Effective Teaching Strategies

Presented by the Center for Performance Assessment

www.MakingStandardsWork.com1-800-THINK-99

Optimal Learning EnvironmentRespect for your prior experience and

respect for others in the roomCell phones in “manner mode”Complete engagement

Full participation in all activities and complete attendance for duration of seminar

Active listening so you are able to respond when called upon

No side conversations, activities, or work

Objectives

UNDERSTAND the connection between essential and thorough lesson planning, effective instruction, and optimal learning

KNOW the research on focused effective teaching strategies

APPLY strategies in contextDEMONSTRATE readiness for

implementation of best practices

Seminar Structure

Part I Lesson Planning – learn highly effective

practices, approaches, formats and realize that lesson planning is a natural extension of the data team process

Part II Effective Strategies – examination of

research, contextual considerations, modeling specific strategies, application and extensions of instruction, learning and assessing tools

Generate Hypotheses about Teacher A and Teacher B:

Same class makeup: a mix of diverse backgrounds and learning needs (ESL, poverty, inclusion, etc.)

Same class sizeSame schedule, materials, curriculumTeacher A: 18% of students proficient Teacher B: 82 % of students proficient

ACTIVITY: Develop hypotheses about the causes of the difference

If you think that teachers and leaders influence student

achievement, you are right!

43.6

64.8

0

10

20

30

40

50

60

70

% P

rofici

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Source: Center for Performance Assessment, Leadership for Learning (2005); www.MakingStandardsWork.com.

Student Causes Teacher Causes

Putting the Pieces of the Puzzle Together: What Every

Learning Team Must Know and Do

What must be learned – Power Standards

Monitor learning, Provide feedback - Common Formative Assessments

Meet individual student needs – Differentiated Instruction

How to teach – Effective Teaching Strategies

Point to Ponder . . .

Optimal learning is a direct result

of effective instruction which is a

direct result of essential

and thorough lesson planning.

Recommendations for Successful Lesson Planning

Collaborative Lesson Planning

Tools: Formats/Templates

Stages of Learning

Teaching/Learning/Assessing Cycle

Effective Lesson Planning

Part I – Lesson Planning

Lesson Planning Teaching/Learning/Assessing CycleTools: Formats/Templates Elements/ConsiderationsCollaborative planning Stages and progression of learningCollaborative planning

Student Learning Cycle: Teaching, Assessing, Reflecting

Identify Learning Outcomes

Direct Instruction; Model

Reflect, Adjust Teaching; Ongoing Monitoring

Plan Instruction and Assessments

Learning;Ongoing Monitoring

Point to Ponder

If all you have is a hammer everything looks like a nail…

Tools

Templates/FormatsAllows organized approach to processGenerates ideasProvides focusDecreases stressSaves timeFacilitates collaboration

ACTIVITY: Examine lesson planning tools

Elements of Lesson Plans

Effective lesson plans:Offer ‘prompts’ or cues for focused

thinkingAllow linear or non-linear, flexible optionsFeel like a ‘flight plan’ Consider each aspect of the learning cycle

ACTIVITY: Generate a list of must-haves for your lesson plan

Stages of Learning – Timing is Critical

Select strategies based on the specific stage and purpose of learning:Early – building background, scaffolding,

first exposure, connectingMiddle – connecting, reading, writing,

thinking, analyzing, comparing, practice, building on previous learning

Closure – application, problem solving, investigation, assignment of independent practice, doing something with the information

Collaborative Lesson PlanningData Teams/Learning Teams –

1. Generate Data2. Analyze, Identify Obstacles,

Prioritize3. Set Goal(s)4. Determine Instructional Strategies5. Identify Results Indicators**Next, natural extension: Collaborative

Lesson PlanningACTIVITY: Discuss your data teaming

processes and determine to what extent your team is ready for collaborative lesson planning

Checking for Understanding

Why is it important to consider the act of lesson planning?

Summarize important elements of successful lesson planning.

Part II: The Strategies

“But knowledge – like research-based teaching strategies – is only as good as its intelligent application.”

Mike Schmoker, Results Now, ASCD p 117

Contributions from Experts

Allen Mendler

Douglas Reeves Katy Haycock Robert Marzano Rick Stiggins Carol Ann Tomlinson Stephanie Harvey Jay McTighe Roland Barth The “jury standard”

Grant Wiggins Mike Schmoker Rick DuFour Michael Fullan Stephen White Larry Lezotte Harry Wong Linda Darling

Hammond James Stronge

What Does Effective Mean?

“The reflective process is at the very heart of accountability. It is through reflection that we distinguish between the popularity of teaching techniques and their effectiveness. The question is not ‘Did I like it?’ but rather, ‘Was it effective?’”

Source: Douglas B. Reeves, Accountability for Learning (2004), p. 52.

Effective Teaching Strategies: The HOW in Context

Strategies should be selected on the basis of ‘best fit’ related to:Expectations of learning: WHATThe learners: WHORelevance: WHY/CONNECTIONSStages of learning: WHEN/TIMING

Expected Learning: The WHAT

Starting Point: Expected learning outcomes State StandardsDistrict Power Standards/ObjectivesUnwrapped Standards: Content

Concepts – Informational/Declarative Knowledge Skills – Procedural/Application Knowledge

Consider the Learners: The WHO

InterestsStrengthsProcessesProducts or Evidence of LearningChoices/OptionsDifferentiated Instruction

Relevance: The WHY

Authentic learning opportunitiesApplications in context of relevant

topics, tools, examplesEmphasis on connections

Learning Process: The WHEN

Does this lesson focus on accessing prior knowledge, building background?

Is this lesson an opportunity for scaffolded, guided application?

Is this lesson moving toward independent application where students are asked to demonstrate mastery through independent application?

Effective Teaching Strategies – Seminar Process

Presentation of strategies will be by association to a particular stage of the learning process recognizing that:Strategies are successfully applied

during various stages of the learning process

Strategies are tools for teachers as they present information, facilitate and assess learning

Strategies are tools for learners to enhance and demonstrate thinking

Effective Teaching Strategies

This seminar follows the following process and presents strategies that fit into the three stages of the learning process:

Beginning stage of instructionMiddle stage of learningClosure of learning time

Applications of Strategies: Tools

Tools for Instructing – “props” Enhance communication of informationExamples:

Advance OrganizersMetaphorCuesEnthusiasm

Applications of Strategies: Tools

Tools for LearningThinking, reflecting, processing in order to

understandExamples:

Note takingSummarizingNon-fiction writingCause/Effect graphic

Applications of Strategies: Tools

Tools for AssessingAssist learners to clearly process and

show what they knowExamples:

Comparison MatrixAnalogiesClassification Chart

A. Beginning of Learning

Setting up for success:Establish objective*Access prior knowledge – Cues*Build backgroundCreate positive learning environment*Non-fiction writing*Generate hypotheses

Strategy: Establish Objectives

Clear learning objective was established in only

4%

of classroomsSource: Learning 24/7 Classroom Observation Project

(2004) (direct observation of 1,500 K-12 classrooms)

Strategy: Establish Objectives

State goals in clear language – 4 key elements/parts

Capture the big picture; provide focusStudents could personalize the

teacher’s goals to establish ownershipCommunicates high expectations

Strategy: Access Prior Knowledge

What do your students already

know?

Strategy: Cues

Should focus on what is important rather than on what is unusual

Use explicit cues—direct approachKNU (enhanced KWL)

Already knowNeed to learn (based on standards)Understand

BKWLQBackground, know, want to know, learned,

questions

Strategy: Advance Organizers

Introductory materialsPromote scaffolding with visual

structures for informationBridge the gap between what the

learner already knows and what the learner still needs to learn

Are most useful with information that is not already well organized

Strategy: Effort/Motivation

Research/FoundationEffort may be taught Effort can be learnedIncreased effort = greater success Without hope, don’t expect effortMany techniques to improve motivation

Strategy: Effort

Emphasizing effortCreating hopeRespecting powerBuilding relationshipsExpressing enthusiasm

Strategy: Nonfiction Writing

“Generous amounts of close, purposeful reading, rereading, writing, and talking are the essence of authentic literacy.

These simple activities are the foundation for a trained, powerful mind

—and a promising future.”

Source: Mike Schmoker, Results Now (2006), p. 53

Benefits of Nonfiction Writing

Writing is thinking while connecting the dots

Writing is reflectionWriting and revision result in complex

thinking, the making of connections, the interpretation of patterns, the production of thought

Meier: “Children are driven into dumbness by our failure to challenge their curiosity.”

Nonfiction Writing

But I don’t have time for more writing in my classroom

It takes too much time to grade It takes too much time to give feedback If I spend time on writing, I won’t be able to

cover my subject, so my students’ scores in my content area will decline

Here is the reality. . .

Reality: “I don’t have the time” is untrue!

Time Devoted to Writing

Mat

h,

Sci

ence

, S

oci

al

Stu

die

s, M

.C.

Tes

ts

“When we spend more time on

nonfiction writing with

collaborative scoring, our test scores improve .

r = .7 to .9”

Source: Douglas B. Reeves, NASSP Bulletin (December 2000).

The Cumulative Weight of Writing Evidence

Relationships hold across grades, states, and curriculum areas

Relationships may not prove that more writing of performance assessments “causes” improvements in achievement, BUT . . .

The Evidence Is Clear

The assertion that “spending time on writing hurts multiple-choice test scores” is WRONG

Short-cycle and other assessments that include writing enhance student achievement in other subjects

Performance on multiple-choice tests improves

Strategy: Non-fiction Writing

Writing to assess prior knowledgeWriting to connect new learning to

current knowledge – relevanceWriting to learn – clarify thoughtsWriting to expand, enhanceWriting to demonstrate, show thinking

B. Middle Stage of Learning Explicit modeling Direct instruction Cooperative learning Comparing* Classifying* Feedback Note taking* Questioning* Nonlinguistic representations* Practice – guided and independent* Flexible grouping* Generating and Testing Hypotheses

Strategies: Comparing, Classifying

Research/FoundationBasic to human thoughtCore of all learning and thinkingEnhances students’ understanding and

ability to retain and use knowledgeDemonstration of process Structures for ‘storing/retaining’ informationProcess for finding similarities and

differences

Strategy: Compare

Examine information for similarities and differences

Focus on important details and characteristics of information

Develop process thinking skillsApply tools/formats

Strategy: Classify

Organize information into groups based on categories (e.g., similar qualities, traits)

Synonyms: sort, organize, group, categorize

Apply tools/formats Develop thinking processes

Strategy: Note Taking

Notes must be considered a work in progress

Notes should be used as study guidesEnhance notes through discussion, useMany approaches to taking notes

Two-column, Cornell, mixed, outline

Strategy: Questions, Cues, and Advance Organizers

Research/FoundationThese strategies help students to access

what they already know about a topicActivation of prior knowledge is critical to

learning of all typesBackground knowledge influences what

we perceive and learnCueing and questioning

Strategy: Questions

Questions are effective learning tools even when asked before a learning experience

Think: What, How, Why – each causes a certain mental processing thus different responses

Strategy: Nonlinguistic Representations

Research/FoundationMany names: visual tools, graphic

organizers, thinking mapsDual-coding (linguistic, pictorial,

kinesthetic)Tools for teachers when presenting

information, assessing understandingTools for students when processing,

applying information and for demonstrating knowledge

Strategy: Nonlinguistic Representations

Examples of tools, graphic organizers:Brainstorming webs: mind mapping,

webbing, clustering for personal knowledge

Task-specific organizers: life cycles, text structures, decision trees for isolated content tasks

Thinking-process frames: concept mapping, metacognition, systems thinking for transfer across disciplines

Strategy: Cooperative Learning

Types of groups:Informal—created on spur of moment; may

last a few minutes, class period, a few daysFormal/Flexible—created to ensure that

students are able to accomplish a task or assignment; last several days to weeks; usually created based on pre-assessment data/results

Base—created to provide students with support throughout the semester or year

Strategy: Cooperative Learning

Research/FoundationStudent-to-student enhanced learning leads

to optimal participation and retention Often misused and misunderstoodRequires effective classroom management to

work wellDifferentiated Instruction - a link to

cooperative learning

Strategy: Cooperative Learning

Low-ability students perform worse when placed in homogenous groups with other students of low ability

Medium-ability students benefit most from homogenous grouping

Cooperative groups should be small in size; 3- to 4-member teams are more beneficial than larger groups

Strategy: Practice

Massed practice - skill, process: frequent repetitions

Distributive practice - concepts: develop understanding over time

Mastering a skill requires appropriate focused practice

24 repetitions = 80% competency

Strategy: Hypotheses Generating and Testing

Research/FoundationPowerful cognitive operationsInvolve the application of knowledgeDeductive and inductive approaches

Strategy: Hypotheses Generating

Teachers should ask students to clearly explain and defend their hypotheses.

Ask: “What principles are you working from?” Inquire why students’ hypotheses make sense.

This process deepens understanding about information and concepts students are studying.

Strategy: Hypotheses Testing

Students do this much of time: “When I do this, then this will happen”

Many approaches:Problem solvingDecision makingHistorical investigationSystems analysis

C. Closure of Learning Time

QuestionsHomework*Feedback*Summarizing*Non-fiction writing

Strategy: Homework and Practice

Research/FoundationHomework and practice provide students

with focused and purposeful opportunities to expand knowledge and deepen understanding about concepts and skills

Strategy: Homework

Vary amount of homework by grade level; general guideline of 10 minutes per grade level

Minimize parental involvement Identify purpose of homeworkCreate time for homework to be

completed DURING SCHOOL Provide feedback on assignments

Strategy: Homework

Positive EffectsImmediate achievement and learningLong-term academic benefitsNonacademic benefitsAllows practice, preparation,

extension, and integration with/links to other content areas

Strategy: Homework Options

What motivates students?ChoiceEmpowermentCompetence

How can we transform homework from drudgery into engagement?Let students CHOOSEDesign interesting, motivating, engaging

assignments

Strategy: Provide Feedback

Must be accurate; we have a moral obligation to tell the truth

Should be timely, correctiveShould be specific to a criterionStudents should engage in self-

reflection/feedbackStudents should provide anonymous

reflection and feedback for other students’ work

Strategy: Summarize

Keep, delete, substituteStructure of information linked to

structure of notesSummarizing requires ability to

analyze information Questions in advance of reading or

processing information provide a frame for summary

Evaluation and Feedback

Your ideas and reflections are important to us. Please take time to complete and turn in the short evaluation form provided for you.

Center for Performance Assessment1-800-844-6599

www.MakingStandardsWork.com

Center for Performance Assessment

1-800-844-6599

www.MakingStandardsWork.com