Effective Teaching Strategies

Welcome

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Strategies Agenda

• Summarizing – Summary frames– Collaborative summary

• Notetaking • Comparing

– Matrix

• Vocabulary– Foldables

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Your Chocolate Personality Test

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Milk Chocolate

You’re an all American, love baseball, Mom, and apple pie . Cheerleader for your program, level headed, good PR person, great fundraiser, also thoughtful, always remember everyone’s birthday, playful. Nurturing, kind, help others to “shine”, dependable and loyal. Others often turn to you for help.

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Krackel

Creative, optimistic, always see the cup ½ full, messy (messy desk or classroom) but organized (eventually find a missing item or believe that you will). Like to be a hands-on person; a little off-beat, ditzy, funny, friendly, outgoing, always willing to help. Like the surprising things in life, the “krackle”. Like situations that allow flexibility, change and growth.

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Mr. Goodbar

You’re analytical, logical. You gather data first before giving an opinion, play the devil’s advocate at meetings, tend to see all the possibilities and drive people crazy by sharing all the what if’s. Hate deadlines, put off starting things, procrastinator. Like to be the expert but in your own time frame. Can analyze things to death. Like there to be rules that everyone follows. Like a lot of structure, hate surprises.

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Special Dark

Patient, thoughtful, individualist, problem-solver. Like to see a project through from start to finish. Good grant writer, work well with difficult people, insightful, reflective. Little patience with incompetence or liars. Set high standards for self and others. Dependable and resourceful. Loyal.

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“People differ in their talents. We need to start where they are.”

Confucius

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On Knowing Students…

How do teachers learn to care deeply

about students?

How do students know when teachers

care?

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What Are EASY Ways to Connect With Students?– LISTEN– Talk at the door– Complete interest assessments and use the data

– Use small group instruction

– Seek and use student input

– Invite examples, analogies, experiences

– Use student-led discussions

– Share your own stories– Seek varied perspectives– Go to student events– Spend time in the café

during lunch or study halls

– Keep student data cards– Attend extra-curricular

activities– Build some of the

curriculum on student interests and culture

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Summarizing, Notetaking,

• How do I help students effectively interact with NEW knowledge?

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The Predictive Power of Mindset

FIXED– Success comes from

being smart– Genetics, environment

determine what we can do

– Some kids are smart—some are not

– Teachers cannot override student profiles

GROWTH

– Success comes from effort

– With hard work, most students can do most things

– Teachers can override student profiles

– A key role of the teacher is to set high goals, provide high support, ensure student focus—to find the thing that makes school work for a student

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People Can Change their MINDSET

QUESTIONIs a flexible mindset a precursor to

attending effectively to student differences?

ORIs it a goal for professional

development related to differentiation?

What are the implications of your answer?

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TRADITIONAL & REVISED INSTRUCTIONAL ASSESSMENT

MODEL

PRETEST TEACH TEACH TEACH POSTTESTASSIGN GRADES

PRETESTANALYZE

DATADI TEACH

MONITORADJUST

TEACH POSTTEST

Ainsworth, L & Viegt, D. (2006). Common formative assessments: How to connect standards-based instruction and assessments. Alexandria, VA: ASCD.

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Summarize

Generalizations:• Students need to analyze information to make decisions about what to:– Keep (central information for understanding)– Delete (remove extraneous details) – Substitute(more general terms or more specific)

• Putting information in their own words also helps student make connections to material/content

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“Rule-Based Strategy”adapted from Brown, Campione, Day (1981)

• Delete trivial material that is unnecessary to understanding

• Delete redundant material• Substitute superordinate terms for lists (e.g., ”flowers for “daisies, tulips, and roses.”)

• Select a topic sentence, or invent one if one is missing

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Summary Frame

• A summary frame is a series of questions a teacher provides to students

• Questions help students focus on elements for specific information

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Summary Frame

In Classroom Instruction That Works byMarzano,Pickering and Pollock six types of summary frames are presented.• Narrative Frame• Topic-Restriction-Illustration Frame• Definition Frame• Argumentation Frame• Problem/Solution Frame• Conversation Framehttp://gets.gc.k12.va.us/vste/2008/2summarize.htm

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Argumentation Frame Questions

• 1.What is the basic statement or claim that is the focus of the article? CLAIM

• 2. What information, examples or explanations are presented to support this claim? EVIDENCE

• 3. What concessions are made about the claim? QUALIFIER

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Narrative Frame Questions

• 1. Who are the main characters and what distinguishes them from others?

• 2. When and where did the story take place?

• 3. What prompted the action in the story?

• GIVE EVIDENCE FROM THE TEXT to support your answers

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Note Taking • Considered a work in progress

• Used as study guides• Students refer to and enhance notes

• Many approaches to taking notes

•Two-column, Cornell, mixed, outline

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Collaborative SummarizingActivity

• Individual (no sharing)• Triads (3 unfamiliar or dissimilar partners)

• 2 Triads (6 partners/ group summary)

• Whole group quick share

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All On Board

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Nonlinguistic Representations

……..”the most underused instructional strategy of all…..”

“a powerful aspect of learning”

Classroom Instruction That Works, Marzano

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Nonlinguistic Representations

Graphic Physical Mental Pictures Kinesthetic Organizers Models Pictures Activities

Venn Sculpture Similies Cartoons Role Play Maps Models Metaphors Video Demos GOs Diorama Analogies Photos Dance Diagrams Foldables Imagery Pictographs

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How are they effective?

• Brain works through patterns• Visual, kinesthetic elements engage other parts of the brain

• Help students see connections• Promote retrieval• Provide another mode of learning

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Applications: The Power of NLRs

• Plan approaches to task• Organize data and information

• Hold action sequences until executed

• Maintain focus• Monitor and evaluate actions and progress

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8 Cognitive Processes• 1. Representing in Context• 2. Describing• 3. Comparing and Contrasting• 4. Grouping and Classifying• 5. Ordering and Sequence• 6. Cause and Effect• 7. Part-Whole• 8. Relationships

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Activity Time

• Triads (like content if possible)

• Learning Centers– Self-Assess (pre-assessment)– Follow instructions– Complete Task (as best as you can in time allotted)

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Sharing the Learning

• Back to original Triads• Cross-Content collaboration

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Sequence of Instruction

1. Develop (Provide background)2. Describe (Strategy, purpose, benefits)

3. Model (Demonstrate)4. Support (Guided practice)5. Use (Students implement)6. Assess (Teacher provides feedback)7. Reflect (Student articulates content and use)

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Research

• Students require about four exposures to new information to integrate it into existing knowledge base (Rovee-Collier, 1995; Nuthall, 1999)

• Supported by brain research that students need time to think about new insights (Jenson, 2005)

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Sticky Notes• Blue -Write a new or improved learning from this afternoons PD

• Yellow - Challenges you may face in implementing your new learning

• Pink- Something from today you can immediately use in your work

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