classroom strategies for cultivating teacher effectiveness presented by tom roy, ph.d
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Classroom Strategies for Cultivating Teacher Effectiveness Presented by Tom Roy, Ph.D. 920-838-4006 [email protected]. Today’s learning goals…. We will understand how “we can know when they know it.” We will understand why working with a peer helps (tremendously)! - PowerPoint PPT PresentationTRANSCRIPT
Classroom Classroom Strategies for Strategies for
Cultivating Teacher Cultivating Teacher EffectivenessEffectiveness
Presented by
Tom Roy, Ph.D.Tom Roy, Ph.D.920-838-4006
Today’s learning goals…Today’s learning goals…
1. We will understand how “we can know when they know it.”
2. We will understand why working with a peer helps (tremendously)!
3. We will take a look into the “Formative assessment bag of tricks.”
4. Personal goal…
Boosting Retention Rate:Boosting Retention Rate:
Lecture 5%
Reading 10%
Audio-visual 20%
Demonstration 30%
Discussion Groups 50%
Practice Doing 75%
Teaching others 90%
Average Retention after 24 hoursAdapted from David Sousa figure 3.8 in his text How the Brain Learns
Teachers need support…Teachers need support…Training Components and Attainment of Outcomes in Terms of Percent of Participants
OutcomesComponents Knowledge
(thorough)Skill
(strong)Transfer
(executiveimplementation)
Study of Theory
10 5 0
Demonstrations
30 20 0
Practice 60 60 5Peer Coaching 95 95 95
From Joyce and Showers (2002), see references
Peer-to-Peer CoachingPeer-to-Peer Coaching
• Dyads or triads• Agree to work together
1. Easier2. More fun3. Best chance of “making it happen”
• Specific time limit• Inform supervisor…
How do How do “I know that they know it?”“I know that they know it?”
• Questioning technique• Observation• Cooperative learning with
accountability• Tell me when you’re ready for
the test
How do I know…?How do I know…?
• The use of knowledge within larger products (reports, presentations, tests, etc.).
• Formative assessment quizzes.• Student prepared Wall Posters
(comprised of the word or term, a common language definition, and a drawing or symbol).
• Construction of traditional flash cards and using them.
How do I know…?How do I know…?
• Students providing a drawing or symbol to demonstrate understanding.
• Students will label a diagram of a process or object using the terms.
• Playing games such as matching (using card sets), password, Balderdash, or Pictionary.
How do I know…?How do I know…?
• Construction of triple cards (comprised of the word or term, a common language definition, and a drawing or symbol) and using them.
• Card sorts.• Creation and use of card pairs (on
card has the term, its pair has a common language definition).
Six strong teaching strategies to Six strong teaching strategies to work with formative assessment.work with formative assessment.
1. teacher provides a description2. students restate in their own words3. students draw a picture or symbol4. periodically students revisit and add
to knowledge5. students discuss terms with peers6. periodically play games with the
terms and procedures
The list of elements…The list of elements…
What do I do to provide clear learning goals and scales (rubrics)?What do I do to track student progress?What do I do to identify critical information?What do I do to organize students to interact with new knowledge?
Elements…Elements…
What do I do to preview new content?What do I do to chunk content into “digestible bites”?What do I do to help students process new information?What do I do to help students elaborate on new information?
Elements…Elements…
What do I do to help students record and represent knowledge?What do I do to help students reflect on their learning?What do I do to review content?
Elements…Elements…What do I do to organize students to practice and deepen knowledge?What do I do to use homework?What do I do to help students examine similarities and differences?What do I do to help students examine errors in reasoning?What do I do to help students practice skills, strategies, and processes?
Elements…Elements…
What do I do to help students revise knowledge?What do I do to organize students for cognitively complex tasks?What do I do to engage students in cognitively complex tasks involving hypothesis generation and testing?What do I do to provide resources and guidance?
Practice, Practice, practice, practicepractice, practice
• Several iteration of use in day-to-day classrooms
• Time to get comfortable• Time for students to practice new model• Time for students to acclimate… change requires time and the
understanding that the new is providing a better teaching/learning model.
What about collegiality? What about collegiality?
Who can help?Classroom visits (getting better is the only thing)
Rounds…• In twos or threes• Get permission• Scheduled• Say thank you• Discuss how we can get better around the
design questions
Peer-to-Peer CoachingPeer-to-Peer Coaching
• Dyads or triads• Agree to work together
1. Easier2. More fun3. Best chance of “making it happen”
• Specific time limit• Inform supervisor…
In closingIn closing• Believe in your students
• Believe in yourself
Access to a protocol…Access to a protocol…
http://www.marzanoresearch.com/<Free Resources> (horizontal blue bar)
<Reproducibles>3rd bullet Classroom Strategies –1st bullet Becoming a Reflective TeacherAppendix B Yea, there they are!