Presentation on theme: "High-Yield Strategies September 2009. What are High-Yield Strategies ? High-yield strategies are strategies that have been proven through a combination."— Presentation transcript:
High-Yield Strategies September 2009
What are High-Yield Strategies ? High-yield strategies are strategies that have been proven through a combination of research and “best practice” evidence to contribute to improved student learning. (The Literacy and Numeracy Secretariat Webcast Professional Learning Series, High-Yield Strategies to Improve Student Learning, May 2008)
Teacher Moderation/Collaborative Marking This is a highly effective assessment strategy that involves teachers coming together to look at student work based on pre-determined assessment criteria. By working together, teachers’ assessment practices become more aligned, professional dialogue occurs and teachers gain confidence in their own ability to assess student work accurately and fairly to improve student work. Building trust among teachers is essential!
Teacher Moderation/Collaborative Marking Some examples of Teacher Moderation include: oDRA and CASI assessments (P/J/I) oRunning Records (P) oTLCPs (P/J/I) The LNS Capacity Building Series, TEACHER MODERATION: COLLABORATIVE ASSESSMENT OF STUDENT WORK, September 2007
Uninterrupted Blocks of Literacy & Numeracy Literacy Blocks ~ minutes Numeracy Blocks ~ minutes BENEFITS Allows teachers to optimize instruction Provides students with sufficient time to learn and to process information Allows teachers to differentiate instruction Allows teachers to implement ongoing instruction, as well as student-based, open-ended activities that encourage higher-order thinking LNS What Works? Research into Practice Series, LEARNING BLOCKS FOR LITERACY AND NUMERACY, May e/research/whatWorks.html
Ongoing Assessment & Feedback The purpose of ongoing feedback is to inform students about their progress and what they can do to move their learning along. Feedback should be timely, explicit/specific and focused on curriculum expectations. Ongoing assessment also helps the teacher inform his/her own teaching practice.
Assessment FOR, OF & AS Learning FOR OF AS Assessment AS learning needs to be our biggest focus. Dr. Earl’s diagram best illustrates the difference between the three.
Assessment FOR, OF & AS Learning Assessment OF Learning This is summative assessment. This type of assessment is the decision-making piece. This includes the collecting the evidence needed to make judgments and to report to parents and to students. Assessment FOR Learning Teachers use formative assessment to see what students are thinking and then decides what needs to be done. This is gathering data with a purpose in mind. Assessment AS Learning Students can self-assess and decides NEXT STEPS through this process. As teachers, we are encouraging students to be self-reflective and self-monitoring thinkers. We want them to monitor their own progress toward achieving their learning goals.
Another way of thinking about ASSESSMENT … Diagnostic Assessment the try out or the audition Formative Assessment the practice or the rehearsal Summative Assessment the game or the final performance
Every time you carry out an assessment, it is not a decision point, it is a TEACHING POINT! (Dr. Lorna Earl) WEBCAST: Rethinking Classroom Assessment with Purpose in Mind, April 27, 2006, Dr. Lorna Earl, CSC
Points for Discussion 1.What do we, as teachers, need to do to ensure that students get the most out of feedback sessions? 2.What is the student’s role during feedback sessions? 3.What questions should we ask ourselves during the assessment process to ensure that we are meeting the specific needs of every student?
The Gradual Release of Responsibility Model The teacher models the steps, provides support as the students learn the steps. The teacher gradually shifts responsibility to the students to apply the steps independently.
Differentiated Instruction What is DI? Differentiated Instruction is based on the idea that because students differ significantly in their interests, learning styles, and readiness, teaching strategies and decisions involving issues of content, process, and product should vary accordingly. (Tomlinson, Differentiated Instruction Model, 1999) WEBCAST: Differentiated Instruction: Continuing the Conversation, March 29, 2006, CSC
Differentiated Instruction (cont’d) Teachers must provide a variety of ways for ALL students to feel affirmed and challenged. DI is student-centered. Effective DI offers ALL students the opportunity to succeed from their individual points of entry. Teachers must manipulate the program in order to maximize the potential for ALL children to learn.
Differentiated Instruction Instruction can be differentiated by… CONTENT PROCESS PRODUCT
DI Instructional and Management Strategies anchor activities (on-going) jigsaw interest centers, groups, and surveys small-group instruction scaffolding literature circles flexible groupings assessment (i.e. EXIT CARDS) independent projects and study multiple intelligences tiered lessons, centers, and products adjusting questioning strategies ”May Dos” and “Must Dos” ”Points Quiz” ”Totally 10 Projects” ”Tic-Tac-Toe” or Menus Technology (i.e. WebQuests, SMART Boards, computers)
GRAPHIC & VISUAL ORGANIZERS oKWL Charts oStory Maps/Story Boards oVenn Diagram oFishbone/Cause and Effect oCompare and Contrast oProblem-Solution Chart oTimeline/Chain of Events oStory Pyramid oBrainstorming Web oAlphaboxes oHamburger oRAN Strategy oP-M-I oFlowchart oPlacemat oGive ‘em a Hand cle.jsp?id=2983 ic-organizers/printable/6293.html
Accountable Talk Accountable Talk is talk by students and their teacher that responds to and further develops what others in the classroom have said. It is focused, meaningful, and mutually beneficial to speaker and listener. Accountable talk stimulates higher order thinking by requiring students to clarify their thinking, ask questions, test their hypotheses, learn to respect, listen actively and build on the ideas of others, and articulate their views and opinions constructively.
Collaborative Learning Cooperative learning is the instructional use of small groups so that students work together to maximize their own and each other's learning. A Few Collaborative Learning Techniques… Think-Pair-Share Jigsaw Four Corners Graffiti Round Table / Rally Table The Doughnut / Inside Outside Circle
Collaborative Learning (cont’d) Think-Pair-Share The teacher sets a problem or asks for a response to the reading. The students think alone for a specified time. The students form pairs to discuss the problem or give responses. Some responses may be shared with the class. Jigsaw This activity is characterized by participants within a cooperative group each becoming an expert on different aspects of one topic of study. * SEE HANDOUT
Collaborative Learning (cont’d) Round Table/Rally Table The teacher poses a question that has multiple answers. The first student in each group writes one response on a paper and passes the paper counterclockwise to the next student. Teams with the greatest number of correct answers gain some type of recognition. The Doughnut / Inside Outside Circle Students stand in 2 concentric circles facing each other. Facing each other they take turns sharing information and ideas or ask each other questions. At a given signal from the teacher, the outside circle moves a number of places clockwise. Students now give feedback on what was said between themselves and their previous partner. * SEE HANDOUT
Critical Literacies Critical literacy allows children to challenge text in the service of understanding, to become active participants, to ask the questions, to dig deeper for meaning, and to deconstruct texts. Critical literacies give students the tools they need to think deeply about text and to take analytical stances. WEBCAST: Critical Literacy, November 29, 2007, CSC
Professional Learning Communities WHAT IS A PLC? a group of educators whose common goal is to improve student achievement a structured teacher collaboration a group of educators who use data for reflection Components of a PLC include: ensuring learning for ALL students, focus on results, relationships, collaborative inquiry, leadership, alignment The LNS Capacity Building Series, PROFESSIONAL LEARNING COMMUNITIES: A MODEL FOR ONTARIO SCHOOLS, October /files/TLCPProfessionalLearningCommunities.pdf
Informing Teaching with Data Data should be used to: inform classroom instruction inform student placement decisions inform program and policy decisions meet accountability demands Data should be reviewed and interpreted for the purpose of student achievement. WHAT TYPES OF DATA DOES COLLECT? WHAT TYPES OF DATA DO YOU COLLECT AT A SCHOOL LEVEL? WHAT DATA DO YOU COLLECT IN YOUR OWN CLASSROOM?
Informing Teaching with Data (cont’d) LNS What Works? Research into Practice Series, USING DATA TO IMPROVE STUDENT ACHIEVEMENT, August inspire/research/Using_Data.pdf
Teaching Non-Fiction Writing According to Fountas and Pinnell, the purpose of NON-FICTION writing is to “inform or persuade”, while the purpose of FICTION is to “entertain and involve readers (or listeners) in stories of life”. (Guiding Readers and Writers, Grades 3-6, 2001, p.393) NON-FICTION writing is also called “informational writing”. NON-FICTION writing is the most widely read genre in the world. Research has shown that exposure to NON-FICTION (textbooks, reports, biographies) has increased enthusiasm for recreational reading and is also associated with higher test scores in Reading and Mathematics. NON-FICTION writing helps students think systematically.
Non-Fiction Resources The LNS Capacity Building Series, Non-Fiction Writing for the Junior Student, March search/Non_Fiction_Writing.pdfhttp://www.edu.gov.on.ca/eng/literacynumeracy/inspire/re search/Non_Fiction_Writing.pdf WEBCAST: Non-Fiction Writing, April 18, 2008, CSC
It is your responsibility to reach EVERY STUDENT!
Remember to keep your teaching student- centered.
Involve your students in the entire process: the planning, the teaching and the assessment and evaluation.