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Instructional Strategies and Research Support REL Central at Marzano Research Laboratory.

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Presentation on theme: "Instructional Strategies and Research Support REL Central at Marzano Research Laboratory."— Presentation transcript:

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2 Instructional Strategies and Research Support REL Central at Marzano Research Laboratory

3 Objectives Informed Consumer of research Where can I find research-/evidence-based strategies? How do I know if I can trust a strategy?

4 StrategyExamples 1. Engagement or Opportunities to respond Fist to Five, Clock partners, Polleverywhere.com, Response sheets, Kids blog, Base groups, Sentence stems, Toon do, Pick stick, Choral response 2. Cooperative LearningInteraction sequence, Clock partners, Base group, Find someone who…, Name that concept, Partners A&B, Think- Pair-Share, Shoulder-to-shoulder 3. Formative Assessment or Check for understanding Fist to Five, Choral response, Thumbs up/down, Polleverywhere.com, Jeopardy, Look Say Do, Exit ticket 4. Explicit InstructionResponse sheets, Look Say Do, I do We do You do, 5. Displaying/sharing goals or objectives Post agenda or objectives, Task timer 6. ReinforcementClass dojo, Praise, Glow before grow, Letter or calls home, Clickers 7. SignalsClap if you can hear me, Attention signal 8. Visual representationSemantic maps, Lotus Charts 9. Organization of informationChunking, Wait/Think time, 10-2/5-1 processing time, Lotus Charts, Advanced organizers 10. Learning stylesTeaching to auditory, visual, kinesthetic styles, aptitude by treatment How do you know if a strategy has support?

5 Websites OrganizationWebsite Center on Instructionhttp://www.centeroninstruction.org/ Florida Center for Reading Researchhttp://www.fcrr.org/ What Works Clearinghousehttp://ies.ed.gov/ncee/wwc/ Best Evidence Encyclopediahttp://www.bestevidence.org/index.cfm LD Online (Various topics)http://www.ldonline.org/indepth Focus on Effectivenesshttp://www.netc.org/focus/strategies/ National Center on RTI: Instructional Toolshttp://www.rti4success.org/instructionTools Intervention Centralhttp://www.interventioncentral.org/ Click on links to access sites.

6 Informed Consumer How can you be sure? Guidelines for evaluating the research and quality of an instructional strategy

7 Guidelines QuestionTranslation What is the quality of evidence?What is the research design, and how much detail is there? What is the quantity of evidence? Has this been studied more than once? How similar are participants in the study to the intended students that will be exposed to the strategy? Has it been used with students similar to mine? *Adapted from Boruch et al. (2003).

8 1. What is the quality of evidence? What is the research design, and how much detail is there? Continuum of research designs that range from descriptive to randomized control trials (RCTs) Descriptive Correlation Experimental DescribeAssociationCause

9 1. What is the quality of evidence? What is the research design, and how much detail is there? Detail should be enough so that it can be replicated without errors – Materials needed – Steps of strategy – Time length or limit – Level of training needed to implement it – Ways to measure effectiveness

10 2. What is the quantity of evidence? Has this been studied more than once? Replication is a part of establishing confidence in findings More citations and instances may mean the strategy is better supported

11 3. How similar are participants in the study to the intended students that will be exposed to the strategy? Has it been used with students similar to mine? External validity refers to how well the results of a study can be generalized to those students Do your students “match” those in the study? Never perfect match – Grade-level, Age, SES, Gender, Race/Ethnicity

12 Guidelines 1.What is the quality of evidence? What is the research design, and how much detail is there? 2.What is the quantity of evidence? Has this been studied more than once? 3.How similar are participants in the study to the intended students that will be exposed to the strategy? Has it been used with students similar to mine?

13 Using the Guidelines QuestionTranslation What is the quality of evidence?What is the research design, and how much detail is there? What is the quantity of evidence? Has this been studied more than once? How similar are participants in the study to the intended students that will be exposed to the strategy? Has it been used with students similar to mine? Reinforcement: Praise

14 1. What is the quality of evidence? Specific Behavior Praise – Student name – Describe behavior – Verbal praise Haydon, T., & Musti-Rao, S. (2011). Effective use of behavior- specific praise: A middle school case study. Beyond Behavior, 20(2), 31-38. What is the research design, and how much detail is there?

15 2. What is the quantity of evidence? Within the introduction, the authors describe 6 other studies that used specific-behavior praise Search on websites and scholarly sources results in numerous results. – What Works Clearinghouse – Focus on Effectiveness Has this been studied more than once?

16 3. How similar are participants in the study to the intended students that will be exposed to the strategy? Students – Eighth-graders – School of 700 – 92% FRL – 55% White, 42% African-American – 11% transient – Did not meet AYP Has it been used with students similar to mine?

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19 Summary Using the guidelines can be a way to understand research findings Various websites have evaluated instructional strategies

20 StrategyExamplesES* 1. Engagement or Opportunities to respond Fist to Five, Clock partners, Polleverywhere.com, Response sheets, Kids blog, Base groups, Sentence stems, Toon do, Pick stick, Choral response 0.62 2. Cooperative Learning Interaction sequence, Clock partners, Base group, Find someone who…, Name that concept, Partners A&B, Think-Pair-Share, Shoulder-to-shoulder 0.41 3. Formative Assessment or Check for understanding Fist to Five, Choral response, Thumbs up/down, Polleverywhere.com, Jeopardy, Look Say Do, Exit ticket 0.90 (Feedback: 0.73) 4. Explicit Instruction Response sheets, Look Say Do, I do We do You do, 0.60 5. Displaying/sharing goals or objectives Post agenda or objectives, Task timer 0.56 6. Reinforcement Class dojo, Praise, Glow before grow, Letter or calls home, Clickers 0.52 (0.34-.80) 7. Signals Clap if you can hear me, Attention signal 8. Visual representation Semantic maps, Lotus Charts 0.57 9. Organization of information Chunking, Wait/Think time, 10-2/5-1 processing time, Lotus Charts, Advanced organizers 0.41 10. Learning styles Teaching to auditory, visual, kinesthetic styles, aptitude by treatment 0.19 *ESs from Hattie, J. (2009). Visible Learning. NY: Routledge

21 Reference Boruch, R., et al. (2003). Identifying and implementing educational practices supported by rigorous evidence: A user friendly guide. U.S. Department of Education Institute of Education Sciences National Center for Education Evaluation and Regional Assistance. Retrieved from: http://www2.ed.gov/rschstat/research/pubs/ri gorousevid/rigorousevid.pdf

22 Contact Information www.relcentral.org @relcentral Ask A Rel: – a collaborative reference desk service provided by the ten regional educational laboratories (REL) that functions much in the same way as a technical reference library. – It provides references, referrals, and brief responses in the form of citations on research based education questions.


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