Effective Teaching Strategies

Effective Teaching Strategies/ Classroom Instruction That Works

An Examination of Research-Based Best Practices

For Web-based resources, go to: http://stantonteachers.wikispaces.com/PD+3-28- 13 Stanton Elementary School March 28, 2013 Table of Contents

Introduction 3 Pre-assessment/Review 7

Category: Nonlinguistic Representations 37 Strategy: Nonlinguistic Representations

Category: Practice and Homework 43 Strategy: Practice Strategy: Homework

Category: Similarities and Differences Strategy: Comparing Strategy: Classifying Strategy: Metaphor Strategy: Analogies

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Notes: Key Information for Each Strategy 55 Effective Instructional Strategies References and Resources 58

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 2 Introduction

This workshop focuses on the most foundational level of education: namely, the competence and expertise of teachers. Focusing on best practices will allow participants to validate current beliefs, actions and behaviors they already incorporate into their daily instruction. The workshop also presents new approaches and possibilities for teachers whose ‘ditty-bag’ of effective strategies need enhancement. For some classroom practitioners, methods courses happened long ago. This workshop offers a sort of ‘dusting-off’ of what was once learned but perhaps not put into regular practice. For newer teachers, this workshop offer extension beyond their university coursework and apprenticeship. Whether a fairly new teacher practitioner or veteran teacher, this seminar presents a new way of considering student successes and learning gaps while preparing participants to be highly successful when planning and delivering instruction thus improving student achievement.

In this seminar, participants will:  Learn about the background and research supporting each strategy  Learn how to pinpoint optimal timing or alignment with CT and/or Common Core Standards for each strategy (the when-to-use factor)  Learn how to implement each strategy, through studying examples and models provided and immediate practice of the strategy  Collaborate with colleagues about instruction (teaching and learning)

The content of this session will immediately provide teachers with information which, when applied, will increase effectiveness, improve efficiency, and translate to more successful learning for students. In addition, many schools have successfully adopted school-wide strategies (a fractal initiative), thus effectively converting to an approach that views learning and consistency (QFIC) as everyone’s responsibility. In schools where effect and cause data are analyzed, expectations are commonly established by mandating a unified and systemic and systematic application of strategies that have disproportionate impact on learning.

Key: In this workshop, we focus on how to effectively teach students and how to plan for appropriate, learning activities that involve and require critical thinking.

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 3 Norms for Optimal Learning Environment

 Respect for your prior experience and respect for others in the room  Cell phones in “manner mode” (i.e., off or silenced)  Complete engagement o Full participation in all activities and complete attendance for duration of seminar o Active listening so you are able to respond when called upon  No side conversations or distractions

Objectives

 Listen to and discuss research on highly effective instructional methods  Study the modeling of strategies  Plan implementation/application of the focus strategies at your grade level  Learn from working with colleagues

Seminar Structure

As the seminar progresses, the following will take place with each strategy:

1. WHAT/WHY - Background and Research 2. HOW - Examples, Models 3. PRACTICE - Extending Understanding 4. PLANNING TO APPLY - Application/Planning for Implementation

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 4 Synthesis of Research

What Works: Categories of Effective Instructional Strategies from Classroom Instruction That Works

1. Identifying Similarities and Differences 2. Summarizing and Note Taking 3. Reinforcing Effort and Providing Recognition 4. Homework and Practice 5. Nonlinguistic Representations 6. Cooperative Learning 7. Setting Objectives and Providing Feedback 8. Generating and Testing Hypotheses 9. Cues, Questions, and Advance Organizers

Source: Marzano, Pickering, & Pollock, Classroom Instruction That Works (ASCD, 2001).

What Works: Categories of Effective Instructional Strategies from Classroom Instruction That Works 2 nd Edition

1. Setting Objectives and Providing Feedback 2. Reinforcing Effort and Providing Recognition 3. Cooperative Learning 4. Cues, Questions, and Advance Organizers 5. Nonlinguistic Representations 6. Summarizing and Note Taking 7. Assigning Homework and Providing Practice 8. Identifying Similarities and Differences 9. Generating and Testing Hypothesis

Source: Dean, Hubbell, Pitler & Stone, Classroom Instruction That Works (ASCD 2012)

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 5 Effective Instructional Strategies

Reflecting back on our previous session on effective instruction, what strategies did you implement?

What effect did implementation of strategies have on student learning?

In looking at the focus strategies for today, what do you prior knowledge do you have about each strategy? (Nonlinguistic Representation, Practice, Homework, Comparing, Classifying, Metaphor, Analogies)

Today will be a success if:

A Question I have about strategies before we begin:

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 6 Category: Nonlinguistic Representations

Research/Foundation

 Many names: visual tools, graphic organizers, thinking maps, radiant thinking  Dual-coding (linguistic, visual, kinesthetic)  The more forms that are used simultaneously, the better students think about knowledge and recall information

Strategies

Nonlinguistic Representation

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 7 Strategy: Nonlinguistic Representations

 Examples of tools, graphic organizers: o Brainstorming webs: mind mapping, webbing, clustering for personal knowledge o Task-specific organizers: life cycles, text structures, decision trees for isolated content tasks o Thinking process frames: concept mapping, metacognition, systems thinking for transfer across disciplines

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 8 Models and Examples

Examples: Web; Cluster Double-Web; Double-Cell

Classifying Tree or T Sequence; String; Flow

Cause/Effect; Multiflow; Problem Solution Mind Map; Concept Map

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 9 Radiant Thinking Application:

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 10 Nonlinguistic Representation – CITW p. 63: Notes and ideas from reading and small group discussion

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 11 Nonlinguistic Representation: Planning for Implementation/Application

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 12 Category: Homework and Practice

“Homework and practice are instructional techniques that are well known to teachers. Both provide students with opportunities to deepen their understanding and skills relative to content that has been initially presented to them.” —Robert Marzano, Classroom Instruction That Works (ASCD, 2001), p. 60

Research/Foundation

Both homework and practice provide students with opportunities to expand their knowledge and deepen their understanding about concepts and skills.

Strategies

1. Homework 2. Practice

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 13 Strategy: Homework

 Vary amount of homework by grade level; general guideline of 10 minutes per grade level  Minimize parental involvement  Identify specific purpose for homework assignment (sell it…)  Create time for homework to be completed DURING SCHOOL  Provide feedback on assignments

Positives  Immediate achievement and learning  Long-term academic benefits  Nonacademic benefits  Allows practice, preparation, extension, and integration linking other content areas

Negatives  Discipline issues related to lack of effort – impossible to climb out of a failing grade average  Proportionality: homework grades high but test scores low OR homework grades low but test scores high  Parent frustration  Too much homework to be completed nightly especially for students who have other responsibilities outside of school (sports, work, music, volunteering)  Time invested in grading  Students not valuing grades or comments  Returned to students after the three day ‘rule’ (not long-term, extensive projects)

Homework Options  What motivates students? o Choice o Empowerment o Competence  How can we transform homework from drudgery into engagement? o Let students CHOOSE o Design interesting, motivating, engaging assignments o ‘Layering’ (Kathy Nunley)

Kathy Vatterott - “The Homework Lady” – Many articles on her website and there are many interesting and informative videos on You Tube.

How much time do you spend grading papers?

Date Assignment Level of Return Average Time to Grade Thinking Rate Grades (Bloom’s Taxonomy) Mar. 12 15 equations Application 65% 74% 100 students = (1500 problems) x 4 min. per paper = 6.67 hours (implies more than just looking at the response; conducting an error analysis is expected) Mar. 13 3 short- Synthesis 72% 54% 100 students x 5 constructed min. per paper = questions 8.33 hours Mar. 14 Create a Knowledge 83% 95% 100 x 2 min. per cause/effect paper= 3.33 hours multiflow representation Mar. 15 Read chapter Recall, 36% 67% and answer 17 comprehension questions (mixed multiple-choice and short- answer formats)

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 15 Homework: Notes and ideas from reading CITW p. 103 and small group discussion

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 16 Homework: Planning for Implementation/Application

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 17 Strategy: Practice

 Massed practice—skill, process: frequent repetitions  Distributive practice—concepts: develop understanding over time  Mastering a skill requires a fair amount of focused practice  24 repetitions = 80% competency

There are two basic types of practice: Massed—Focused Distributive Skills, processes Concepts, generalizations o This implies multiple o To create depth of repetitions closely scheduled understanding, the concept is o It takes about 24 practice developed over time with opportunities for a skill/process multiple explanations and to result in 80% mastery multiple reading, viewing. and listening opportunities

Example: Math equations, problems Example: Setting up for a science experiment Example: Revolutions with all equipment ready Example: Survival Example: Reinforcing vocabulary study Example: Cause and effect

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 19 Practice: Notes and ideas from reading CITW p. 109 and small group discussion

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 20 Practice: Planning for Implementation/Application

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 21 Category: Identifying Similarities and Differences

Research/Foundation

 Basic to human thought  Core of all learning and thinking  Explicit guidance enhances students’ understanding and ability to use knowledge  Process is key to deep thinking and reflection  Focus on important details and information

Strategies

1. Comparing 2. Classifying 3. Metaphor 4. Analogy

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 22 Strategy: Comparing

 Examine information for similarities and differences  Focus on important details and characteristics of information related to concepts and skills/processes  Develop thinking skills (sequence)  Frequent opportunities to summarize AFTER gathering information (over time)  Matrix serves as a ‘house’ for most important information/findings  Various tools may be used (matrix, Venn, three-column); enhancement of comparative thinking

Volleyball Baseball Football Soccer # on team

Key equipment

Regulation time for game Point system

Colonies → Virginia Massachusetts New York ------Characteristics to Examine ▼

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 24 Example:

Example:

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 25 Comparing: Notes and ideas from reading CITW p. 122 and small group discussion

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 26 Comparing: Planning for Implementation/Application

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 27 Strategy: Classifying

 Organize information into groups based on categories (e.g., similar qualities, traits)  Classify after comparing  Synonyms: sort, classify, organize, group, categorize, differentiate  Apply tools/formats (e.g., tree frame, columns)  Develop thinking skills

Music Students listen to various examples of music then sort information by important attributes, entering specific information about the piece/selection. Composer Genre Style Title Time Period John Lennon Rock ‘n’ roll Guitar, “Hard Day’s 1960s drums, vocals Night” J. S. Bach Baroque Chamber Brandenburg Early 1700s orchestra Concerti Ludwig van Classical/Romantic Symphony Sixth Symphony Late 1700s Beethoven orchestra (Pastoral) to early 1800s

Algebra I—Factoring Common Difference of Trinomial Type Type Factor Squares Squares x² + bx + c ax² + bx + c 2x² + 4x x² – 4 x² + 6x + 9 x² – 5x + 6 2x² – 5x – 3 2x(x + 2) (x + 2) (x – 2) (x + 3)² (x – 3) (x – 2) (2x + 1)(x – 3)

Language Arts—would increase in sophistication as grade level increases Positive Negative Sensory Sensory Strong Verbs Emotions Emotions Words: Sight Words: Sound Ecstatic Betrayed Crystal clear Booming Chastised Encouraged Disgusted Flashing Clanking Crooned Exuberant Impetuous Foggy Honking Dreaded Generous Rejected Murky Roaring Outwitted Hopeful Reviled Opaque Swishing Shrieked Overjoyed Unhappy Shaded Ticking Throttled Reverent Vulnerable Translucent Whizzing Wrenched

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 29 Example:

Draw a Classification Tree

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 30 Classifying: Notes and ideas from reading CITW p. 124 and small group discussion

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 31 Classifying: Planning for Implementation/Application

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 32 Strategy: Metaphor

 Many types of metaphors  Identify a general or basic pattern for/characteristic of topic, then compare it to something that appears quite different but actually has a similar pattern or characteristic  Literal to abstract with literal relationship  Use concrete process to enhance high level thinking about various and seemingly unrelated events, ideas, products, processes  Metaphors trigger a leap of understanding if chosen carefully with students in mind  Use metaphor to speed ownership of concept and/or skill/process

Concept, idea, process or Descriptors Examples skill (not yet known by students) Headache Pounding Jack hammer Pain Semi Noise Rubber band Tension Vice grip Equation Balance Scale Recipe Guide Cell Division Breaking apart Printer (making multiple Copying (replicating) copies)

Examples

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 34 A variety of grade-level examples: Unknown Concept/Process/Idea Known Concept/Process/Idea Steps involved in conducting a science Cooking—following a recipe experiment Eating well—healthful foods High-octane gasoline in car Nucleus of a cell Heart in the body Writing a poem Dancing with words Attack on Pearl Harbor 9/11—New York, Pentagon

Other Examples:

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 35 Metaphor: Notes and ideas from reading CITW p. 126 and small group discussion

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 36 Metaphor: Planning for Implementation/Application

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 37 Strategy: Analogies

 Formats: o ____ is to ____ as ____ is to ____ o Bridge frame (connected analogies)  Focus on relationships to relationships  Process: analyze given pair or set, determine relationship THEN determine the missing element in other pair(s)  Require students to use a method to analyze  Help students see relationships between what may appear to be unrelated pieces of information/concepts/skills  Mental warm-up: daily analogies  Many types of analogies o Synonyms o Antonyms o Association o Part to Whole o Class Member o Cause/Effect o Object/Function

Some types and examples of analogies at various grade levels: Cause/Effect hurricane : water surge :: earthquake : ______Object/Function hammer : pound nails :: screwdriver : ______Membership even : 4 :: ____ : 13 tiger : feline :: cow : ______Synonym disheveled : tousled :: abrupt : curt Intensity warm : hot :: cool : ____ Antonym timid : bold :: ______: industrious Part/Whole digit : number :: letter : ______Object/Characteristic compass : ______:: sundial : time Association famine : food :: drought : _____ sailor : ocean :: _____ : field

Content Examples:

Gas Food Information Car Body Knowledge (is to) (is to)

Analogy: Notes and ideas from reading CITW p. 127 and small group discussion

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 39 Analogy: Planning for Implementation/Application

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 40 Brief Notes: Key Information for Each Strategy

Nonlinguistic Representation

Homework

Practice

Comparing

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 41 Classifying

Metaphor

Analogies

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 42 Effective Instructional Strategies References and Resources

Boynton, M., & Boynton, C. (2005). The educator’s guide to preventing and solving discipline problems. Alexandria, VA: Association for Supervision and Curriculum Development. Buzan, T. (2002). How to mind map. Hammersmith, London: Thorsons. Clark, R. (2004). The excellent 11: Qualities teachers and parents use to motivate, inspire, and educate children. New York: Hyperion. Costa, A., & Lowrey, L. (1989). Techniques for teaching thinking. Pacific Grove, CA: Midwest Publications. Covington, M. & Teel, K. (2003). Overcoming student failure: Changing motives and incentives for learning. Washington D.C.: American Psychological Association. Curwin, R. (1992). Rediscovering hope: Our greatest teaching strategy. Bloomington, IN: National Educational Service. Danforth, S., & Smith, T. (2005). Engaging troubling students: A constructivist approach. Thousand Oaks, CA: Corwin Press. Deiro, J. (2005). Teachers do make a difference: The teacher’s guide to connecting with students. Thousand Oaks, CA: Corwin Press. Doty, G. (2008). Focused Instruction: An innovative teaching model for all learners. Bloomington, IN: Solution Tree. DuFour, R., & DuFour, R. (Eds.) (2008). The collaborative teacher: Working together as a professional learning community. Bloomington, IN: Solution Tree. Esquith, R. (2007). Teach like your hair’s on fire: The methods and madness inside room 56. New York: Penguin Group. Esquith, R. (2003). There are no shortcuts. New York: Anchor Books. Farrell, T. (2004). Reflective practice in action: 80 reflection breaks for busy teachers. Thousand Oaks, CA: Corwin Press. Fisher, D. & Frey, N. (2008). Better learning through structured teaching. Alexandria, VA: Association for Supervision and Curriculum Development. Fisher, D. & Frey, N. (2007). Checking for understanding. Alexandria, VA: Association for Supervision and Curriculum Development. Gruwell, E. (2007). Teach with your heart. New York: Broadway Books. Hannel, G. (2003). Highly effective questioning: developing the seven steps of critical thinking. Phoenix, AZ: G. Ivan Hannel, J.D. Hyerle, D. (ed) (2004). Student successes with thinking maps. Thousand Oaks, CA: Corwin Press. Hyerle, D. (1996). Visual tools for constructing knowledge. Alexandria, VA: Association for Supervision and Curriculum Development. Jensen, E. (2006). Enriching the brain: How to maximize every learner’s potential. San Francisco, CA: Jossey-Bass. Jensen, E. (1998). Teaching with the brain in mind. Alexandria, VA: Association for Supervision and Curriculum Development. Johnson, L. (2005). Teaching outside the box: How to grab your students by their brains. San Francisco, CA: Jossey-Bass Koegel, T. (2002). The exceptional presenter: A proven formula to open up! and own the room. Washington, DC: The Koegel Group. Kuykendall, C. (2004). From rage to hope: Strategies for reclaiming black and hispanic students. Bloomington, IN: Solution Tree Marzano, R. (2004). Building background knowledge for academic achievement. Alexandria, VA: Association for Supervision and Curriculum Development.

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 43 Marzano, R. (2003). Classroom management that works: Research-based strategies for every teacher. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. (2007). The art and science of teaching: A comprehensive framework for effective instruction. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R. (2000). Transforming classroom grading. Alexandria, VA: Association for Supervision and Curriculum Development. Marzano, R., & Pickering, D. (2005). Building academic vocabulary: Teacher’s manual. Alexandria, VA: Association for Supervision and Curriculum Development. McCombs, B., & Pope, J. (1998). Motivating hard to reach students. Washington, DC: American Psychological Association. Mendler, A. (2001). Connecting with students. Alexandria, VA: Association for Supervision and Curriculum Development. Mendler, A. (2005). Just in time: Powerful strategies to promote positive behavior. Bloomington, IN: National Educational Service. Mendler, A. (2000). Motivating students who don’t care: Successful techniques for educators. Bloomington, IN: National Educational Service. Morgan, N., & Saxton, J. (2006). Asking better questions. Ontario: Pembroke Publishers. Pollock, J. (2007). Improving student learning one teacher at a time. Alexandria, VA: Association for Supervision and Curriculum Development. Raffini, J. (1996). 150 ways to increase intrinsic motivation in the classroom. Boston: Allyn & Bacon. Reeves, D. (2004). Accountability for learning: How teachers and school leaders can take charge. Alexandria, VA: Association for Supervision and Curriculum Development. Ruggiero, V. (1998). Changing attitudes: A strategy for motivating students to learn. Boston: Allyn & Bacon. Sprenger, M. (2005). How to teach so students remember. Alexandria, VA: Association for Supervision and Curriculum Development. Stronge, J. (2002). Qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum Development. Sullo, B. (2007). Activating the desire to learn. Alexandria, VA: Association for Supervision and Curriculum Development. Tate, M. (2003). Worksheets don’t grow dendrites: 20 instructional strategies that engage the brain. Thousand Oaks, CA: Corwin Press. Tucker, P., & Stronge, J. (2005). Linking teacher evaluation and student learning. Alexandria, VA: Association for Supervision and Curriculum Development. Whitaker, T. (2004). What great teachers do differently: 14 things that matter most. Larchmont, NY: Eye on Education. Wormeli, R. (2005). Summarization in any subject: 50 techniques to improve student learning. Alexandria, VA: Association for Supervision and Curriculum Development. Zike, D. (1999). Great tables, graphs, charts, diagrams and timelines…you can make. San Antonio, TX: Dinah-Might Adventures, LP.

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 44 Other Notes/Ideas:

Classroom Instruction That Works PD Handout for Stanton, 3/28/13 – Page 45