Using Technology

with “Classroom Instruction

that Works”: Effective

Instructional Strategies

Three Elements of Effective Pedagogy

InstructionalStrategies

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 effectiveschool

Effect size and percentile gainMean

34.1%34.1% 13.6%13.6% 2.1%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)

+1 +2 +3-1-2-3

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 1.61 45

Summarizing and note taking 1.00 34

Reinforcing effort & providing recognition .80 29

Homework and Practice .77 28

Nonlinguistic representations .75 27

Cooperative learning .73 27

Setting objectives and providing feedback .61 23

Generating & testing hypothesis .61 23

Questions, cues, and advance organizers .59 22

Using Technology

Four Planning Questions and Corresponding Instructional Strategies

Planning Questions Instructional StrategiesWhat will students learn? Setting Objectives

What strategies will provide evidence of student learning?

•Providing feedback•Providing recognition

Which strategies will help students acquire and integrate learning?

•Cues, questions, and advance organizers•Nonlinguistic representation•Summarizing and note taking•Cooperative learning•Reinforcing effort

Which strategies will help students practice, review, and apply learning?

•Identifying similarities and differences•Homework and Practice•Generating and testing hypotheses

Setting Objectives

• 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 teacher’s 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

Setting Objectives

Word processing software Word Openoffice tables X

Spreadsheet software

Organizing and Brainstorming http://www.mywebspiration.com/launch.php

X

Data Collection tools http://surveymonkey.com X

Multimedia

Web Resources http://rubistar.4teachers.org/index.php X

Communication Software http://room613talk05.edublogs.org/2006/01/10/room-613-student-blogs/

X

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.4teachers.org)

Feedback in the Classroom

Class blog

Teacher comment

Feedback in the Classroom

Objective4—Very Competent

3—Somewhat Competent

2-Some Key Questions Remain

1—Very Uncomfortable

Identify causes of the Great Depression

X

Evaluate governmental responses to the Depression

X

Describe long-term effects of the Depression still felt today.

X

Student Self-Assessment Rubric

Feedback in the Classroom

Classroom Performance System

Don’t 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

X

Providing Feedback

Word processing software word inserted

comments readability X

Spreadsheet software

Organizing and Brainstorming

Data Collection tools SRS-Grading software X

Multimedia

Web Resources http://www.coolmath-games.com/0-coffee-

shop/index.html X

Communication Software http://teacherweb.com/TX/NorthsideEarlyChildhoodCenter/MrsHoelscher/index.html

X

Providing RecognitionProviding Recognition

• Rewards do not necessarily have a negative Rewards do not necessarily have a negative effect on intrinsic motivation.effect on intrinsic motivation.

• Reward is most effective when it is contingent on Reward is most effective when it is contingent on the attainment of some standard of performance.the attainment of some standard of performance.

• Abstract symbolic recognition is more effective Abstract symbolic recognition is more effective than tangible rewards. than tangible rewards.

• Personalize recognitionPersonalize recognition• Use Pause Prompt and Praise strategyUse Pause Prompt and Praise strategy• Use concrete symbols of recognition

Providing Recognition

Word processing software

Spreadsheet software

Organizing and Brainstorming

Data Collection tools use of SRS group &individual bonus

couponX

Multimedia personlized certificate X

Web Resources Web showcases X

Communication Software Audioemail

http://kidbibs.com/awards/card.htm X

Cues and Questions

• Cues and questions should focus on what is important as opposed to what is unusual.

• "Higher level" questions produce deeper learning than lower level questions.

• "Waiting" briefly before accepting responses from students increases the depth of student answers.

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

Advance Organizers

• Advance Organizers should focus on what is important as opposed to what is unusual.

• "Higher level" advance organizers produce deeper learning than the "lower level" advance organizers.

• Advance Organizers are most useful with information that is not well organized.

• Different types of advanced organizers produce different results.

Cues, Questions, and Advance Organizers

Word processing software Expository,

Narrative,Graphic advanced X

Spreadsheet software rubric excel X

Organizing and Brainstorming X

Data Collection tools

Multimedia videos (http://ww.teachertube.org

http://www.schooltube.com X

Web Resources

Communication Software

Nonlinguistic Representations

• A variety of activities produce nonlinguistic representations.

• Creating graphic representations.• Generating mental pictures.• Drawing pictures and pictographs.• Engaging in kinesthetic activity.

• Nonlinguistic representations should elaborate on knowledge.

Nonlinguistic Representation

Word processing software (vocabulary clipart) X

Spreadsheet software (plotting information

earthquakes)X

Organizing and Brainstorming inspiration

ispiredata..\..\..\..\Program Files\Kidspiration 3\New Word.kidX

Data Collection tools digital probes video camera X

Multimedia student creation of ppt or movies give most engaged

learning animationX

Web Resources http://www.dvolver.com/live/movies-293119

Mulitmedia simulationsX

Communication Software

Summarizing

• To effectively summarize, students must delete some information, substitute some information and keep some information.

• To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level.

• Being aware of the explicit structure of information is an aid to summarizing information.

Rule based Summarizing

1. Take out the material that is not important to understanding

2. Take our words that repeat information3. Replace a list of things with a word that describes the

things in the list4. Find a topic sentence Delete trivial material that is unnecessary to

understanding Delete redundant material Substitute super ordinate terms for more specific terms Select a topic sentence or invent one if it is missing

Note Taking

• Verbatim is the least effective way to take notes.

• Notes should be considered a work in progress.

• Notes should be use as study guides for tests.

• The more notes that are taken, the better.

Summarizing and Note Taking

Word processing software track changes in word

auto summarize X

Spreadsheet software

Organizing and Brainstorming inspiration

kidspirationX

Data Collection tools

Multimedia combination notes X

Web Resources google docs cornell notes

http://notestar.4teachers.org/teacher/home.jsp X

Communication Software wikis blogs X

Cooperative Learning• Organizing groups based on ability should be done

sparingly.• Cooperative groups should be kept small in size.• Cooperative learning should be applied consistently and

systematically, but not overused.• Five Defining Elements

– Positive interdependence– Face-to-face interaction– Individual and group accountability– Interpersonal and small group skills– Group processing

Cooperative Learning

Word processing software

Spreadsheet software

Organizing and Brainstorming

Data Collection tools

Multimedia creating video PPT X

Web Resources

http://webquest.sdsu.edu/webquestwebquest.html shared bookmarking http://delicious.com/jmccarthy

X

Communication Software wiki skype X

Reinforcing Effort

• People generally attribute success at any given task to one of four causes: ability, effort, other people and luck.

• Not all students realize the importance of believing in effort.

• Students can learn to change their beliefs to an emphasis on effort.

– Explicitly teach students about importance of effort– Have students keep track of their effort and achievement

Reinforcing Effort

Word processing software

Spreadsheet software excel effort rubrics

EffortRubricExamples.docX

Organizing and Brainstorming

Data Collection tools survey X

Multimedia

Web Resources

Communication Software

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

Similarities and Differences

• Teach students to use comparing, classifying , metaphors and analogies

• Give students a model for the process• Use a familiar context to teach these steps• Give students graphic organizers as a visual

clue• Guide students in this process. Gradually give

less structure and less guidance

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

How To…Compare

• 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.org/materials/venn/ this site allows you to put in the topics and print the diagram

Comparing with Comparison Matrix

• The first sample is from EXCELbut 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/

http://www.justreadnow.com/strategies/frayer.htmhttp://www.longwood.edu/staff/jonescd/projects/educ530/aboxley/graphicorg/fraym.htmhttp://www.tantasqua.org/superintendent/Profdevelopment/etfrayermodel.html

The websites listed below all give examples of using the Frayer Model for comparing

Classifying:Semantic Feature Analysis

Sample: BondsBonds Issued by

corporationsFixed Interest Rate

U.S. Treasury

Local Taxing Authority

More likely to default

Equal to a number of shares of stock

Bearer Bond X XConvertible Bond X X Corporate Bond X X XGovernment

BondX X

Junk Bond X X XZero Coupon Bond 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 toas

Interactive Web Sites for Analogies

• These are interactive sites for analogies that are free:

• http://www.sadlier-oxford.com/phonics/analogies/analogiesx.htm

• http://www.funtrivia.com/flashquiz/index.cfm?qid=159519

• This website has a free 30 day trial: http://www.quia.com/cb/7146.html

Identifying Similarities and Differences

Word processing software X

Spreadsheet software X

Organizing and Brainstorming X

Data Collection tools X

Multimedia

Web Resources

Communication Software

Homework

• Less homework should be assigned to younger students than to older students.Parent involvement in homework should be kept to a minimum.The purpose of homework should be identified and articulated.If homework is assigned, it should be commented on.

Practice

• Mastering a skill requires a fair amount of focused practice.While practicing, students should adapt and shape what they have learned.

Homework and Practice

Word processing software X

Spreadsheet software X

Organizing and Brainstorming

Data Collection tools

Multimedia X

Web Resources X

Communication Software X

Generating and Testing Hypotheses

• Deductive thinking requires students to apply current knowledge to make a prediction about a future action or event.

• Inductive thinking involves students in a process of drawing new conclusions based on information they know or have presented to them.

• Teachers should ask students to clearly explain their hypotheses and their conclusions. Research has shown the power of asking students to explain, in a variety of communication modes, their predictions and results

Generating and Testing Hypotheses

Word processing software

Spreadsheet software ex X

Organizing and Brainstorming

Data Collection tools X

Multimedia

Web Resources http://web.wm.edu/hsi/cases/frankfort/frankfort_student.html http://fantasticcontraption.com/

X

Communication Software