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Effective Secondary Teaching Methods: Applying Research on How the Brain Learns. FromWhole-class instructionLecture and recitationWorking with better studentsSage on the stageAssessment based on test performanceCompetitivenessAll students learning the same thing the same wayPrimacy of verbal
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1. Research-Based Instructional Strategies to Meet the Needs of EACH Learner
2. Effective Secondary Teaching Methods: Applying Research on How the Brain Learns From
Whole-class instruction
Lecture and recitation
Working with better students
Sage on the stage
Assessment based on test performance
Competitiveness
All students learning the same thing the same way
Primacy of verbal skills To
Small-group instruction
Coaching
Working with weaker students
Engaged students
Assessment based on product
Cooperation
All students learning the same thing in a different way
Integration of visual and verbal thinking
3. Visuals and Language It is important to give students experiences that help them appreciate the power and precision of mathematical language�language is as important to learning mathematics as it is to learning to read.
NCTM, 2000
7. Research-based Strategy: Cooperative learning Percentile Gain 27 The GARDEN Plot
8. No Child Left Behind Mandates accountability for student achievement by subgroup. In Virginia, the major subgroups are: ALL students
Black students
Hispanic students
White students LEP students
Students with Disabilities
Low-socioeconomic students
11. Grade 5 English RLR Percent Passing Pulaski Achievement by Subgroup
12. Grade 8 Reading Percent Passing Pulaski Achievement by Subgroup
13. Grade 11 Reading Percent Passing Pulaski Achievement by Subgroup
19. Sample Nonfiction Question Bank
20. Grade 8 RLR
21. Knowing the Learner
22. Knowing the Learner
23. Knowing the Learner
24. Knowing the Learner
25. Knowing the Learner
26. �If an educator keeps using the same strategies over and over and the student keeps failing,
28. Choice Board or Tic-Tac-Toe This assessment strategy allows students to select their own preferences but still achieve the targeted essential knowledge and skills.
After Reading Choice Board
29. Instructional Strategies that Facilitate Successful Inclusion Must � Supply students with STRUCTURE and ORGANIZATION
Encourage student COMMUNICATION and COLLABORATION
Provide students with VISUAL and HANDS-ON learning experiences
30. Choice Board or Tic-Tac-Toe This assessment strategy allows students to select their own preferences but still achieve the targeted essential knowledge and skills.
Algebra Choice Board
31. Choice Board or Tic-Tac-Toe This assessment strategy allows students to select their own preferences but still achieve the targeted essential knowledge and skills.
Algebra Choice Board
33. Waiting for the Train
34. Choice Board or Tic-Tac-Toe This assessment strategy allows students to select their own preferences but still achieve the targeted essential knowledge and skills.
Algebra Choice Board
35. Grade 8 Math Percent Passing Pulaski Achievement by Subgroup
36. EOC Math Percent Passing Pulaski Achievement by Subgroup
38. What processes can students engage in to identify similarities and differences?
39. Similarities and Differences Analogies
42. Opportunity to Learn Has the strongest relationship with student achievement of all school-level factors.
Both the First (FIMS) and Second (SIMS) International Mathematics Study found:
�One of the major factors which may influence scores on an achievement examination is whether or not students have had an opportunity to study a particular topic or learn how to solve a particular type of problem presented by the test.�
43. What does this look like in an effective school? Opportunity to LEARN � SOL 4.2
Lessons are focused on the Essential Knowledge Decimals and fractions represent the same relationships; however, they are presented in two different formats. Decimal numbers are another way of writing fractions. The base-10 models concretely relate fractions to decimals (e.g., 10-by-10 grids, meter sticks, number lines, decimal squares, money).
Learning is at the stated Essential Skill
Represent fractions for halves, fourths, fifths, and tenths as decimals through thousandths, using concrete objects (e.g., demonstrate the relationship between the fraction 1/4 and its decimal equivalent 0.25).
44. Monitoring Implement an assessment system that provides timely feedback on specific knowledge and skills for specific students, classes, schools, and the division.
Establish specific, challenging, and measurable achievement goals for each student, each teacher, the school and the division as a whole.
49. Grade 8 History Percent Passing Pulaski Achievement by Subgroup
50. EOC History Percent Passing Pulaski Achievement by Subgroup
51. Essential Knowledge and Essential Skills
52. 2.1 The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions, the calendar, and written language.
53. 2.1 The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions, the calendar, and written language.
54. 2.1 The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions, the calendar, and written language.
55. 2.1 The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions, the calendar, and written language.
56. 2.1 The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions, the calendar, and written language.
57. 2.1 The student will explain how the contributions of ancient China and Egypt have influenced the present world in terms of architecture, inventions, the calendar, and written language.
58. Grade 8 Science Percent Passing Pulaski Achievement by Subgroup
59. EOC Science Percent Passing Pulaski Achievement by Subgroup
60. Effective Instruction for Students with Special Needs Essential Characteristics of effective instruction -
Improves through regular assessments and evaluations;
focuses on essential knowledge and essential skills;
builds on students� prior knowledge;
integrates higher level and basic skills;
provides instruction on specific strategies;
includes the frequent review of key concepts;
consistently uses collaborative learning;
focuses on student-directed instruction;
strives to be culturally and linguistically relevant; and
relies on shared responsibility and collaboration.
Office of Educational Research and Improvement (OERI), US DOE, 2000
62. Nonlinguistic Representations Approaches to this strategy in the classroom:
Graphic organizers,
Pictographic representations,
Mental images,
Physical models, and
Kinesthetic representations.
63. Instructional Strategies that Facilitate Successful Inclusion Must � Supply students with STRUCTURE and ORGANIZATION
Encourage student COMMUNICATION and COLLABORATION
Provide students with VISUAL and HANDS-ON learning experiences
65. The HOW
69. MIND Notetaking Student Samples STANDARD 3.4
The student will develop map skills by
a) locating Greece, Rome, and West Africa;
b) describing the physical and human characteristics of Greece, Rome, and West Africa;
c) explaining how the people of Greece, Rome, and West Africa adapted to and/or changed their environment to meet their needs.
73. Assess for a Purpose Nearly every instructional technique has a time at which it can be most effective - an optimal "window of opportunity" at which it can have the greatest effect on a young child's literacy learning. If applied earlier or later, or if applied for a shorter or for a longer period of time, the technique loses its power. The trick is to find the match between what the child knows and the teaching strategy needed to move the child toward the next step in development.
To identify such a window of opportunity, a teacher must frequently assess a child's progress and be able to use the results of assessment immediately. Ongoing and informative assessment can illuminate windows of opportunity and guide decisions about whether a specific instructional technique matches a child's individual needs.
74. The WHAT
