Effective Classroom Strategies

Effective Classroom Strategies Dr. ArnelBanaga Salgado RAK Medical and Health Sciences University Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Classroom Instruction That Works Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Classroom Instruction That Works – Effect Size Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Using the 9 Instructional Strategies in Lesson/Unit Planning Beginning of the Unit/Lesson Clear Learning Goals (#7 Setting Objectives and Providing Feedback) Students identify and record their own goals (#7 Setting Objectives and Providing Feedback) 1. 2. Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

During the UnitIntroducing New Knowledge 1. Guide students to recall what they already know about the topics. (#9 Cues, Questions, Advance Organizers) 2. Provide students with ways of thinking about the topic in advance. (#9 Cues, Questions, Advance Organizers) 3. Compare new knowledge with what is known. (#1 Identifying Similarities and Differences) Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

During the UnitIntroducing New Knowledge 4. Have students keep notes (#2 Summarizing and Note-taking) 5. Non-linguistic representations, share with others (#5 Non-linguistic Representations) 6. Have students work individually and in groups. (#6 Cooperative Learning) Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

During the UnitPracticing, Reviewing and Applying Knowledge 1. Assign homework that requires practice, review and application of learning. Give explicit feedback as to the accuracy of all homework. (#4 Homework and Practice, #7 Setting Objectives and Providing Feedback) 2. Engage students in long-term projects that involve testing and generating hypotheses. (#8 Generating and Testing Hypotheses) 3. Have students revise the linguistic and nonlinguistic representations of knowledge as they refine their understanding. (# 2 Summarizing and Note taking, #5 Nonlinguistic Representations) Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

During the UnitMonitoring Learning Goals 1. Feedback and Self-Assessment (#7 Setting Objectives and Providing Feedback) 2. Students keep track of achievement and effort expending toward goals (#3 Reinforcing Effort and Providing Recognition #7 Setting Objectives and Providing Feedback) 3. Celebrate legitimate progress toward learning goals (#3 Reinforcing Effort and Providing Recognition) Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

End of the unit…Helping students determine how well they have achieved their goals(#3 Reinforcing Effort and Providing Recognition, #7 Setting Objectives and Providing Feedback) • Provide students with clear assessments of their progress on each goal. • Have student assess themselves and compare with the teacher’s assessment • Ask them to articulate what they have learned. Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

9 Strategies = Results in all subjects • Specific Instructional Strategies can be matched to specific types of knowledge. • Different types of learning sometimes necessitate different types of instruction. Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Before you start… • Be clear about the learning that you want your students achieve. • Understand which strategy works best to accomplish your learning target. Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Generalizations that enhance student’s understanding of what is being taught and their ability to use that knowledge. • Teacher directed – presenting students with guidance • Asking students to independently engage in the activity • Use non-linguistic representation • Student generate own explanations and create non-linguistic representation • Periodically review the accuracy of their explanations and representations Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Categories of Subject Matter Knowledge • Declarative Knowledge (Information and Ideas) • Vocabulary • Details • Organizing Ideas • Procedural Knowledge (Skills and Processes) • Skills and Tactics • Processes Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

4 Strategies for Similarities and Differences The process of identifying and articulating similarities and differences among items. Comparing The process of grouping things into definable categories on the basis of their attributes. Classifying The process of identifying and articulating the underlying theme or general pattern in information. Creating Metaphors The process of identifying relationships between pairs of concepts (e.g., relationships between relationships). Creating Analogies Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Identifying Similarities and Differences:Comparing Task, Round 1 • Venn Diagram • Apples and Oranges Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

What are the steps in the comparison process? COMPARING 1. Select the items you want to compare. To 2. Select the characteristics of the items on which you want to base your comparison. 3. Explain how the items are similar and different with respect to the characteristics you selected. Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Our Goals for Student Learning… • Help prepare for further learning • Identify critical relationships • Gain understanding, clear-up confusion, make new connections • Change in knowledge structure as a result of instruction Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Make sure that students understand that the purpose of doing the comparison is to extend and refine their understanding of the knowledge they are learning. Asking students to select different characteristics will help them move beyond the obvious. One key to a rigorous comparison is to identify items and characteristics that are meaningful and interesting. To do this, students need extensive modeling and feedback. If the items and characteristics are not meaningful, students will not make new distinctions or come to new conclusions about the targeted knowledge. TIP TIP Tips Related to the Comparison Process Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Identifying Similarities and Differences:Comparing Task, Round 2 • In Jigsaw Groups: • Venn Diagram/Comparison Matrix • Apples and Oranges • Learning Goal: How does temperature and length of growing season effect the nutritional value of fruit? • How was Round 1 different than Round 2? Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

ELA and Math GLCE…comparing or contrasting? • Comparing is the process of identifying similarities and differences between or among things or ideas. • Comparing refers to identifying similarities • Contrasting refers to identifying differences. Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

ELA and Math GLCE Task • Find a GLCE at your grade level and content area that would be suitable to compare, contrast or both. • Would you use Venn Diagram/Comparison Matrix/other? • What steps would you have to take in order for students to use comparison with the GLCE independently? • Think-Pair-Share Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

What are the steps in the classifying process? CLASSIFYING 1. Identify the items you want to classify. 2. Select what seems to be an important item, describe its key attributes, and identify other items that have the same attributes. 3. Create a category by specifying the attribute(s) that the items must have for membership in this category. 4. Select another item, describe its key attributes, and identify other items that have the same attributes. Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

CLASSIFYING (cont’d) 5. Create the second category by specifying the attribute(s) that the items must have for membership in the category. 6. Repeat the previous two steps until all items are classified and the specific attributes have been identified for membership in each category. 7. If necessary, combine categories or split them into smaller categories and specify attribute(s) that determine membership in the category. Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Content Area: Science Knowledge: Understands that different animals live in different environments. We have been learning that different animals live in different environments. Classify the following animals in terms of whether they live in lakes or oceans, forests, in the soil, or in the desert. raccoons moles clams scorpions squirrels frogs bears lizards deer fish ants turtles worms ducks snakes Now, reclassify these animals using another set of attributes. For example, you might identify attributes that relate to the animal’s skin or outer covering (e.g., has fur, scales, has a shell). You may use a blank classifying graphic or your own chart to do this task. Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Classification – a strategy for GLCE • ELA- Genre characteristics, poetry, types of fiction • Math – whole numbers, fractions, negative numbers, geometrical figures • Science – habitat, endangered, geographical location, adaptation • Social Studies – human, economic and capital resources. Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Creating Metaphors • Identify a general or basic pattern in a specific topic and then find another topic that seems quite different at the literal level but has the same general pattern. Examples… • Counting is a recipe. • Vocabulary is a map legend. • Instructional Strategies are onions. Video Clip: Math Metaphors Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Steps for Creating Metaphors 1. Identify the important or basic elements of the information of situation with which you are working. 2. Write that basic information as a general pattern by: • Replacing words for specific things with words for more general things, and • Summarizing information whenever possible 3. Find new information or a situation to which the general pattern applies. Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Metaphor Organizer Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Examples of Metaphors in Content Areas • Social Studies-America is freedom and promise • Math-The graph of the sine function is a roller coaster • ELA-Writing is a process • Science-The cell is a factory Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Recommendations for Classroom Practice • Giving students a model for the process. • Using familiar content to teach students the steps in creating metaphors • Giving students graphic organizers, and • Giving students guidance as needed Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Analogies … A question What is the purpose of asking students to create analogies? Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

The purpose of analogies in the classroom • Help make connections between things that are very different • Pattern is A:B::C:D • A is to B as C is to D • happy:sad::big:small • happy and big are opposites of sad and small Analogy problems are common in testing situations – PSAT, SAT, ACT. Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Using Analogies in the Classroom • Help explain an unfamiliar concept by making a comparison to something that we understand. Question… What is this analogy? • One:trillion::one square inch: the area of the city of Chicago • Pushes students to think about how items and concepts are related: how do two things interact, and how is the relationship similar to the relationship between the second pair. Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Analogies Organizer – Great Depression A B Stock Market Crash of 1929 U.S. Economy Is to Something attacks a system and weakens its ability to prevent serious affliction. AS C D Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Bob Marzano says… “Summarizing has a robust and long history of research.” Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Task: Strategic questioning • What is the goal or purpose of engaging students in summarizing activities? • To what extent do you think the act of summarizing varies from grade level to grade level? From content area to content area? Why do you think this? • Think-Share-Pair Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Critical questions for Watching Video Clip • For the student: • How do I decide what is important? • What should I keep? • What should I substitute? • What should I delete? • For the teacher: • What strategies do you teach students to help them become proficient in summarizing? • To what extent do you think these strategies support them in identifying what they should keep, substitute, and delete? • How do you know if engaging in these strategies is really helping students to deepen their understanding of the content? Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Steps for Rule-Based Summarizing Delete trivial material that is unnecessary to understanding. Delete redundant material. Substitute super-ordinate terms for more specific terms (e.g., use fish for rainbow trout, salmon, and halibut). Select a topic sentence or invent one if it is missing. Steps in Rule-Based Summarizing for Younger Students Take out material that is not important to your understanding. Take out words that repeat information Replace a list of things with a word that describes the things in the list (e.g., use trees for elm, oak, and maple). Find a topic sentence. If you cannot find a topic sentence, make one up. A Model for Summarizing Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

The word photography comes from the Greek word meaning “drawing with light”….Light is the most essential ingredient in photography. Nearly all forms of photography are based on the fact that certain chemicals are photosensitive- that is, they change in some way when exposed to light. Photosensitive materials abound in nature; plants that close their blooms at night are one example. The films used in photography depend on a limited number of chemical compounds that darken when exposed to light. The compounds most widely used today are called halogens (usually bromine, chlorine, or iodine. Microsoft Encarta Encyclopedia Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Research generalizations on summarizing • Students must delete some information, substitute some information, and keep some information. • To effectively delete, substitute, and keep information, students must analyze the information at a fairly deep level. • Being aware of the explicit structure of information is an aid to summarizing information. Summary Frames Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

The Six Summary Frames Narrative Frame Topic-Restriction-Illustration Frame Definition Frame Argumentation Frame Problem/Solution Frame Conversation Frame Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

A summary is … • A summary: • Is an essential condensation in your own words. • Answers the question “what is the author really saying?” • Is the result of careful “listening” to the author. • Remains faithful to the author’s emphasis and interpretation. • Does not disagree with or critique the author’s opinion. • A summary is a comprehensive but brief statement of what has been stated previously in a longer form. • A summary is a wrap-up----a general picture of the information--- much like TV networks produce at the end of a year. • Summaries provide a quick overview of a subject without having the reader wade through a lot of facts and details. Summaries help readers and writers boil information down to its most basic elements. • Encyclopedias, almanacs, and digests provide good examples of summaries. Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Procedural Knowledge Summarizing is “procedural knowledge.” If students are expected to become proficient in procedural knowledge, they need to be able to “practice.” Mastering a skill or process requires a fair amount of focused practice. Practice sessions initially should be spaced very closely together. Over time, the intervals between sessions can be increased. Students also need feedback on their efforts. While practicing, students should adapt and shape what they have learned. Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

A Rubric for Summarizing Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

What knowledge will students be learning? Planning for Summarizing What strategy will I ask students to use? • Rule-based Summarizing Strategy • Summary Frames • Narrative or Story • TRI • Definition • Argumentation • Problem/Solution • Conversation • Group Enhanced Summary Strategy • Other ___________ What specific information will students need to summarize? • film or video • chapter • lecture • story • article • event • other_______________ Do I need to set aside time to teach them the strategy? When and how? How much guidance will I provide them? How will I monitor how well students are doing? Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Summary and the GLCE • Find a GLCE at your grade level and content area that would be suitable to summarize. • What steps would you have to take in order for students to use summary with the GLCE you chose independently? • Think-Pair-Share Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

For Information on Summary Frames please visit the Saginaw Midland Intermediate School District Website.http://www.sisd.cc/departments/HOUSSEmainpage_003.htm Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

A Call to Arms… Leading Change – What can you do? Teachers need to have… • Adequate modeling and practice • Feedback • Allowances for differences in implementation • Celebration Effective Classroom Strategies (Dr. Arnel Banaga Salgado)

Effective Classroom Strategies