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Effective Classroom Strategies 1
Effective Classroom Strategies
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Effective Classroom Strategies 2
Classroom Instruction That Works
Identifying similarities and differences
Summarizing and note taking
Reinforcing effort and providing recognition
Homework and practice
Nonlinguistic representations
Cooperative learning
Setting objectives and providing feedback
Generating and testing hypotheses
Questions, cues and organizers
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Effective Classroom Strategies 3
Warm-Up
Which strategy areyou most familiarwith?
Describe how youhave used thisstrategy in yourclassroom.
Think-Pair-Share
Debrief
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Effective Classroom Strategies 4
Following Best Practices
o Based on current research
o meta-analysis of 2,455 studiespertaining to instructional practices
o Includes latest knowledge,technology and procedureso Research continues through McRel
o Successful across studentpopulationso Applies across content areas
and grade levels
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Effective Classroom Strategies 5
Classroom Instruction That Works
Effect Size
Category Ave. Effect
Size
Percentile
Gain
# of Studies
Identifying similarities and
differences
1.61 45 31
Summarizing and note taking 1.00 34 179
Reinforcing effort and providingrecognition
.80 29 21
Homework and practice .77 28 134
Nonlinguistic representations .75 27 246
Cooperative learning .73 27 122
Setting objectives and providing
feedback
.61 23 408
Generating and testing
hypotheses
.61 23 63
Questions, cues and organizers .59 22 1251
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Effective Classroom Strategies 6
Diane Paynter Video Clip
Importance of 30 years ofresearch
Impact the Essential 9 canhave on student achievement
If the effect size forIdentifyingSimilarities/Differences is+1.61, resulting in a
percentile gain of 45%, wherewould the curve indicating theaverage scores of studentsbe?
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Effective Classroom Strategies 7
Effect Size and the Normal Curve
2% 16% 50% 84% 98% 99.9%
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Effective Classroom Strategies 8
Effect Size is a unit of measure usedwith meta-analysis that expressesthe increase or decrease in studentachievement
Cohen simplified the range of effectsizes
Small: 0.20 to 0.49
Medium: 0.50 to 0.79
Large: 0.80 and above
Classroom Instruction That WorksEffect Size
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Effective Classroom Strategies 9
The Instructional Strategy Focus for theDay
Identifying similaritiesand differences.
(ES 1.61)
Comparing Classifying
Metaphors
Analogy
Summarizing and
Note taking(ES 1.00)
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Effective Classroom Strategies 10
Getting Acquainted with the Essential 9
Break into groups of 4
Jigsaw the Essential 9 Strategies
As you read underline the mostcritical statement for each
Report out to group
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Effective Classroom Strategies 11
Using the 9 Instructional Strategiesin Lesson/Unit Planning
Clear Learning Goals(#7 Setting Objectives and Providing Feedback)
Students identify andrecord their own goals
(#7 Setting Objectives and Providing Feedback)
1.
2.
Beginning of the Unit/Lesson
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Effective Classroom Strategies 12
During the Unit
Phases of Learning
Blank Lesson Plan Guide
Introducing New Knowledge
6 possible strategies
Monitoring Learning Goals
3 possible strategies
Practicing, Reviewing and ApplyingKnowledge
3 possible strategies
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Effective Classroom Strategies 13
During the Unit
Introducing New Knowledge
1. Guide students to recall what theyalready know about the topics.(#9 Cues, Questions, Advance Organizers)
2. Provide students with ways ofthinking about the topic in advance.(#9 Cues, Questions, Advance Organizers)
3. Compare new knowledge with what isknown.(#1 Identifying Similarities and Differences)
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Effective Classroom Strategies 14
During the Unit
Introducing New Knowledge
4. Have students keep notes
(#2 Summarizing and Note-taking)
5. Non-linguistic representations,share with others(#5 Non-linguistic Representations)
6. Have students work individuallyand in groups.(#6 Cooperative Learning)
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Effective Classroom Strategies 15
During the Unit
Practicing, Reviewing and Applying
Knowledge1. Assign homework that requires practice, review and
application of learning. Give explicit feedback as tothe accuracy of all homework.
(#4 Homework and Practice, #7 Setting Objectives andProviding Feedback)
2. Engage students in long-term projects that involvetesting and generating hypotheses.
(#8 Generating and Testing Hypotheses)
3. Have students revise the linguistic and nonlinguisticrepresentations of knowledge as they refine theirunderstanding. (# 2 Summarizing and Note taking, #5Nonlinguistic Representations)
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Effective Classroom Strategies 16
During the Unit
Monitoring Learning Goals
1. Feedback and Self-Assessment(#7 Setting Objectives and Providing Feedback)
2. Students keep track ofachievement and effort expendingtoward goals
(#3 Reinforcing Effort and Providing Recognition#7 Setting Objectives and Providing Feedback)
3. Celebrate legitimate progresstoward learning goals(#3 Reinforcing Effort and Providing Recognition)
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Effective Classroom Strategies 17
End of the unitHelping students determine how well they
have achieved their goals(#3 Reinforcing Effort and Providing Recognition, #7 SettingObjectives and Providing Feedback)
Provide students with clear
assessments of their progresson each goal.
Have student assess themselvesand compare with the teachers
assessment Ask them to articulate what
they have learned.
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Effective Classroom Strategies 18
9 Strategies = Results in all subjects
Specific Instructional Strategies canbe matched to specific types ofknowledge.
Different types of learningsometimes necessitate different
types of instruction.
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Effective Classroom Strategies 19
Before you start
Be clear about thelearning that youwant your students
achieve.
Understand whichstrategy works best
to accomplish yourlearning target.
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Effective Classroom Strategies 20
Generalizations that enhance students
understanding of what is being taught and
their ability to use that knowledge.
Teacher directed presenting studentswith guidance
Asking students to independently engagein the activity
Use non-linguistic representation
Student generate own explanations andcreate non-linguistic representation
Periodically review the accuracy of theirexplanations and representations
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Effective Classroom Strategies 21
Categories of Subject Matter Knowledge
Declarative Knowledge(Information and Ideas) Vocabulary
Details
Organizing Ideas
Procedural Knowledge
(Skills and Processes) Skills and Tactics
Processes
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Effective Classroom Strategies 22
ComparingThe process of identifying and
articulating similarities and differences
among items.
Classifying The process of grouping things into
definable categories on the basis of their
attributes.
Creating
Metaphors
The process of identifying and
articulating the underlying theme or
general pattern in information.
Creating
Analogies
The process of identifying relationships
between pairs of concepts (e.g.,
relationships between relationships).
4 Strategies for Similarities and Differences
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Effective Classroom Strategies 23
Identifying Similarities and Differences:
Comparing Task, Round 1
Venn Diagram
Apples andOranges
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Effective Classroom Strategies 24
Easy to see that itemsare very different for this
characteristic
and very similar for
this characteristic.
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Effective Classroom Strategies 25
What are the steps in the comparison process?
COMPARING 1. Select the items you want to
compare.
2. Select the characteristics of the
items on which you want to base
your comparison.
3. Explain how the items are similarand different with respect to the
characteristics you selected.
To
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Effective Classroom Strategies 26
Our Goals for Student Learning
Help prepare for further learning
Identify critical relationships
Gain understanding, clear-up
confusion, make new connections
Change in knowledge structure as a resultof instruction
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Effective Classroom Strategies 27
One key to a rigorous comparison is to identify items and characteristics
that are meaningful and interesting. To do this, students need
extensive modeling and feedback. If the items and characteristics are
not meaningful, students will not make new distinctions or come to new
conclusions about the targeted knowledge.
Make sure that students understand that the purpose of doing the
comparison is to extend and refine their understanding of the
knowledge they are learning. Asking students to select different
characteristics will help them move beyond the obvious.
Tips Related to the Comparison Process
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Effective Classroom Strategies 28
Identifying Similarities and Differences:
Comparing Task, Round 2
In Jigsaw Groups:
Venn Diagram/Comparison Matrix
Apples and Oranges
Learning Goal: How does temperatureand length of growing season effect thenutritional value of fruit?
How was Round 1 different than Round 2?
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Effective Classroom Strategies 29
ELA and Math GLCE
comparing or contrasting?
Comparing is theprocess of identifyingsimilarities anddifferences between
or among things orideas.
Comparing refers toidentifyingsimilarities
Contrasting refers toidentifyingdifferences.
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Effective Classroom Strategies 30
ELA and Math GLCE Task
Find a GLCE at yourgrade level and contentarea that would besuitable to compare,contrast or both.
Would you use VennDiagram/ComparisonMatrix/other?
What steps would youhave to take in order forstudents to use
comparison with theGLCE independently?
o Think-Pair-Share
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Effective Classroom Strategies 31
CLASSIFYING 1. Identify the items you want to classify.
2. Select what seems to be an important item,
describe its key attributes, and identify other
items that have the same attributes.
3. Create a category by specifying the
attribute(s) that the items must have for
membership in this category.
4. Select another item, describe its key
attributes, and identify other items that have
the same attributes.
Birds Fish Dogs
What are the steps in the classifying process?
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Effective Classroom Strategies 32
5. Create the second category by specifyingthe attribute(s) that the items must have
for membership in the category.
6. Repeat the previous two steps until all
items are classified and the specificattributes have been identified for
membership in each category.
7. If necessary, combine categories or split
them into smaller categories and specify
attribute(s) that determine membership in
the category.
CLASSIFYING
(contd)
Birds Fish Dogs
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Effective Classroom Strategies 33
We have been learning that different animals live in different
environments. Classify the following animals in terms of whetherthey live in lakes or oceans, forests, in the soil, or in the
desert.
raccoons moles clams scorpionssquirrels frogs bears lizards
deer fish ants turtles
worms ducks snakes
Now, reclassify these animals using another set of attributes. Forexample, you might identify attributes that relate to the animals
skin or outer covering (e.g., has fur, scales, has a shell).
You may use a blank classifying graphic or your own chart to do
this task.
Content Area: Science
Knowledge: Understands that different animals
live in different environments.
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Effective Classroom Strategies 34
Classification a strategy for GLCE
ELA- Genre characteristics, poetry,types of fiction
Math whole numbers, fractions,
negative numbers, geometricalfigures
Science habitat, endangered,geographical location, adaptation
Social Studies human, economicand capital resources.
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Effective Classroom Strategies 35
Creating Metaphors
Identify a general or basicpattern in a specific topicand then find another topicthat seems quite different atthe literal level but has the
same general pattern.Examples
Counting is a recipe.
Vocabulary is a map legend.
Instructional Strategies areonions.
Video Clip:
MathMetaphors
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Effective Classroom Strategies 36
Steps for Creating Metaphors
1. Identify the important or basic elementsof the information of situation withwhich you are working.
2. Write that basic information as a generalpattern by:
Replacing words for specific things with words formore general things, and
Summarizing information whenever possible
3. Find new information or a situation towhich the general pattern applies.
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Effective Classroom Strategies 37
Metaphor Organizer
Element LiteralPattern
AbstractRelationship
LiteralPattern
Element
Internet Coffee
shop
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Effective Classroom Strategies 38
Examples of Metaphors in Content
Areas
Social Studies-America is freedomand promise
Math-The graph of the sine functionis a roller coaster
ELA-Writing is a process
Science-The cell is a factory
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Effective Classroom Strategies 39
Recommendations for Classroom
Practice
Giving students a model for theprocess.
Using familiar content to teachstudents the steps in creatingmetaphors
Giving students graphic organizers,
and Giving students guidance as needed
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Effective Classroom Strategies 40
Analogies A question
What is the purpose ofasking students tocreate analogies?
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Effective Classroom Strategies 41
The purpose of analogies in the
classroom
Help make connections between thingsthat are very different
Pattern is A:B::C:D
A is to B as C is to D happy:sad::big:small
happy and big are opposites of sad and small
Analogy problems are common in testingsituations PSAT, SAT, ACT.
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Effective Classroom Strategies 42
Using Analogies in the Classroom
Help explain an unfamiliar conceptby making a comparison tosomething that we understand.
Question What is this analogy?
One:trillion::one square inch: thearea of the city of Chicago
Pushes students to think about how
items and concepts are related:how do two things interact, andhow is the relationship similar tothe relationship between the secondpair.
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Effective Classroom Strategies 43
Analogies Organizer Great
Depression
Stock MarketCrash of 1929
U.S. Economy
A
Is to
B
Something attacks asystem and weakens its
ability to preventserious affliction.AS
C D
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Effective Classroom Strategies 44
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Effective Classroom Strategies 45
Task: Strategic questioning
What is the goal or purpose ofengaging students insummarizing activities?
To what extent do you think theact of summarizing varies fromgrade level to grade level?From content area to content
area? Why do you think this? Think-Share-Pair
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Effective Classroom Strategies 46
Critical questions for
Watching Video Clip
For the student:
How do I decide what isimportant?
What should I keep?
What should I substitute?
What should I delete?
For the teacher:
What strategies do you teach students to help them becomeproficient in summarizing?
To what extent do you think these strategies support them inidentifying what they should keep, substitute, and delete?
How do you know if engaging in these strategies is reallyhelping students to deepen their understanding of thecontent?
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Effective Classroom Strategies 47
A Model for Summarizing
Steps for Rule-BasedSummarizing
1. Delete trivial material that isunnecessary to
understanding.2. Delete redundant material.3. Substitute super-ordinate
terms for more specificterms (e.g., use fish forrainbow trout, salmon, andhalibut).
4. Select a topic sentence orinvent one if it is missing.
Steps in Rule-BasedSummarizing for Younger
Students1. Take out material that is not
important to yourunderstanding.2. Take out words that repeat
information3. Replace a list of things with
a word that describes thethings in the list (e.g., use
trees for elm, oak, andmaple).
4. Find a topic sentence. If youcannot find a topic sentence,make one up.
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Effective Classroom Strategies 48
The word photography comes from the Greek wordmeaning drawing with light.Light is the mostessential ingredient in photography. Nearly allforms of photography are based on the fact that
certain chemicals are photosensitive- that is, theychange in some way when exposed to light.Photosensitive materials abound in nature; plantsthat close their blooms at night are one example.The films used in photography depend on a limitednumber of chemical compounds that darken when
exposed to light. The compounds most widely usedtoday are called halogens (usually bromine,chlorine, or iodine.
Microsoft EncartaEncyclopedia
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Effective Classroom Strategies 49
The word photography comes from the Greek word meaningdrawing with light.Light is the most essential ingredient in
photography. Nearly all forms of photography are based on
the fact that certain chemicals are photosensitive- that is, theychange in some way when exposed to light. Photosensitivematerials abound in nature; plants that close their blooms atnight are one example. The films used in photography dependon a limited number of chemical compounds that darken when
exposed to light. The compounds most widely used today arecalled halogens (usually bromine, chlorine, or iodine.
Microsoft Encarta Encyclopedia
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Effective Classroom Strategies 50
Research generalizations on
summarizing
Students must delete some information,substitute some information, and keep someinformation.
To effectively delete, substitute, and keep
information, students must analyze theinformation at a fairly deep level.
Being aware of the explicit structure ofinformation is an aid to summarizinginformation. Summary Frames
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Effective Classroom Strategies 51
The Six Summary Frames
Narrative Frame
Topic-Restriction-Illustration Frame
Definition FrameArgumentation Frame
Problem/Solution Frame
Conversation Frame
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Effective Classroom Strategies 52
A summary is
1) A summary: Is an essential condensation in your own words. Answers the question what is the author really saying? Is the result of careful listening to the author. Remains faithful to the authors emphasis and
interpretation. Does not disagree with or critique the authors opinion.
2) A summary is a comprehensive but brief statement of what hasbeen stated previously in a longer form.
3) A summary is a wrap-up----a general picture of theinformation--- much like TV networks produce at the end of ayear.
4) Summaries provide a quick overview of a subject without
having the reader wade through a lot of facts and details.Summaries help readers and writers boil information down toits most basic elements.
5) Encyclopedias, almanacs, and digests provide good examples ofsummaries.
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Effective Classroom Strategies 53
Procedural Knowledge
Summarizing is proceduralknowledge. If students areexpected to becomeproficient in procedural
knowledge, they need to beable to practice.
Mastering a skill or process requires afair amount of focused practice.Practice sessions initially should be
spaced very closely together. Overtime, the intervals between sessionscan be increased. Students also needfeedback on their efforts.
While practicing, students should adapt and
shape what they have learned.
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Effective Classroom Strategies 54
A Rubric for Summarizing
4The student identifies the main pattern runningthrough the information along with minor patterns.
3The student identifies the main pattern running
through the information.
2The student addresses some of the features of themain pattern running through the information butexcludes some critical aspects.
1 The student does not address the main pattern runningthrough the information.
0 Not enough information to make a judgment.
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Effective Classroom Strategies 55
Planning for Summarizing
What specific information willstudents need to summarize?
film or video
chapter
lecture
story article
event
other_______________
What strategy will I ask students to use? Rule-based Summarizing Strategy Summary Frames
Narrative or Story TRI Definition Argumentation Problem/Solution Conversation
Group Enhanced Summary Strategy Other ___________
What knowledge will students be
learning?
Do I need to set aside time to teachthem the strategy? When and how?
How much guidance will I provide them?
How will I monitor how well students aredoing?
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Effective Classroom Strategies 56
Summary and the GLCE
Find a GLCE at your grade level andcontent area that would be suitableto summarize.
What steps would you have to takein order for students to usesummary with the GLCE you choseindependently?
o Think-Pair-Share
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Effective Classroom Strategies 57
For Information on Summary Framesplease visit the Saginaw Midland
Intermediate School District Website.
http://www.sisd.cc/departments/HOUS
SEmainpage_003.htm
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A Call to Arms
Leading Change What can you do?
Teachers need to have
Adequate modeling andpractice
Feedback
Allowances for differences inimplementation
Celebration