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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

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

    • 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…

  • Highly engage all students for increased learning

  • Develop higher level thinking and deeper understanding of concepts

    NOT ONE SIZE FITS ALL


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’sNine Instructional Strategies

  • Research-based

  • A high correlation with student achievement

  • A connectionbetween what we know works and classroom instruction


Identifying Similarities and Differences

  • Comparisons

  • Classifying

  • Metaphors

  • Analogies


Summarizing and Note Taking

  • Delete, keep, substitute information

  • Analysis of information


Non-linguistic

  • Kinesthetic

  • Mental models

  • Graphic organizers


Homework and Practice

  • Purpose

  • Feedback

  • Minimal parental involvement


Reinforcing effort and Providing Recognition

  • Symbolic rather than tangible

  • Pause, prompt, praise

  • Celebrate the learning and effort


Your Turn

  • At your tables, create a graphic organizer

  • Choose two strategies to compare


A closer look

  • Setting Objectives and Providing Feedback

  • Generating and Testing Hypothesis

  • Questions, Cues, and Advanced Organizers

  • Cooperative Learning


Setting Objectives

  • Can you imagine????


Setting Objectives & Providing Feedback

  • Learning goals

  • Student driven

  • Feedback is timely and corrective


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 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?

Students will complete main idea summary.

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


Learning Objective

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


Video Clip for Setting Objectives and Providing Feedback


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

What does it look like?

  • Timely

  • Specific to a set criterion

  • Focused on improvement

  • Reflection and self assessment for student


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


FeedbackWhat it does not look like?

  • Criticism

  • Summative Only-not just a unit test

  • General

  • Just marking right or wrong


Research Results for Corrective Feedback


Feedback

  • Formal

    • Rubric

    • Narrative comments

    • Portfolios

  • Informal

    • Conferencing

    • On-the-spot reinforcement


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…

  • Understand their progress as it relates to the learning goals

  • Use the information to improve their learning


Tying it Together

  • Standards

  • Objectives

    • Teacher and Student

  • Feedback

    • Teacher and Student


Connections for Learning

  • Student Response Systems

  • Thumbs up, thumbs down

  • White boards

  • Student-Driven Portfolios

    • Electronic

    • Paper Copy

  • Wikis and Blogs

  • KWL


Praise Question Polish(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

  • Hook video


Generating and Testing Hypotheses

  • System analysis

  • Problem solving

  • Invention & inquiry


Generating and Testing Hypotheses

  • 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 Hypotheses

  • What it does not look like

    • Only ONE answer

    • Correct answer before research or investigation


Structured Tasks for Generating and Testing Hypothesis

  • Systems Analysis

  • Problem Solving

  • Historical Investigation

  • Invention

  • Experimental Inquiry

  • Decision Making


Generating and Testing Hypotheses

  • Video of example-not in science


Making Connections

  • 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

  • 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


  • Go to the corner that is closest to your prediction.

  • One corner is set aside for those who had something completely different.

  • How does your quote differ from the actual quote? What does it mean?


Questions, Cues and Advance Organizer

  • 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)

KWL


Questions and Cues

  • 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

  • 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

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

    What it does not look like:

    • A yes or no answer

    • Final copy

    • Graded piece

    • Assessment

    • An interrogation


    Questions, Cues and Advance Organizers

    • Video


    Connections

    • CRISS and NICK Strategies

    • Thinking Maps

    • Digital Photography

    • Distance Learning- example NASA

    • Field Trip (speakers)


    Questions, Cues and Organizers

    • 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 Activity

    • Three sections of math

    • Time to test your math skills!


    Cooperative learning

    • Small groups

    • Specific directions

    • Structured


    Cooperative Learning

    The most research-based strategy that improves learning.

    Students work together to accomplish a common goal.


    Cooperative LearningKey Concepts

    • Positive Interdependence

    • Individual Accountability

    • Equal Participation

    • Simultaneous Interaction

    • Group Processing (Marzano)


    Cooperative Learning

    • Groups

      • Informal

      • Formal


    Cooperative LearningWhat it does not look like

    • Chaos

    • “Group” work with no structure/accountability

    • Hogs and logs


    If we are to live and work together, we have to talk to each other.

    Eleanor Roosevelt


    Cooperative Learning

    • video


    Connections

    • 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

    Idea 1

    Idea 2

    Idea 3

    Idea 4


    ESOL instructional strategies:

    • 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

    • 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

    • Determine school and teacher needs for Professional learning Community

    • Examine resources

    • Apply strategies and refine methods


    Education is not preparation for life, education is life itself.

    John Dewey


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

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


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