To Think About “An effective teacher enhances student learning more than any other aspect of schooling that can be controlled.” James Strong, Qualities.

To Think About “An effective teacher enhances student learning more than any other aspect of schooling that can be controlled.” James Strong, Qualities of Effective Teachers “Teaching and instructional strategies have nearly as much influence on student learning as student aptitude.” Robert Marzano, Classroom Assessment and Grading that Works “Student achievement will not improve unless and until teaching improves. Higher standards, more testing, smaller schools, etc., do not, by themselves, improve teaching.” Tony Wagner

Science Strategies and Tools That Promote Student Learning P-16
KSTA Pre-Conference November 4, 2010 Susan Mayo and Becky Smith PIMSER P12 Math Science Outreach Unit

Group Norms Start and end on time Put cell phones on silent
Be respectful of all comments Everyone participates Exercise the rule of “two feet”

Resources Utilized Today

How is an Instructional Designer Like an Architect?
Key Question How is an Instructional Designer Like an Architect?

What is in the box? First, think about your experiences as a teacher. What makes for an effective unit? Second, think back to your experience as a student--to a time when you were highly engaged in the learning. What makes for an engaging unit? Third, put your experiences together. What makes for an effective & engaging unit?

Instructional Model for Science
Learning Target: I can identify areas on which to focus in order to develop a robust model for effective science instruction.

“Unless and until there is a focus on how to develop the teaching skills required to help all students meet more rigorous standards and master the curriculum (and all teachers use assessments to improve instruction), student achievement is unlikely to improve more than marginally.” Tony Wagner and Robert Kegan, Change Leadership

“Effective teachers produce great results.” Robert Marzano

Considerations for a Comprehensive Framework for Effective Instruction
What will I do to establish and communicate learning goals, track student progress, and celebrate success? What will I do to help students effectively interact with new knowledge? What will I do to help students practice and deepen their understanding of new knowledge? What will I do to help students generate and test hypotheses about new knowledge? What will I do to engage students? What will I do to establish or maintain classroom rules or procedures? What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures? What will I do to establish and maintain effective relationships with students? What will I do to communicate high expectations for all students? What will I do to develop effective lessons organized into a cohesive unit? 10 Questions from The Art and Science of Teaching

If we are building, then we need a blueprint..
FOYER Where we activate students’ knowledge & arouse student interest to help them anticipate the learning to come WORKSHOP Where students rehearse, practice, & evaluate the progress of their learning LIBRARY Where we provide Information & ideas thru Lecture, readings, or Viewings. PORCH Where students lean back, reflect, generalize, & question what they have learned. KITCHEN Where students cook up a product that demonstrates the full scope of their learning. Silver Strong & Associates, Thoughtful Education Press 2010

Related Versions of the Learning Cycle

Putting It All Together
Examine Marzano’s questions, Silver’s Blueprint, and the three versions of the Learning Cycle. Use the Comparing Models organizer to help you compare. What common thread(s) is found in all?

“Berliner ultimately concludes that effective teaching is a dynamic mixture of expertise in a vast array of instructional strategies combined with a profound understanding of the individual students in class and their needs at particular points in time.” Robert Marzano, The Art and Science of Teaching from “In Pursuit of the Expert Pedagogue”

What is a Strategy? Why do we need strategies in the classroom?
16

Now think about this: How do humans differ from other living organisms?
Generate TWO ideas in the space below and then stop writing. Use the “Give One Get One” tool to generate four additional ideas. 18

What is a Strategy, anyway?
What comes to mind when you think of the word strategy? Record three words, phrases, or images that you associate with the word strategy. Then, explain the connection between the words/images you generated from the word strategy. 19

How has the word STRATEGY been used?
Sound strategy starts with having the right goal. -Michael Porter However beautiful the strategy you should occasionally look at the results. -Winston Churchill Strategy requires thought, tactics require observation. -Max Euwe Strategy is about making choices, trade-offs; it’s about deliberately choosing to be different. -Michael Porter There is always a better strategy than the one you have; you just haven’t thought of it. -Sir Bryn Pitman When you’re prepared, you’re more confident. When you have a strategy, you’re more comfortable. -Anonymous You have to be fast on your feet and adaptive or else a strategy is useless. -Charles deGaulle 21

How do these quotations influence your thinking about what a strategy is and/or why thoughtful, effective teaching needs to be strategic? 22

Workshop Goal For participants to
Experience a variety of strategies and tools that will promote effective instruction and therefore increase student learning.

Considerations for a Comprehensive Framework for Effective Instruction
What will I do to establish and communicate learning goals, track student progress, and celebrate success? What will I do to help students effectively interact with new knowledge? What will I do to help students practice and deepen their understanding of new knowledge? What will I do to help students generate and test hypotheses about new knowledge? What will I do to engage students? What will I do to establish or maintain classroom rules or procedures? What will I do to recognize and acknowledge adherence and lack of adherence to classroom rules and procedures? What will I do to establish and maintain effective relationships with students? What will I do to communicate high expectations for all students? What will I do to develop effective lessons organized into a cohesive unit? 10 Questions from The Art and Science of Teaching

If we are building, then we need a blueprint..
FOYER Where we activate students’ knowledge & arouse student interest to help them anticipate the learning to come WORKSHOP Where students rehearse, practice, & evaluate the progress of their learning LIBRARY Where we provide Information & ideas thru Lecture, readings, or Viewings. PORCH Where students lean back, reflect, generalize, & question what they have learned. KITCHEN Where students cook up a product that demonstrates the full scope of their learning. Silver Strong & Associates, Thoughtful Education Press 2010

Strategy/Tool Approach
Strategy/Tool will be presented with rationale and directions. All participants will have a direct experience with the strategy/tool. Discussion about benefits to students & teachers. Application to participants’ work.

Question 1 (The Foyer) What will I do to activate prior knowledge, generate ideas, arouse interest and provide engagement?

Question 1 Tools for Activating Prior Knowledge Associations 
Four Thought Card Sorts Point of view

Four Thought What is it? Directions Benefits
A pre-reading and post-reading organizer Directions The teacher introduces the topic and asks students to generate any thoughts and feelings they have about the topic Students respond to a reading in which they will describe the topic or situation, analyze it, apply a solution, and react personally. Groups of students share their responses and exchange ideas for turning their Four Thought into an essay on the topic. Benefits Helps students use their pre-reading thoughts and feelings and their post-reading insights to develop deep and layered interpretations. Tools for Promoting Active, In-depth Learning (c) 2001, The Thoughtful Education Press (800)

Invasive Species in Kentucky
Write any thoughts and feelings you have about the topic, “Invasive Species in Kentucky” on your Four Thought organizer. Next, read the following: “Invasive Species in Kentucky” and respond to each of the Four Thought stems. Share your responses with other students.

Card Sorts What is it? Directions Benefits
A sorting activity in which students group a set of cards according to a certain characteristic or category based on their preexisting ideas. Directions Students work in pairs to sort cards. They discuss the cards and try to come to a common agreement about which category to place it in. Benefits Elicits student ideas, shows areas of uncertainty or disagreement, encourages student talk, informs teacher of concepts that are problematic, help determine if students can generalize, and orchestrate whole-class discussion.

Respiration Working with a partner, sort cards into “Organisms that use respiration” or “Organisms that don’t use respiration”. Discuss and explain your reasoning within your group 32

Point of View What is it? Directions
A technique designed to help students see content from different points of view. Directions Students are grouped into threes, and each student is assigned a number. Students are asked to examine an issue from three points of view Students respond individually in writing, comparing their stories with others and examining common attributes (3x – one for each point of view) After exploring each point of view, one student from each group joins a new group, where they share the original group’s attributes with the new group. The last triad develops a set of attributes or elements critical to the concept being examined. The students reflect upon what new insights they have that they didn’t have when the process started. Tools for Promoting Active, In-depth Learning (c) 2001, The Thoughtful Education Press (800)

Point of View Explain genetic engineering from the point of view of a farmer, a doctor, and a scientist.

Tools for Generating Ideas
Question 1 Tools for Generating Ideas Think, Pair, and Share Give One, Get One Brainstorming A & D Statements

Brainstorming What is it? Directions
A technique used to rapidly generate multiple responses to a problem situation. Directions Organize group into 3-5 students, select one to be the recorder. Follows these rules: Inspect the question Develop as many ideas as possible as quickly as you can—1 at a time with each getting a turn. Stretch your thinking. Each idea should be new and different, but you can build off of others’ ideas. All responses are acceptable. Do not judge others’ ideas. At the time, examine ideas for quality. Group ideas into GREAT, GOOD, JUST OKAY and determine the criteria for their groups. Select the idea that best answers the question Tools for Promoting Active, In-depth Learning (c) 2001, The Thoughtful Education Press (800)

Question What if the rotation of the earth were reversed?
What effects would this have on the earth’s systems? Brainstorm as many ideas as possible.

A & D Statements What is it? Directions
A technique used to elicit students’ ideas about a topic through the analysis of “fact or fiction” statements Directions Students may choose to agree or disagree with a statement or identify whether they need more information. In addition, they are asked to describe their thinking about why they agree, disagree, or are unsure. Next, students describe what they can do to investigate the statement by testing their ideas, researching what is already known, or using other means of inquiry. Science formative assessment: 75 practical strategies for linking assessment, instruction and learning/Page Keeley © 2008 Corwin Press

Magnets Working is a group of 3, complete the A & D Statements for “Magnets” As you are working, discuss with your group your thoughts and reasons for your choices Don’t forget to describe how you would “find out”.

Question 2 (The Library)
What will I do to help students effectively interact with new knowledge?

Question 2 Data Match Power Notes 4-2-1 Freewrite

Data Match What is it? Directions
A method to reinforce the notion that inquiry does not end with the collection of data – that one must make sense of the data, using it as evidence for their claims Directions Students are provided a data set (quantitative or qualitative) from a familiar investigation and several statements about the data. Students use evidence from the data to determine which statements are accurate. Be careful! Don’t use contrived data because it may lead to inaccuracies and contribute to misconceptions. Science formative assessment: 75 practical strategies for linking assessment, instruction and learning/Page Keeley © 2008 Corwin Press

Power Notes What is it? Directions
A simplified outlining procedure that teaches students how to organize their readings according to the “power” of the ideas they contain. Directions The teacher demonstrates how to use Power Notes by modeling an easy topic with a clear structure The teacher explains the concept of powers by showing students how they can add increasingly specific levels of information The teacher and students create Power Note models as a class, using topics students are comfortable with (e.g., foods, movies, hobbies, jobs). Students practice organizing the ideas in their readings using Power Notes. Based on Power 1 ideas are main ideas. Powers 2, 3, and 4 contain information that is increasingly specific. Tools for Promoting Active, In-depth Learning (c) 2001, The Thoughtful Education Press (800)

Force and Motion Power 1: Gravity
Power 2: Force that attracts objects to each other Power 3: The bigger the object & the closer they are to each other, the stronger the force. Power 4: To lift an object takes work due to the gravity of the Earth.

4-2-1 Freewrite What is it? Directions
A tool used to review previously taught material and for students to identify collaboratively the one big idea that holds the material together. Directions Students study information learned in class and record the 4 big ideas individually on the organizer. Students meet in pairs to share their ideas and agree on the two most important ideas from their lists. Student pairs meet with another pair, share their two ideas, and reach a consensus on which idea is the most important. The teacher collects the most important ideas from each student group and records them on the board. The teacher selects the one most important idea and asks each student to free write for 5 minutes, explaining all that they know about the big idea. Students return to their groups of four to read and review their free writes. The teacher leads a discussion of the big idea. Tools for Promoting Active, In-depth Learning (c) 2001, The Thoughtful Education Press (800)

4-2-1 Individually, think about the day’s events so far. What are the four most important points? Join with another---share points and come to an agreement on the two most important ideas. Join another pair—share and then decide on the most important point of the day. Take 2 minutes to write about everything you know and understand about this point.

If we teach only for facts, rather than for how to go beyond facts, we teach students how to get out of date. Robert Sternberg, pg.25, Educational Leadership, Dec/Jan 2008

Question 3 (The Workshop)
What will I do to help students practice and deepen their understanding of new knowledge?

Why Practice and Apply? Myths That Haunt Students
They see learning that comes quickly as a sign of intelligence, and learning that requires effort as a sign of their own lack of ability. Students think school and life are disconnected. They think learning is an orderly process rather than a messy, recursive, ongoing struggle. Even high-achieving students will shy away from challenging tasks and embrace routine assignments, which they find more comforting. From May 4, 2008 ASCD blog by Allison Zmuda, author of Transforming Schools: Creating a Culture of Continuous Improvement

Practice and Application
Group and Label Agreement Circles Commit and Toss Carousel Brainstorming Boggle

© 2007 Thoughtful Education Press
Group and Label What is it? A type of inductive learning that helps students explore topics and concepts by grouping specific terms, vocabulary words, or visual data and then classifying them according to common attributes. Directions Identify and distribute key words, phrases, items, problems, or images from a reading, lecture, or unit. Working in small groups, students analyze the items and explore the different ways information can be grouped. Students will devise a descriptive label for each of their groups. The Strategic Teacher: Selecting the right research-based strategy for every Lesson/ Silver, Strong and Perini © 2007 Thoughtful Education Press

Group and Label Sodium Chlorine Methane Mud Sand Hydrogen peroxide
Math Styles & Strategies Harvey F. Silver, Ed.D. & Team Group and Label Sodium Methane Sand Oxygen Salt Milk Water Gold Chlorine Mud Hydrogen peroxide Lead Pepper Carbon dioxide Copyright Thoughtful Education Press, All Rights Reserved No Reproduction Allowed. 52 52

Is this the only way to group?
Math Styles & Strategies Harvey F. Silver, Ed.D. & Team Group and label Elements Compounds Mixtures Sodium methane sand Oxygen salt milk Gold carbon dioxide mud Chlorine hydro. Peroxide pepper Lead water Is this the only way to group? Copyright Thoughtful Education Press, All Rights Reserved No Reproduction Allowed. 53 53

Math Styles & Strategies Harvey F. Silver, Ed.D. & Team
Group and Label Copyright Thoughtful Education Press, All Rights Reserved No Reproduction Allowed. 54 54

SCIENCE Group and Label How Scientists Do Their Jobs
Hypothesis Explain Known Bias Practice Interpret Model Ask Share results Previous knowledge Preconceptions Progress Experiments Testing Compare conclusion Wonder Unknown Facts Interpret Review Correct Wrong Observation Gather Instruments Analyze Explain Evidence Controlled conditions Share results 55

Agreement Circles What is it? Directions
A kinesthetic way to activate thinking and engage students in scientific argumentation. Directions Students stand in a circle as the teacher reads a statement. The students who agree with the statement step to the center of the circle. They face their peers still standing in the circle and them match themselves up in small groups of students who agree and disagree. These small groups engage in discussion to defend their thinking. After discussion, the students are given an opportunity to reposition themselves with those who now agree standing in the center of the circle, those who now disagree standing on the circumference of the circle. The idea is to get everyone either inside the circle or on the circumference. This is repeated with several rounds of statements relating to the same topic, each time with students starting by standing along the circumference of a large circle. Science formative assessment: 75 practical strategies for linking assessment, instruction and learning/Page Keeley © 2008 Corwin Press

Carousel Brainstorming
What is it? A questioning technique used to generate many ideas in response to different styles of questions, to promote group work, and to allow for physical movement. Directions The teacher generates questions for students to answer. Students divide into small groups. Each group uses a different color marker to record ideas. Each group is positioned at each station for 2-3 minutes, during which time students generate and record responses. Next, groups rotate to the next question. Students read the new question, read the previous responses, and either develop new ideas or expand on existing ideas as quickly as possible. The teacher asks groups to summarize the responses when they arrive back to their original station, or encourages students to walk around the gallery to read and reflect on the ideas. Tools for Promoting Active, In-depth Learning (c) 2001, The Thoughtful Education Press (800)

Boggle What is it? Directions
A fun and effective tool to help students rehearse and remember information for a test, quiz, or other form of assessment Directions Students review notes from previously presented material for 2 minutes. Students retrieve and write down as many big ideas and important details as they can remember in 2 to 5 minutes. Students take 2 minutes to rehearse with 3 or 4 other students. Students share their lists and add any ideas that they don’t have. Students pair up for 2 minutes. They rack up points using the Boggle technique. They earn a point for every idea they have that their Boggle partner doesn’t have. Students return to their team and compute the team’s score. The teacher leads a review of the material and identifies what is important to know and understand for tomorrow’s test or assessment. The teacher collects team scores and rewards effort according to team rank, a fixed standard, or community chest. Tools for Promoting Active, In-depth Learning (c) 2001, The Thoughtful Education Press (800)

Commit and Toss What is it? Directions
An anonymous technique used to get a quick read on the different ideas students have in the class. Directions Students are given a question. After completing the question, students crumple their paper up into a ball and, upon a signal from the teacher, toss the paper balls around the room until the teacher tells them to stop and pick up or hold on to one paper. Students take the paper they end up with and share the ideas and thinking that are described on their “caught” paper, not their own ideas. Science formative assessment: 75 practical strategies for linking assessment, instruction and learning/Page Keeley © 2008 Corwin Press

The Mirror Problem A mirror is placed on a wall. You stand 1 foot away and see your face from your chin to the top of your head. If you step back several feet, will you: See more of your face See less of your face See the same amount Explain your answer 61

Commit and Toss Commit and Toss View Clip from Private Universe
After you have completed the probe, crumple the paper into a paper wad Toss the paper wads around the room and stop on the signal When time is up, pick up ONE paper wad to use as we analyze the data Based on the paper in YOUR HAND, go to the corner that corresponds to the answer View Clip from Private Universe

A tool is anything that makes a job easier and work more effective.
Tools for Promoting Active, In-depth Learning, p5

Question 4 (The Kitchen)
What will I do to help students demonstrate what they know?

Assessment Task Rotation Ranking Pyramid Odd One Out Cinquain Poem
What about tools we have already used?

Task Rotation What is it? A differentiated teaching and learning strategy that helps teachers meet this challenge by giving students the opportunity to process content and demonstrate what they know in a variety of learning styles. Directions Introduce the four tasks. Explain the students’ roles: Will they be completing all of the tasks, some of the tasks, or one of the tasks? Do they get to choose which tasks to complete? Do they have to complete the tasks in a prescribed order? Allow students to complete the tasks either alone or with a cooperative learning group. The Strategic Teacher: Selecting the right research-based strategy for every Lesson/ Silver, Strong and Perini © 2007 Thoughtful Education Press

Draw a complete cooling curve for water, with properly labeled axes.
Label each phase present. Explain the behavior of the water molecule during all portions of the curve. You are a molecule of water. Write a story describing yourself as you travel along the cooling curve from one end (100oC) to the other (0oC). Include in your story what you look like and how you feel at each portion of the curve. Compare and Contrast the heating and cooling curves of water. Be as detailed and specific as possible. Imagine if water froze at 50oC and boiled at 87oC. Create a cooling curve using the new data and draw pictures of the water molecules’ change at each stage of the curve.

Antibiotic Resistance
Mastery Pick one of the following species of bacteria: Mycobacterium tuberculosis Staphylococcus aureus Enterococcus faecalis Write a 1 page report that answers the following questions: What does your type of bacteria look like? What type(s) of disease does it cause? What type(s) of antibiotics have been used to kill it in the past and are those still effecitive today? Interpersonal Watch the video clip “Why Does Evolution Matter Now?” Do you consider the increase in antibiotic-resistant bacteria to be a serious problem for you and/or your community? Write an editorial expressing your personal feelings about the increasing number of antibiotic-resistance bacteria. Understanding Complete the ‘Evolution in Action’ synthesis activity from bacterial evolution lab. Self-Expressive Design a presentation that could be used to help people in your community understand a) what antibiotic-resistant bacteria are, b) why antibiotic-resistant bacteria are dangerous, and c) how misuse/overuse of antibiotics can increase the antibiotic-resistance problem that we are currently facing.

Ranking Pyramid What is it? This decision making strategy requires students to examine a problem or situation, and then make and justify a decision. Directions Given a set of items, students must prioritize according to personal importance. Students then explain how they made their decision and/or write a brief justification for their top choice. The Strategic Teacher: Selecting the right research-based strategy for every Lesson/ Silver, Strong and Perini © 2007 Thoughtful Education Press

What is the most important?
Draw a pyramid on your paper that has 6 levels. Determine the importance to man of the six natural resources listed by placing each in the priority pyramid from MOST important on TOP to LEAST important on BOTTOM. Diamonds, oil, soil, sun, water, wild animals Explain your reasons.

Odd One Out What is it? Directions
A technique that combines seemingly similar items and challenges students to choose which item in the group does not belong. Directions Select items that lend themselves to a grouping where one item justifiably does not fit with the others. Direct students to explore what they think rather than guess the answer they think you, the teacher, are expecting. Students record their own thinking before discussing their ideas with a partner or in groups. Allow students enough time to discuss the various possibilities before homing in on “the odd one out.” Science formative assessment: 75 practical strategies for linking assessment, instruction and learning/Page Keeley © 2008 Corwin Press

Cinquain Poem What is it? A 5-line poem that provides a method for students to exhibit their creativity while demonstrating their understanding of the main ideas associated with a concept. Directions Provide students with the main concept to be described. Students use the main concept as the first line of the poem and they complete the other lines using these guidelines: 1st line - 1 word - noun 2nd line - 2 words – adjectives/describe the noun 3rd line - 3 words – action verbs 4th line - 4 words – sentence or phrase 5th line - 1 word - noun - another word for first word Tools for Promoting Active, In-depth Learning (c) 2001, The Thoughtful Education Press (800)

An Example Write a cinquain poem for one natural resource Noun: Coal
Two Adjectives: Black & Shiny Three Action Verbs: Burning, polluting, energizing Four word sentence: A source of energy Noun: Factory

Now It’s Your Turn Write a cinquain poem for ONE of the following:
Inertia Plants Chemical Reaction Erosion

“When choosing instructional approaches, think about what is
needed for learning, not just what is comfortable for teaching.” -Wiggins and McTighe, Understanding by Design, pg. 242

Question 5 (The Porch) What will I do to help students reflect and question what they have learned?

We don’t learn from experience
We don’t learn from experience. We learn from reflecting on our experience. John Dewey

Reflection 1.2.3.4. Muddiest Point Point of Most Significance
Reflective Statements (do as actual reflection)

1-2-3-4 What is it? Directions
A tool used to encourage students to reflect actively upon a lesson. Directions Five minutes before the end of the lesson students stop to reflect. The teacher explains what means 1=Big idea presented today in class 2=Important details you want to remember 3=Personal connections you made between the content and your life outside of school 4=Questions you have about the content Students record responses in Learning Logs Students may share in pairs, small groups, or with the whole class. The teacher collects responses and compares students reactions with his/her own conceptions of the big ideas and important details. The teacher uses questions for review the next day. Tools for Promoting Active, In-depth Learning (c) 2001, The Thoughtful Education Press (800)

2 for 1 Muddiest Point Point of Most Significance What is it?
A feedback and monitoring strategy used to collect information on what students find most difficult or confusing about a lesson or a part of a lesson. Directions Distribute half sheets of paper or index cards and ask students to describe the “muddiest point” of the lesson thus far. Let students know why you are asking for this information Collect their responses and decide how the information will inform the rest of the lesson or the following lesson. Point of Most Significance What is it? A metacognitive strategy used to help students connect with the important goals of the lesson. Directions At the end of a lesson, ask students to describe orally or in writing the most significant point made during the lesson that contributed to their learning. Collect and analyze students’ responses to decide if the lesson met its goal or needs to be modified. Be sure to let students know how you used their responses (making changes that will benefit them) so they will respond thoughtfully and with detail. Science formative assessment: 75 practical strategies for linking assessment, instruction and learning/Page Keeley © 2008 Corwin Press

What’s Your MP and POMS? On a post it note, write down one thing that was unclear to you or that you may have a question about from today’s workshop and place on the poster. Thinking over the day, what is the point of most significance for you. Record on a post it and place on the poster.

“If the only tool you have is a hammer, you tend to see every problem as a nail.”
Abraham Maslow

Take Home Messages Effective Instruction has to be planned for.
Student achievement is increased when strategies are used to help them grapple with the learning. There are many ways to learn, think deeply, practice new knowledge, demonstrate learning, and reflect on learning.

Reflecting in Style Three ideas from our work today:
One thing I would tell a friend about this workshop: My learning experience is best described as a sunset, riding a bike, a walk in the park, mountain climbing. Pick one and explain Before today I thought: Now I think:

Contact Information Becky W. Smith Susan Mayo PIMSER P12 Math Science Outreach

To Think About “An effective teacher enhances student learning more than any other aspect of schooling that can be controlled.” James Strong, Qualities.

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To Think About “An effective teacher enhances student learning more than any other aspect of schooling that can be controlled.” James Strong, Qualities.

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