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Pulaski County Public Schools
Mentor/Mentee Handbook
PreK - 12
Monthly Reminders, Information and Ideas
For Promoting the Growth
Of New Teachers
New Teachers’ Schedule for Pre-Service Days
Friday, August 2, 2019: School Board Office, First Floor
8:30 – 3:30 Ms. Teresa Harless, Director of Human Resources - Policies and Requirements
Breakfast will be provided; lunch is on your own.
Monday, August 5, 2019: Riverlawn Elementary School, Community
Room
8:15 – 8:30 Welcome and Introductions
8:30 – 9:45 Curriculum Issues, Special Education, Student Services
9:45 – 10:00 Pulaski County Education Association – Representatives
10:00 – 10:15 Break
10:15-noon Technology
12:00 – 1:00 Luncheon provided in the Riverlawn Cafeteria by School Nutrition
1:30 - 3:30 Return to your home school for on-site orientation with administrators
K-2 Teachers will remain at Riverlawn Elementary for Fountas and Pinnell training
New Teacher Meetings TBD
Mentor Assignment Guidelines The following teachers MUST be assigned a mentor:
1. New teachers to the education profession
The following teachers are STRONGLY suggested to be assigned a mentor:
1. Teachers new to Pulaski County Public Schools
The following teachers MAY be assigned a mentor per teacher and/or administrator request:
1. A teacher who has left PCPS and then returned (The decision on whether to assign a mentor will
depend on number of years of experience, teaching assignment, comfort level of teacher, etc.)
2. A teacher who has changed schools within PCPS
3. A teacher who has changed teaching position/assignment (Examples may include the following: general
ed. to special ed. or general ed. to Title 1.)
Mentors may earn up to 90 recertification points upon completion of checklist and log of contact hours.
Each mentor will send a contact log to Mary Rash. One professional development point will be awarded to
the mentor only per one hour of mentor/mentee meetings and activities.
Mentor Log of Contact Hours
Name of Mentor:
School:
Name of Mentee:
Date Completed:
Date Topic
Covered
Amount of
Time (in hours and minutes)
Comments/Notes
PCPS Mentor/Mentee
Date Topic
Covered
Comments/Notes Amount of
time (in hours and minutes)
Total Hours
I certify that I have completed the above supervision activities during the 2019-2020 school year and that the hours reported are accurate.
____________________
Printed Name of Mentor Signature of Mentor
Printed Name of Administrator Signature of Administrator
****************************************************************************
Central Office Signature Date
6
August Administrators
• Introduce mentors to mentees
Mentoring Calendar
• Take New Teacher (NT) on a tour of the building
• Review opening week meetings and schedule
• Explain how PLCs work within your building
• Explain the teacher performance evaluation process
Mentors
• Thoroughly read and discuss the Teacher Handbook
http://www.pcva.us/departments/cia/pacingguides/handbooks/TeacherHandbook.pdf
• Discuss the expectation of lesson plans, Marzano strategies and using Bloom’s Revised Taxonomy
• Demonstrate how to use Power Teacher grade book
• Ensure that the NT has all needed materials
• Ensure NT has a school calendar
WEB CONNECTIONS: https://www.effectiveteaching.com/pdf/implementationguide.pdf Please refer your
NT to this Harry Wong Implementation Guide and consider using the guide throughout the year for your
Mentor/mentee meetings.
September Administrators
• Explain the expectation of using and following pacing guides, Curriculum Framework and Essential
Knowledge and SOL Blueprints for all subject areas
• Explain the child study referral process and arrange for NT to observe a child study meeting
• Arrange for NT to observe other teachers
• Review procedures for emergency drills
Mentors
• Thoroughly read and discuss the Teacher Handbook
http://www.pcva.us/departments/cia/pacingguides/handbooks/TeacherHandbook.pdf
• Review student cumulative records
• Provide guidance, and if available, examples of substitute folders or kits
WEB CONNECTIONS: The new teacher meeting this month will be with Ginny Hagee, an enthusiastic
PMS teacher who will share Total Participation Tips within the classroom. Use this article either before or
after the meeting to add to this discussion: http://www.edutopia.org/classroom-student-participation-tips
October Administrators
• Provide guidance and/ or support to mentor/mentee teams on monthly topics
• Discuss formal observation procedures
Mentors
• Discuss concerns about students who are struggling and identify interventions that may be effective
• Discuss parent/teacher conferences procedure
http://www.pcva.us/departments/cia/pacingguides/handbooks/TeacherHandbook.pdfhttps://www.effectiveteaching.com/pdf/implementationguide.pdfhttp://www.pcva.us/departments/cia/pacingguides/handbooks/TeacherHandbook.pdfhttp://www.edutopia.org/classroom-student-participation-tips
7
WEB CONNECTIONS: http://www.hfrp.org/var/hfrp/storage/fckeditor/File/Parent-Teacher-
ConferenceTipSheet-100610.pdf Review this article which includes suggestions for successful
parent/teacher conferences.
Additional Topic: Discipline
The October meeting for NT will cover discipline in the classroom. We will have a panel of PCPS personnel to
discuss this topic.
November and December Administrators
• Review semester exam and SOL testing policies/procedures
Mentors
• Explain that the days before Winter Break may allow for lost instructional time and guide NT in
planning meaningful and engaging learning experiences
WEB CONNECTIONS: Last month the NT meeting focused on discipline strategies. Follow up in November
with this article on classroom management: http://www.educationworld.com/a_curr/curr155.shtml Additional Topic: WRITING
Share this site with NTs and review the resources offered by the
VDOE. http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/
January Mentors
• Hold an extensive review of the pacing guides/ curriculum guides and help NT make necessary
adjustments.
• Assist NT in developing systems for monitoring progress and being aware of students who may be in
danger of failing.
• Discuss the process of Core Team and help NT prepare the required documents if he/she has one or
more students who need to be referred.
WEB CONNECTIONS: This model, developed by Ellen Moir, New Teacher Center, University of Santa Cruz,
shows the phases of first year teaching:
Here is the article that goes along with the graph
above. http://www.lbschools.net/Main_Offices/Curriculum/Professional_Development/first_year_teachers.cfm
http://www.hfrp.org/var/hfrp/storage/fckeditor/File/Parent-Teacher-ConferenceTipSheet-100610.pdfhttp://www.hfrp.org/var/hfrp/storage/fckeditor/File/Parent-Teacher-ConferenceTipSheet-100610.pdfhttp://www.hfrp.org/var/hfrp/storage/fckeditor/File/Parent-Teacher-ConferenceTipSheet-100610.pdfhttp://www.educationworld.com/a_curr/curr155.shtmlhttp://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/http://www.lbschools.net/Main_Offices/Curriculum/Professional_Development/first_year_teachers.cfm
8
February Administrators
• Remind your mentee that New Teacher meetings resume this month on February 15, 2017.
• Remind NT of the expectation that he/she incorporate Marzano strategies into daily instruction.
Mentors
• Remind your mentee that New Teacher meetings resume this month on February 15, 2017.
• Help NT prepare for parent/teacher conferences. • Review Marzano strategies with NT.
• NT needs to be prepared to share Marzano strategies that they have incorporated into their instruction.
WEB CONNECTIONS: https://www.teachingchannel.org/videos/parent-teacher-conference-tips This video is
a good discussion builder for you and your mentee. Share it in your meeting.
Marzano strategy sites for discussion: http://www.palmbeachschools.org/qa/documents/Handout5-
MarzanoHighYieldStrategies.pdf
http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/cali/setting_the_record_straight_on_hield_yield_strategies.pdf
http://www.readwritethink.org/classroom-resources/student-interactives/
March Mentors WEB CONNECTIONS: http://surn.blogs.wm.edu/2014/02/20/helping-students-beat-sol-testing-anxiety/
Discuss this article and add tips of your own for helping students prepare for SOL testing.
April Mentors WEB CONNECTIONS: http://www.minds-in-bloom.com/2011/06/20-teacher-end-of-year-reflection.html
Discuss this article.
May Mentors
• Inform NT of end-of-year procedures.
https://www.teachingchannel.org/videos/parent-teacher-conference-tipshttp://www.palmbeachschools.org/qa/documents/Handout5-MarzanoHighYieldStrategies.pdfhttp://www.palmbeachschools.org/qa/documents/Handout5-MarzanoHighYieldStrategies.pdfhttp://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/cali/setting_the_record_straight_on_hield_yield_strategies.pdfhttp://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/cali/setting_the_record_straight_on_hield_yield_strategies.pdfhttp://www.readwritethink.org/classroom-resources/student-interactives/http://surn.blogs.wm.edu/2014/02/20/helping-students-beat-sol-testing-anxiety/http://surn.blogs.wm.edu/2014/02/20/helping-students-beat-sol-testing-anxiety/http://www.minds-in-bloom.com/2011/06/20-teacher-end-of-year-reflection.html
9
Use of Bloom’s Revised Taxonomy. Activities using the higher levels of the taxonomy are
encouraged and expected for each lesson presented. Make sure you include these in your lesson
plans.
BLOOM’S REVISED TAXONOMY
Creating Generating new ideas, products, or ways of viewing things
Designing, constructing, planning, producing, inventing.
Evaluating Justifying a decision or course of action
Checking, hypothesizing, critiquing, experimenting, judging
Analyzing Breaking information into parts to explore understanding and
relationships Comparing, organizing, deconstructing, interrogating, finding
Applying Using information in another familiar situation
Implementing, carrying out, using, executing
Understanding Explaining ideas or concepts
Interpreting, summarizing, paraphrasing, classifying, explaining
Remembering Recalling information
Recognizing, listing, describing, retrieving, naming, finding
To help you in planning questions and activities, use this verb chart to help you choose higher
level thinking skills to be used in your lessons.
PO
TE
NT
IAL
AC
TIV
ITIE
S &
PR
OD
UC
TS
M
AT
ER
IAL
S
SIT
UA
TIO
NS
V
ER
BS
Revised Blooms Taxonomy – Verbs, Materials/situations that require this level of thinking, Potential
activities and products
REMEMBERING UNDERSTANDING APPLYING ANALYZING EVALUATING CREATING
Tell, List, Describe, Explain, Interpret, Solve, Show, Use, Analyze, Judge, Select, Create, Invent, Relate, Locate, Write, Outline, Discuss, Illustrate, Construct Distinguish, Choose, Decide, Compose, Predict
Find, State, Name, Distinguish, Predict, Complete, Examine Examine, Compare Justify, Debate, Plan, Construct
Identify, Label, Restate, Translate, Classify, Choose Contrast, Verify, Argue, Design, Imagine
Recall, Define, Compare, Describe, Interpret, Make Investigate Recommend, Propose, Devise
Recognize, Match, Relate, Generalize, Put together, Change, Categorize, Assess, Discuss, Formulate,
Reproduce, Summarize, Put into your Apply, Produce, Identify Rate, Prioritize, Combine,
Memorize, Draw, own words, Paraphrase, Translate, Calculate, Explain, Separate Determine, Hypothesize,
Select, Write, Recite Convert, Demonstrate, Manipulate, Modify, Advertise, Take Critique, Evaluate, Originate, Add to,
Visualize, Find out more put into practice apart Criticize, Weigh, Forecast, information about Differentiate, Value, estimate, Subdivide, deduce defend
Events, people, Speech, stories, drama, Diagrams, sculptures, Surveys, Recommendations, Experiments, newspapers, cartoons, diagrams, illustrations, questionnaires, self-evaluations, games, songs,
magazine articles, graphs, summaries, dramatizations, arguments, group discussions, reports, poems,
definitions, videos, outlines, analogies, forecasts, problems, models, displays, debates, court speculations,
dramas, textbooks, posters, bulletin boards. puzzles, demonstrations, trials, standards, creations, art,
films, television organizations, diagrams, systems, editorials, values. inventions, drama, programs, recordings, classifications, rules, conclusions, rules. media presentations systems, routines. reports, graphed
information Make a list of the Cut out or draw pictures Construct a model to Design a Prepare a list of Invent a machine main events . to show a particular demonstrate how it questionnaire to criteria to judge a to do a specific
Make a timeline of event. will work. gather information. ……..show? task.
events. Illustrate what you think Make a diorama to Write a Remember to Design a building Make a facts chart. the main idea was. illustrate an commercial to sell indicate priorities to house your
Write a list of any Make a cartoon strip important event. a new product. and ratings. study.
pieces of information showing the sequence of Make a scrapbook Conduct an Conduct a debate Create a new
you can remember. events. about the areas of investigation to about a special product, give it a List all the …in the Retell the story in your study. produce issue. name and then
story. own words. Make a papier-mache information to Make a booklet devise a marketing
Make a chart Paint a picture of some map to include support a point of about 5 rules you strategy.
showing.. aspect you like. relevant information view. see as important to Write about your Make an acrostic. Write a summary report about an event. Construct a graph convince others. feelings in relation
Recite a poem of an event. Take a collection of to illustrate Form a panel to to …
Prepare a flow chart to photographs to selected discuss views. Design a record, illustrate the sequence of demonstrate a information. Write a letter to .... book or magazine events. particular point. Make a jigsaw advising on cover. Make a coloring book. Make up a puzzle puzzle. changes needed at Sell an idea. game showing the Make a family tree … Devise a way to … ideas from an area of showing Write a half yearly Compose a rhythm study. relationships. report. or put new words Make a clay model of Put on a play about present your point to an old song. an item in the area. he study area. of view. Design a market Write a biography strategy for your of the study product. person. Dress a doll in Prepare a report. costume. Arrange a party Paint a mural. and record as a Write a textbook procedure. outline. Review apiece of art including form, color and texture
10
11
Marzano’s Research Based Strategies
Pulaski County has done extensive professional development work with these strategies.
As a teacher, you are expected to use these strategies on a daily basis is every lesson plan.
Your evaluator will be looking for these strategies and their use will become a part of
your evaluation.
Researchers at Mid-continent Research for Education and Learning (McREL) have
identified nine instructional strategies that are most likely to improve student
achievement across all content areas and across all grade levels. These strategies are
explained in the book Classroom Instruction That Works by Robert Marzano, Debra
Pickering, and Jane Pollock.
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
The following is an overview of the research behind these strategies as well as some
practical applications for the classroom.
1. Identifying Similarities and Differences The ability to break a concept into its similar and dissimilar characteristics allows students to understand (and often solve) complex problems by analyzing them in a more
simple way. Teachers can either directly present similarities and differences,
accompanied by deep discussion and inquiry, or simply ask students to identify
similarities and differences on their own. Research shows while teacher-directed
activities focus on identifying specific items, student-directed activities encourage
variation and broaden understanding. Research also notes that graphic forms are a good
way to represent similarities and differences.
Applications: * Use Venn diagrams or charts to compare and classify items. * Engage students in comparing, classifying, and creating metaphors and analogies.
2. Summarizing and Note Taking These skills promote greater comprehension by asking students to analyze a subject to expose what's essential and then put it in their own words. According to research, this
requires substituting, deleting, and keeping some things and having an awareness of the
basic structure of the information presented.
http://www.ascd.org/readingroom/books/marzano01book.html#chapter1
12
Applications: * Provide a set of rules for creating a summary. * When summarizing, ask students to question what is unclear, clarify those questions,
and then predict what will happen next in the text.
Research shows that taking more notes is better than fewer notes, though verbatim note
taking is ineffective because it does not allow time to process the information. Teachers
should encourage and give time for review and revision of notes; notes can be the best
study guides for tests.
Applications: * Use teacher-prepared notes. * Stick to a consistent format for notes, although students can refine the notes as
necessary.
3. Reinforcing Effort and Providing Recognition Effort and recognition speak to the attitudes and beliefs of students, and teachers must show the connection between effort and achievement. Research shows that although not
all students realize the importance of effort, they can learn to change their beliefs to
emphasize effort.
Applications: * Share stories about people who succeeded by not giving up. * Have students keep a log of their weekly efforts and achievements, reflect on it
periodically, and even mathematically analyze the data.
According to research, recognition is most effective if it is contingent on the achievement
of a certain standard. Also, symbolic recognition works better than tangible rewards.
Applications: * Find ways to personalize recognition. Give awards for individual accomplishments. * "Pause, Prompt, Praise." If a student is struggling, pause to discuss the problem, then
prompt with specific suggestions to help her improve. If the student's performance
improves as a result, offer praise.
4. Homework and Practice Homework provides students with the opportunity to extend their learning outside the classroom. However, research shows that the amount of homework assigned should vary
by grade level and that parent involvement should be minimal. Teachers should explain
the purpose of homework to both the student and the parent or guardian, and teachers
should try to give feedback on all homework assigned.
Applications: * Establish a homework policy with advice-such as keeping a consistent schedule, setting, and time limit-that parents and students may not have considered.
* Tell students if homework is for practice or preparation for upcoming units.
* Maximize the effectiveness of feedback by varying the way it is delivered.
13
Research shows that students should adapt skills while they're learning them. Speed and
accuracy are key indicators of the effectiveness of practice.
Applications: * Assign timed quizzes for homework and have students report on their speed and accuracy.
* Focus practice on difficult concepts and set aside time to accommodate practice
periods.
5. Nonlinguistic Representations According to research, knowledge is stored in two forms: linguistic and visual. The more students use both forms in the classroom, the more opportunity they have to achieve.
Recently, use of nonlinguistic representation has proven to not only stimulate but also
increase brain activity.
Applications: * Incorporate words and images using symbols to represent relationships. * Use physical models and physical movement to represent information.
6. Cooperative Learning Research shows that organizing students into cooperative groups yields a positive effect on overall learning. When applying cooperative learning strategies, keep groups small
and don't overuse this strategy-be systematic and consistent in your approach.
Applications: * When grouping students, consider a variety of criteria, such as common experiences or interests.
* Vary group sizes and objectives.
* Design group work around the core components of cooperative learning-positive
interdependence, group processing, appropriate use of social skills, face-to-face
interaction, and individual and group accountability.
7. Setting Objectives and Providing Feedback Setting objectives can provide students with a direction for their learning. Goals should not be too specific; they should be easily adaptable to students' own objectives.
Applications: * Set a core goal for a unit, and then encourage students to personalize that goal by identifying areas of interest to them. Questions 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.
Research shows that feedback generally produces positive results. Teachers can never
give too much; however, they should manage the form that feedback takes.
14
Applications: * Make sure feedback is corrective in nature; tell students how they did in relation to specific levels of knowledge. Rubrics are a great way to do this.
* Keep feedback timely and specific.
* Encourage students to lead feedback sessions.
8. Generating and Testing Hypotheses Research shows that a deductive approach (using a general rule to make a prediction) to this strategy works best. Whether a hypothesis is induced or deduced, students should
clearly explain their hypotheses and conclusions.
Applications: * Ask students to predict what would happen if an aspect of a familiar system, such as the government or transportation, were changed.
* Ask students to build something using limited resources. This task generates questions
and hypotheses about what may or may not work.
9. Cues, Questions, and Advance Organizers Cues, questions, and advance organizers help students use what they already know about a topic to enhance further learning. Research shows that these tools should be highly
analytical, should focus on what is important, and are most effective when presented
before a learning experience.
Applications: * Pause briefly after asking a question. Doing so will increase the depth of your students' answers.
* Vary the style of advance organizer used: Tell a story, skim a text, or create a graphic
image. There are many ways to expose students to information before they "learn" it.
15
Professor John Hattie's Table of Effect Sizes
Hattie says ‘effect sizes' are the best way of answering the question ‘what has the greatest influence on student
learning?'. An effect-size of 1.0 is typically associated with:
• advancing learners' achievement by one year, or improving the rate of learning by 50%
• a correlation between some variable (e.g., amount of homework) and achievement of approximately .50
• A two grade leap in GCSE, e.g. from a C to an A grade
An effect size of 1.0 is clearly enormous! (It is defined as an increase of one standard deviation)
Below is Hattie's table of effect sizes.
Influence Effect Size Source of Influence
Feedback 1.13 Teacher
Student's prior cognitive ability 1.04 Student
Instructional quality 1.00 Teacher
Direct instruction .82 Teacher
Acceleration .72 Student
Remediation/feedback .65 Teacher
Student's disposition to learn .61 Student
Class environment .56 Teacher
Challenge of Goals .52 Teacher
Peer tutoring .50 Teacher
Mastery learning .50 Teacher
Homework .43 Teacher
Teacher Style .42 Teacher
Questioning .41 Teacher
Peer effects .38 Peers
Advance organisers .37 Teacher
Simulation & games .34 Teacher
Computer-assisted instruction .31 Teacher
Testing .30 Teacher
Instructional media .30 Teacher
Affective attributes of students .24 Student
http://www.teacherstoolbox.co.uk/T_effect_sizes.html#feedbackhttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#cognitivehttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#instructionalqualityhttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#direct_instructionhttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#accelerationhttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#Remediationfeedbackhttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#dispositionhttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#challangehttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#peertutorhttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#masteryhttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#Questioninghttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#advanceorganizerhttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#computerhttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#Testinghttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#mediahttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#affective
16
Physical attributes of students .21 Student
Programmed instruction .18 Teacher
Audio-visual aids .16 Teacher
Individualisation .14 Teacher
Finances/money .12 School
Behavioural objectives .12 Teacher
Team teaching .06 Teacher
Physical attributes (e.g., class size) -.05 School
Terms used in the table (Interpreted by Geoff Petty)
• An effect size of 0.5 is equivalent to a one grade leap at GCSE
• An effect size of 1.0 is equivalent to a two grade leap at GCSE
• ‘Number of effects is the number of effect sizes from well designed studies that have been averaged to produce the
average effect size.
• An effect size above 0.4 is above average for educational research
The effect sizes are averaged, and are a synthesis of research studies thought to be well designed and
implemented by research reviewers. Hence they are the best guess we have about what has the greatest effect on
student achievement.
Some effect sizes are ‘Russian Dolls' containing more than one strategy e.g. ‘Direct instruction' is a strategy that
includes active learning, structured reviews after one hour, five hours and 20 hours study. There is also immediate
feedback for the learners, and some corrective work if this is necessary.
Hattie does not define most of the terms in his table. My understanding of them is:
Feedback Hattie has made clear that ‘feedback' includes telling students what they have done well (positive
reinforcement), and what they need to do to improve (corrective work, targets etc), but it also includes clarifying goals.
This means that giving students assessment criteria for example would be included in ‘feedback'. This may seem odd,
but high quality feedback is always given against explicit criteria, and so these would be included in ‘feedback'
experiments.
As well as feedback on the task Hattie believes that students can get feedback on the processes they have used to
complete the task, and on their ability to self-regulate their own learning. All these have the capacity to increase
achievement. Feedback on the ‘self' such as ‘well done you are good at this' is not helpful. The feedback must be
informative rather than evaluative. See the feedback page on my website or Teaching Today chapters 6 and 43.
Students prior cognitive ability: This is IQ and similar measures
Instructional quality: This is the student's view of the teaching quality; the research was done mainly in HE
institutions and colleges.
Instructional quantity: How many hours the student is taught for. Direct instruction: Active learning in class,
student's work is marked in class and they may do corrective work. There are reviews after one hour, five hours, and
20 hours study. See the separate handout.
http://www.teacherstoolbox.co.uk/T_effect_sizes.html#Programmed_instructionhttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#Individualisationhttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#behavioural
17
Acceleration I think this is very bright students being put forward a year in schools
Home factors Issues such as social class, help with home work, extent to which the learner's education is thought
important; etc
Remediation/feedback Diagnosing what students find difficult, and getting students to fix it.
Student's disposition to learn Student motivation
Challenge of Goals Students being given challenging but at least partially achievable goals
Bilingual programs Self explanatory??
Peer tutoring students teaching each other, peer-explaining, peer-checking, peer-assessing etc
Mastery learning A system of tests and retests of easy material with a high pass mark, if a student does not pass
they must do extra work and then take a retest on the material they were weak at. See Teaching Today by Geoffrey
Petty.
Questioning Students being questioned. The most effective questions are high order ‘why?' ‘how?'' and ‘which is
best?' questions that really make students think . They need to be given time to think too, and can do better if they
work in pairs than work alone.
Effect sizes Below 0.4 now follow. Some of these add a lot of value in a short time so don't ignore them…
Advance organizers A summary of the material in advance that puts some sort of structure to it. This can take a
matter of moments and is best referred back to often.
Computer-assisted instruction Effect sizes for this are gradually rising as the instruction becomes more interactive,
more engaging and generally better designed.
Instructional media Using state of the art visuals, videos, etc
Testing Testing by itself is not as effective as remediation/feedback where the test is used to find what the student
needs to improve and they then do corrective work.
Affective attributes of students The attitudes, beliefs and feelings of students
Programmed instruction A form of instruction that involves students being taught by a computer or set of
workbooks, by doing a series of prescribed tasks. If the student gets an answer wrong they are directed back to
correct their misunderstanding. Devised by Skinner in the 1960s, but not much used now.
Individualisation Students working on an individualised programme of learning. This may work better if students are
not working in a solitary way.
Finances/money Funny ….. this seems to have a larger effect when paid to me…
Behavioural objectives Having and using objectives in the form: “The students should be able to…” immediately
followed by an observable verb. For example ‘explain' is okay because you can listen to, or read the student's
explanation. However ‘understand' isn't behavioural because you can't see or read the understanding.
Retention Students who do not do well enough in one school year, being kept back to do the year again.
Beware Over-interpretation!
Surface learning (e.g. rote remembering without understanding) could produce high effect sizes short term for
low cognitive skills such as remembering. For example the use of mnemonics has an effect size of about 1.1
(There is more to learning than passing memory tests.)
Most of the research was done in schools, though Hattie says effect sizes are remarkably stable and not
18
much influenced by age
Some high-effect strategies are ‘Russian Dolls' with other strategies ‘inside'.
Some low effect sizes are not very time consuming and well worth trying for their additive effect.
http://www.teacherstoolbox.co.uk/T_effect_sizes.html
June 26, 2017
http://www.teacherstoolbox.co.uk/T_effect_sizes.html