GaTAPP Essentials: Engagement, Evidence, Environment, Ethics

GaTAPP Essentials: Engagement, Evidence, Environment, Ethics

Engagement

VocabularyEngagementActivityStrategyEssential QuestionActivator

3-Way VocabularyYou have either a term, definition, or

visual.Find your partners to make a 3-way

match.

MonarchThe king or queen

ruling a country.

What is engagement?

Difference between activity and strategyA strategy is what the teacher does. An activity is what the student does.

What does the research say?

Robert Marzano

Why do I care about Marzano?Leading educational researcherAuthor of “Classroom Instruction That

Works: Research-Based Strategies for Increasing Student Achievement”

Meta-analysis of current researchDetermined the “Effect Size” of the

strategies

Effect SizeExpresses an increase or decrease in

achievement of the experimental group

.20 Effect size = small increase in achievement

.50 Effect size = medium increase in achievement

.80 Effect size = large increase in achievement

Marzano’s 9 StrategiesIdentified 9 strategies that have a high

probability of enhancing student achievement for all students in all subject areas at all grade levels

John Hattie

Why do I care about Hattie?Leading educational researcherAuthor of “Visible Learning” and

“Visible Learning for Teachers” Synthesis of over 800 meta-analyses

relating to achievementDetermined the “Effect Size” of the

strategies

Almost any intervention can stake a claim to making a difference to student learning

Any intervention with an effect size over 0.0 has an effect on student achievement

This has lead to a culture of “everything works” – the bar is set to 0. According to Hattie, this is dangerous!

For any intervention to be considered worthwhile, it must have at least an average effect size.

Effect size (d) = 0.40 is the hinge point for identifying what is and what is not effective.

Category Definition Effect Size

Setting Objectives & Providing Feedback

Provide students with a direction for learning and with information about how well they are performing relative to a particular learning objective so they can improve their performance.

Reinforcing Effort and Providing Recognition

Enhance students’ understanding of the relationships between effort and achievement by addressing students’ attitudes and beliefs about learning.Provide students with abstract tokens of recognition or praise for their accomplishments related to the attainment of a goal.

Cooperative Learning Provide students with opportunities to interact with one another in ways that enhance their learning.

Cues, Questions, and Advanced Organizers

Enhance students’ ability to retrieve, use, and organize what they already know about a topic.

Nonlinguistic Representations

Enhance students’ ability to represent and elaborate on knowledge using mental images.

Summarizing and Note Taking

Enhance students’ ability to synthesize information and organize it in a way that captures the main ideas and supporting details.

Assigning Homework and Providing Practice

Extend the learning opportunities for students to practice, review, and apply knowledge.Enhance students’ ability to reach the expected level of proficiency for a skill or process.

Identifying Similarities and Differences

Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve identifying ways in which items are alike and different.

Generating and Testing Hypotheses

Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve making and testing hypotheses.

Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. J. Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. 2nd Edition

Category Definition Effect Size

Setting Objectives & Providing Feedback

Provide students with a direction for learning and with information about how well they are performing relative to a particular learning objective so they can improve their performance.

.61

Reinforcing Effort and Providing Recognition

Enhance students’ understanding of the relationships between effort and achievement by addressing students’ attitudes and beliefs about learning.Provide students with abstract tokens of recognition or praise for their accomplishments related to the attainment of a goal.

.80

Cooperative Learning Provide students with opportunities to interact with one another in ways that enhance their learning.

.73

Cues, Questions, and Advanced Organizers

Enhance students’ ability to retrieve, use, and organize what they already know about a topic.

.59

Nonlinguistic Representations

Enhance students’ ability to represent and elaborate on knowledge using mental images.

.75Summarizing and Note Taking

Enhance students’ ability to synthesize information and organize it in a way that captures the main ideas and supporting details.

1.0Assigning Homework and Providing Practice

Extend the learning opportunities for students to practice, review, and apply knowledge.Enhance students’ ability to reach the expected level of proficiency for a skill or process.

.77

Identifying Similarities and Differences

Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve identifying ways in which items are alike and different.

1.61

Generating and Testing Hypotheses

Enhance students’ understanding of and ability to use knowledge by engaging them in mental processes that involve making and testing hypotheses.

.61

Note: All of these strategies have a medium – high effect size.

Communicating Learning OutcomesHow do you let your students know

what they will be doing in class today?How can you get students

engaged/interested in the lesson?

Communicating Learning Outcomes - ResearchMarzano – Setting Objectives & Providing Feedback

Hattie –

Unwrapping Standards with Students - Process1. Underline the verbs.2. Circle the nouns.3. With your students, define any unfamiliar

words. Write the words on the standard so that the students have something to reference during the lesson.

4. When you teach, use the language of the standards. Encourage your students to use the language of the standard as well. Provide scaffolding (definitions) to ensure that all students can understand the standard.

Example:

SS7G12 Evaluate how the literacy rate affects the standard of living.

Example:Step 1: Underline the verbs.

SS7G12 Evaluate how the literacy rate affects the standard of living.

Example:Step 1: Underline the verbs.

SS7G12 Evaluate how the literacy rate affects the standard of living.

Example:Step 2: Circle the nouns.

SS7G12 Evaluate how the literacy rate affects the standard of living.

Example:Step 2: Circle the nouns.

SS7G12 Evaluate how the literacy rate affects the standard of living.

Example:Step 3: Define unfamiliar words.

SS7G12 Evaluate how the literacy rate affects the standard of living.

Make a judgment based on

data

Proportion of the population over age fifteen that can read and

write

Degree of wealth and material

comfort available to a family or community

Activating StrategiesWhat are they?Why do I need to use them?

Reading Strategy – Conversation QuestionsHandout

“Why Activate?” Article

Sample ActivatorsRemember … these should be

designed to peak students’ interest in the lesson; however, they should be aligned to the standard.

Example:SS5CG1b Explain the freedoms granted and rights protected by the Bill of Rights

Activator http://www.surfnetkids.com/games/bill_of_rights_quiz.htm http://constitutioncenter.org/billofrightsgame/

Which is the better activator for the standard? Why?

Instructional DeliveryThe teacher effectively engages students in learning by using a variety of instructional strategies in order to meet individual learning needs.

What does instructional delivery mean?

Instructional delivery is a process in which teachers apply a repertoire of instructional strategies to communicate and interact with students around academic content, and to support student engagement.

Direct Instruction

What is direct instruction?Is it the same as lecture?No.

Teacher decides the learning intentions and success criteria, makes them transparent to the students, demonstrates them by modeling, evaluates if they understand and ties it together with a closing.

Seven Steps to Direct Instruction

1. Prior to lesson – teacher has a clear understanding of the learning intentions

2. Determine the success criteria and inform students about the standards of performance

3. Build commitment and engagement “hook”

4. Present the lesson using a variety of methods

5. Provide opportunities for guided practice

6. Allow for closure of the lesson.7. Allow for independent practice.

Lecture MethodInstructor’s roleEffective method for providing

◦Facts◦Rules/regulations◦Clarifications◦Examples◦Definitions

Lecture MethodAdvantages

◦One speaker can reach people in any size group◦Format is familiar to students◦They are aware of what to expect and what is

expected of them.

Interactive lectures increase student retention of information by 20%.. Student accountability for learning during lectures increases retention of information by 55%.

Lecture MethodDisadvantages

◦Limited student/instructor interaction◦Lack of student feedback◦Limited use of senses

Overcoming the disadvantages◦Generate student interaction◦Include discussion, illustration,

demonstration, and activities◦Avoid presenting too much information at

once◦Provide supplemental information

Lecture StrategiesCollaborative Pairs/ Numbered HeadsPause ProcedureStudy Group/ FeedbackOpen-Ended ResponsiveThink/Write/DiscussDemonstration

How do I know which lecture strategy to use?ContentStudentsResources available

Be prepared for the unexpected problems – technology goes down, copier is broken, etc. Have a back-up plan.

Lecture LengthWhen you are planning a lesson, how

long should you plan to lecture?

Discussion MethodBenefits

◦Allows interaction between instructor and students

◦Instructor talks with the group, not to the group

◦To be effective, students must have a basic knowledge of the subject

◦Works bet for smaller groups of 10 – 15 students

Discussion MethodGuided Discussion

◦Instructor presents a topic◦Ideas are discussed in an orderly

exchange and are controlled or guided◦Gain knowledge from other members,

modify their ideas, or develop new ones

Demonstration MethodPurpose

◦The act of showing how to do something or how something operates

Demonstration MethodGuidelines

◦Know what it is and its learning objective◦Practice every step◦Check all equipment and accessories◦Repeat step-by-step while explaining

each step slowly◦Allow students to ask questions and

clarify any misunderstandings

Varying Instructional StylesIs it important to vary your

instructional method? Why or why not?

Let’s look at a standard ….SS7G3 The student will explain the impact of location, climate, and physical characteristics on population distribution in Africa.a. Explain how the characteristics in the Sahara, Sahel, savanna, and tropical rain forest affect where people live, the type of work they do, and how they travel.

Teacher Led Teacher lectures on the four target physical

features, including referencing the standard and element

Students take notes about the effects of physical features on population distribution, work, and transportation from a teacher-created PowerPoint

Teacher quizzes students over physical features and notes

Students write explanatory essay using a teacher-developed rubric

Teacher Facilitated Teacher posts and references the standard

and element Students use teacher-created Web quest to

investigate the four target physical features Students predict how the physical features

might impact population distribution, work, and transportation; then check their responses against information provided by the teacher

Students use their research and predictions to write an explanatory essay using a teacher-developed rubric

Instructional Groups Teacher posts and references the standard

and element Teacher groups students based on criteria

important to instruction (could be reading level) into four groups

Each group researches one of the four target physical features

Each group prepares a presentation on how its target physical feature affects population distribution, work and transportation

Students take notes on each group’s presentation

Students write an explanatory essay using a teacher-developed rubric (could focus on all four physical features or on one physical feature)

Student Initiated Students individually review the standard and

element Students decide as a group how they will

divide research and reporting on that research Students discuss their research findings,

including the effects of the target physical features on population distribution, work, and transportation

Flexible GroupingWhat is it?Grouping and regrouping students –

based on DATA in order to provide appropriate instruction

Groups set up for short periods of time to meet specific needs – fluid

Based on data rather than teacher perception or proximity

Common Instructional ConfigurationsHandout –Which of the configurations on the handout are examples of flexible grouping and under what conditions?

Discuss with your elbow partner.

How can I make flexible grouping work in my classroom?

Managing Flexible Groups

28 students in a heterogeneous class

Pre- assessment

data shows that

14 are ready for “required” = group A7 need “required + review” = B7 ready for “acceleration” = C

Warm-up 5 min. Everyone participates

Instruction, Part 1 25 min.A and B do “required” focus lesson with teacher; C works on anchor activity

Instruction, Part 2 25 min.C does “accelerated” focus lesson with teacher; A @ Proof Place; B @ Practice Plaza

Closure 5 min. Everyone participates in an Exit Card

A teacher is planning a field trip and will need school buses to transport students. A school bus holds 36 students. If 1,128 students will be transported, how many buses are needed? A. 31B. 31.33C. 32D. 32.33

Let’s say this was your TOD.1. What information does it tell you about each of

your students?2. How could this question help you with flexible

grouping?

Progress Check3 – 2 – 1

Name 3 things you learned about instructional methods/delivery modes

Name 2 reasons why varying delivery modes is important

List 1 question you still have about delivery modes

Document strategy in your Strategy Log.

Teaching StylesManner in which a teacher manages instruction and the classroom environment.

Major Teaching StylesPermissiveAuthoritarianDemocratic

Think – Pair – Share – How would you define each style?

Permissive – establish few rules and tend to be inconsistent in enforcing rules or applying consequences for misbehavior

Authoritarian – teachers establish the classroom rules, learning is teacher-centered, student’s role is to comply with the rules and complete all work satisfactorily

Democratic – establish a classroom environment that includes input on nearly all issues of management, voting privileges for students, and generally positive reactions to student desires and needs

1. Get with your circle partner.2. Discuss pros and cons of each

teaching style.3. Use the Teaching Styles Worksheet

to record your thoughts.

Authoritarian and democratic teaching styles tend to be the most effective because disruptions in the classroom are kept to a minimum.

Teachers who exhibit a permissive teaching style sacrifice an orderly classroom by trying to allow the students to police themselves.

Permissive teachers are generally hands-off, encouraging students to develop independence an individual responsibility.

Which type do you think most beginning teachers use?

Which type do you think you lean toward?

Beginning teachers tend to be permissive in their dealings with students.

Students quickly pick up on these tendencies to overlook minor infractions.

Classroom control typically suffers as a result.

It is recommended that new teachers develop a teaching style that leans toward authoritarian or democratic style personality types.

Explicit Vocabulary Instruction

Pair Reading

Hattie

Hattie, cont.The most effective vocabulary

teaching methods included providing both definitional and contextual information, involved students in deeper processing, and gave students more than one or two exposures to the words they were to learn.

69

Recommendation 1Provide Explicit Vocabulary Instruction

Level of Evidence: Strong

Institute of Education SciencesAdolescent Literacy Practice

Guide

University of Oregon – Center for Teaching and Learning

70

Research Includes Students From:

Upper Elementary Middle/High School Diverse Geographic and Socioeconomic backgrounds

71

Recommendations For Teachers Of:

◦Reading and language arts classes

◦Content area classes such as social studies and science, CTE

72

Vocabulary carries a large share of the meaning in content area texts.

Implication:

Integrating explicit vocabulary instruction into subject areas enhances students’ ability

to acquire textbook vocabulary.

Research to Support the Recommendation

73

A meta-analysis indicates the probability of learning meanings of new words while reading

is relatively low--about 15%.

Implication:

Explicit vocabulary instruction is needed to ensure all students acquire print vocabulary

needed for academic success.

Research to Support the Recommendation

74

Words are best learned through repeated exposure in multiple contexts and domains.

Research to Support the Recommendation

Implication:Many content area texts contain specialized

vocabulary students may not encounter outside their textbooks. Therefore,

repeated exposures in varying contexts must be planned.

75

Explicit Vocabulary InstructionTwo Major Approaches:

Instruction in Strategies to Promote Independent Vocabulary Acquisition

Skills

Direct Instruction in Word Meanings

The two approaches are complementary rather than conflicting.

76

How to Carry Out the Recommendation

77

1. Dedicate a portion of each regular classroom lesson to explicit vocabulary instruction.

78

2. Use repeated exposure to new words in multiple oral and written contexts and allow sufficient practice opportunities.

79

3. Give sufficient opportunities to use new vocabulary in a variety of contexts through activities such as discussions, writing, and extended reading.

80

4. Provide students with strategies to make them independent vocabulary learners.

81

Other Considerations

Although explicitly teaching vocabulary in each content area lesson requiring reading will take a few minutes of additional time…it will pay substantial dividends for student learning in the long run.

MarzanoRobert Marzano & Debra Pickering developed a six-step process for teaching new vocabulary.

2 categories:Introducing the termReinforcing the term

Direct Vocabulary Instruction ExampleRead the example. Discuss the following with your circle

partner.◦What step of Marzano & Pickering’s

process does this represent?◦Is this activity enough for the students to

have the words become part of their speaking and writing vocabulary? If not, what else does the teacher need to provide?

Vocabulary ActivitiesHandout – Examples of Vocabulary

Activities

Distributed Practice & Distributed Summarizing

Traditional Lessons

Distributed Practice - Skills

Hattie

Distributed Summarizing - Content

Introduction to Bloom’s Taxonomy

Bloom’s TaxonomyDeveloped by Benjamin Bloom in the

1950’sHierarchy identifying 6 levels of

cognitive learning

Higher levels of thinking

Lower levels of thinking

Bloom’s Revised TaxonomyIn 2000, former colleagues of Bloom

revised his taxonomy. They placed Synthesis above Evaluation and changed the level names from nouns to verbs.

Bloom’s Revised TaxonomySynthesis CreatingEvaluation EvaluatingAnalysis AnalyzingApplication ApplyingComprehension UnderstandingKnowledge Remembering

Video – Higher Order Questions

Take notes on 3 questions as you watch:1. How does Ms. Francisco help her

students develop higher order questions?

2. What do students learn from both writing and discussing questions?

3. How do students test the validity of their questions? Why is this step important?

Little Red Riding Hood Activity

Let’s Practice …Choose one of your standards (or two

if need be).Write 2 lower-level questions and 2

higher-level questions.

Instructional ResourcesVideo – 9th Grade Social Studies

As you watch the video clip, list all of the instructional resources that the teacher uses during the clip

Video Discussion1. Talk to your elbow partner about the

resources that you saw used in the clip – chart on paper.

2. Why do you think the teacher chose these resources?

3. Are there other resources that may have enhanced the lesson?

4. What delivery method(s) did the teacher use during the clip?

Purposeful Choosing of Resources

Teachers have a wide array of different resources available.

Selection of resources must be purposeful – designed to meet the needs of the students in the classroom

Graphic OrganizersWhat are they?Communication devices Show the organization or structure of

conceptsShow the relationship between

conceptsVisual organizers

Summarizing Learning

How will students demonstrate what they know, understand, and are able to do?

What does the research say?

Progress CheckThis is what I thought you said ____________________________.

Document strategy in your Strategy Log.

Questions????