Effective Classroom

Effective Classroom Strategies
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
Effective Classroom Strategies 2
Warm-Up
Which strategy are you most familiar with? Describe how you have used this strategy in your classroom. Think-Pair-Share Debrief
Following Best Practices

o Based on current research o Includes latest knowledge, technology and procedures
o meta-analysis of 2,455 studies pertaining to instructional practices
o Successful across student populations o Applies across content areas and grade levels
o Research continues through McRel
Classroom Instruction That Works Effect Size

Category Ave. Effect Size Percentile Gain # of Studies
Identifying similarities and differences

Summarizing and note taking
1.61
1.00
45
34
31
179
Reinforcing effort and providing recognition

Homework and practice
.80
.77
29
28
21
134
Nonlinguistic representations
Cooperative learning Setting objectives and providing feedback Generating and testing hypotheses
.75
.73 .61 .61
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27 23 23
246
122 408 63
Questions, cues and organizers
.59
22
1251
5
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?
Effect Size and the Normal Curve
2%
16%
50%
84%
98%
99.9%
Classroom Instruction That Works Effect Size
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
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)
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
Using the 9 Instructional Strategies in Lesson/Unit Planning

Beginning of the Unit/Lesson
1.
Clear Learning Goals

(#7 Setting Objectives and Providing Feedback)
2.
Students identify and record their own goals

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
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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)
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)
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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)
During the Unit Monitoring Learning Goals

1. 2. Feedback and Self-Assessment
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)

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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 teachers assessment Ask them to articulate what they have learned.
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.
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Before you start
Be clear about the learning that you want your students achieve.
Understand which strategy works best to accomplish your learning target.
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Generalizations that enhance students 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
Categories of Subject Matter Knowledge
Declarative Knowledge (Information and Ideas)

Vocabulary Details Organizing Ideas
Procedural Knowledge (Skills and Processes)

Skills and Tactics Processes
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4 Strategies for Similarities and Differences
Comparing
The process of identifying and articulating similarities and differences among items. The process of grouping things into definable categories on the basis of their attributes. The process of identifying and articulating the underlying theme or general pattern in information. The process of identifying relationships between pairs of concepts (e.g., relationships between relationships).
Classifying
Creating Metaphors
Creating Analogies
Identifying Similarities and Differences: Comparing Task, Round 1
Venn Diagram Apples and Oranges
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Characteristic 1 _____________________
Easy to see that items are very different for this characteristic
Characteristic 2 _____________________
and very similar for this characteristic.
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What are the steps in the comparison process?
COMPARING
To
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.
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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
Tips Related to the Comparison Process
TIP
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.
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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?
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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.
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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? Think-Pair-Share
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What are the steps in the classifying process?
CLASSIFYING
Birds Fish Dogs
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.
CLASSIFYING (contd)
Birds Fish Dogs
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.
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Content Area: Science
Knowledge:
Understands that different animals

live in different environments.
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. raccoons squirrels deer worms moles frogs fish ducks clams bears ants snakes scorpions lizards turtles
Now, reclassify these animals using another set of attributes. For example, you might identify attributes that relate to the animals 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.
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.
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.
Video Clip: Math Metaphors
Instructional Strategies are onions.

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Steps for Creating Metaphors

1. Identify the important or basic elements of the information of situation with which you are working. Write that basic information as a general pattern by:

2.
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.
36
Metaphor Organizer
Element Internet Literal Pattern Abstract Relationship Literal Pattern Element Coffee shop
37
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
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
Analogies A question
What is the purpose of asking students to create analogies?
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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.
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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.
Analogies Organizer Great Depression

A Stock Market Crash of 1929 B U.S. Economy
Is to
AS
Something attacks a system and weakens its ability to prevent serious affliction.
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Bob Marzano says Summarizing has a robust and long history of research.
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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
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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?
A Model for Summarizing

Steps for Rule-Based Summarizing
1. 2. 3. Delete trivial material that is unnecessary to understanding. Delete redundant material. Substitute super-ordinate terms for more specific terms (e.g., use fish for rainbow trout, salmon, and halibut). Select a topic sentence or invent one if it is missing. 1. 2. 3.
Steps in Rule-Based Summarizing for Younger Students

Take out material that is not important to your understanding. Take out words that repeat information Replace a list of things with a word that describes the things in the list (e.g., use trees for elm, oak, and maple). Find a topic sentence. If you cannot find a topic sentence, make one up.
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4.
4.
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
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
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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
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The Six Summary Frames

Narrative Frame Topic-Restriction-Illustration Frame Definition Frame Argumentation Frame Problem/Solution Frame Conversation Frame
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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 authors emphasis and interpretation. Does not disagree with or critique the authors opinion. A summary is a comprehensive but brief statement of what has been stated previously in a longer form. A summary is a wrap-up----a general picture of the information--- much like TV networks produce at the end of a year. 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. Encyclopedias, almanacs, and digests provide good examples of summaries.
2) 3)
4)
5)
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.
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A Rubric for Summarizing

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

What knowledge will students be learning?
What specific information will students need to summarize? film or video chapter lecture story 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 ___________
article
event other_______________
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?
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?
Think-Pair-Share
For Information on Summary Frames please visit the Saginaw Midland Intermediate School District Website.
http://www.sisd.cc/departments/HOUS SEmainpage_003.htm
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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
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Effective Classroom

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Effective Classroom Strategies