Research based best practice

Big Idea: Research based best practice provides a basis for designing instruction based on the assumption that all students can learn, although they may learn in different ways and at different rates.

Research based best practice provides a basis for designing instruction based on the assumption that all students can learn, although they may learn in different ways and at different rates.

What are research based best practices? Universal Design for Learning Direct Instruction Marzano strategies Cooperative learning strategies Task analysis (backwards design) Differentiated Instruction (see

Differentiation module)

Research based best practice provides a basis for designing instruction based on the assumption that all students can learn, although they may learn in different ways and at different rates.

What is universal design for learning? What are the components of universal

design for learning? What are the benefits of universal

design for learning? Can all students learn? What are the different ways students

learn? How does rate impact design?

What is universal design for learning? Universal design for curriculum and

instruction builds in accommodations for all learners

Go to: http://www.cast.org Review Differentiation module Review text pp. 24 - 31

What are the components of universal design for learning? Multiple means of representation, to give

learners various ways of acquiring information and knowledge,

Multiple means of expression, to provide learners alternatives for demonstrating what they know,

Multiple means of engagement, to tap into learners' interests, offer appropriate challenges, and increase motivation.

http://www.cast.org/about/index.html

What are the benefits of universal design for learning? Accommodations are integrated in

curriculum/instruction in advance. Meets the needs of all learners, not

just students with “labels.” Provides opportunities for more

engaged learning for all learners. Promotes student choice and internal

locus of control

Can all students learn?All students can learn if we can identify what they are ready to learn.

What prerequisite skills does the student have to support the learning task?What accommodations can the teacher provide to provide access to learning the next skill?

What are the different ways students learn? Review Individual differences ppt Review Text p. 577

Multiple intelligences are only one view of learning style. http://www.funderstanding.com/learning_styles.cfm http://www.csrnet.org/csrnet/articles/student-learning

-styles.html

Concrete sequential Abstract random Abstract sequential Concrete random

Learning styles & online learning

http://www.rusq.org/index.php/2007/01/16/accommodating-diverse-learning-styles-in-an-online-environment/ Make-up reflection activity (if you are missing a reflection – or want to substitute for another reflection) – submit by course email:Reflect on how this online course EXC 3304/07 met your learning style needs? If you were the teacher, what would you do to improve it?

How does rate impact design?For learners that learn at a slower rate (intellectual disabilities, slow learner, students with sensory processing issues) Repetition Build from concrete to representational (symbols) Vary practice strategies (word – definition &

definition – word) Practice in multiple settings Distributed practice (regularly in small units over

time) is better than massed practice (all night before the test)

How does rate impact design? For learners that learn at a faster rate

(gifted and talented, above average) Less repetition in isolation Build from concrete – representational –

abstract Challenge with higher levels of thinking Integrate across curricular areas to

develop projects for application

What is direct instruction? Review text pp. 192 – 193 Direct (or explicit) instruction –

structured format for planning and delivering instruction for rules (ex. Spelling) and procedures (ex. Long division)

Includes scripted and commercial programs (SRA, Kansas strategies)

http://www.teach-nology.com/teachers/methods/models/direct/

What is direct instruction? Follows specific steps

Anticipatory set (engage students and/or review prerequisite skills)

Instruction (model, repetition, example/nonexample, fading prompt)

Guided (continue facing prompts) to Independent practice (no prompts)

Closure (review what was learned)

What are Marzano strategies? Dimensions of Learning (Marzano, 1992)

Positive attitudes and perceptions about learning

Thinking involved in acquiring and integrating knowledge

Thinking involved in extending and refining knowledge

Using knowledge meaningfully Productive habits of mind

Dimension 1: Positive attitudes and perceptions about learning Task value

Student interest Product choice

Wait time (Stahl, 1994) Processing time Active engagement

Guidance Cues & prompts Feedback

March Madness

< 1.5 > 3 seconds

Crossword, “sounds like”, synonym

Dimension 2: Acquiring and integrating knowledge

DeclarativeKnowledge

KWLPatterns

Graphic OrganizersMemory Strategies

(see text p. 27)

Vocabulary Frames are a flashcard method for learning new vocabulary. Do not use Vocabulary Frames for every vocabulary word encountered. Words that introduce new concepts are best used with Vocabulary Frames.

                                                                                                               

Top Right Corner: Write the word’s definition top Left Corner: Write the word’s opposite and cross it outLower Left Corner: Write a silly sentence that uses the definition of the wordLower Right Corner: Draw a graphic to help you visualize the conceptIn the Center: Write the word

Isolate any prefixesIsolate the rootNote the meaning of the rootIsolate any suffixesLabel the part of speech in parenthesis

http://litsite.alaska.edu/uaa/workbooks/readingvocabulary.html

   

 

 

WordThings I know about the wordGeneral category this word might belong inExamples of other related wordsMy definition

WRITING YOUR OWN DEFINITIONDEFINITION   WORD   CHART

http://www.tandl.leon.k12.fl.us/lang/Elementary/Anchorvoc.html

Dimension 2: Acquiring and integrating knowledge

Procedural Knowledge

AlgorithmsStrategies

General rulesAnalogies

Think AloudFlow Charts

Dimension 3: Extending and refining knowledge

Comparing Classifying Inducing Deducing Analyzing errors Constructing support Abstracting Analyzing perspective

Dimension 4: Using knowledge meaningfully Application-oriented tasks Long-term tasks Student-directed tasks

Dimension 5: Productive habits of mind Self-regulated thinking and learning Critical thinking and learning Creative thinking and learning

Facilitating retention, understanding & independent application

Elaboration Techniques Teach new vocabulary in context

(meaningful subject-matter lesson) Select vocabulary that is:

Key to understanding Repeated

Facilitate student discussion to promote use of new term

Build on previous knowledge Use examples/non-examples Use multiple formats

Clarifying Table (Titanic)Term ElitismCore Idea being especially proud of belonging to

a small group who thinks its superiorUse it to describe Clarifiers Knowledge

connections

Example of: “Superior to others” belief

Snobby acting movie stars

“more valuable” belief

Snobby acting

Aristocracy, super-rich, celebrities

Cooperative learning strategies An instructional strategy where small

groups of students work together to achieve team success, while promoting individual student responsibility for their own learning.

A strategy for promoting student interactions.

A heterogeneous group of students working together to achieve a mutual goal.

Cooperative Learning Strategies Learning to cooperate:

http://www.co-operation.org/pages/cl.html Johnson & Johnson (1983) Positive interdependence (we sink or

swim together) Face-to-face interaction Individual & group accountability Interpersonal & small group skills Group processing

Cooperative Learning Activity Kindergarten students working on poster for /m/

sound. Each child has picture & students must agree if

picture begins with /m/ sound Each child assigned role:

“paster” – pastes picture “checker” – checks with teacher model in front of

room “counter” – counts votes

Student comment – “Wait, you didn’t ask me”

Cooperative Learning Strategies Academic Learning

http://www.ericdigests.org/1995-1/elements.htm

http://www.teach-nology.com/currenttrends/cooperative_learning/slavin/ Assigned roles with specific tasks Interdependence Heterogeneous grouping Rules of engagement (positive feedback

vs. personal attacks, ownership of product by all)

Cooperative Learning http://www.specialconnections.ku.edu/cgi-bin/cgiwrap/specconn/main.php?cat=instruction&section=main&subsection=udl/cooperative Workshop activity:

http://www.thirteen.org/edonline/concept2class/coopcollab/ Jigsaw activity – each student

responsible for one chapter & teachers others

Think-pair-share – teacher asks questions – student pairs with partner to discuss – teacher calls on random pair to report

Task analysis Process

way to break complex skills or behaviors into smaller steps

Product generates a written series of steps for

the student to learn allows teachers to determine the content

and sequence of instruction

Task Analysis Steps: Define instructional objective Is response available - Under what conditions? Develop curriculum based assessment to assess

mastery of objective If successful - move on If not successful - Identify sequential steps

necessary to teach skill simplify one piece at a time change stimulus or response component

Class activity Student will:

“Know numbers”

Class activity

“Knownumbers”

“two” number name

“2” numeral objects

pictures

Sequence the steps:Number 1-8 in sequence to be taught – compare with next slide

Given numeral 2, will circle 2 objects Given numeral 2, will present 2 objects Given numeral 2, will say “two” Given pictures of two objects, will say “two” Given two objects, will say “two Given “two” orally, will circle picture of two

objects Given “two” orally, will point to numeral two Given “two” orally, will present two objects

Sequence1. Given two objects, will say “two” counting concrete objects2. Given “two” orally, will present two objects can reverse process3. Given pictures of two objects, will say “two” counts representations

of objects4. Given “two” orally, will circle picture of two objects reverses process5. Given “two” orally, will point to numeral two recognition level with

motor response6. Given numeral 2, will say “two” recognition with verbal response7. Given numeral 2, will present 2 objects recognition with motor

response8. Given numeral 2, will circle 2 objects recognition with

representations

Is there one “right” sequence?

Rules for Sequencing concepts/operations Those introduced early should be easy to

discriminate from one another should you teach b and d – or m and s first?

Those that are difficult to discriminate should be separated as far as possible why do students have difficulty with b/d?

The components of complex concepts or operations should be taught before the complex case is introduced teach place value before regrouping

Is there one best way to teach?

Is there one best way to teach? NO

Universal design for learning suggests multiple means for:representationexpressionengagement

If a student doesn’t learn the way you teach – you must teach the way s/he learns.