BISD

Investigates

Classroom Instruction that Works: Effective Instructional Strategies Session 1

Three Elements of Effective Pedagogy

Instructional Strategies Management Techniques Curriculum Design

Effective Pedagogy

Instructional Strategies
Classroom Instruction that Works by Robert Marzano Nine instructional strategies that have been identified as having the greatest impact on student performance

Percent vs. percentile

Percent - One part in a hundred
e.g. John correctly answered 90% of the items on the test.

Percentile The percent of ranked scores falling below a specific score

e.g. John placed in the 90th percentile on a nationally normed exam; he scored higher than 90% of the tested students, and lower than 10% of the students

23-point percentile gain

All students scores

Average student at ineffective school

Average student at effective school

Effect size and percentile gain

Mean

-3

-2

-1

+1

+2

+3

2.1%

13.6%

34.1%

34.1%

13.6%

2.1%

2 s.d. = effect size 2.0

An effect size of 2.0 translates into a 47.7 point percentile gain (pg 160)

Basic research and meta-analysis

Study 1
Effect size 0.2

Study 2
Effect size 1.1

Study 3
Effect size -0.7

Study 2
Effect size 0.6

Synthesis study Average effect size 0.4

Categories of Instructional Strategies that Affect Student Achievement

Category Avg. Effect size Percentile gain

Identifying similarities & differences Summarizing and note taking Reinforcing effort & providing recognition Homework and Practice Nonlinguistic representations Cooperative learning Setting objectives and providing feedback Generating & testing hypothesis Questions, cues, and advance organizers

1.61 1.00 .80 .77 .75 .73 .61 .61 .59

45 34 29 28 27 27 23 23 22

Categories of Instructional Strategies that Affect Student Achievement

Category Avg. Effect size Percentile gain

Identifying similarities & differences Summarizing and note taking Reinforcing effort & providing recognition Homework and Practice Nonlinguistic representations Cooperative learning Generating & testing hypothesis Questions, cues, and advance organizers

1.61 1.00 .80 .77 .75 .73 .61 .59

45 34 29 28 27 27 23 23 22

Setting objectives and providing feedback .61

Setting Objectives and Providing Feedback

Setting objectives = goal setting You got to be careful if you don't know where you're going, because you might not get there. Yogi Berra General student population
Goals narrow student focus Not too specific Students should personalize the teachers goals

English Language Learner population

Clearly defined goals Combine content and language objectives

Goal Setting in the Classroom

Set a core goal for a unit, and then encourage students to personalize that goal by identifying areas of interest to them. Sentence starters 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.

Surveys/Forms
Student goal form created in Google Documents.

Source:339 Web (http://339web.blogspot.com/2008/04/google-forms-for-student-goals.html)

KWHL

Providing Dollops of Feedback

Should be corrective in nature
Explanation of why an answer is correct or incorrect

Should be timely
Immediate feedback is the most effective

Should be specific to a criterion

Addresses a specific knowledge and skill

Students can effectively provide some of their own feedback

Rubrics, learning logs, blogs, wikis, kwhl+ charts, etc.

Rubrics

Creative writing rubric created using Rubistar (http://rubistar.4te achers.org)

Feedback in the Classroom

Class blog
Teacher comment

Feedback in the Classroom

Objective

4Very Competent

3Somewhat Competent

2-Some Key Questions Remain

1Very Uncomfortable

Identify causes of the Great Depression Evaluate governmental responses to the Depression Describe longterm effects of the Depression still felt today.

Student Self-Assessment Rubric

Feedback in the Classroom

Classroom Performance System

Dont We Do This Already?

Although common practice in most K-12 classrooms, setting objectives and providing feedback are frequently underused in terms of their flexibility and power. -Robert Marzano

Categories of Instructional Strategies that Affect Student Achievement

Category Avg. Effect size Percentile gain

Identifying similarities & differences

1.61

45

Summarizing and note taking

Reinforcing effort & providing recognition Homework and Practice Nonlinguistic representations Cooperative learning Setting objectives and providing feedback Generating & testing hypothesis

1.00
.80 .77 .75 .73 .61 .61

34
29 28 27 27 23 23

Questions, cues, and advance organizers

.59

22

Four Effective Forms of Using Similarities and Differences

Marzano's research indicates there are four processes that identify how items, events, processes, or concepts are similar and different:
Comparing Classifying Creating Metaphors Creating Analogies

Identifying Similarities and Differences

Comparing- identifying similarities and differences between or among things Classifying- process of grouping based on characteristics Creating metaphors- process of identifying a general pattern in a specific topic and then finding another, seemingly different topic, with the same general pattern Creating analogies- identifying relationships between relationships

Round Robin
Of the four forms of identifying similarities and differences, which have you experienced most effectively as either a teacher or a student? What made it so effective for you?

Marzanos Recommendations for Classroom Practice How do you get it done?

Give students a model for the process Give students graphic organizers Guide students as needed

How ToCompare
The Venn Diagram-A fantastic tool for comparing using similarities and differences Learning Experience: Citrus

A Great Web Site

http://gets.gc.k12.va.us/VSTE/2008/1simdiff. htm This site gives examples of different programs and websites that provides samples of graphic organizers for identifying similarities and differences. It shows how graphic organizers look in different programs and how to download options for classroom use.

 The first sample is from Kidspiration (software program)

Second and third samples are from http://www.readwritethink.or g/materials/venn/ this site allows you to put in the topics and print the diagram

Comparing with Comparison Matrix

The first sample is from EXCEL but could also be created in WORD The second sample is from Inspiration (software program)

The third sample is from: http://www.readwritethink.org /materials/compcontrast/map /

The websites listed below all give examples of using the Frayer Model for comparing
http://www.justreadnow.com/strategies/frayer.htm http://www.longwood.edu/staff/jonescd/projects/educ5 30/aboxley/graphicorg/fraym.htm http://www.tantasqua.org/superintendent/Profdevelop ment/etfrayermodel.html

Classifying: Semantic Feature Analysis Sample: Bonds

Bonds
Bearer Bond Convertible Bond Corporate Bond Government Bond
Issued by corporations Fixed Interest Rate U.S. Treasury Local Taxing Authority More likely to default Equal to a number of shares of stock

X X X X X

X X X X

Junk Bond
Zero Coupon Bond

X X

X X X

X X

Classifying
A column format can be created in Word and EXCEL

Samples of Classifying using Technology

Classifying with word or picture sorting can be done with Kidspiration software

 Classifying with a Webbing format can be done in Kidspiration or Insipiration software

Classifying: Concept Attainment

Examine the factual information Identify similarities; sort into general categories Name each category Write a topic sentence for each category which generalizes the similarity ___________________________________ Select five pieces of factual information which best support the topic Evaluate them by rank ordering them in descending order of importance in supporting the topic sentence

Creating Metaphors and Analogies

Metaphors and Analogies are complicated due to the relationships between relationships. having students identify these relationships is the focus of instruction Creating metaphors is the process of identifying a general or basic pattern in a specific topic and then finding another topic that appears to be quite different but that has the same general pattern Creating analogies is the process of identifying relationships between pairs of concepts - in other words, identifying relationships between relationships.

Analogy Graphic Organizer

is to

Relationship:

is to as

Interactive Web Sites for Analogies

These are interactive sites for analogies that are free: http://www.sadlieroxford.com/phonics/analogies/analogiesx. htm http://www.funtrivia.com/flashquiz/index.cf m?qid=159519 This website has a free 30 day trial: http://www.quia.com/cb/7146.html

Remember this
If the purpose is to master facts:
Format follows teacher directed activity

If the purpose is to develop divergent thinking

Format follows student directed activity

Identifying similarities and differences should promote ACTIVE thinking by the students

ALT Work Session

Campus Goal: Improve student achievement through implementation of effective instructional strategies.

What ALT goal will you develop to support the campus goal?

ALT Work Session

Develop your ALT goals Once you have created your ALT goals, email them to your campus principal and to Margaret Miller under the subject heading: Marzano ALT Goal Design a collaborative lesson/series of lessons in which you will use one or more strategies presented today Prepare a tool to measure the effectiveness of the strategy over time