1. Using Technology with “Classroom Instruction that Works”: Effective Instructional Strategies

2. What elements make up effective pedagogy?
Give teachers in the group two minutes to conduct a round robin discussion of the question, “What elements make up effective pedagogy?”
In round robin, each member of the group briefly shares their ideas with a small group (3-4 members) After time is called, the facilitator debriefs by asking teachers to share which elements they heard.

3. Three Elements of Effective Pedagogy
Instructional
Strategies
Management
Techniques
Curriculum
Design
Effective Pedagogy
Campus leadership has identified a need to focus on effective instructional strategies in Action Learning Teams this year. Much research has been done to try to identify the most effective instructional strategies. A careful meta-analysis focuses attention on nine highly effective strategies.

4. Instructional Strategies
Classroom Instruction that Works by Robert Marzano
Nine instructional strategies that have been identified as having the greatest impact on student performance
The ALTs on this campus will build their goals around implementation of nine strategies identified through meta-analysis by Robert Marzano. This work can be found in Classroom Instruction that Works.

5. Percent vs. percentile Percent - One part in a hundred
e.g. John correctly answered 90% of the items on the test.
Percentile – The percent of ranked scores falling below a specific score
e.g. John placed in the 90th percentile on a nationally normed exam; he scored higher than 90% of the tested students, and lower than 10% of the students
Building/Accessing background knowledge:
Briefly review the difference between percent and percentile. This understanding is key to understanding the research methodology utilized by Marzano.

6. 23-point percentile gain
All students’ scores
Average student at ineffective
school
Average student at effective
school
Coleman Report of 1966 concluded that the quality of schooling a student received accounts for only about 10% of the variance in student achievement. The resulting thinking gave a very heavy weight to those variables outside the control of the school on student achievment. In re-examining the process however, a ten percent gain could results in a percentile gain of about 23 points. Therefore, schools can definitely can make a differences in student achievement.

7. Effect size and percentile gain
Mean -3 -2 -1 +1 +2 +3
A normal bell curve shows the normal distribution of student achievement scores.
A effect size of 1 means a percentile gain of 34 points, effect size of 2 equals a percentile gain of Translating the effect size gives researchers insight into the possible benefits of instructional strategies.
2.1%
2.1%
13.6%
34.1%
34.1%
13.6%
2 s.d. = effect size 2.0
An effect size of 2.0 translates into a 47.7 point percentile gain (pg 160)

8. Basic research and meta-analysis
Study 1
Effect size 0.2
Study 2
Effect size 1.1
Study 3
Effect size
-0.7
Study 2
Effect size 0.6
Synthesis study
Average effect size 0.4
Meta analysis is analyzing multiple research study findings. The higher the effect size, the greater the benefit of the instructional strategy.

9. Categories of Instructional Strategies that Affect Student Achievement
Category
Avg. Effect size
Percentile gain
Identifying similarities & differences
1.61 45
Summarizing and note taking
1.00 34
Reinforcing effort & providing recognition
.80 29
Homework and Practice
.77 28
Nonlinguistic representations
.75 27
Cooperative learning
.73
Setting objectives and providing feedback
.61 23
Generating & testing hypothesis
Questions, cues, and advance organizers
.59 22
As you look at these instructional strategies you might be thinking, “Aha! I already know all of those strategies! There is nothing new to learn here!” However, the depth, rigor, and specificity indicated by these general strategies may reframe your prior knowledge. If you are using one of these strategies, study the research and ask yourself, “Am I using this strategy effectively, to it’s fullest potential?” This study is designed to sharpen the skills of rookies and veterans alike—there will be something here for each member of the Action Learning Team.
In thinking about the order in which we would design this work, we took the approach that several of these strategies might impact classroom policies and that studying the most effective design of these strategies will impact how you design your classroom practice and policies for the coming year. Therefore, we placed these strategies in the earliest ALT sessions prior to the arrival of your new students.

10. Using Technology

11. Four Planning Questions and Corresponding Instructional Strategies
What will students learn?
Setting Objectives
What strategies will provide evidence of student learning?
Providing feedback
Providing recognition
Which strategies will help students acquire and integrate learning?
Cues, questions, and advance organizers
Nonlinguistic representation
Summarizing and note taking
Cooperative learning
Reinforcing effort
Which strategies will help students practice, review, and apply learning?
Identifying similarities and differences
Homework and Practice
Generating and testing hypotheses

12. Setting Objectives Setting objectives = goal setting
“You got to be careful if you don't know where you're going, because you might not get there.” –Yogi Berra
General student population
Goals narrow student focus
Not too specific
Students should personalize the teacher’s goals
English Language Learner population
Clearly defined goals
Combine content and language objectives
Setting objectives synonymous with goal setting. Goals set a “direction for learning.”
Goals can actually so narrow student focus that the unintended result can occur where mastery of tasks/ideas related to but not specifically included in the goals actually declines.
Generally stated objectives produce greater results. Specific, behavioral goals, which include performance expectations, conditions, and assessment criterion are too narrow in focus and not constructive in nature. The effect size is greater if students write general goals that align with the overall teacher goals. Contracting for a grade based on these goals seems to have a positive overall effect on student achievement. This builds in the design quality of choice.
For campuses with high populations of ELL students, additional in-depth explanations and resources are available on the website-- for review and study during the work session. 12

13. Goal Setting in the Classroom
Set a core goal for a unit, and then encourage students to personalize that goal by identifying areas of interest to them. Sentence starters like "I want to know" and "I want to know more about . . ." get students thinking about their interests and actively involved in the goal-setting process.
Use contracts to outline the specific goals that students must attain and the grade they will receive if they meet those goals.
Specific but flexible--
Student Ownership—ELLS can be encouraged to take ownership of their learning objectives through the use of sentence starters such as “I want to know…” and “I wonder if…” 13

14. Surveys/Forms Student goal form created in Google Documents.
Goal setting using self-assessment tools such as Survey Monkey or the Forms tool in Google Documents allow easy, free creation of surveys/polls to establish prior knowledge, desired learning outcomes, lingering questions, etc. A video explaining how to create a survey using the Google Forms tool can be viewed at
Source:339 Web ( 14

15. KWHL

16. Setting Objectives X Word processing software Word Openoffice tables
Spreadsheet software
Organizing and Brainstorming
Data Collection tools
Multimedia
Web Resources
Communication Software

17. Providing “Dollops” of Feedback
Should be “corrective” in nature
Explanation of why an answer is correct or incorrect
Should be timely
Immediate feedback is the most effective
Should be specific to a criterion
Addresses a specific knowledge and skill
Students can effectively provide some of their own feedback
Rubrics, learning logs, blogs, wikis, kwhl+ charts, etc.
“Corrective” in nature: Explains what students are doing correctly and incorrectly. Research shows that “simply telling students that their answer on a test is right or wrong has a NEGATIVE effect on achievement.” Feedback may go further by asking students to keep trying until they are successful.
Timely: “Research shows that the more immediate feedback is in classroom settings, the greater its impact on student behavior.”
Specific to a criterion: This type of feedback is very specific, addressing the particular knowledge and skills learned, and the degree to which they are learned (rubrics are best example). Contrast with traditional number grade/percentage score.
Student feedback: Student learning logs/journals, discussion posts in blogs/wikis, self-assessment rubrics, KWHL charts, etc. 17

18. Rubrics
Creative writing rubric created using Rubistar (
Rubrics not only give direction to the learner prior to the task, they offer criterion-referenced feedback after the task. Rubistar is a free, online tool for finding and creating class rubrics. 18

19. Feedback in the Classroom
Class blog
Teacher in this example leaves not only answer to the class problem, but instructions to help students discover how the correct response was discovered.
Teacher comment 19

20. Feedback in the Classroom
Objective
4—Very Competent
3—Somewhat Competent
2-Some Key Questions Remain
1—Very Uncomfortable
Identify causes of the Great Depression X
Evaluate governmental responses to the Depression
Describe long-term effects of the Depression still felt today.
Student Self-Assessment Rubric

21. Feedback in the Classroom
CPS provides instant feedback and allows for on-the-spot remediation.
District’s units allow for true/false, yes/no, and multiple-choice responses.
Classroom Performance
System 21

22. Don’t We Do This Already?
Although common practice in most K-12 classrooms, setting objectives and providing feedback are frequently underused in terms of their flexibility and power.
-Robert Marzano
Give the participants 1 minute to complete the questions on the Self-Evaluation checklist. This checklist is designed to help teachers think about their background knowledge and experiences with this instructional strategies. Once they have completed this self-evaluation, they may find it gives them some direction for their ALT work time. X

23. Providing Feedback
Word processing software word inserted comments readability X
Spreadsheet software
Organizing and Brainstorming
Data Collection tools SRS-Grading software
Multimedia
Web Resources
Communication Software

24. Providing Recognition
Rewards do not necessarily have a negative effect on intrinsic motivation.
Reward is most effective when it is contingent on the attainment of some standard of performance.
Abstract symbolic recognition is more effective than tangible rewards.
Personalize recognition
Use Pause Prompt and Praise strategy
Use concrete symbols of recognition

25. Providing Recognition
Word processing software
Spreadsheet software
Organizing and Brainstorming
Data Collection tools use of SRS group &individual bonus coupon X
Multimedia personlized certificate
Web Resources Web showcases
Communication Software Audio

26. Cues and Questions
Cues and questions should 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 from students increases the depth of student answers.
Questions are effective learning tools even when asked before a learning experience.

27. Advance Organizers
Advance Organizers should focus on what is important as opposed to what is unusual.
"Higher level" advance organizers produce deeper learning than the "lower level" advance organizers.
Advance Organizers are most useful with information that is not well organized.
Different types of advanced organizers produce different results.

28. Cues, Questions, and Advance Organizers
Word processing software Expository, Narrative,Graphic advanced X
Spreadsheet software rubric excel
Organizing and Brainstorming
Data Collection tools
Multimedia videos (
Web Resources
Communication Software
Expository brochures definitions, rubrics programs(field trip)
Narrative stories articles or artistic works
Graphic tables, charts artistic works

29. Nonlinguistic Representations
A variety of activities produce nonlinguistic representations.
Creating graphic representations.
Generating mental pictures.
Drawing pictures and pictographs.
Engaging in kinesthetic activity.
Nonlinguistic representations should elaborate on knowledge.

30. Nonlinguistic Representation
Word processing software (vocabulary clipart) X
Spreadsheet software (plotting information earthquakes)
Organizing and Brainstorming inspiration ispiredata..\..\..\..\Program Files\Kidspiration 3\New Word.kid
Data Collection tools digital probes video camera
Multimedia student creation of ppt or movies give most engaged learning animation
Web Resources
Mulitmedia simulations
Communication Software
Different kinds of organizers

31. Summarizing
To effectively summarize, 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.

32. Rule based Summarizing
Take out the material that is not important to understanding
Take our words that repeat information
Replace a list of things with a word that describes the things in the list
Find a topic sentence
Delete trivial material that is unnecessary to understanding
Delete redundant material
Substitute super ordinate terms for more specific terms
Select a topic sentence or invent one if it is missing

33. Note Taking Verbatim is the least effective way to take notes.
Notes should be considered a work in progress.
Notes should be use as study guides for tests.
The more notes that are taken, the better.

34. Summarizing and Note Taking
Word processing software track changes in word auto summarize X
Spreadsheet software
Organizing and Brainstorming inspiration kidspiration
Data Collection tools
Multimedia combination notes
Web Resources google docs cornell notes
Communication Software wikis blogs

35. Cooperative Learning
Organizing groups based on ability should be done sparingly.
Cooperative groups should be kept small in size.
Cooperative learning should be applied consistently and systematically, but not overused.
Five Defining Elements
Positive interdependence
Face-to-face interaction
Individual and group accountability
Interpersonal and small group skills
Group processing

36. Cooperative Learning Word processing software Spreadsheet software
Organizing and Brainstorming
Data Collection tools
Multimedia creating video PPT X
Web Resources
shared bookmarking
Communication Software wiki skype

37. Reinforcing Effort
People generally attribute success at any given task to one of four causes: ability, effort, other people and luck.
Not all students realize the importance of believing in effort.
Students can learn to change their beliefs to an emphasis on effort.
Explicitly teach students about importance of effort
Have students keep track of their effort and achievement

38. Reinforcing Effort Word processing software X
Spreadsheet software excel effort rubrics EffortRubricExamples.doc X
Organizing and Brainstorming
Data Collection tools survey
Multimedia
Web Resources
Communication Software

39. Four Effective Forms of Using Similarities and Differences
Marzano's research indicates there are four processes that identify how items, events, processes, or concepts are similar and different:
Comparing
Classifying
Creating Metaphors
Creating Analogies
While we can identify many ways we use these—the question becomes how effective are we using them? Are we using them in the manner described? Are we using them frequently? The hardest to incorporate would be creating metaphors and analogies, but these should be the used frequently and across the curriculum.

40. Similarities and Differences
Teach students to use comparing, classifying , metaphors and analogies
Give students a model for the process
Use a familiar context to teach these steps
Give students graphic organizers as a visual clue
Guide students in this process. Gradually give less structure and less guidance

41. Identifying Similarities and Differences
Comparing- identifying similarities and differences between or among things
Classifying- process of grouping based on characteristics
Creating metaphors- process of identifying a general pattern in a specific topic and then finding another, seemingly different topic, with the same general pattern
Creating analogies- identifying relationships between relationships
The following are Marzano’s Four Generalizations about identifying similarities and differences:
Direct teacher presentation of s & d enhances students’ understanding of and ability to use knowledge
Asking students to independently identify similarities and differences enhances students’ understanding and ability to use knowledge
Representing similarities and differences in graphic or symbolic form enhances students’ understandings of and ability to use knowledge
Identification of similarities and differences can be accomplished in a variety of ways The identification of S $ D is a highly robust activity

42. How To…Compare
The Venn Diagram-A fantastic tool for comparing using similarities and differences…
Learning Experience: Citrus
Divide the ALT into small groups of 3-5:
1. Give all groups a piece of chart paper
One group is given a lemon and an orange
2. One group is given a picture of a lemon and an orange. One group is given a picture of a lemon and an orange. One group is given the words: lemon and orange
3. Give the groups 5 minutes to create similarities and differences Venn diagram
Debrief the Venn Diagrams. Focus on the following discussion questions:
-Was there a difference in depth between the three groups?
-How would you need to differentiate for ELL learners? (Answers may include use of a word bank, sentence frames, pictures, real items or realia)
- For Advanced learners? (Answers may include more complex and abstract observations, more circles.)
-How would you adjust for your grade levels? (writers/non-writers)
With primary students identifying similarities should come first. Once they have mastered comparing, identifying differences can be introduced. For students who have developed skills to do both, differentiation which increases depth and complexity can be introduced.

43. A Great Web Site http://gets.gc.k12.va.us/VSTE/2008/1simdiff.htm
This site gives examples of different programs and websites that provides samples of graphic organizers for identifying similarities and differences.
It shows how graphic organizers look in different programs and how to download options for classroom use.
You might want to explore this site to see different representations of using graphic organizers to show similarities and differences during the ALT work time today.

44. The first sample is from Kidspiration (software program)
Second and third samples are from this site allows you to put in the topics and print the diagram
When looking at these examples remember when differentiating—use the same graphic organizer for all learners, but adjust the way in which they respond. i.e., fewer responses or pictures take the assignment to a more concrete level (more appropriate for special education situations, CLOZE, ELL) and look for more advanced learners to add more complexity in their responses.

45. Comparing with Comparison Matrix
The first sample is from EXCEL but could also be created in WORD
The second sample is from Inspiration (software program)
The third sample is from:
As you look at these remember, you will be creating one that works for you and that you want to use in your classroom

46. The websites listed below all give examples of using the Frayer Model for comparing
The Frayer Model is another example of a graphic organizer used for word analysis and vocabulary building. The four square model prompts students to think about and describe the meaning of a word or concept by:
Defining the term
Describing its essential characteristics
Providing examples of the idea (similarities with other things)
Offering non-examples of the idea (differences with other things)

47. Classifying: Semantic Feature Analysis Sample: Bonds
Issued by corporations
Fixed Interest Rate
U.S. Treasury
Local Taxing Authority
More likely to default
Equal to a number of shares of stock
Bearer Bond X
Convertible Bond
Corporate Bond
Government
Bond
Junk Bond
Zero Coupon Bond
Helps students discern characteristics of a concept by comparing its features to those of other concepts that fall into the same category
Steps:
Create a matrix along the left side, list key terms/concepts/places/people/events/etc, Across the top of the matirx, write features that these concepts might share
Ask students to use an x to indicate if the feature applies to the word
Students explain the rationale behind their choices
Gives students the ability to cluster words and needs to be used with large/macro concepts with many categories

48. Classifying
A column format can be created in Word and EXCEL

49. Samples of Classifying using Technology
Classifying with word or picture sorting can be done with Kidspiration software

50. Classifying with a Webbing format can be done in Kidspiration or Insipiration software

51. Classifying: Concept Attainment
Examine the factual information
Identify similarities; sort into general categories
Name each category
Write a topic sentence for each category which generalizes the similarity ___________________________________
Select five pieces of factual information which best support the topic
Evaluate them by rank ordering them in descending order of importance in supporting the topic sentence
The groups will use the strips of paper and follow the directions listed on the slide to the line.
(The three categories are: instruction, management, curriculum if any group should get lost along the way…)
If using for content information, you would extend the activity into writing (the directions under the line…..)

52. Creating Metaphors and Analogies
Metaphors and Analogies are complicated due to the “relationships between relationships.” having students identify these relationships is the focus of instruction
Creating metaphors is the process of identifying a general or basic pattern in a specific topic and then finding another topic that appears to be quite different but that has the same general pattern
Creating analogies is the process of identifying relationships between pairs of concepts - in other words, identifying relationships between relationships.
Frequent use of metaphors and analogies is challenging. Some content subjects fit more easily into this strategy. ELL students struggle with verbalizing these abstract strategies. However, support tools like cloze analogies can move students toward this thinking.
Differentiation for learners is in the level of complexity and sophistication.

53. Analogy Graphic Organizer
is to
Relationship:
Example: Forced analogy
Give each group two words and have them identify a relationship between the two terms and come up with the second pair of terms which contains the same relationship.
Terms:
Ice cream is to birthday…
Overtime period is to Stars Hockey…
Square is to quadrilateral…
Give each team 2 minutes to complete this analogy and debrief by taking responses from each group.
Round Robin: What is the key to building skills in analogy? How might you support special ed students?
is to as

54. Interactive Web Sites for Analogies
These are interactive sites for analogies that are free:
This website has a free 30 day trial:

55. Identifying Similarities and Differences
Word processing software X
Spreadsheet software
Organizing and Brainstorming
Data Collection tools
Multimedia
Web Resources
Communication Software

56. Homework
Less homework should be assigned to younger students than to older students. Parent involvement in homework should be kept to a minimum. The purpose of homework should be identified and articulated. If homework is assigned, it should be commented on.

57. Practice
Mastering a skill requires a fair amount of focused practice. While practicing, students should adapt and shape what they have learned.

58. Homework and Practice X Word processing software Spreadsheet software
Organizing and Brainstorming
Data Collection tools
Multimedia
Web Resources
Communication Software

59. Generating and Testing Hypotheses
Deductive thinking requires students to apply current knowledge to make a prediction about a future action or event.
Inductive thinking involves students in a process of drawing new conclusions based on information they know or have presented to them.
Teachers should ask students to clearly explain their hypotheses and their conclusions. Research has shown the power of asking students to explain, in a variety of communication modes, their predictions and results

60. Generating and Testing Hypotheses
Word processing software
Spreadsheet software ex X
Organizing and Brainstorming
Data Collection tools
Multimedia
Web Resources
Communication Software