Alignment of Instruction

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Alignment of Instruction

• How do I know what to teach and how to teach it?

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Essential Question

• How do I know what to teach and how to teach it?

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Session _at_ a Glance

• Introductions
• Jumpstart Your Thinking
• Overview Instruction
• Research on Effective Instructional Strategies
• Measurement - Effect Size
• Explore strategies
• Identify appropriate teaching practices
• Assessment Task
• Wrap it up!

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Assumptions

• Participants can analyze and/or deconstruct a
  state standard to know what will be required for
  the students learning.

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Standard

• Participants will
• Declarative
• Understand characteristics of highly effective,
  quality instruction
• Understand the link between a required thinking
  processes and the appropriate instructional
  strategy
• Procedural
• Summarize the major components that are
  considered when choosing an appropriate
  instructional strategy.
• Discuss the interaction of components in making
  appropriate instructional decisions.

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Assessment Task

• In pairs, review the various components involved
  in making an appropriate instructional decision.
• Create a Concept Map that demonstrates how each
  of these components is essential for effective
  instruction.
• Share your thoughts and ideas regarding your
  Concept Map and the module content.

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Introductions
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Astounding Associations

• In groups of 2 or 3, introduce yourself,
  including your position, your district, and your
  reason for attending.
• Examine the similarities and differences
  represented in your group relative to your
  previous study and experience with instructional
  strategies.
• Create a Venn Diagram representing the group.

Share with the large group!
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Astounding Associations
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Personal Goal Setting

• Given the standard for this session, and the task
  you will be asked to accomplish at the conclusion
  of this session, what personal learning goal will
  you set for yourself?

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Jumpstart Your Thinking
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Concept Definition MapSchwartz and Raphael, 1985

• What is Instruction?
• What is it like?
• What is it not like?
• What are some examples of it?
• How would you define it?

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Some characteristics that describe what is it
like?
General word which answers the question what is
it?
Unhealthy harmful
Problem
Visible invisible
Pollution
Costly to health, environment and pocketbooks
Unlike descriptions in step 2, these are specific
examples
Sewage
Smoke
Chemicals
Pollution is an unhealthy environmental problem
that can be both visible or invisible, but it is
always costly. Some examples include smoke,
chemicals, and sewage.
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Overview of Instruction
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Instructional Strategies

• A complete instructional strategy consists of the
  following
• knowledge structure consistent with, and
  appropriate for, the knowledge and skill being
  taught
• a presentation consistent with, and appropriate
  for the kind of knowledge or skill being taught
• an opportunity for exploration of the ideas being
  taught
• practice with feedback consistent with, and
  appropriate for, the knowledge or skill being
  taught and,
• learner guidance consistent with, and appropriate
  for, the knowledge and skill being taught.

http//www.coe.usu.edu/it/id2/constncy.htm M.
David Merrill, Professor, CBT Solutions, Nov/Dec
1997, 1-11.
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Research on Effective Instructional Strategies
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In your own words.

• What is an Effect Size?
• Why is it important?

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Effect Size

• expresses the increase ordecrease in achievement
  of theexperimental group (the groupof students
  who are exposed to a specific instructional
  technique)
• is measured in standard deviation units
• can also be expressed as a percentile gain

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The Normal Distribution
Standard Deviations
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Illustration of Effect Size of 1.0
ES 1.0 Control Group
Experimental Group
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Examples of Studies Using Effect Size
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Exploring Instructional Strategies that Work
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Strategies that WorkA Meta-Analysis by Marzano,
Pickering, and Pollock

• Identifying Similarities and Differences
• Summarizing and Note-Taking
• Reinforcement/Recognition
• Homework and practice
• Non-linguistic representation
• Cooperative learning
• Setting goals and providing feedback
• Generating and testing hypotheses
• Questions, Cues, and Advance Organizers

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3 Key Processes For Improving Academic Achievement
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Identifying the Learning Behind a Standard
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Aligning Standards and Instruction

• Type of Knowledge
• Systems of Thinking
• Marzano, R., (1998) A Theory-based Meta-analysis
  of
• Research on Instruction
• 3. Practice/Strategy

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Sample
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Aligning Standards and Instruction
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Choose a grade level.
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Aligning Standards and Instruction
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Aligning Standards and Instruction
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Aligning Standards and Instruction
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Aligning Standards and Instruction
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Teaching Practices Description
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Putting It All Together!
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A Middle School Reading Standard
Standard Reading/text structures/literary
concepts. Grade 6 - The student analyzes the
characteristics of various types of texts
(genres) to understand literary forms by
recognizing and distinguishing among such types
of text as stories, poems, myths, fables, tall
tales, limericks, plays, biographies, and
autobiographies
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Knows the defining characteristics of a variety
of literary forms and genres.

• Whats in the standard?
• Discuss with a colleague.
• Paraphrase it.
• Make notes.
• Ask each other questions.
• Implications
• Are there prerequisites?
• Whats between the lines?

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Knows the defining characteristics of a variety
of literary forms and genres.

• What is the essence?
• Create a mind map or graphic
• What does the marble and clay activity have to
  say about this standard
• How will students show their learning?
• Visualize what students will do for assessment
• What will they do to get ready for the assessment

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Knows the defining characteristics of a variety
of literary forms and genres.

• What is it that most students already do?
• Based on scope and sequence what knowledge and
  skills do students already have?
• Whats going to be challenging?
• What knowledge and skills required will be new or
  difficult for students?

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Knows the defining characteristics of a variety
of literary forms and genres.

• Where can we find real-life examples?
• What careers require this knowledge or skill?
• Are there examples in daily life?
• Orally summarize as if you were talking to a
  parent who knows nothing about the subject.

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Ms. Johnsons Decision Process
Reading/text structures/literary concepts. The
student analyzes the characteristics of various
types of texts (genres) to understand literary
forms by recognizing and distinguishing among
such types of text as stories, poems, myths,
fables, tall tales, limericks, plays,
biographies, and autobiographies
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Ms. Johnsons Decision Process
Teaching Practices That Ms. Johnson Knows

• Peer tutoring
• Concept attainment
• Reading from a text
• Would it help Ms. Johnson to know which teaching
  practices would make the most difference in
  learning for her students?

• Double Entry Journaling
• Strategic Reading and Writing
• Cooperative Learning
• Study Skills
• Mnemonics
• Graphic Representations
• Lecture and note taking
• Content comparisons
• Vocabulary through context

WHICH TEACHING PRACTICES WOULD YOU CHOOSE?
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Ms. Johnsons Decision Process
Impact On Learning
Teaching Practices

• Double Entry Journaling
• Strategic Reading and Writing
• Cooperative Learning
• Study Skills
• Mnemonics
• Graphic Representations
• Lecture and note taking
• Content comparisons
• Vocabulary through context
• Peer tutoring
• Concept attainment
• Reading from a text

• 39 points
• 49 points
• 25 points
• 11 points
• 18 points
• 43 points
• 30 points
• 41 points
• 44 points
• 14 points
• 41 points
• 10 points

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In rank orderthese are the MOST effective!!
Aligned Teaching Practices
Impact On Learning
Strategic Reading And Writing
Superior
Vocabulary Strategies To Improve Comprehension
Superior
Mind Mapping For Skill Review
Superior
Steps In Processing Literature
Superior
Explicit Instruction
Superior
Concept Mapping
Superior
Rehearsal Of Learning
Superior
Vocabulary Through Context
Superior
Graphic Representations
Superior
Concept Attainment
Superior
Content Comparisons
Superior
Compare And Contrast
Superior
Teaching Classification Skills
Superior
Critical Thinking Skills
Superior
Discussion And Analysis
Superior
Cues And Feedback
High
Double Entry Journaling
High
Cognitive/Metacognitive Combinations
High
Providing Examples And Non-examples
High
Summarizing
High
Advanced Organizers
High
Effective Teacher Presentation Skills
Moderate
Anticipation Guide
Moderate
Storytelling/Story Writing/Story Reading
Moderate
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Assessment Task
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Assessment Task

• In pairs, review the various components involved
  in making an appropriate instructional decision.
• Create a Concept Map that demonstrates how each
  of these components is essential for effective
  instruction.
• Share your thoughts and ideas regarding your
  Concept Map and the module content.

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Wrapping It UP!
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Astounding Associations

• In groups of 2 or 3, brainstorm a list of the new
  ideas or renewed ideas youve encountered today
• Create a Venn Diagram representing the ideas

Share with the large group!
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T'd UP!
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Ting it up for Trainers
T'd UP