1. © 2005 McREL

5.  Know generalizations from research and recommended classroom practices related to the nine categories of instructional strategies  Understand how the research on instructional strategies can be embedded in classroom curriculum design

6.  Implementing research-based instructional strategies is like _________________because_______ ________________________________ _________  Example: Implementing research-based instructional strategies is like a coffee pot because the process of learning how to do it gives me a great deal of energy.

7.  Analysis of 30 years of research on instruction  Experience with thousands of educators

8.  Combined results from a number of studies to determine the average effect of a given technique.  These results are translated into a unit of measurement referred to as an effect size. The effect size of .20 small, .50 medium .80 large.

9.  The increase or decrease in achievement of the experimental group in standard deviation units.  This effect size can then be translated into a percentile gain.

10. Category Average Effect Size Percentile Gain Number of Studies Identifying Similarities & Differences1.614531 Summarizing & Note Taking1.0034179 Reinforcing Effort & Providing Recognition.802921 Homework & Practice.7728134 Nonlinguistic Representation.7527246 Cooperative Learning.7327122 Setting Objectives & Providing Feedback.6123408 Generating & Testing Hypotheses.612363 Cues, Questions, & Advance Organizers.59221251

11.  At your table are 10 different colored handouts. Please choose one handout.  Now find all the like colored handouts, read, discuss and become the expert on the following: (20 minutes)  What is it?  What are the key research findings?  How can it be implemented?  Go back to your table and be the expert on the above questions and share with the others. (20minutes)  Large Group Share – What were some key things you heard?

12. CATEGORYMcREL DEFINITION Identifying Similarities & Differences Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve identifying ways items are alike and different. Summarizing & Note Taking Enhance students’ ability to synthesize information and organize it in a way that captures the main ideas and supporting details. Reinforcing Effort & Providing Recognition Enhance students’ understanding of the relationship between effort and achievement by addressing students’ attitudes and beliefs about learning. Provide students with rewards or praise for their accomplishments related to the attainment of a goal.

13. CATEGORYMcREL DEFINITION Homework & Practice Extend the learning opportunities for students to practice, review, and apply knowledge. Enhance students’ ability to reach the expected level of proficiency for a skill or process. Nonlinguistic Representation Enhance students’ ability to represent and elaborate on knowledge using mental images. Cooperative Learning Provide students with opportunities to interact with each other in groups in ways that enhance their learning

14. CATEGORYMcREL DEFINITION Setting Objectives & Providing Feedback Provide students a direction for learning and information about how well they are performing relative to a particular learning goal so that they can improve their performance. Generating & Testing Hypotheses Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve making and testing hypotheses. Cues, Questions, & Advance Organizers Enhance students’ ability to retrieve, use, and organize what they already know about a topic.

16.  Are some instructional strategies more effective in certain subject areas?  Are some instructional strategies more effective at certain grade levels?

17.  Are some instructional strategies more effective with students from different backgrounds?  Are some instructional strategies more effective with students of different aptitude?

18. Which strategies will help students practice, review, and apply that knowledge? Which strategies will provide evidence that students have learned that knowledge? What knowledge will students learn? Which strategies will help students acquire and integrate that knowledge?

19. QuestionStrategies What knowledge will students learn? Setting Objectives Which strategies will provide evidence that students have learned that knowledge? Providing Feedback Providing Recognition Homework

20. QuestionStrategies Which strategies will help students acquire and integrate that knowledge? Cues, Questions, & Advance Organizers Summarizing & Note Taking Nonlinguistic Representation Homework Cooperative Learning Providing Feedback Reinforcing Effort & Providing Recognition Which strategies will help students practice, review, and apply that knowledge? Homework & Practice Identifying Similarities & Differences Generating & Testing Hypotheses Cooperative Learning Providing Feedback Reinforcing Effort & Providing Recognition Nonlinguistic Representation

21. Record your answers to the following questions in your Participant’s Manual: What are YOUR goals for this workshop? What do you need to do to reach YOUR goals?

23. © 2005 McREL

24. Category Average Effect Size Percentile Gain Number of Studies Identifying Similarities & Differences1.614531 Summarizing & Note Taking1.0034179 Reinforcing Effort & Providing Recognition.802921 Homework & Practice.7728134 Nonlinguistic Representation.7527246 Cooperative Learning.7327122 Setting Objectives & Providing Feedback.6123408 Generating & Testing Hypotheses.612363 Cues, Questions, & Advance Organizers.59221251

25.  Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve identifying ways items are alike and different.

26. Identifying Similarities and Differences Which strategies will provide evidence that students have learned that knowledge? What knowledge will students learn? Which strategies will help students acquire and integrate that knowledge? Which strategies will help students practice, review, and apply that knowledge?

27. 1. Presenting students with explicit guidance in identifying similarities and differences enhances students’ understanding of and ability to use knowledge. 2. Asking students to independently identify similarities and differences enhances students’ understanding of and ability to use knowledge.

28. 3. Representing similarities and differences in graphic or symbolic form enhances students’ understanding of and ability to use knowledge. 4. Identification of similarities and differences can be accomplished in a variety of ways and is a highly robust activity.

29.  Each of these processes involves identifying how items, events, processes or concepts are similar and different  When we compare, we examine how things are alike and different based on characteristics.

30.  Heather’s car is silver, front-wheeled drive, with a bike rack on top.  Bob’s car is red, four-wheeled drive, with ski racks on the top.  We compare all the time … movies we seen, restaurants where we have eaten, we compare ski runs on our favorite mountains.

31.  Heathcliff in Wuthering Heights to Mr. Rochester in Jane Eyre.  Shape of the graph of y = 2x + 3 to the shape of y = 2x – 3.  Battles of Northwest Rebellion of 1885 to World War 1.

32.  What is the purpose of asking students to compare?  What kind of activities do I use to help students compare?  I can think of a time that I asked students compare, and I was pleased with the results. Why did it go well?

34.  We consider how items are similar and different and then group them using similarities to define categories:  Hibiscus and black-eyed susans are perennials.  Pansies and marigolds are annuals.

35.  Classify organisms according to kingdom, phylum, class, order, family, genus and species.  Classify linear, quadratic, trigonometric exponential or logarithmic

36.  What is the purpose of asking students to classify?  What kinds of activities do I use to help students classify?  I can think of a time that I asked students to classify and I was pleased with the results. Why did it go well?

37.  Metaphors link two things that appear to be quite different on the surface but have some likeness, such as “My life had stood--- A Loaded Gun” (Emily Dickinson)

38.  ELA – Shakespeare  Science – Cell is a factory or a DNA molecule is a ladder.

39.  The Internet is an information superhighway.  The Internet is a giant flea market.  Which metaphor best describes the Internet and why?  Write your own metaphor to describe the Internet.  What knowledge did you need to complete this task? What would you need to do in the classroom to prepare students for a task like this?

40.  Analogies involve relationships between pairs of elements.  With analogies we look for similarities between two pairs  Brain: human::central processing unit:computer  As in ruler is to length as measuring cup is to volume.

41. 1. Use comparing, classifying, metaphors, and analogies when having students compare similarities and differences.

42. 2.Give students a model of the steps for engaging in the process.

43. 1. Use comparing, classifying, metaphors, and analogies when having students compare similarities and differences. 2.Give students a model of the steps for engaging in the process. 3.Use a familiar context to teach students these steps.

44. 1. Use comparing, classifying, metaphors, and analogies when having students compare similarities and differences. 2.Give students a model of the steps for engaging in the process. 3.Use a familiar context to teach students these steps. 4.Have students use graphic organizers as a visual tool to represent the similarities and differences.

45. 1. Use comparing, classifying, metaphors, and analogies when having students compare similarities and differences. 2.Give students a model of the steps for engaging in the process. 3.Use a familiar context to teach students these steps. 4.Have students use graphic organizers as a visual tool to represent the similarities and differences. 5.Guide students as they engage in this process. Gradually give less structure and less guidance.

47. Category Average Effect Size Percentile Gain Number of Studies Identifying Similarities & Differences1.614531 Summarizing & Note Taking1.0034179 Reinforcing Effort & Providing Recognition.802921 Homework & Practice.7728134 Nonlinguistic Representation.7527246 Cooperative Learning.7327122 Setting Objectives & Providing Feedback.6123408 Generating & Testing Hypotheses.612363 Cues, Questions, & Advance Organizers.59221251

48. Enhance students’ ability to synthesize information.

49. Summarizing Which strategies will provide evidence that students have learned that knowledge? What knowledge will students learn? Which strategies will help students acquire and integrate that knowledge? Which strategies will help students practice, review, and apply that knowledge?

50.  Practice PAT exam.

52. 1. Teach students the rule-based summarizing strategy.

53. 2.Use summary frames. 1. Teach students the rule-based summarizing strategy.

54. 2.Use summary frames. 3.Teach students reciprocal teaching. 1. Teach students the rule-based summarizing strategy.

55.  Narrative or Story – eg)main character, etc.  Definition  Argumentation  Problem or solution  Conversation

56. Enhance students’ ability to organize information in a way that captures the main ideas and supporting details.

57. Note Taking Which strategies will provide evidence that students have learned that knowledge? What knowledge will students learn? Which strategies will help students acquire and integrate that knowledge? Which strategies will help students practice, review, and apply that knowledge?

58. 1. Verbatim note taking is, perhaps, the least effective way to take notes. 2. Notes should be considered a work in progress. 3. Notes should be used as study guides for tests. 4. The more notes that are taken, the better.

59. 2.Teach students a variety of note taking formats. 3.Use combination notes. 1. Give students teacher prepared notes.

60.  This workshop required you to  Examine your use of instructional strategies  Test the effectiveness of your own current practices  Consider and possibly try out new practices.

61.  Instructional strategies do not produce effective teacher. Rather effective teaching is the byproduct of thoughtful individual, skilled in the art and science of teaching, making decisions about best practices for his or her students at all times.

62.  Nothing is more powerful than a group of dedicated teachers sharing insights about their practices.