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Instructional Strategies to Increase Student Achievement

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John Dewey Translation Just Do It! ... 1402S-9 Vocabulary Games Jeopardy I Have, Who Has Pictionary - Picture This (Vocabulictionary?) – PowerPoint PPT presentation

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Title: Instructional Strategies to Increase Student Achievement


1
Instructional Strategies to Increase Student
Achievement
  • Best Practice Makes Perfect

2
Hello!
  • Thank you for your time during this Early
    Dismissal!
  • Introductions (if needed)
  • Time frame for the afternoon

3
Thinking about vocabulary
  • Take 2 minutes and write your thoughts on
    teaching direct vocabulary instruction
  • Think-Pair-Share with a partner

4
What is Best Practice?
  • Good Practice
  • Solid, reputable, state-of-the-art work in a
    field
  • Current research, consistently offering the
    benefits of the latest knowledge, technology, and
    procedures
  • Leading of our field
  • Serious, thoughtful, informed, responsible,
    state-of-the-art-teaching
  • Based on the work of Zemelman, Daniels, and Hyde
  • Best Practice Todays Standards for Teaching
    and Learning in Americas Schools

5
Vocabulary
  • Direct teaching of vocabulary may be one of the
    most underused instructional activities in K-12
    education.
  • Student directed NOT teacher directed
  • Teacher does not recite definitions and students
    record and memorize them.
  • Students must encounter words multiple times
    before they learn them.

6
Teaching specific terms in a specific way is
probably the strongest action a teacher can take
to ensure that students have the academic
background knowledge they need to understand the
content they will encounter in school.
Robert Marzano
7
Making the case
  • Given the relationship between academic
    background knowledge and academic achievement,
    one can make the case that it should be at the
    top of any list of interventions intended to
    increase student achievement.
  • Robert Marzano, Building Background Knowledge for
    Academic Achievement

8
Making another case
  • Only 1.67 minutes are devoted to direct
    vocabulary among 3rd, 4th, and 5th grade teachers
    observed by Roser and Juel (1982).

9
Making yet another casePoverty and Ethnicity
  • There is a direct relationship between access to
    academic background experiences and family
    income.
  • Black and Hispanic children are much more likely
    to be poor, and for longer periods of time, than
    white children are.

10
Okay, one more case!
  • In-depth data analysis was conducted by the AYP
    Team in regards to the MCA-II
  • Data indicates a deficiency in vocabulary
    development
  • Vocabulary development can easily be incorporated
    in any subject this is not a subject specific
    approach

11
Two Approaches to Building Background Knowledge
  • DIRECT
  • Field Trips
  • Mentoring
  • INDIRECT
  • Sustained Silent Reading (SSR)
  • Direct Vocabulary Instruction (DVI)

12
Effect Size
  • The effect size is the unit of measure that
    expresses the increase or decrease in achievement
    of the experimental group in standard deviation
    units.

13
Impact of Effect Size
  • Large .80 (Just about 1 Standard Deviation of
    growth!)
  • Medium .50
  • Small .20
  • Based upon the work of J. Cohen,
  • Statistical Power Analysis for the Behavioral
    Sciences

14
Impact of Direct Vocabulary Instruction
  • Effect Size
  • .97

15
The Effect Size of Direct Vocabulary Instruction
.97
  • If there is not direct vocabulary instruction the
    student is at the 50th percentile in terms of
    ability to comprehend the subject matter taught.

16
Teaching Direct Vocabulary involves
  • Descriptions as opposed to definitions
  • Use of linguistic and nonlinguistic
    representations
  • Gradual shaping of words
  • Teaching and using word parts
  • Different types of instruction for different
    types of words
  • Students interacting about the words they are
    learning
  • Use of games
  • Focus on terms important to academic subjects

17
Putting it into practice
Lago Lake
Pulsiero Bracelet
Soltiero Bachelor
Lata Can
Tia Aunt
Jogar Gamble
Lua Moon
Noz Walnut
18
How to set up Vocabulary Cards
wave
Step 1 Write the word
Step 2 Add a visual
Step 3 Write a definition
A big curl of water
Step 4 Create a sentence
Hawaii has the best surfing waves.
19
Vocabulary Cards
  • Step 1 Write the word
  • Step 2 Add a visual
  • Step 3 Write a definition
  • Step 4 Create a sentence
  • Step 5 Write the vocabulary word on the
    reverse side of the card

20
How to set up Vocabulary Cards
Write vocabulary word on reverse side of card
wave
21
Putting it into practice - activity
  1. Set up Vocabulary cards using the 8 Portuguese
    words.
  2. Facilitator will allow each participant 10
    seconds to look at each card.
  3. Participants Think-Pair-Share how they chose the
    picture/icon for the vocabulary along with any
    other ideas relating to the creation of the card.
  4. The facilitator says the vocabulary word out loud
    participants echo the same.
  5. Facilitator quizzes the group on their newly
    acquired vocabulary words.

22
Vocabulary Cards Scoring Rubric
4 Has vocabulary card set up correctly Visual pic represents vocabulary word Definition is appropriate for vocabulary word Sentence is complete and makes sense Overall quality is excellent
3 Has vocabulary card set up correctly Visual pic represents vocabulary word Definition is correct Sentence is complete Overall quality is ok
2 Vocabulary card is NOT set up correctly Visual pic is not accurate Definition is not real clear and/or is incorrect Sentence is incomplete Overall quality could be better
1 Vocabulary card is NOT set up correctly Visual pic is not accurate or not finished Definition is incorrect or isnt finished Sentence is incomplete and incorrect Overall quality is very poor
23
Steps to Effective Vocabulary
  • Teacher gives description, explanation and or
    example of the new term.
  • Students restate in their own words.
  • Students create a nonlinguistic representation
  • Periodic activities that add to knowledge of the
    terms.
  • Students periodically discuss the terms with one
    another.
  • Periodic games to play with the terms.

24
Short Video Clip
  • Expanding Vocabulary PD 360
  • Expanding Vocabulary 1402S-9

25
Vocabulary Games
  • Jeopardy
  • I Have, Who Has
  • Pictionary - Picture This (Vocabulictionary?)
  • Analogies
  • Pantomime
  • Charades
  • Memory
  • Vocabulary Cards

26
Change
Vision Skills Incentives Resources Action Plan CHANGE
Skills Incentives Resources Action Plan Confusion
Vision Incentives Resources Action Plan Anxiety
Vision Skills Resources Action Plan Resistance
Vision Skills Incentives Action Plan Frustration
Vision Skills Incentives Resources Treadmill
27
Short video clip
  • Non Linguistic Representations
  • Non Linguistic Representations 1305S-6

28
Dialogue
  • How can you use these strategies in your
    classroom?
  • Which strategies really have possibilities for
    you right now based upon what you have learned
    today, the data you have from your students, and
    your buildings school improvement goals?
  • What would be an easy, not-so-burdensome method
    of determining a) the effectiveness in the
    classroom, and b) if direct vocabulary is being
    taught throughout the district?

29
Putting it all together
Professional Development
AYP Plan
Strategic Plan
30
So
  • The idea that learning is not a matter of
    telling, and being told, but an active and
    constructive process, is an idea which is as
    widely accepted in theory as it is neglected in
    practice.
  • John Dewey

31
  • Translation

32
  • Just Do It!

33
Electronic Resources
  • Helpful Links

34
Instructional Strategies to Increase Student
Achievement
  • Best Practice Makes Perfect
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