Effective Teaching Strategies Day 2 Welcome

Agenda PowerPoint Rotate Through Centers – 45 minutes General Information Generating and Testing Hypotheses Setting Objectives and Providing Feedback Rotate Through Centers – 45 minutes Identifying Similarities and Differences Cues, Questions, and Advanced Organizers Cooperative Learning

ETS Strategies Identifying Similarities and Differences Summarizing and Note Taking Reinforcing Effort and Providing Recognition Homework and Practice Nonlinguistic Representations Cooperative Learning Setting Objectives and Providing Feedback Generating and Testing Hypotheses Cues, Questions, and Advanced Organizers Non-Fiction Writing

Day 2 Strategies Generating and Testing Hypotheses Setting Objectives and Providing Feedback Similarities and Differences Metaphors Analogies Cues, Questions, and Advanced Organizers Questions That Elicit Inferences Analytic Questions Advanced Organizers (online) Cooperative Learning Wikispaces

Read the cartoon to participants. It underscores the need to always make students the center of at least some portion of the learning time in school. 5

Setting the Record Straight “Our conclusion was: ‘Until we find the answers to the preceding questions, teacher should rely on their knowledge of their students, their subject matter, and their situations to identify the most appropriate instructional strategies.’” From Classroom Instruction that Works, Marzano, Pickering and Pollock, 2001, p. 9

Setting the Record Straight Effective pedagogy involves a variety of interacting components. We tried to make the same points in all three books. From Setting the Record Straight, Marzano, 2009. - A Comprehensive List of Strategies Handout

Unit Template This Unit Template is a guide to help in planning lessons, activities and product Included are Essential Questions, Standards, Effective Teaching Strategies, and Rigor Effective Teaching Strategies can be used at other times, as appropriate

Generating and Testing Hypotheses Systems Analysis: Ask students to generate hypotheses that predict what will happen if some aspect of the system were changed. Problem Solving: While engaged in solving problems, students must generate and test hypotheses related to the various solutions they predict might work.

Generating and Testing Hypotheses Historical Investigation: Students construct plausible scenarios for events from the past, about which there is no general agreement. Invention: Task demands generating and testing multiple hypotheses, until one of them proves effective.

Generating and Testing Hypotheses Experimental Inquiry: Most commonly associated with science, but it can be used in other content areas. Decision Making: Use a structured framework to help students examine hypothetical situations.

Setting Objectives and Providing Feedback Goals should be specific but flexible. Contracts are a variation on goal setting. Feedback should be “corrective” in nature. Feedback should be timely.

Setting Objectives and Providing Feedback When teachers seek, or at least are open to, feedback from students as to what students know, what they understand, where they make errors, when they have misconceptions, when they are not engaged – the teaching and learning can be synchronized and powerful. John Hattie, 2009

Setting Objectives and Providing Feedback Task: How well has the task been performed; is it correct or incorrect? Process: What are the strategies needed to perform the task; are their alternative strategies that can be used? Self-regulation: self monitoring, directing, monitoring the processes and task; What is the conditional knowledge and understanding needed to know what you are doing? Self: personal evaluation and affect about the learner – not strong academically

Identifying Similarities and Differences Comparing: Selecting characteristics to be compared can be Teacher-Directed or Student-Directed Venn Diagram or Comparison Matrix Classifying: Organizing elements into groups based on their similarities can be Teacher-Directed or Student-Directed Boxed Table or “Bubble” Chart

Identifying Similarities and Differences Metaphors: Two items in the metaphor are connected by an abstract or nonliteral relationship Teacher-Directed: Teacher provides first element of the metaphor and the abstract relationship. Student-Directed: Students are presented with one element of a metaphor and asked to identify the second element and describe the abstract relationship

Identifying Similarities and Differences Analogies: A is to B as C is to D (A:B::C:D) Teacher-Directed: Teacher provides a great deal of structure Student-Directed: Students are asked to provide more elements of an analogy than the teacher-directed analogies

Cues, Questions and Advanced Organizers Research on Cues and Questions Focus on what is important as opposed to what is unusual. “Higher-level” questions produce deeper learning than “lower-level” questions. “Waiting” briefly before accepting responses has the effect of increasing depth of students’ answers. Questions effective even when asked before learning experience.

Cues, Questions and Advanced Organizers Cues and Questions in the Classroom Explicit Cues: Straightforward ways of activating prior knowledge Questions that Elicit Inferences: Things/People, Actions, Events, States (of Being) Analytic Questions: Analyzing Errors, Constructing Support, Analyzing Perspectives

Cues, Questions and Advanced Organizers Research on Advanced Organizers Focus on what is important as opposed to what is unusual. “Higher-level” advanced organizers produce deeper learning than “lower-level” advanced organizers. Most useful with information that is not well organized. Different types of advanced organizers produce different results.

Cues, Questions and Advanced Organizers Advanced Organizers in the Classroom Expository Advanced Organizers: describe new content to which students are to be exposed Narrative Advanced Organizers: present information to students in story format Skimming as a Form of Advanced Organizer Graphic Advanced Organizers

Elements of Cooperative Learning Positive interdependence Face-to-face promotive interaction Individual and group accountability Interpersonal and small group skills Group processing Johnson and Johnson, 1999

Research on Cooperative Learning Organizing groups based on ability should be done sparingly. Cooperative groups should be kept rather small in size (4 or less). Cooperative learning should be applied consistently and systematically, but not overused. (Need structured task and time to practice independently too.)

Cooperative Learning in the Classroom Use a variety of criteria for grouping students Three types of groups: informal, formal, and base groups (long term, provide students with support) Manage group size

Sticky Notes Blue -Write a new or improved learning from this afternoons PD Yellow - Challenges you may face in implementing your new learning Pink- Something from today you can immediately use in your work