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Is teachingan art

or a science?

Do We make a difference?

Coleman (1966) discovered that only 10%of student achievement is influenced bywhat goes on in schoolBut the 10% influence can result in a 23percentile gainAND…research shows that even if theschool doesn’t have much influence, theteacher does!

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Effective Teaching Strategies – based onresearch

Make tremendous differences in student

achievement gains!

• most effective teachers 53 percentagepoints

• least effective teachers producedachievement gains of about 14 percentagepoints

• students typically gain about 34 percentilepoints

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Top three Instructional Strategies thatAffect Student Achievement

What do you think they areand why?

Research-Based Instruction

Robert Marzano, Debra Pickering, andJane Pollock reviewed hundreds ofstudies on instructional practices thathave proven to effect studentachievement.

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•• Marzano summarizes findings from educational researchMarzano summarizes findings from educational researchstudies in quantitative terms, using the following effectstudies in quantitative terms, using the following effectsize formula:size formula:

Mean of experimental group minus mean of control groupMean of experimental group minus mean of control group

The population standard deviationThe population standard deviation

Why is Effect Size Important?

Very little overlapmeans there maybe a significant

difference

Lots of overlapmeans theremay not be a

significantdifference

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Top three Instructional Strategies thatAffect Student Achievement

1. Identify Similarities and Differences (45%)

2. Summarizing and note taking (34%)

3. Reinforcing effort and provide recognition (29%)connection between effort and achievement

Based on Marzano, R.J., Pickering, D. J., & Pollock, J. E. (2001) Classroom Instruction That Works: Research-based strategies…

Instructional Strategies thatAffect Student Achievement

4. Homework and practice (28%)

5. Nonlinguistic representations (27%)

6. Cooperative learning (27%)

Based on Marzano, R.J., Pickering, D. J., & Pollock, J. E. (2001)

Classroom Instruction That Works: Research-based strategies…

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Instructional Strategies thatAffect Student Achievement

7. Setting Objectives and providing feedback (23%)“corrective.” timely, specific to a criterion

8. Generating and testing hypotheses (23%)system analysis, problem-solving, invention, inquiry

9.Questions, cues, and advance organizers (22%)wait time, focus on what is important

Based on Marzano, R.J., Pickering, D. J., & Pollock, J. E. (2001) Classroom Instruction That Works: Research-based strategies….

HUNTERMODEL(ITIP)

• based on a theory of instructionderived from the research of humanlearning. Critical to this theory is theunderstanding that the teacher is thekey to effective instruction.

• teaching is decision making

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Hunter Model

• Briefly summarized, this model:• 1. Identifies the decisions that all teachers make• 2. Supplies teachers with a repertoire of research-

based skills and strategies (processes)• 3. Encourages teachers to select those processes

which are appropriate (given existing conditions incontent, teacher, student and situation) in orderto increase the probability of learning.

8 ELEMENTS OF ITIP LESSON PLAN DESIGN

Anticipatory SetObjectivesInstructional input/strategiesModelingChecking for UnderstandingGuided PracticeIndependent PracticeClosure/Evaluation

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OUR ITIP

Focus on the 9 most effective/ 8 ITIPstepsShare presentation responsibilities(RT as resource, organizer)Examine teaching as modelsOpen, honest discussions.

Possible WORKSHOPS ??1. First Steps (Intro)2. Motivation3. Questioning/Misconceptions4. Assessment5. Discussion/Forums6. Learning Styles (Brain)7. Writing in the 21st Century8. TBD

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• "Teaching is described as a higher-leveldecision-making process: The teaching actrequires a substantial amount of professional,and practical knowledge, teachers make manyprofessional decisions each day, the judgmentsthat teachers make require higher-orderthinking processes, and this professionalthinking and planning goes on throughout theday, in and out of the classroom."

Similarities and Differences

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• Think about your own personalexperiences with identifying similarities anddifferences, both in school settings and inreal life.

• Why do you think that the act of identifyingsimilarities and differences can have such apositive influence on learning?

Identifying Similarities andDifferences

Presenting students with explicit guidance inidentifying similarities and differences enhancesstudents’ understanding of and ability to useknowledge.Asking students to independently identifysimilarities and differences enhances students’understanding of and ability to use knowledge.

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Identifying Similarities andDifferences

Representing similarities and differences in graphicor symbolic form enhances students’ understandingof and ability to use knowledge.Identification of similarities and differences can beaccomplished in a variety of ways. The identificationof similarities and differences is a highly engagingactivity.

Suggested Teaching Strategies

COMPARING—the process ofidentifyingsimilarities anddifferencesbetween or amongthings or ideas

• CLASSIFYING—theprocess of groupingthings that are alikeinto categories onthe basis of theircharacteristics

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Suggested Teaching Strategies

CREATINGMETAPHORS—identifying a general orbasic pattern in aspecific topic andthen finding anothertopic that appears tobe different but hasthe same pattern

• CREATINGANALOGIES—identifying relationshipsbetween pairs ofconcepts, identifyingrelationships betweenrelationships

Complete this analogy: InstructionalStrategies are to teachers as__________are to _____________.

• What do you think the strengths andchallenges of using the identification ofsimilarities and differences in theclassroom?

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What are the examples of usingsimilarities and differences wesee?