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Brevard Effective Strategies for Teaching. Instructional Strategies Module Five. Desired Outcomes :. Understanding of Research-Based Instructional Strategies Comprehend and Apply Four Instructional Strategies Setting Objectives and Providing Feedback Generating and Testing Hypothesis

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Brevard effective strategies for teaching

Brevard Effective Strategies for Teaching

Instructional Strategies

Module Five


Desired outcomes
Desired Outcomes:

  • Understanding of Research-Based Instructional Strategies

  • Comprehend and Apply Four Instructional Strategies

    • Setting Objectives and Providing Feedback

    • Generating and Testing Hypothesis

    • Questions, Cues and Advance Organizers

    • Cooperative Learning

  • Applying Strategies for ALL Learners

  • Integrating Technology


Module 1

Why

Module 2

Multiple Intelligences

BEST

Module 6

Lesson Design

Module 3

Classroom Organization

Module 5

Instructional Strategies

Module 4

Assessment


These strategies are tools to
These strategies are tools to…

  • Highly engage all students for increased learning

  • Develop higher level thinking and deeper understanding of concepts

    NOT ONE SIZE FITS ALL


Number search
Number Search

  • Do not look at your paper!

  • When time begins, circle numbers in order (1, 2, 3 etc)

  • You will have 30 seconds to find the numbers.

  • Ready, set….


Marzano s nine instructional strategies
Marzano’sNine Instructional Strategies

  • Research-based

  • A high correlation with student achievement

  • A connectionbetween what we know works and classroom instruction


Identifying similarities and differences
Identifying Similarities and Differences

  • Comparisons

  • Classifying

  • Metaphors

  • Analogies


Summarizing and note taking
Summarizing and Note Taking

  • Delete, keep, substitute information

  • Analysis of information


Non linguistic
Non-linguistic

  • Kinesthetic

  • Mental models

  • Graphic organizers


Homework and practice
Homework and Practice

  • Purpose

  • Feedback

  • Minimal parental involvement


Reinforcing effort and providing recognition
Reinforcing effort and Providing Recognition

  • Symbolic rather than tangible

  • Pause, prompt, praise

  • Celebrate the learning and effort


Your turn
Your Turn

  • At your tables, create a graphic organizer

  • Choose two strategies to compare


A closer look
A closer look

  • Setting Objectives and Providing Feedback

  • Generating and Testing Hypothesis

  • Questions, Cues, and Advanced Organizers

  • Cooperative Learning


Setting objectives
Setting Objectives

  • Can you imagine????


Setting objectives providing feedback
Setting Objectives & Providing Feedback

  • Learning goals

  • Student driven

  • Feedback is timely and corrective


Setting objectives1
Setting Objectives

What it looks like:

  • Specific and flexible

  • Narrows what students focus on

  • Students should create personal goals based on teacher-created goals

  • Students understand how the objective connects to the lesson


Setting objectives2
Setting Objectives

  • What it does not look like:

    • Too narrow or specific (focused on a detail)

    • An activity to be completed

    • Owned by ONLY the teacher


Too narrow or too broad
Too Narrow or Too Broad?

Students will complete main idea summary.

Students will write two reasons for the Civil War in their support journals.


Learning objective
Learning Objective

The students will apply technology skills to research new medical innovations in the 21st century.



Student created learning objective
Student-Created Learning Objective

To increase my understanding ........ To increase my ability ............. To create........... To develop ............ To learn [how to, the relationship between X and Y, about]............ To research............ To improve.........


Providing feedback
Providing Feedback

What does it look like?

  • Timely

  • Specific to a set criterion

  • Focused on improvement

  • Reflection and self assessment for student


Providing feedback1
Providing Feedback

What does it look like?

  • Constructive and helpful feedback

  • Formative assessment guides instruction and informs the students of their level of understanding

  • It is a GPS- Tells you where you are and guides you to where you are trying to go


Feedback what it does not look like
FeedbackWhat it does not look like?

  • Criticism

  • Summative Only-not just a unit test

  • General

  • Just marking right or wrong



Feedback
Feedback

  • Formal

    • Rubric

    • Narrative comments

    • Portfolios

  • Informal

    • Conferencing

    • On-the-spot reinforcement


When setting and communicating learning objectives i believe my students
When setting and communicating learning objectives, I believe my students…

  • Can explain their learning, not just the activity they are doing.

  • Can personalize the learning goals.


When providing feedback to my students i believe they
When providing feedback to my students, I believe they… believe my students…

  • Understand their progress as it relates to the learning goals

  • Use the information to improve their learning


Tying it together
Tying it Together believe my students…

  • Standards

  • Objectives

    • Teacher and Student

  • Feedback

    • Teacher and Student


Connections for learning
Connections for Learning believe my students…

  • Student Response Systems

  • Thumbs up, thumbs down

  • White boards

  • Student-Driven Portfolios

    • Electronic

    • Paper Copy

  • Wikis and Blogs

  • KWL


Praise question polish pqp
Praise Question Polish believe my students…(PQP)

  • Turn to your neighbor

  • Write a learning objective together

  • Join forces with another pair

  • Each pair shares their objective

  • Take turns PRAISING, QUESTIONING, and POLISHING


Generalizing and testing hypotheses
Generalizing and Testing Hypotheses believe my students…

  • Hook video


Generating and testing hypotheses
Generating and Testing Hypotheses believe my students…

  • System analysis

  • Problem solving

  • Invention & inquiry


Generating and testing hypotheses1
Generating and Testing Hypotheses believe my students…

  • What it looks like?

    • Relevant to all subjects

    • Investigation or inquiry

    • Predictions

      • Deductive Reasoning-making a prediction about a future action or event

      • Inductive Reasoning-drawing conclusion based on what you know or will know


Generating and testing hypotheses2
Generating and Testing Hypotheses believe my students…

  • What it does not look like

    • Only ONE answer

    • Correct answer before research or investigation


Structured tasks for generating and testing hypothesis
Structured Tasks for Generating and Testing Hypothesis believe my students…

  • Systems Analysis

  • Problem Solving

  • Historical Investigation

  • Invention

  • Experimental Inquiry

  • Decision Making


Generating and testing hypotheses3
Generating and Testing Hypotheses believe my students…

  • Video of example-not in science


Making connections
Making Connections believe my students…

  • Virtual Field Trips

  • Socratic Seminar

  • Science Research

  • Probability in Math

  • Social Studies-Past and History

  • Past to Present- Social Studies

  • DBQ (Document Based Questions)


Questions cues and advance organizers
Questions, Cues, believe my students…and Advance Organizers

  • Wait time

  • Focus on important points

  • Textual or factual support


Read the quote-what will be the ending? Write you answer down.

As a kid, I learned that my brother and I could walk forever on a railroad track and never fall off if we just…

Steve Potter



Questions cues and advance organizer
Questions, Cues and Advance Organizer down.

  • Develop a KWL or a Circle Map

  • Three Sections

    • What do you Know

    • What do you Want to Know

    • What did you Learn (to be completed later)

K W L


Questions and cues
Questions and Cues down.

  • What it looks like

    • Focus on what is important as opposed to what is unusual

    • Deepens thinking

      • Wait time

      • Higher level questions

    • Questions used to establish a mental model before a learning experience


Question starters
Question Starters down.

  • Why do you think…

  • Describe…

  • How do you feel…

  • What was your reaction…

  • How would you…

  • Where did you…

    WRITE YOUR OWN STARTER-SHARE WITH THE TABLE


Advance organizers
Advance Organizers down.

What it looks like

  • Prior to learning

  • Expository – stick to the facts

  • Narrative- story format

    • Personal story shared that relates to topic

  • Skimming- before learning, big ideas

  • Graphic organizer-Created by the teacher to see the whole picture


  • Questions and cues and advance organizers
    Questions and Cues and Advance Organizers down.

    What it does not look like:

    • A yes or no answer

    • Final copy

    • Graded piece

    • Assessment

    • An interrogation



    Connections
    Connections down.

    • CRISS and NICK Strategies

    • Thinking Maps

    • Digital Photography

    • Distance Learning- example NASA

    • Field Trip (speakers)


    Questions cues and organizers
    Questions, Cues and Organizers down.

    • Complete what you Learned in the KWL or Circle Map


    No one can be the best at everything. But when we combine our talents, we can and will be the best at virtually anything.

    Dan Zadra


    Math challenge
    Math Challenge combine our talents, we can and will be the best at virtually anything.

    • Math Activity

    • Three sections of math

    • Time to test your math skills!


    Cooperative learning
    Cooperative learning combine our talents, we can and will be the best at virtually anything.

    • Small groups

    • Specific directions

    • Structured


    Cooperative learning1
    Cooperative Learning combine our talents, we can and will be the best at virtually anything.

    The most research-based strategy that improves learning.

    Students work together to accomplish a common goal.


    Cooperative learning key concepts
    Cooperative Learning combine our talents, we can and will be the best at virtually anything.Key Concepts

    • Positive Interdependence

    • Individual Accountability

    • Equal Participation

    • Simultaneous Interaction

    • Group Processing (Marzano)


    Cooperative learning2
    Cooperative Learning combine our talents, we can and will be the best at virtually anything.

    • Groups

      • Informal

      • Formal


    Cooperative learning what it does not look like
    Cooperative Learning combine our talents, we can and will be the best at virtually anything.What it does not look like

    • Chaos

    • “Group” work with no structure/accountability

    • Hogs and logs



    Cooperative learning3
    Cooperative Learning each other.

    • video


    Connections1
    Connections each other.

    • Thinking Maps

    • Cognitive Academic Language Learner Approach (CALLA)

    • Webquest

    • Creating Digital Stories

    • Animoto

    • PhotoStory

    • Digital Language Experience Approach (D-LEA)


    Give one take one
    Give One Take One each other.

    Give One Take One

    Idea 1

    Idea 2

    Idea 3

    Idea 4


    Esol instructional strategies
    ESOL instructional strategies each other.:

    • Total Physical Response (TPR) by Asher

    • Cognitive Academic Language Learning Approach (CALLA) by Chamot and O’Malley

    • Language Experience Approach (LEA)

    • Communicative Approach


    Key concepts
    Key Concepts each other.

    • Marzano’s Nine Instructional Strategies

    • Today’s focus:

      • Setting Objectives and Providing Feedback

      • Generalizing and Testing Hypothesis

      • Questions, Cues and Advance Organizers

      • Cooperative Learning


    What s next
    What’s Next each other.

    • Determine school and teacher needs for Professional learning Community

    • Examine resources

    • Apply strategies and refine methods



    What Works in Schools: Translating Research into Action itself.; Marzano (2003)

    Classroom Instruction that Works: Research Based Strategies for Increasing Student Achievement; Marzano, Pickering, & Pollock (2001)


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