1. Effective Classroom Strategies1

2. 2 Classroom Instruction That Works 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 Questions, cues and organizers

3. Effective Classroom Strategies3 Warm-Up  Which strategy are you most familiar with?  Describe how you have used this strategy in your classroom.  Think-Pair-Share  Debrief

4. Effective Classroom Strategies4 Following Best Practices oBased on current research ometa-analysis of 2,455 studies pertaining to instructional practices oIncludes latest knowledge, technology and procedures oResearch continues through McRel oSuccessful across student populations oApplies across content areas and grade levels

5. Effective Classroom Strategies5 Classroom Instruction That Works – Effect Size CategoryAve. Effect Size Percentile Gain # of Studies Identifying similarities and differences 1.614531 Summarizing and note taking1.0034179 Reinforcing effort and providing recognition.802921 Homework and practice.7728134 Nonlinguistic representations.7527246 Cooperative learning.7327122 Setting objectives and providing feedback.6123408 Generating and testing hypotheses.612363 Questions, cues and organizers.59221251

6. Effective Classroom Strategies6 Diane Paynter Video Clip  Importance of 30 years of research  Impact the “Essential 9” can have on student achievement  If the effect size for Identifying Similarities/Differences is +1.61, resulting in a percentile gain of 45%, where would the curve indicating the average scores of students be?

7. Effective Classroom Strategies7 Effect Size and the Normal Curve 2% 16% 50% 84% 98% 99.9%

8. Effective Classroom Strategies8  Effect Size is a unit of measure used with meta-analysis that expresses the increase or decrease in student achievement  Cohen simplified the range of effect sizes Small: 0.20 to 0.49 Medium: 0.50 to 0.79 Large: 0.80 and above Classroom Instruction That Works Effect Size

9. Effective Classroom Strategies9 The Instructional Strategy Focus for the Day  Identifying similarities and differences. (ES 1.61) Comparing Classifying Metaphors Analogy  Summarizing and Note taking (ES 1.00)

10. Effective Classroom Strategies10 Getting Acquainted with the Essential 9  Break into groups of 4  Jigsaw the Essential 9 Strategies  As you read underline the most critical statement for each  Report out to group

11. Effective Classroom Strategies11 Using the 9 Instructional Strategies in Lesson/Unit Planning Clear Learning Goals (#7 Setting Objectives and Providing Feedback) Students identify and record their own goals (#7 Setting Objectives and Providing Feedback) 1. 2. Beginning of the Unit/Lesson

12. Effective Classroom Strategies12 During the Unit Phases of Learning  Blank Lesson Plan Guide  Introducing New Knowledge 6 possible strategies  Monitoring Learning Goals 3 possible strategies  Practicing, Reviewing and Applying Knowledge 3 possible strategies

13. Effective Classroom Strategies13 During the Unit Introducing New Knowledge 1.Guide students to recall what they already know about the topics. (#9 Cues, Questions, Advance Organizers) 2.Provide students with ways of thinking about the topic in advance. (#9 Cues, Questions, Advance Organizers) 3.Compare new knowledge with what is known. (#1 Identifying Similarities and Differences)

14. Effective Classroom Strategies14 During the Unit Introducing New Knowledge 4.Have students keep notes (#2 Summarizing and Note-taking) 5.Non-linguistic representations, share with others (#5 Non-linguistic Representations) 6.Have students work individually and in groups. (#6 Cooperative Learning)

15. Effective Classroom Strategies15 During the Unit Practicing, Reviewing and Applying Knowledge 1.Assign homework that requires practice, review and application of learning. Give explicit feedback as to the accuracy of all homework. (#4 Homework and Practice, #7 Setting Objectives and Providing Feedback) 2.Engage students in long-term projects that involve testing and generating hypotheses. (#8 Generating and Testing Hypotheses) 3.Have students revise the linguistic and nonlinguistic representations of knowledge as they refine their understanding. (# 2 Summarizing and Note taking, #5 Nonlinguistic Representations )

16. Effective Classroom Strategies16 During the Unit Monitoring Learning Goals 1.Feedback and Self-Assessment (#7 Setting Objectives and Providing Feedback) 2.Students keep track of achievement and effort expending toward goals (#3 Reinforcing Effort and Providing Recognition #7 Setting Objectives and Providing Feedback) 3.Celebrate legitimate progress toward learning goals (#3 Reinforcing Effort and Providing Recognition)

17. Effective Classroom Strategies17 End of the unit… Helping students determine how well they have achieved their goals (#3 Reinforcing Effort and Providing Recognition, #7 Setting Objectives and Providing Feedback)  Provide students with clear assessments of their progress on each goal.  Have student assess themselves and compare with the teacher’s assessment  Ask them to articulate what they have learned.

18. Effective Classroom Strategies18 9 Strategies = Results in all subjects  Specific Instructional Strategies can be matched to specific types of knowledge.  Different types of learning sometimes necessitate different types of instruction.

19. Effective Classroom Strategies19 Before you start…  Be clear about the learning that you want your students achieve.  Understand which strategy works best to accomplish your learning target.

20. Effective Classroom Strategies20 Generalizations that enhance student’s understanding of what is being taught and their ability to use that knowledge.  Teacher directed – presenting students with guidance  Asking students to independently engage in the activity  Use non-linguistic representation  Student generate own explanations and create non-linguistic representation  Periodically review the accuracy of their explanations and representations

21. Effective Classroom Strategies21 Categories of Subject Matter Knowledge  Declarative Knowledge (Information and Ideas) Vocabulary Details Organizing Ideas  Procedural Knowledge (Skills and Processes)  Skills and Tactics  Processes

22. Effective Classroom Strategies22 Comparing The process of identifying and articulating similarities and differences among items. Classifying The process of grouping things into definable categories on the basis of their attributes. Creating Metaphors The process of identifying and articulating the underlying theme or general pattern in information. Creating Analogies The process of identifying relationships between pairs of concepts (e.g., relationships between relationships). 4 Strategies for Similarities and Differences

23. Effective Classroom Strategies23 Identifying Similarities and Differences: Comparing Task, Round 1  Venn Diagram  Apples and Oranges

24. Effective Classroom Strategies24 Characteristic 1 _____________________ Characteristic 2 _____________________ Easy to see that items are very different for this characteristic… …and very similar for this characteristic.

25. Effective Classroom Strategies25 What are the steps in the comparison process? COMPARING 1. Select the items you want to compare. 2. Select the characteristics of the items on which you want to base your comparison. 3. Explain how the items are similar and different with respect to the characteristics you selected. To

26. Effective Classroom Strategies26 Our Goals for Student Learning…  Help prepare for further learning  Identify critical relationships  Gain understanding, clear-up confusion, make new connections  Change in knowledge structure as a result of instruction

27. Effective Classroom Strategies27 One key to a rigorous comparison is to identify items and characteristics that are meaningful and interesting. To do this, students need extensive modeling and feedback. If the items and characteristics are not meaningful, students will not make new distinctions or come to new conclusions about the targeted knowledge. TIP Make sure that students understand that the purpose of doing the comparison is to extend and refine their understanding of the knowledge they are learning. Asking students to select different characteristics will help them move beyond the obvious. TIP Tips Related to the Comparison Process

28. Effective Classroom Strategies28 Identifying Similarities and Differences: Comparing Task, Round 2  In Jigsaw Groups:  Venn Diagram/Comparison Matrix  Apples and Oranges  Learning Goal: How does temperature and length of growing season effect the nutritional value of fruit?  How was Round 1 different than Round 2?

29. Effective Classroom Strategies29 ELA and Math GLCE …comparing or contrasting?  Comparing is the process of identifying similarities and differences between or among things or ideas. Comparing refers to identifying similarities Contrasting refers to identifying differences.

30. Effective Classroom Strategies30 ELA and Math GLCE Task  Find a GLCE at your grade level and content area that would be suitable to compare, contrast or both.  Would you use Venn Diagram/Comparison Matrix/other?  What steps would you have to take in order for students to use comparison with the GLCE independently? o Think-Pair-Share

31. Effective Classroom Strategies31 CLASSIFYING 1. Identify the items you want to classify. 2. Select what seems to be an important item, describe its key attributes, and identify other items that have the same attributes. 3. Create a category by specifying the attribute(s) that the items must have for membership in this category. 4. Select another item, describe its key attributes, and identify other items that have the same attributes. BirdsFishDogs What are the steps in the classifying process?

32. Effective Classroom Strategies32 5. Create the second category by specifying the attribute(s) that the items must have for membership in the category. 6. Repeat the previous two steps until all items are classified and the specific attributes have been identified for membership in each category. 7. If necessary, combine categories or split them into smaller categories and specify attribute(s) that determine membership in the category. CLASSIFYING (cont’d) BirdsFishDogs

33. Effective Classroom Strategies33 We have been learning that different animals live in different environments. Classify the following animals in terms of whether they live in lakes or oceans, forests, in the soil, or in the desert. raccoonsmolesclamsscorpions squirrelsfrogsbearslizards deerfishantsturtles wormsduckssnakes Now, reclassify these animals using another set of attributes. For example, you might identify attributes that relate to the animal’s skin or outer covering (e.g., has fur, scales, has a shell). You may use a blank classifying graphic or your own chart to do this task. Content Area:Science Knowledge:Understands that different animals live in different environments.

34. Effective Classroom Strategies34 Classification – a strategy for GLCE  ELA- Genre characteristics, poetry, types of fiction  Math – whole numbers, fractions, negative numbers, geometrical figures  Science – habitat, endangered, geographical location, adaptation  Social Studies – human, economic and capital resources.

35. Effective Classroom Strategies35 Creating Metaphors  Identify a general or basic pattern in a specific topic and then find another topic that seems quite different at the literal level but has the same general pattern. Examples…  Counting is a recipe.  Vocabulary is a map legend.  Instructional Strategies are onions. Video Clip: Math Metaphors

36. Effective Classroom Strategies36 Steps for Creating Metaphors 1.Identify the important or basic elements of the information of situation with which you are working. 2.Write that basic information as a general pattern by: Replacing words for specific things with words for more general things, and Summarizing information whenever possible 3.Find new information or a situation to which the general pattern applies.

37. Effective Classroom Strategies37 Metaphor Organizer ElementLiteral Pattern Abstract Relationship Literal Pattern Element InternetCoffee shop

38. Effective Classroom Strategies38 Examples of Metaphors in Content Areas  Social Studies-America is freedom and promise  Math-The graph of the sine function is a roller coaster  ELA-Writing is a process  Science-The cell is a factory

39. Effective Classroom Strategies39 Recommendations for Classroom Practice  Giving students a model for the process.  Using familiar content to teach students the steps in creating metaphors  Giving students graphic organizers, and  Giving students guidance as needed

40. Effective Classroom Strategies40 Analogies … A question What is the purpose of asking students to create analogies?

41. Effective Classroom Strategies41 The purpose of analogies in the classroom  Help make connections between things that are very different Pattern is A:B::C:D A is to B as C is to D happy:sad::big:small happy and big are opposites of sad and small  Analogy problems are common in testing situations – PSAT, SAT, ACT.

42. Effective Classroom Strategies42 Using Analogies in the Classroom  Help explain an unfamiliar concept by making a comparison to something that we understand. Question… What is this analogy?  One:trillion::one square inch: the area of the city of Chicago  Pushes students to think about how items and concepts are related: how do two things interact, and how is the relationship similar to the relationship between the second pair.

43. Effective Classroom Strategies43 Analogies Organizer – Great Depression Stock Market Crash of 1929 U.S. Economy A Is to B Something attacks a system and weakens its ability to prevent serious affliction. AS CD

44. Effective Classroom Strategies44 Bob Marzano says… “Summarizing has a robust and long history of research.”

45. Effective Classroom Strategies45 Task: Strategic questioning  What is the goal or purpose of engaging students in summarizing activities?  To what extent do you think the act of summarizing varies from grade level to grade level? From content area to content area? Why do you think this?  Think-Share-Pair

46. Effective Classroom Strategies46 Critical questions for Watching Video Clip  For the student: How do I decide what is important? What should I keep? What should I substitute? What should I delete?  For the teacher: What strategies do you teach students to help them become proficient in summarizing? To what extent do you think these strategies support them in identifying what they should keep, substitute, and delete? How do you know if engaging in these strategies is really helping students to deepen their understanding of the content?

47. Effective Classroom Strategies47 A Model for Summarizing Steps for Rule-Based Summarizing 1.Delete trivial material that is unnecessary to understanding. 2.Delete redundant material. 3.Substitute super-ordinate terms for more specific terms (e.g., use fish for rainbow trout, salmon, and halibut). 4.Select a topic sentence or invent one if it is missing. Steps in Rule-Based Summarizing for Younger Students 1.Take out material that is not important to your understanding. 2.Take out words that repeat information 3.Replace a list of things with a word that describes the things in the list (e.g., use trees for elm, oak, and maple). 4.Find a topic sentence. If you cannot find a topic sentence, make one up.

48. Effective Classroom Strategies48 The word photography comes from the Greek word meaning “drawing with light”….Light is the most essential ingredient in photography. Nearly all forms of photography are based on the fact that certain chemicals are photosensitive- that is, they change in some way when exposed to light. Photosensitive materials abound in nature; plants that close their blooms at night are one example. The films used in photography depend on a limited number of chemical compounds that darken when exposed to light. The compounds most widely used today are called halogens (usually bromine, chlorine, or iodine. Microsoft Encarta Encyclopedia

49. Effective Classroom Strategies49 The word photography comes from the Greek word meaning “drawing with light”….Light is the most essential ingredient in photography. Nearly all forms of photography are based on the fact that certain chemicals are photosensitive- that is, they change in some way when exposed to light. Photosensitive materials abound in nature; plants that close their blooms at night are one example. The films used in photography depend on a limited number of chemical compounds that darken when exposed to light. The compounds most widely used today are called halogens (usually bromine, chlorine, or iodine. Microsoft Encarta Encyclopedia

50. Effective Classroom Strategies50 Research generalizations on summarizing Students must delete some information, substitute some information, and keep some information. To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level. Being aware of the explicit structure of information is an aid to summarizing information. Summary Frames

51. Effective Classroom Strategies51 The Six Summary Frames Narrative Frame Topic-Restriction-Illustration Frame Definition Frame Argumentation Frame Problem/Solution Frame Conversation Frame

52. Effective Classroom Strategies52 A summary is … 1)A summary: Is an essential condensation in your own words. Answers the question “what is the author really saying?” Is the result of careful “listening” to the author. Remains faithful to the author’s emphasis and interpretation. Does not disagree with or critique the author’s opinion. 2)A summary is a comprehensive but brief statement of what has been stated previously in a longer form. 3)A summary is a wrap-up----a general picture of the information--- much like TV networks produce at the end of a year. 4)Summaries provide a quick overview of a subject without having the reader wade through a lot of facts and details. Summaries help readers and writers boil information down to its most basic elements. 5)Encyclopedias, almanacs, and digests provide good examples of summaries.

53. Effective Classroom Strategies53 Procedural Knowledge Summarizing is “procedural knowledge.” If students are expected to become proficient in procedural knowledge, they need to be able to “practice.” Mastering a skill or process requires a fair amount of focused practice. Practice sessions initially should be spaced very closely together. Over time, the intervals between sessions can be increased. Students also need feedback on their efforts. While practicing, students should adapt and shape what they have learned.

54. Effective Classroom Strategies54 A Rubric for Summarizing 4 The student identifies the main pattern running through the information along with minor patterns. 3 The student identifies the main pattern running through the information. 2 The student addresses some of the features of the main pattern running through the information but excludes some critical aspects. 1 The student does not address the main pattern running through the information. 0 Not enough information to make a judgment.

55. Effective Classroom Strategies55 Planning for Summarizing What specific information will students need to summarize?  film or video  chapter  lecture  story  article  event  other_______________ What strategy will I ask students to use?  Rule-based Summarizing Strategy  Summary Frames  Narrative or Story  TRI  Definition  Argumentation  Problem/Solution  Conversation  Group Enhanced Summary Strategy  Other ___________ What knowledge will students be learning? Do I need to set aside time to teach them the strategy? When and how? How much guidance will I provide them? How will I monitor how well students are doing?

56. Effective Classroom Strategies56 Summary and the GLCE  Find a GLCE at your grade level and content area that would be suitable to summarize.  What steps would you have to take in order for students to use summary with the GLCE you chose independently? o Think-Pair-Share

57. Effective Classroom Strategies57 For Information on Summary Frames please visit the Saginaw Midland Intermediate School District Website. http://www.sisd.cc/departments/HOUS SEmainpage_003.htm http://www.sisd.cc/departments/HOUS SEmainpage_003.htm

58. Effective Classroom Strategies58 A Call to Arms… Leading Change – What can you do? Teachers need to have … Adequate modeling and practice Feedback Allowances for differences in implementation Celebration