the main ideas and supporting details.
Assigning Homework and Providing Practice
Extend the learning opportunities for students to practice, review, and apply knowledge.
Enhance students’ ability to reach the expected level of proficiency for a skill or process.
Identifying Similarities and Differences
Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve identifying ways in which items are alike and different.
Generating and Testing Hypotheses
Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve making and testing hypotheses.
Have participants guess which of Marzanos strategies are the top 2 most effective … bottom 2.
Handout – copy of this slide
Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. J. Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. 2nd Edition

19. Category Definition Effect Size
Setting Objectives & Providing Feedback
Provide students with a direction for learning and with information about how well they are performing relative to a particular learning objective so they can improve their performance.
.61
Reinforcing Effort and Providing Recognition
Enhance students’ understanding of the relationships between effort and achievement by addressing students’ attitudes and beliefs about learning.
Provide students with abstract tokens of recognition or praise for their accomplishments related to the attainment of a goal.
.80
Cooperative Learning
Provide students with opportunities to interact with one another in ways that enhance their learning.
.73
Cues, Questions, and Advanced Organizers
Enhance students’ ability to retrieve, use, and organize what they already know about a topic.
.59
Nonlinguistic Representations
Enhance students’ ability to represent and elaborate on knowledge using mental images.
.75
Summarizing and Note Taking
Enhance students’ ability to synthesize information and organize it in a way that captures the main ideas and supporting details.
1.0
Assigning Homework and Providing Practice
Extend the learning opportunities for students to practice, review, and apply knowledge.
Enhance students’ ability to reach the expected level of proficiency for a skill or process.
.77
Identifying Similarities and Differences
Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve identifying ways in which items are alike and different.
1.61
Generating and Testing Hypotheses
Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve making and testing hypotheses.
Yellow – highest two
Green - lowest
Note: All of these strategies have a medium – high effect size.

20. Communicating Learning Outcomes
How do you let your students know what they will be doing in class today?
How can you get students engaged/interested in the lesson?

21. Communicating Learning Outcomes - Research
Marzano – Setting Objectives & Providing Feedback Hattie –

22. Unwrapping Standards with Students - Process
Underline the verbs.
Circle the nouns.
With your students, define any unfamiliar words. Write the words on the standard so that the students have something to reference during the lesson.
When you teach, use the language of the standards. Encourage your students to use the language of the standard as well. Provide scaffolding (definitions) to ensure that all students can understand the standard.
Handout – copy of this slide

23. Example:
SS7G12 Evaluate how the literacy rate affects the standard of living.

24. Example:
Step 1: Underline the verbs. SS7G12 Evaluate how the literacy rate affects the standard of living.

25. Example:
Step 1: Underline the verbs. SS7G12 Evaluate how the literacy rate affects the standard of living.

26. Example:
Step 2: Circle the nouns. SS7G12 Evaluate how the literacy rate affects the standard of living.

27. Example:
Step 2: Circle the nouns. SS7G12 Evaluate how the literacy rate affects the standard of living.

28. Example:
Step 3: Define unfamiliar words. SS7G12 Evaluate how the literacy rate affects the standard of living.
Proportion of the population over age fifteen that can read and write
Make a judgment based on data
When you are teaching, which words are you going to use? The LOS – why???
Degree of wealth and material comfort available to a family or community

29. Activating Strategies
What are they?
Why do I need to use them?

30. Reading Strategy – Conversation Questions
Handout
“Why Activate?” Article

31. Sample Activators
Remember … these should be designed to peak students’ interest in the lesson; however, they should be aligned to the standard.

32. Example:
SS5CG1b Explain the freedoms granted and rights protected by the Bill of Rights

33. Activator http://constitutioncenter.org/billofrightsgame/
Which is the better activator for the standard? Why?

34. Instructional Delivery
The teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.

35. What does instructional delivery mean?
Instructional delivery is a process in which teachers apply a repertoire of instructional strategies to communicate and interact with students around academic content, and to support student engagement.

36. Direct Instruction

37. What is direct instruction?
Is it the same as lecture?
No.
Teacher decides the learning intentions and success criteria, makes them transparent to the students, demonstrates them by modeling, evaluates if they understand and ties it together with a closing.
Handout

38. Seven Steps to Direct Instruction
Prior to lesson – teacher has a clear understanding of the learning intentions
Determine the success criteria and inform students about the standards of performance
Build commitment and engagement “hook”
Present the lesson using a variety of methods
Handout – p. 204 – 207 from Hattie

39. Provide opportunities for guided practice
Allow for closure of the lesson.
Allow for independent practice.
These seven steps are key to designing effective lesson plans. You will have the opportunity to practice these steps later in the course.

40. Lecture Method Instructor’s role Effective method for providing Facts
Rules/regulations
Clarifications
Examples
Definitions

41. Lecture Method Advantages
One speaker can reach people in any size group
Format is familiar to students
They are aware of what to expect and what is expected of them.
Interactive lectures increase student retention of information by 20%.. Student accountability for learning during lectures increases retention of information by 55%.

42. Lecture Method Disadvantages Overcoming the disadvantages
Limited student/instructor interaction
Lack of student feedback
Limited use of senses
Overcoming the disadvantages
Generate student interaction
Include discussion, illustration, demonstration, and activities
Avoid presenting too much information at once
Provide supplemental information

43. Lecture Strategies Collaborative Pairs/ Numbered Heads Pause Procedure
Study Group/ Feedback
Open-Ended Responsive
Think/Write/Discuss
Demonstration
Handout – Strategies for using Lecture

44. How do I know which lecture strategy to use?
Content
Students
Resources available
Be prepared for the unexpected problems – technology goes down, copier is broken, etc. Have a back-up plan.

45. Lecture Length
When you are planning a lesson, how long should you plan to lecture?

46. Discussion Method Benefits
Allows interaction between instructor and students
Instructor talks with the group, not to the group
To be effective, students must have a basic knowledge of the subject
Works bet for smaller groups of 10 – 15 students

47. Discussion Method Guided Discussion Instructor presents a topic
Ideas are discussed in an orderly exchange and are controlled or guided
Gain knowledge from other members, modify their ideas, or develop new ones

48. Demonstration Method Purpose
The act of showing how to do something or how something operates

49. Demonstration Method Guidelines
Know what it is and its learning objective
Practice every step
Check all equipment and accessories
Repeat step-by-step while explaining each step slowly
Allow students to ask questions and clarify any misunderstandings

50. Varying Instructional Styles
Is it important to vary your instructional method? Why or why not?

51. Let’s look at a standard ….
SS7G3 The student will explain the impact of location, climate, and physical characteristics on population distribution in Africa. a. Explain how the characteristics in the Sahara, Sahel, savanna, and tropical rain forest affect where people live, the type of work they do, and how they travel.

52. Teacher Led
Teacher lectures on the four target physical features, including referencing the standard and element
Students take notes about the effects of physical features on population distribution, work, and transportation from a teacher-created PowerPoint
Teacher quizzes students over physical features and notes
Students write explanatory essay using a teacher-developed rubric
Teacher Facilitated
Teacher posts and references the standard and element
Students use teacher-created Web quest to investigate the four target physical features
Students predict how the physical features might impact population distribution, work, and transportation; then check their responses against information provided by the teacher
Students use their research and predictions to write an explanatory essay using a teacher-developed rubric
Instructional Groups
Teacher groups students based on criteria important to instruction (could be reading level) into four groups
Each group researches one of the four target physical features
Each group prepares a presentation on how its target physical feature affects population distribution, work and transportation
Students take notes on each group’s presentation
Students write an explanatory essay using a teacher-developed rubric (could focus on all four physical features or on one physical feature)
Student Initiated
Students individually review the standard and element
Students decide as a group how they will divide research and reporting on that research
Students discuss their research findings, including the effects of the target physical features on population distribution, work, and transportation
Handout – copy of this slide
Discussion questions:
What do all four methods have in common?
Which method takes the most planning?
Which method is likely the most engaging for students?

53. Flexible Grouping What is it?
Grouping and regrouping students – based on DATA in order to provide appropriate instruction
Groups set up for short periods of time to meet specific needs – fluid
Based on data rather than teacher perception or proximity
Handout and assignment – Flexible Grouping

54. Common Instructional Configurations
Handout – Which of the configurations on the handout are examples of flexible grouping and under what conditions? Discuss with your elbow partner.
Lead discussion –

55. How can I make flexible grouping work in my classroom?

56. Managing Flexible Groups
28 students in a heterogeneous class
Pre- assessment data shows that
14 are ready for “required” = group A
7 need “required + review” = B
7 ready for “acceleration” = C
Warm-up
5 min.
Everyone participates
Instruction, Part 1
25 min.
A and B do “required” focus lesson with teacher; C works on anchor activity
Instruction, Part 2
C does “accelerated” focus lesson with teacher; Proof Place; Practice Plaza
Closure
Everyone participates in an Exit Card
Discuss this model for using Flexible Grouping. 56

57. A teacher is planning a field trip and will need school buses to transport students. A school bus holds 36 students. If 1,128 students will be transported, how many buses are needed?
A. 31 B
C. 32 D
Let’s say this was your TOD.
What information does it tell you about each of your students?
How could this question help you with flexible grouping?

58. Progress Check
3 – 2 – 1 Name 3 things you learned about instructional methods/delivery modes Name 2 reasons why varying delivery modes is important List 1 question you still have about delivery modes Document strategy in your Strategy Log.

59. Teaching Styles
Manner in which a teacher manages instruction and the classroom environment.

60. Major Teaching Styles Permissive Authoritarian Democratic
Think – Pair – Share –
How would you define each style?

61. Permissive – establish few rules and tend to be inconsistent in enforcing rules or applying consequences for misbehavior
Authoritarian – teachers establish the classroom rules, learning is teacher- centered, student’s role is to comply with the rules and complete all work satisfactorily
Democratic – establish a classroom environment that includes input on nearly all issues of management, voting privileges for students, and generally positive reactions to student desires and needs

62. Get with your circle partner.
Discuss pros and cons of each teaching style.
Use the Teaching Styles Worksheet to record your thoughts.

63. Authoritarian and democratic teaching styles tend to be the most effective because disruptions in the classroom are kept to a minimum.
Teachers who exhibit a permissive teaching style sacrifice an orderly classroom by trying to allow the students to police themselves.
Permissive teachers are generally hands-off, encouraging students to develop independence an individual responsibility.

64. Which type do you think most beginning teachers use
Which type do you think most beginning teachers use? Which type do you think you lean toward?

65. Classroom control typically suffers as a result.
Beginning teachers tend to be permissive in their dealings with students.
Students quickly pick up on these tendencies to overlook minor infractions.
Classroom control typically suffers as a result.
It is recommended that new teachers develop a teaching style that leans toward authoritarian or democratic style personality types.
Very few people are totally one teaching style or another – most of us are a blend – we may have a style that we “lean toward” or are more comfortable with; however, we can all work on using all of the styles.

66. Explicit Vocabulary Instruction
Pair Reading
Handout – Why Vocabulary Instruction Matters & Pair Reading

67. Hattie

68. Hattie, cont.
The most effective vocabulary teaching methods included providing both definitional and contextual information, involved students in deeper processing, and gave students more than one or two exposures to the words they were to learn.

69. Adolescent Literacy Practice Guide
Institute of Education Sciences
Adolescent Literacy Practice Guide
Recommendation 1 Provide Explicit Vocabulary Instruction Level of Evidence: Strong
One of the five recommendations from the IES Practice Guide for Improving Adolescent Literacy calls for providing explicit vocabulary instruction for all students. The panel which developed this practice guide considers the level of evidence supporting this recommendation to be strong.
University of Oregon – Center for Teaching and Learning

70. Research Includes Students From:
Upper Elementary
Middle/High School
Diverse Geographic
and Socioeconomic
backgrounds
One of the five recommendations from the IES Practice Guide for Improving Adolescent Literacy calls for providing explicit vocabulary instruction for all students. The panel which developed this practice guide considers the level of evidence supporting this recommendation to be strong.

71. Recommendations For Teachers Of: Reading and language arts classes
Content area classes such as social studies and science, CTE
The recommendation of providing explicit vocabulary instruction goes beyond teachers in reading and language arts classes. Explicit vocabulary instruction should be provided by all teachers across the curriculum such as social studies, science, math, health and other content area teachers.
In addition, the research discussed in the Practice Guide on Improving Adolescent Literacy includes students from a wide variety of grade levels as well as diverse backgrounds.

72. Research to Support the Recommendation
Vocabulary carries a large share of the meaning in content area texts.
Implication:
Integrating explicit vocabulary instruction into subject areas enhances students’ ability to acquire textbook vocabulary.
When students are just beginning to read, a strong majority of the words in grade-level texts are familiar to these early readers as the words are part of their oral vocabulary as well.
As students begin to progress through the grades, however, many words the students start to encounter are not a part of their oral vocabularies, particularly in content-area materials. In content-area texts it is more often the vocabulary that carries a large share of the meaning through specialized vocabulary, jargon, and topic-related concepts. Learning these specialized vocabularies is essential to the success of adolescent students. Research has shown that integrating explicit vocabulary instruction into the existing curriculum of subject areas such as science or social studies does enhance a student’s ability to acquire textbook vocabulary.

73. Research to Support the Recommendation
A meta-analysis indicates the probability of learning meanings of new words while reading is relatively low--about 15%.
Implication:
Explicit vocabulary instruction is needed to ensure all students acquire print vocabulary needed for academic success.
Practitioners often are led to believe that students often learn new words incidentally from context. However, a meta-analysis of the literature conducted by Swanborn and de Glopper (1999) indicated adolescent students have, on average, about a 15% chance they will learn new words while reading.
Teachers can conclude, therefore, that although incidental leaning helps students develop their vocabulary, additional explicit instruction needs to be provided to ensure that all students acquire the necessary print vocabulary for success for academic success.

74. Research to Support the Recommendation
Words are best learned through repeated exposure in multiple contexts and domains.
Implication:
Many content area texts contain specialized vocabulary students may not encounter outside their textbooks. Therefore, repeated exposures in varying contexts must be planned.
Research does show that words are best learned through repeated exposure in multiple contexts and domains. The difficulty with this, however, is that many content area textbooks, such as those in biology and physics, include specialized vocabulary, jargon, and discipline-related concepts that students may not encounter outside their textbooks. This limits the amount of exposure students will have with these unfamiliar terms. As a result, planned explicit instruction of vocabulary incorporating repeated exposures must occur if students are to get around this difficulty and learn these specialized vocabularies.

75. Explicit Vocabulary Instruction
Two Major Approaches:
Direct Instruction in Word Meanings
Instruction in Strategies to Promote Independent Vocabulary Acquisition Skills
Explicit vocabulary instruction can be divided into two major approaches. These include 1) direct instruction in word meaning, and 2) instruction in strategies to promote independent vocabulary acquisition skills. Research shows that both approaches can effectively promote students’ vocabulary. The first approach can add to students’ ability to learn a given set of words, while the second approach can help students generalize their skills to a variety of new texts in multiple contexts. As a result, the two approaches are complementary rather than conflicting.
Direct instruction of word meanings include:
using graphic displays of the relationships among words and concepts such as semantic maps
reading of words and their definitions
matching words and their definitions
-helping students memorize definitions
Strategies to promote independent vocabulary acquisition skills include:
analyzing semantic, syntactic, or context clues to derive the meanings of words by using prior knowledge and the context in which the word is presented.
The two approaches are complementary rather than conflicting.

76. How to Carry Out the Recommendation
The following slides contain specific steps for carrying out the recommendation of providing explicit vocabulary instruction.

77. Dedicate a portion of each regular classroom lesson to explicit vocabulary instruction.
The amount of time designated each day to explicit vocabulary instruction will depend upon the vocabulary load of the text to be read as well as the students’ general prior knowledge of the new vocabulary.
In addition to direct instruction of vocabulary by teachers, computer-assisted instruction can be another effective way to provide practice on newly-introduced vocabulary words.
Other methods for direct instruction include using graphic organizers and semantic maps to teach the relationships among words and concepts.

78. Use repeated exposure to new words in multiple oral and written contexts and allow sufficient practice opportunities.
The number of exposures it takes students to learn new vocabulary varies greatly. Researchers estimate it could 3-4 exposures for some students to as many as 17 exposures for students to learn a new word.
Practice opportunities could be in the same lesson passage. However, research indicates these practice opportunities will be most effective if they appear over an extended period of time.
When selecting words to teach explicitly, words that appear only once or twice in text are typically not words that should be targeted for explicit instruction because there simply may never be enough exposure to learn the word completely. These generally are highly technical words used within a specific content area. For these words, students should be provided with the definitions of these infrequent words.

79. Give sufficient opportunities to use new vocabulary in a variety of contexts through activities such as discussions, writing, and extended reading.
By providing a variety of contexts through which students practice using new vocabulary words, students begin to acquire a range of productive meanings for these new words based upon different contexts.
In addition, by actually using the words within discussions, students are learning the correct way to use these words orally rather than simply being able to recognize them in print.

80. Provide students with strategies to make them independent vocabulary learners.
There are a number of strategies which can be taught to enhance students’ abilities to determine the meaning of unknown vocabulary words on their own. These include:
Using components of words such as prefixes, roots, and suffixes to derive the meaning of unfamiliar words
-Analyzing semantic, syntactic or context clues to derive the meaning of words by using their prior knowledge and the context in which the word is presented.
-Teaching students to make use of reference materials such glossaries included in their textbooks.

81. Other Considerations
Although explicitly teaching vocabulary in each content area lesson requiring reading will take a few minutes of additional time…it will pay substantial dividends for student learning in the long run.

82. Marzano
Robert Marzano & Debra Pickering developed a six-step process for teaching new vocabulary.
2 categories:
Introducing the term
Reinforcing the term
Handout – 6 step process for vocabulary instruction

83. Direct Vocabulary Instruction Example
Read the example.
Discuss the following with your circle partner.
What step of Marzano & Pickering’s process does this represent?
Is this activity enough for the students to have the words become part of their speaking and writing vocabulary? If not, what else does the teacher need to provide?
Handout – Direct Vocabulary Instruction with Article on Sudan

84. Vocabulary Activities
Handout – Examples of Vocabulary Activities
Discuss
Vocabulary Paint Chips video linked to graphic

85. Distributed Practice & Distributed Summarizing
Handout – Distributed Practice & Summarizing

86. Traditional Lessons

87. Distributed Practice - Skills

88. Hattie

89. Distributed Summarizing - Content

90. Introduction to Bloom’s Taxonomy

91. Bloom’s Taxonomy Developed by Benjamin Bloom in the 1950’s
Hierarchy identifying 6 levels of cognitive learning

92. Higher levels of thinking Lower levels of thinking
Handout – pyramid
Discuss

93. Bloom’s Revised Taxonomy
In 2000, former colleagues of Bloom revised his taxonomy. They placed Synthesis above Evaluation and changed the level names from nouns to verbs.

94. Bloom’s Revised Taxonomy
Synthesis Creating Evaluation Evaluating Analysis Analyzing Application Applying Comprehension Understanding Knowledge Remembering

95. Video – Higher Order Questions
Take notes on 3 questions as you watch:
How does Ms. Francisco help her students develop higher order questions?
What do students learn from both writing and discussing questions?
How do students test the validity of their questions? Why is this step important?
Graphic has link to video: Higher order questions – a path to deeper learning

96. Little Red Riding Hood Activity

97. Let’s Practice … Choose one of your standards (or two if need be).
Write 2 lower-level questions and 2 higher-level questions.

98. Instructional Resources
Video – 9th Grade Social Studies
As you watch the video clip, list all of the instructional resources that the teacher uses during the clip

99. Video Discussion
Talk to your elbow partner about the resources that you saw used in the clip – chart on paper.
Why do you think the teacher chose these resources?
Are there other resources that may have enhanced the lesson?
What delivery method(s) did the teacher use during the clip?
Watch 6:50 of the HS Danielson video – 9th Grade SS – stop video when observers get up to watch class.

100. Purposeful Choosing of Resources
Teachers have a wide array of different resources available.
Selection of resources must be purposeful – designed to meet the needs of the students in the classroom
This means that the resources that effective with your students this year may not be effective with your class next year.

101. Graphic Organizers What are they? Communication devices
Show the organization or structure of concepts
Show the relationship between concepts
Visual organizers
Handouts – Three Reasons to use graphic organizers
Sample Graphic Organizers

102. Summarizing Learning
How will students demonstrate what they know, understand, and are able to do?

103. What does the research say?
Handout – Summarizing
- Note: Share/discuss how several of the strategies that they have documented in their Strategy Log could be used as summarizers.

104. Progress Check This is what I thought you said
____________________________.
Document strategy in your Strategy Log.

105. Questions????