Student Involvement

1. Student Involvement

5. Student Involvement Student-generated goals

6. works Classroom Instruction That 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 Cues, Questions, and Advance Organizers

7. Setting Objectives Generalizations from research on Setting Objectives: • Instructional goals narrow students’ focus. 2. Instructional goals should not be too specific. 3. Students should be encouraged to personalize the teacher’s goals.

8. Student-generated goals

9. from… Art and Science of Teaching Unit: Polynomials …student wanted to know what types of polynomials were used when rating quarterbacks in football. As a result of some Internet research, the student identified and could explain three formulas for rating quarterbacks: Example: • National Football League Quarterback Rating Formula • = (((Comp/Att x 100) -30) / 20 • = ((TSs/Att) x 100) /5 • = ((Yards/Att) – 3) /4 • b. c. and d. cannot be greater than 2.375 or less than 0. • AB rating = (a + b + c + d)/ 0.06

10. Student Goal: What is the probability of several different scenarios? What is the formula the banker uses to make the offer?

13. Student-generated goals • Role of the Teacher • Validate and Encourage • Prompt and probe • Seek clarity • Elicit commitment • Role of the Teacher • Prompt and probe • SELF SYSTEM and METACOGNITIVE SYSTEM • Validate and encourage • Elicit commitment • Seek clarity

14. Student Involvement Student-generated goals Student monitoring

19. Student monitoring • Role of the Teacher • Provide feedback • Prompt and cue graphic representations • SELF AND METACOGNITIVE SYSTEMS • Validate and encourage • Plateau busters

20. Student Involvement Student-generated goals Student monitoring Independent learning

21. Independent learning How will I learn this? What resources are available to me? What will I do when I need help?

22. Independent learning • Role of the Teacher • Help Identify the knowledge that can be learned independently • Model the use of action plans • Provide access to resources • SELF SYSTEM and METACOGNITIVE SYTEMS • Help them to monitor effectiveness of process • Encourage; validate • Provide feedback • …

23. Understanding the types of knowledge within Learning Goals…

24. Information and Ideas Organizing Ideas (principles, generalizations) Terms and Details (vocabulary, facts, time sequences) Mental Procedures Skills and Processes Pscyhomotor Procedures Skills and Processes

25. Information and Ideas --Terms and Details (vocabulary, people, facts, places, events, titles, etc.) Colorado has mountains, rivers, and… Mitosis is… George Washington was… World War II was started.. Shakespeare wrote… A symphony is…

26. Cultural Literacy -- E.D. Hirsch

27. Information and Ideas—Organizing Ideas (principles and generalizations) Water seeks its own level. Topography and natural resources influence the culture of a region. Animals have characteristics that are examples of adaptation. Equations and graphs are both ways of depicting relationships among variables. Sentences must begin with a capital letter and have end punctuation. The key to many sports skills is “follow-through.” Charts and graphs can be constructed in a way that distorts the information and influences conclusions of the viewer.

28. Bradley Commission on History in the Schools • Cultures are diverse yet share the human condition. • Change and stability are equally probable and natural. • The non-rational, irrational, and accidental alter history. • Because of personal characteristics specific individuals have made a difference in history, positively and negatively.

29. Mental Procedures (macroprocedures, tactics, alrorithms, rules) Writing to convey meaning Adding whole numbers and fractions Reading a bar graph Finding absolute location on a map

30. Psychomotor Procedures (Complex and simple combination procedures, foundation procedures) Dribbling a basketball Playing defense in basketball Creating a bar graph Displaying data Manual dexterity

31. Information and Ideas Organizing Ideas Terms and Details What type(s) of knowledge is probably best suited for learning in an independent study context? Mental Procedures Skills and Processes Psychomotor Procedures Skills and Processes

32. Topic Grade 8: Atmospheric Processes & Water Cycle

33. Topic Grade 8: Atmospheric Processes & Water Cycle

34. Student Involvement Student-generated goals Student monitoring Independent learning Student self-assessment

35. Topic x x x x

36. Student self-assessment Students need to understand the criteria for success Structures need to be in place or them to seek help to improve

37. Literacy Analysis in Reading Grade 5

39. Student-generated goals & criteria

41. Student self-assessment • Role of the Teacher • Model the use of criteria • Elicit analysis • Discuss discrepancies

42. John Hattie—reviewed 7,827 studies on learning and instruction. Conclusion… “The most powerful single innovation that enhances achievement is feedback. The simplest prescription for improving education must be ‘dollops’ of feedback.”

43. John Hattie—reviewed 7,827 studies on learning and instruction. …reported that providing students with specific information about their standing in terms of particular objectives increased their achievement by 37 percentile points.

44. Assessment Level 2 Level 3 Level 4 Assessment Level 2 Level 3 Level 4 2 2 Assessment Level 2 Level 3 Level 4 2.5 Assessment Level 2 Level 3 Level 4 3 Oct. 10 Oct. 15 Oct. 20 Oct. 30

45. Three Techniques for Assessment using the Scale Technique 1 Design all assessments so that they represent the full range of scores on the scale. Technique 2 Starting with level 2.0 design assessments so that they represent one level only of the scale. Technique 3 Begin with a comprehensive pretest covering all values of the scale and then individualize after that.

46. Technique 1 Design all assessments so that they represent the full range of scores on the scale. Technique 1 Design all assessments so that they represent the full range of scores on the scale. Technique 2 Starting with level 2.0 design assessments so that they represent one level only of the scale. Technique 3 Begin with a comprehensive pretest covering all values of the scale and then individualize after that.

47. Scale Assessment LEVEL 4 1, 2. 3. 4. 5. LEVEL 3 1. 2. LEVEL 2 1. 2. 3.

48. Assessment Level 2 Level 3 Level 4 Assessment Level 2 Level 3 Level 4 2 2 Assessment Level 2 Level 3 Level 4 2.5 Assessment Level 2 Level 3 Level 4 3 Oct. 10 Oct. 15 Oct. 20 Oct. 30

49. Technique 2 Starting with level 2.0 design assessments so that they represent one level only of the scale. Technique 1 Design all assessments so that they represent the full range of scores on the scale. Technique 2 Starting with level 2.0 design assessments so that they represent one level only of the scale. Technique 3 Begin with a comprehensive pretest covering all values of the scale and then individualize after that.

50. Technique 1 Design all assessments so that they represent the full range of scores on the scale. Technique 3 Begin with a comprehensive pretest covering all values of the scale and then individualize after that. Technique 2 Starting with level 2.0 design assessments so that they represent one level only of the scale. Technique 3 Begin with a comprehensive pretest covering all values of the scale and then individualize after that.