Welcome! Instructional Strategies that Work!

1. Welcome!Instructional Strategies that Work! Initial Activities The Check Mark Opener On the chart, place a check mark or dot on the factor you feel is most responsible for academic failure Pre-assessment Then, at your seat, use “The Frame” worksheet to fill in the strategies you already use, or are familiar with.

2. Instructional Strategies that Work! Jenni Sullivan Anne Wright July 10, 2014

3. “Since We Last Met” • Work with your table group to finish the prompt : • “Since we last met, our thinking has been like__________(what book, movie, or song title), because_______________.” • Be prepared to present and post your tables sentence!

4. Today’s Goals • Develop an understanding of: • Misconceptions of failure • Brain functions during the learning process • Use of research-proven instructional strategies to better understand the concept of “strategies” in the classroom. • Cognitive Strategies vs. Learner Strategies

5. Cognitive Strategies We move students from novice to expert using cognitive strategies designed as well-structured to less-structured tasks. A cognitive strategy serves to support the learner as he or she develops internal procedures that enable him/her to perform tasks that are complex (Rosenshine, 1997). The use of cognitive strategies can increase the efficiency with which the learner approaches a learning task. • “Cognitive Strategies” article is available in your materials.

6. Cognitive Strategies “The ‘gap’ between student’s current level of knowledge and the needed degree of expertise has been referred to as the zone of proximal development.”Vygotsky, 1978 “The zone is where the additional instructional techniques occur as the student becomes expert.” Rosenshine and Meister, 1955

7. Learner Strategies “Learner strategies are techniques, principles, or rules which enable a student to learn to solve problems and complete tasks independently.” “Learning strategy instruction focuses on making the students more active learners by teaching them how to learn and how to use what they have learned to solve problems and be successful.” • “Learning Strategies” article is available in your materials.

8. Create a LINCS card for each: LINCS directions are in your materials.

9. LINCSA Starter/Learner Strategy • Materials led • Easily taught • Can be learned quickly • Used in variety of applications • Simple to learn and use • Bridges to more complex strategies • Builds confidence

10. What’s percolating with you?

11. “Average” • Read the poem, “Average” by Mike Buscemi • Highlight places that stick with you • First Turn/Last Turn procedure with a group of 3-4 • Pick or summarize one thought to share with the whole group

12. First Turn/Last Turn • Read individually. Highlight 4-6 items that speak to you. • In turn – share one of your items – but do not comment on it. This is the “The First Turn”. • Group members comment in round-robin order about the item (with no cross-talk). • The initial person who names the item then shares his or her thinking about the item and gets “The Last Turn”. • Repeat the pattern around the table. • Each group will share 1-2 thoughts with large group

13. Let’s take a Break

14. Setting the ContextClimbing the ladder… Marzano, 2000

15. The Teachers’ Lounge Is this scenario familiar?

16. “Research Findings on Academic Failure” • Read the article on your own • Mark your thoughts with “Reader Think Marks” • Reflect back on the “Indicators of Failure” checklist • Share your thoughts with your group • Each group will write a 10 word sentence summarizing your groups findings

17. Education Levels & CultureDoes the level of parents’ education impact student achievement? Vocabulary Exposure – (Meaningful Differences), Hart & Risley (1995) studied children from 42 families for a duration of 7-36 months. Each month researchers recorded one hour of family talk. Findings: • An average of 616 words per hour (families receiving aid) • An average of 1,251 words per hour (working-class families) • An average of 2,153 words per hour (professional parents) • Language transcends even when wealth is lost. Culture: Bloom (1982)- Culture of home is more critical to student achievement than poverty Make a link to the national teacher magazine we get at home….says the same thing

18. FailureWho Will Fail?(HODGKINSON, 1992; KAMEENUI & CARNINE, 1998) Indicators of Failure • Poverty • Level of parent education • Linguistically different • Learning disabled • Teacher quality

19. Teachers are the key!“Teacher quality and preparedness have a greater impact on student achievement than do poverty and even language.”(Darling Hammond, 2000)

20. Shape Up… What is circling around in your mind? What squares with your beliefs? What question(s) do you still have?

21. Lunch!

22. Concept Attainment ActivityA Multi-Sensory Approach Activity • Think about your favorite game for the next 30 seconds • Create a mental picture • Draw a graphic representation • Share responses to the questions with a partner • Did your partner know the game just from the picture you drew? • Go Visual!! (connect to Grinder!) Concept attainment helps: • Surface student’s ability to see the attributes of the concept or topic under discussion. • Foster deep thinking as students analyze, compare and discard various attributes of a concept or topic until arriving at an analysis that is confirmed by previous examples.

23. Camping • We are going on a camping trip and we hope everyone can join us! • You can only join us, if you bring the correct items along!

24. Concept AttainmentMore examples: • Example/Non-example chart/activity • KWL(S/Q) – Know, Wonder, Learn, (Search/Questions) • Graphic Organizers • Multi-Sensory Strategies • Feature Analysis • Frayer Model • Framing Routine

25. Let’s take a Break

26. The Brain Why is it important to know how the brain works?

27. Brain Research Activity • Each participant will receive a card with Brain Research information. • Work with your “brain” group to create a presentation of your fact. • Each “brain” group will present to the whole group.

28. Brain Experts Form groups with the same card. Read the information on your assigned card and complete the following task. Your group will be teaching your finding using imagery. Develop a mnemonic device to remember the information. Prepare a news item for the six o’clock news. Develop a jingle. Develop a poem.

29. Brain Function & School Failure Research • Learning needs of high-medium and low-performing students can be met by using the SAME instructional strategies. • NO difference was seen in scans between students who have learning disabilities and low-achieving students.

30. Brain Function & School Failure Research • No difference seen in brain scans of low achievers and normally high achievers who cannot perform specific tasks. • Scans differ between students who can and those who can’t perform tasks. • ALL STUDENTS benefited from the same instructional interventions.

31. Human Brain Flexible and Adaptable • No performance differences seen in children who were simply low achievers compared with students who had a low IQ. • Posner (1995) found brain scans of those who can perform a task “light up” compared with dark scans in persons who cannot perform the task. • In addition, Posner (1995) found that with only 15 MINUTES of practice, dark brain scans begin to “light up.”

32. Learning DisabilityWhat is a learning disability? According to the NICHD, a learning disability is most accurately defined as low achievement in a specific academic area, such as basic reading or mathematics.

33. Brain Function & School Failure ResearchConclusions • No difference seen in brain scans of low achievers and normally high achievers who cannot perform specific tasks. • Scans differ between students who can and those who can’t perform tasks. • ALL STUDENTS benefited from the same instructional interventions.

34. Solving the ProblemHow can we address student failure? There are three components: 1. Staff development in the use of cognitive tools. 2. Instructional design (teaching practices, materials, textbooks and, lesson planning) that is considerate of the learning needs of students prone to failure. 3. Monitoring and analysis of student progress.

35. AssumptionsYea or Nay • On the following slides, read the assumption. • Vote: thumbs up (Yea) or down (Nay). • Compare your answer with the evidence that research provides.

36. Assumption One An individual’s rate of learning is determined by an inborn, stable factor called IQ. The more an individual learns, the faster the individual's rate of learning.

37. Assumption Two Children of poverty and linguistically different children do more poorly on achievement tests because the tests are culturally biased. Skills and intelligence can be learned.

38. Assumption Three At-risk learners require different instructional presentations. Needs of at-risk learners can be met with best-practice strategies good for ALL students.

39. Assumption Four Most students can reach high standards, but schools need some watered-down standards for about one-third of the students. 98% of students can meet HIGH standards with well-designed instruction.

40. Assumption Five Learners fail because their learning style is not consistent with the style of instruction. Attributing failure to learning styles is misleading and counterproductive.

41. Something to think about… • Student learning depends on more than good teaching. • Good teaching depends on more than good instructional strategies. • Both good teaching and student learning depend on an organized curriculum.

42. Good Teaching Three Levels To Think About Context (the why) Content (the what) Process (the how – think about your learners)

43. Cognitive Strategies These strategies will cognitively activate student learning: • Mnemonic • Reflective questioning • Cognitive Mapping • Learning Vocabulary • Decoding • Prompts • Feature analysis • Deductive reasoning • Examples/non-examples • Compete stem using a metaphor or analogy

44. Learner Strategies Learning-to-Learn Skills • Paraphrasing • Summarizing • Understanding question formats • Note-Taking • Reciprocal Teaching • Inquiry discussion (seminar)

45. With your table group, finish the sentence stems • Cognitive strategies are like (a) _________ because ____________. • Learner strategies are like (a) _____________ because ___________.

46. Reflect on Today… Share three things you have learned Two things you can use immediately One question that you still have