11 effective instructional strategies that work by Ahmed Zaki

11 Effective Instructional Practices that Work PRESENTED BY

Dr. Jacob Francom

Dr. Drew Hinds

Good Teaching is Beautiful TEACHING IS LIKE FISHINGâ&#x20AC;Ś You use different lures for different fish.

You use different methods for different learners.

Good Teaching is Beautiful TEACHING IS LIKE BEAUTIFUL MUSIC… Where, instructional methods are the instruments… When played alone they make sound… When played together in tune, rhythm, and feeling, they become amazing music!

Goal Setting Instructions for Today GOAL SETTING (Logic model) TEMPLATE  Inputs  Goals  Results  Outcomes

1. Select your FOCUS (classroom or school wide) 2. Select areas of OPPORTUNITY 3. Select areas of CHALLENGE 4. S.M.A.R.T. Goals

Specific, Measurable, Achievable, Realistic & Time-Bound 5. Select an INSTRUCTIONAL PRACTICE

Research Grounding Tell me, I forget  Show me, I remember  Involve me, I understand!

DR. JAKE

DR. DREW

Dr. Tate has studied the research of learning style theorists (Gardner, 1983; Sternberg, 2000), and examined brain research (Jensen, 2008, 2009; Sousa, 2006), then synthesized her findings into 20 strategies (Tate, 2003) that appear more effective for understanding and long-term retention of information than doing worksheets or listening to long lectures.

Dr. Robert Marzano, an educational researcher, conducted a metaanalysis (study of studies) of instructional strategies to determine which were the most effective. Roberto Marzano’s 9 Effective Instructional Strategies summarizes the nine instructional strategies that were found to affect student achievement in the meta-analysis.

11 Effective Instructional Practices that Work 1. Movement 2. Identifying Similarities & Differences

3. Games 4. Nonlinguistic

representations 5. Technology 6. Cooperative Learning

7. Role Plays, Drama,

Pantomimes, & Charades 8. Setting Objectives &

Providing Feedback 9. Project-Based &

Problem-Based Instruction 10. Cues, Questions &

Advanced Organizers 11. Relationships

Guiding Students in the Learning Process…

ACTIVE ENGAGEMENT & SOCIAL INTERACTION Guiding students in the learning process… https://www.youtube.com/watch?v=uMW-dM-BDu0

Guiding Students in the Learning Process is Difficult

ACTIVE ENGAGEMENT & CLASSROOM MANAGEMENT

HTTPS://WWW.YOUTUBE.COM/WATCH?V=PK7YQLTMVP 8

Overcoming Barriers to Learning BREAKING THE LEARNING BARRIER.

Overcoming Barriers to Learning WHAT ARE THE BARRIERS TO LEARNING THAT YOUR STUDENTS’ FACE? • LANGUAGE • delays due to lack of incidental learning • lack of vocabulary

• LACK OF PERSONAL EXPERIENCES • LACK OF EXPRESSIVE ABILITY

Overcoming Barriers to Learning WHAT ARE THE BARRIERS TO LEARNING THAT YOUR STUDENTS FACE? • NOT PRACTICING • not doing their homework • learning is limited to the classroom

• EMOTIONAL HEALTH • isolation • self esteem

• LACK OF SUPPORT FOR LEARNING

Principles of Effective Teaching for Student Engagement “I expect you all to be independent, innovative, critical thinkers who will do exactly as I say!”

DO YOU WING IT?

Define Instruction

WHAT IS GOOD INSTRUCTION? THINK-PAIR-SHARE

What Works BEST in Raising Student Achievement?

HOW DO WE KNOW WHAT HAS THE MOST IMPACT? >0.40 = student learning accelerates 0.40 = students learn a yearâ&#x20AC;&#x2122;s worth of academic material over the course of one school year 0.00 = no effect on student learning <0.00 = student learning is negatively affected

Sources of Variance in Student Achievement: Professor John Hattie (University of Auckland): Meta-analysis of over 100,000 studies

HOME:

5-10%

SCHOOL:

5 - 1 0 % (principals, other leaders as influence)

PEER EFFECT:

5-10%

TEACHERS:

30%

STUDENT:

50%

“It is what teachers know, do, and care about which is very powerful in this learning equation”. – J. Hattie

Reference: Hattie, J. (2003). ‘Teachers Make a Difference: What is the Research Evidence?’, http://www.leadspace.govt.nz/leadership/articles/teachers-make-a-difference.php

Active Engagement Strategies for the Primary Grades

PROCESSING STRATEGY: 10:2 THEORY • To reduce information loss, pause for two minutes at about ten minute intervals. • For every ten minutes or so of meaningful chunks of new information, students should be provided with two or so minutes to process the information. • Students can respond and discuss their current understanding in various ways. (Rowe, 1983)

The Value of Rapport

RAPPORT HAS TO DO WITH BUILDING RELATIONSHIPS WITH STUDENTS THAT FORM A BRIDGE THAT HOLDS THE WEIGHT OF

FEEDBACK.

The Value of Rapport

STRATEGIES:  Home visits  Parent conferences  Personal connections  Analogies/Metaphors  Multicultural activities

Guided Teaching to Ensure Visible Learning… - Anita Archer

I do it. – modeling (including thinking aloud) WE

do it.

WE ALL YO U

– teacher guided

do it.

– partner practice or small group

– modeling (including thinking aloud)

Guided Teaching to Ensure Visible Learning… - Anita Archer

I do it. – modeling (including thinking aloud) WE

do it.

WE ALL YO U

– teacher guided

do it.

– partner practice or small group

– modeling (including thinking aloud)

Visible Learning

Goal: Make Thinking VISIBLE Wow, in this class I have to THINK and I have to EXPLAIN my thinking!

EVERY STUDENT

EXPLAINS

THEIR THINKING & RECEIVES FEEDBACK FROM PEERS AND THE TEACHER

MULTIPLE TIMES

–

EVERY LESSON!

1. Movement Any task learned when we are physically engaged in doing it remains in our memory for a very long time. (Allen, 2008)

1. Movement “When students move while learning, they put information in procedural or muscle memory. Procedural memory is one of the strongest memory systems in the brain and the reason that one seldom forgets how to drive a car, ride a bicycle, play the piano, type on a keyboard, tie one’s shoes, or brush one’s teeth” (Tate, p. 97).

1. Movement “Having students work quietly at their desks eliminates up to 40 percent of kinesthetic learners who have to be moving to learn” (Hattie, 2009).  “Physical performance is probably the only known cognitive activity that uses 100 percent of the brain” (Jensen, 2008). 

1. Movement EXAMPLES:

Skip-Count aloud by 2s, 10s, 20s while acting like you are jumping rope (Tate, p. 100). Gallery Walks/Chalk Talks â&#x20AC;&#x201D; things posted to read around the room.

1. Movement EXAMPLES:

When discussing content in a cooperative group for one or two minutes, have students stand and talk rather than remain seated. Four Corners Activity: Students have to choose a point of view and be able to defend it on the corner.

1. Movement ACTIVITY:

Four Corners 1. 2. 3. 4.

1. Movement

REFLECTION & APPLICATION How will I incorporate

Which MOVEMENT

MOVEMENT into

activities am I already

instruction to engage

incorporating as I

studentsâ&#x20AC;&#x2122; brains?

teach the curriculum?

What additional MOVEMENT will I incorporate?

2. Identifying Similarities and Differences The ability to break a concept into its similar and dissimilar characteristics allows students to understand complex problems by analyzing them in a more simple way.

2. Identifying Similarities and Differences

COMPARING – CLASSIFYING METAPHORS – ANALOGIES

2. Identifying Similarities and Differences ASSESSING MYSELF 0 – 1 – 2 – 3 – 4 COMPARING

TO A GREAT EXTENT

I clearly communicate the knowledge students will use for the comparing activity. I make sure students know how to use the process of comparing. I make sure students understand the graphic organizers for comparing.

2. Identifying Similarities and Differences ASSESSING MYSELF 0 – 1 – 2 – 3 – 4 COMPARING

TO A GREAT EXTENT

I give students an appropriate amount of guidance for the activity. I collect evidence about my students’ proficiency at using comparing.

Examples

Compare the Rain Forest and Desert Climate. Compare the Rain Forest and Desert Animals.

2. Identifying Similarities and Differences REFLECTING ON MY CURRENT BELIEFS & PRACTICES

COMPARING

What is the purpose of asking students to compare? What kinds of activities do I use to help students compare? I can think of a time that I asked students to compare, and I was pleased with the results. Why did it go well?

2. Identifying Similarities and Differences REFLECTING ON MY CURRENT BELIEFS & PRACTICES

COMPARING

I can think of a time when I asked students to compare, and I was not pleased with the results. Why did it not go well? What questions do I have using comparing in my classroom?

2. Identifying Similarities and Differences CLASSIFYING, METAPHORS & ANALOGIES Classifying Graphic Organizers

Metaphors Uses one thing to mean another Example: All the World is a Stage

2. Identifying Similarities and Differences CLASSIFYING, METAPHORS & ANALOGIES Classifying Graphic Organizers

Metaphors Uses one thing to mean another Example: All the World is a Stage

Analogies Expresses similarities between things that might seem different Example: Having ADD is like wearing a hearing aid on all five senses

3. Games Using games formats encourages students to cooperate with one another, helps them focus and pay attention, and is motivating and loads of fun. (Algozzine, Campell, & Wang, 2009a)

3. Games “Children pay more attention to academic tasks when brief, frequent opportunities for free play are provided” (Dewar, 2014).  “Students not only learn more when playing a game but their participation in class and their motivation for learning… increases” (Posamentier & Jaye, 2006).



3. Games EXAMPLES:

Matching Scavenger hunt Bingo

3. Games EXAMPLES:

Ball toss “A ball-toss game not only encourages cooperation, problem solving, and physical movement, but it also enables student to think and act quickly while operating in a safe environment” (Jensen, 2007). 

3. Games ACTIVITY:

Name a City Ball Toss London … New York … Krakow …

3. Games

REFLECTION & APPLICATION How will I incorporate

Which GAMES

GAMES into instruction

am I already

to engage

incorporating as I

studentsâ&#x20AC;&#x2122; brains?

teach the curriculum?

What additional GAMES will I incorporate?