1. Effect Size of Instructional Strategy Effect Size - expresses the increase or decrease in achievement of the experiment group in standard deviation units when conducting a meta- analysis. Effect size can be easily translated into a percentile gain, which provides interpretation of the possible benefits of a given instructional strategy. ◦ Effect size of 1.0 means a percentile gain of 34 points ◦ Effect size of 0.2 consider small, effect size of 0.5 consider medium, effect size of 0.80 consider large ◦ Negative effect size means the instructional strategy is not working and the experimental group actually performed worse than the control group. No instructional strategy works equally well in all situations. KLPMHuong ChauSpring 2011

2. Reinforcing Effort and Providing Recognition Addresses students’ attitudes and beliefs. ◦ Subdivided into two parts:  reinforcing effort – help students aware of the importance of believing in effort. More effort you put in the more likely you can achieve your goal.  providing recognition – praises, reward when recognized the students’ accomplishment when they put their best efforts into doing things. Studies has shown that added effort will in creases student achievement. Keep track of effort and achievement. “Pause, Prompt and Praise” strategy KLPMHuong ChauSpring 2011

3. Example of Strategy in a Math/Science Classroom Reinforcing Effort ◦ Give examples of others’ achievements when they tried their best without giving up. ◦ can ask students to recall personal example of times when they succeeded primarily because they didn’t give up. ◦ Encourage students to try their best. Providing Recognition: ◦ Praises students for their effort ◦ Given rewards such as stickers, treats, awards, grades. KLPMHuong ChauSpring 2011