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Effective Teaching Strategies

Effective Teaching Strategies. Environmental Norms. Be respectful of the prior experience in the room Engage completely Participate in all activities and attend the entire seminar Be accountable to the task at hand Place cell phones in “manner mode” Be responsible for your own learning.

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Effective Teaching Strategies

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  1. Effective Teaching Strategies

  2. Environmental Norms • Be respectful of the prior experience in the room • Engage completely • Participate in all activities and attend the entire seminar • Be accountable to the task at hand • Place cell phones in “manner mode” • Be responsible for your own learning

  3. Objectives • UNDERSTAND the key connection between thorough lesson planning, effective instruction, and student learning • KNOW research-based effective teaching strategies • APPLY the strategies in context

  4. Barth Brookhart Brophy Cobb Darling-Hammond DuFour Flynn Fullan Harvey Haycock Hill Lezotte Marzano Mayer McTighe Mendler Nuthall Reeves Rosenshine Schmoker Stiggins Stronge The “jury standard” Tomlinson White Wiggins Wong Contributions from Experts

  5. Agenda, Day I • CALI Overview • Introduction • Lesson Planning and Organization • Objectives and Goals • Feedback and Recognition • Effort • Cooperative Learning and Flexible Groups • Prior Knowledge, Cues, Advanced Organizers • Questioning • Reflection

  6. Agenda, Day II • Introduction and Data Teams • Summarizing (Homework) • Notetaking • Nonlinguistic Representations • Non Fiction Writing • Similarities and Differences • Reflection and Closing

  7. Examining Your Current Practice • What “effective” strategies are you currently using in your classrooms?

  8. Art and Science of TeachingThree Broad Categories • Learning goals, high expectations, track student progress, and celebrate success (Chapter 1) • Interact with new knowledge (Chapter 2) • Practice and deepen understanding (Chapter 3) Marzano, Art and Science of Teaching

  9. Strategies • Macrostrategies • Cooperative and Flexible Grouping • Nonlinguistic Representations • Questioning • Reflection • Non-fiction Writing • Summarizing and Notetaking

  10. Strategies • Other research based strategies • Activating Prior Knowledge • Cues, Advance Organizers • Generating and Testing Hypotheses

  11. LESSON ORGANIZATION

  12. Let’s begin with the end in mind.…. • What will I do to develop effective lessons which incorporate our planned use of “effective” strategies? Art and Science, p. 174

  13. Coordinating our efforts Making Standards Work Common Formative Assessments Data Driven Decision Making/Data Teams Effective Teaching Strategies

  14. Coordinating our efforts What to teach; standards,mandates, student interest Monitor learning – Provide feedback Individual student needs and learning styles How to teach it

  15. What Does “Effective” Mean? “The reflective process is at the very heart of accountability. It is through reflection that we distinguish between the popularity of teaching techniques and their effectiveness. The question is not ‘Did I like it?’ but rather ‘Was it effective?’” (Reeves, D. B., Accountability for Learning, 2004, p. 52) And…..how do you know?

  16. Most Effective Teaching Strategies? • EFFECTIVE: Actions of the teacher that elevate or lift cognition of learners • The simple question is, “Is it working for you and your students as evidenced by learning outcomes?” • What teaching strategies are most commonly used in your schools that DO NOT WORK?

  17. Generate Hypotheses About Teacher A and Teacher B: • Same class makeup – a mix of diverse backgrounds and learning needs (ELL, poverty, inclusion, etc.) • Same class size • Same schedule, materials, curriculum • Teacher A – 18% of students proficient • Teacher B – 82 % of students proficient • ACTIVITY: Discuss with your table possible causes of the difference

  18. Teacher and leader beliefs influence student achievement! Student Causes Teacher Causes Source: Leadership for Learning, 2005, Center for Performance Assessment, www.MakingStandardsWork.com

  19. Learning Cycle: Teaching, Assessing and Reflecting

  20. Planning and Organizing • What is the value of planning and organizing prior to instructing?

  21. Elements of Lesson Plans Effective lesson plans: • Offer ‘prompts’ or cues for actions, steps, etc. • Support linear or non-linear flexible options • Are like a framework or blueprint • Consider each aspect of the learning cycle (teaching, assessing, reflecting) ACTIVITY: Generate a list of must-have elements for your lesson plan

  22. Tools Templates/Formats • Allow organized approach to process • Generate ideas • Provide focus • Decrease stress • Save time ACTIVITY: Unit Planning Template

  23. Revised Blooms Taxonomy

  24. Optimal learning is a direct result of effective instruction which is a direct result of essential and thorough lesson planning.

  25. What will I do to establish and communicate learning goals, create a positive learning environment, track student progress, and celebrate success?

  26. Goals and Objectives What will I do to establish and communicate learning goals, create a positive learning environment, track student progress, and celebrate success?

  27. Objectives and High Expectations In examining 1500 K-12 classrooms, 24-7 consultants found that clear learning objectives were established in ____%.

  28. Research on Goals and Objectives • Narrow the focus (Marzano) • Not too specific (Marzano) • High expectations (TESA) • Aligned with standards (CSDE) • Know and able to do (Marzano)

  29. Feedback and Recognition What will I do to establish and communicate learning goals, create a positive learning environment, track student progress, and celebrate success?

  30. Feedback “Feedback gives information that a student can use….so that they can understand where they are in their learning and what to do next.” The goal is to give students the feeling that they have control over their own learning. Brookhart, 2008

  31. Powerful Strategy • Kluger and DeNisi (1996), in a meta-analysis, found that the average effect on feedback intervention was .41. This means that groups receiving feedback outperformed control groups by .41 standard deviations—an effect of moving from the 50th to 66th percentile on a standardized test. • As reported in Brookhart, 2008

  32. Managing feedback • Process • Content Susan Brookhart, How to Give Effective Feedback to Your Students

  33. Timing Amount Mode Audience When Given How Often How many areas How much about each area Oral, written, visual, demonstration Individual, Group, Class Feedback Process

  34. Feedback should be… • “Corrective in nature” • Timely • Specific to a criterion ________________________________ And….. • Students can effectively provide some of their own feedback. Marzano, Classroom Instruction That Works, p 96

  35. Focus on the Content • Focus • Function • Comparison • Valence • Clarity • Specificity • Tone

  36. The Bottom Line….. • Focus on the work, process or student’s self regulation. • Compare to criteria (work), other students (processes or effort), or past performance (especially struggling learners). • Describe, don’t judge. • Use positive comments; accompany negative comments with positive suggestions for improvement. • Be clear to the student. • Tailor the specificity to the student. • Be respectful of the student and the work.

  37. Math Examples • “I know you worked this out with your group. Good strategy.” • “You could have expressed these (decimals) as 13/100, 72/100 and 4/5. Sometimes you can’t reduce and it is easier to say out of one hundred. The more you rounded, the less accurate your fractions were. “ • “These aren’t as accurate. I think rounding and reducing worked better.”

  38. More math examples • “You didn’t answer the second part of the problem.” • “Your explanation was the shortest one in class. Can you write more next time?” • “Put these fractions in order and they will make more sense.” • “Multiple errors in spelling on the explanation. Please correct and resubmit.”

  39. Grade 7 Social Studies • “This is too general.” (Response to naming two reasons South felt they should secede.) • “This is similar to your first reason. Is there another reason to stay? Make the government for effective, for example? “(Why some Southerners felt South should not secede) • “Multiple errors in spelling. Check the text.”

  40. English Language Arts Grade 10 • “This essay demonstrates your strength in synthesizing—connecting various examples and unifying them with strong overall organization. The thesis is clear; it acts as an effective focus for the silence that occurred when power was being abused.” • “Great support. Strong evidence for your attention to diction, style, sentence variety. What a pleasure to read!”

  41. Feedback for Struggling Students • Focus feedback on the process. This will help them determine what actions can lead to further success. They will be “learning to learn.” “I noted that you reread your paper three times and made changes. Going back and checking helps you catch problems, doesn’t it?”

  42. Feedback for Struggling Students • Use self-referenced feedback (formatively) which addresses improvement. • “This paragraph had a lot more vivid verbs than the one you did last week. It is much more exciting to read.” • Note: For grading, use standards- or criterion-based feedback.

  43. Feedback for Struggling Students • Limit important points. • Focus on small steps for improvement. • Use simple vocabulary, explaining words as you go. • Check for understanding by asking questions….”What is one thing that we talked about that you are going to do for the next paragraph?”

  44. Looking at Student Workand Structuring Feedback • Use the criteria in “The Bottom Line” to craft feedback to one piece of student work.

  45. The “Take” on Recognition 1. Recognition includes praise and reward 2. Rewards do not necessarily have a negative effect 3. Reward works when contingent upon achievement of a standard 4. Abstract, symbolic recognition is more effective than tangible rewards 5. Tangible rewards can be + when used as contingent on achievement of standard 6. Tangible rewards “do not seem to work well as motivators” _________________________________________ Abstract rewards—particularly praise—when given for accomplishing specific performance goals, can be a powerful motivator for students Classroom Instruction That Works, p. 55

  46. Reinforcing Effort What will I do to establish and communicate learning goals, create a positive learning environment, track student progress, and celebrate success?

  47. Effort/Motivation • “Not all students realize the importance of believing in effort.” • “Students can learn to change their beliefs to an emphasis on effort.” Marzano, Classroom Instruction That Works, p. 50

  48. School Climate to Support Effort • Teacher responsibilities…. • Demonstrate enthusiasm for youth and learning • Build personal, social, and academic relationships between self and among youth • Respect power-authority relationships • Ensure students have hope • Teach and reinforce effort Mendler, Motivating Students Who Don’t Care

  49. What will I do to help students effectively interact with NEW knowledge?

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