An Overview and Application of Classroom Instruction That Works

1
An Overview and Application of Classroom
Instruction That Works

• Marzanos Research-based High Yield Strategies

2
Relating research to practice

• High yield strategies are familiar strategies
• Research shows nine clusters of strategies that
  make a real difference
• Not a silver bullet, still relies on the art of
  teaching

3
Elements of effective pedagogy

• Carefully selected instructional strategies
• Management techniques
• Curriculum design

4
Objective

• Teachers will review the nine high yield
  strategies identified in Marzanos research by
• Completing a note-collection organizer in order
  to
• Incorporate the strategies to improve the
  effectiveness of a lesson or unit

5
A quick review of the Big 9

• Cautions
• May use one or more in combination
• Some more appropriately used before, during, or
  after a unit of instruction
• Some are more appropriate depending on the
  learning style of the students
• Some are more suited to specific types of
  knowledge

6
1. Identifying Similarities and Differences

• Comparing
• Classifying
• Metaphors
• Analogies
• Can be
• Teacher directed
• Student directed
• Graphic organizers

7
Try one

• Instructional strategies are to teachers as
  _______________ are to ___________________________
  

8
2. Summarizing and Note-taking

• Summarizing Make determinations about what is
  important translate, synthesize, delete,
  substitute, keep
• Rule-based strategy
• Summary frames
• Reciprocal teaching
• Note-taking avoid verbatim, consider them a
  work in progress, take lots of notes and use them
  as a study guide
• Teacher prepared notes
• Formats for notes

9
Reflection

• How did you learn to summarize and take notes?
• Who is responsible for teaching students the
  skills involved in summarizing and note-taking?
• What are your expectations for your students?

10
3. Reinforcing Effort and Providing Recognition

• Reinforcing effort Creating positive attitudes,
  beliefs, and pride
• Providing recognition abstract, symbolic
  recognition is more effective than tangible
  rewards especially if contingent on achieving a
  challenging standard

11
Discussion

• How does this strategy relate to the school
  mission of personalization and climate?
• Is this a classroom level issue or a school
  issue?
• Do you agree that students value non-tangible
  rewards?

12
4. Homework and Practice

• Homework Minimal parent involvement, purpose
  identified and articulated, always commented on
• Practice mastering a new skill take focused
  practice and encoding by students

13
Activity

• Draft an rough outline of a letter to students
  and parents about your homework policy that
  includes
• Amount of homework expected
• Purposes of homework
• Consider a student taking 6-7 courses with
  similar expectations on them as yours

14
5. Nonlinguistic Representations

• Graphic representations
• Making physical models
• Generating mental pictures
• Drawing pictures and pictographs
• Engaging in kinesthetic activity

15
Discussion

• How has textbook design evolved in the last ten
  years to address the importance of nonlinguistic
  representations?
• Do we explicitly teach our students effective
  strategies to access these features?

16
6. Cooperative Learning

• Positive interdependence
• Face-to-face interaction
• Individual and group accountability
• Interpersonal and small group skills
• Group processing

17
Discussion

• What is messy about cooperative learning?
• What management hints would you have for a
  colleague to make cooperative activities
  effective?

18
7. Setting Objectives and Providing Feedback

• Setting objectives goals should provide a focus
  and filter and be personalized by student
• Feedback corrective in nature, timely, specific
  to a criterion, self-reflective

19
Discussion

• How is this type of objective worse than no
  objective at all
• Today students will review and practice for a
  test by reading.
• Write an lesson objective that provides
• Clarity
• Specificity
• Flexibility

20
8. Generating and Testing Hypotheses

• Largely deductive
• Students should be able to explain the thought
  process in hypothesis and conclusions

21
Content check

• What is a topic in your curriculum that would be
  appropriate for generating a hypothesis?
• Why is it important for students to explain their
  hypothesis?

22
9. Cues, Questions, and Advance Organizers

• Cues and Questions
• Activating prior knowledge
• Draw on schema
• Visualization
• Distinguish between what is important and what is
  unusual
• Wait time
• Mental set/pre-questioning

23
Break!!!
24
Strategies menu activity

• Review the list of instructional strategies
• Think about your teaching style and dominant
  preferences
• Select five strategies that represent your
  teaching style
• Create a pie chart that estimates the amount of
  time that you utilize each strategy
• you may have one slice for other

25
Processing

• Given compelling research that some strategies
  are more effective than others
• How would you like to change your chart?
• Which strategies have the most promise for you
  personally given
• Your content
• Your teaching style/preferences
• Your students style/preference

26
Reviewing the Research

• What does the research say?
• What is compelling? Convincing?
• What resonates?
• Did anything change your perspective?

27
Read the research theory

• Similarities and differences p.14
• Summarizing p.30, note-taking p.43
• Reinforcing effort p.50, recognition p.53
• Homework p.61, practice p.66
• Nonlinguistic representations p.73
• Cooperative learning p.85
• Objectives p.93, feedback p.96
• Generating hypotheses p.104
• Cues questions p.112, organizers p.117

28
Protocol for reading

• Groups of 3-4
• Each member individually skims section assigned
  (attention to bold print, numbered items, graphs,
  charts)
• Each member individually selects one compelling
  sentence or phrase that, for them, captures the
  spirit or theme of the section.
• Each member gets one minute or less to share the
  phrase selected. Comment or elaboration by
  presenter optional. Other group members remain
  silent no comment, agreement, or disagreement.

29
Using the strategies in planning

• For use at beginning
• Setting objectives
• Generating hypotheses
• Questions, cues, advance organizers

30
Using the strategies in planning

• For use during
• Similarities and differences
• Note-taking and summarizing
• Practice
• Reinforcing effort
• Nonlinguistic representations
• Testing hypotheses
• Questions, cues, organizers
• Cooperative learning
• Providing feedback

31
Using the strategies in planning

• For use at the end
• Summarizing
• Similarities and differences
• Reinforcing effort and providing recognition
• Providing feedback
• Homework

32
Application

• Review one of your own lessons or units.
• To what extent do you plan for and use the high
  yield strategies discussed?
• What changes would you make?
• What would you add to the plan?
• NORMAL, NATURAL, APPROPRIATE

33
Wrap up

• How has your knowledge changed as a result of the
  information shared and processed today?
• How will your practice change as a result of new
  information or a new way of thinking about
  familiar strategies?