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

2

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
3

Contributions from Experts

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

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

Agenda, Day II

Introduction and Data Teams

Summarizing (Homework)
Notetaking
Nonlinguistic Representations
Non Fiction Writing
Similarities and Differences
Reflection and Closing
6

Examining Your Current

Practice

What effective strategies

are you currently using in
your classrooms?

Art and Science of Teaching

Three 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

Strategies

Macrostrategies

Cooperative and Flexible Grouping

Nonlinguistic Representations
Questioning
Reflection
Non-fiction Writing
Summarizing and Notetaking
9

Strategies

Other research based strategies

Activating Prior Knowledge

Cues, Advance Organizers
Generating and Testing Hypotheses

10

11

LESSON ORGANIZATION

Lets 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

Data Driven
Decision
Making/Data
Teams

Common
Formative
Assessments

Effective
Teaching
Strategies
14

Coordinating our efforts

What to
teach;
standards,
mandates,
student
interest

Individual
student
needs and
learning styles

Monitor
learning
Provide
feedback

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
Identify Learning
Outcomes

Adjust Teaching;
Ongoing Monitoring

Plan Instruction
and Assessments

Learning;
Ongoing Monitoring

Instruct

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

Note that
the top
two levels
are
essentially
exchanged
from the
Old to the
New
version.
NEW Version

Old Version

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?

Goals and Objectives

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

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?

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

Powerful Strategy

Kluger and DeNisi (1996), in a metaanalysis, found that the average effect
on feedback intervention was .41. This
means that groups receiving feedback
outperformed control groups by .41
standard deviationsan 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

Feedback Process

Timing

Amount

Mode
Audience

When Given
How Often
How many areas
How much about each area

Oral, written, visual, demonstration

Individual, Group, Class

34

Feedback should be

Corrective in nature
Timely
Specific to a criterion

Marzano, Classroom
Instruction That Works, p
96

________________________________
And..
Students can effectively provide
some of their own feedback.
35

Focus on the Content

Focus
Function
Comparison
Valence
Clarity
Specificity
Tone
36

The Bottom Line..

Focus on the work, process or students

self regulation.
Compare to criteria (work), other students
(processes or effort), or past performance
(especially struggling learners).
Describe, dont 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
cant reduce and it is easier to say out of
one hundred. The more you rounded, the
less accurate your fractions were.
These arent as accurate. I think rounding
and reducing worked better.
38

More math examples

You didnt 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

synthesizingconnecting 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, doesnt 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 criterionbased 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 Work

and 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 rewardsparticularly praisewhen 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?

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 Dont Care

49

What will I do to help

students effectively interact
with NEW knowledge?

Flexible Grouping and

Cooperative Learning
What will I do to help students
effectively interact with NEW
knowledge?

Student Data Sheet

Review the data from a

classroom of 12 students.

52

Grouping Task One

You have been teaching reading to

your class of students. You want to
put them into three flexible reading
groups. Your plan is to work with
each group on reading
comprehension skills. Group your
students. Be prepared to support
your decisions.
53

Grouping Task Two

You want to do some multicultural literature

circles. You have chosen four books.

Esmeraldas Secret Life

Morgan Gets a Horse, Oh No!
Walking the Tribal Way
A Long Haul in a Big Truck

How would you assign student group membership

to the four books and why?

54

Grouping Task Three

You have been teaching Connecticut

history. Your objective is that students
will demonstrate a clear understanding
why settlements grew along rivers. You
want to develop some learning options
that support your students learning
styles. Think of three assignments that
allow students to use their analytic,
practical or creative styles. How would
you group your students?
55

Why group students?

Why group students?

What challenges do you face in
grouping students?
What is cooperative learning?

56

Activating Prior Knowledge

(Cues and Advanced
Organizers)

What will I do to help students

effectively interact with NEW
knowledge?
57

Activating Prior Knowledge

What do your
students already
know?
58

Cues and Advance

Organizers

Research/Foundation

Preview activities
Help students access what they already
know about a topic
Activation of prior knowledge is critical
to learning
Background knowledge influences what
we perceive and learn
59

Cues

Should focus on what is important

rather than on what is unusual
Use explicit cuesdirect approach
KNU (enhanced KWL)
Already know
Need to learn (based on standards)
Understand

BKWLQ

Background, know, want to know,

learned, questions

60

Advanced Organizers

Expository
Narrative
Skimming
Graphic
Advanced organizers help students
focus on important information by
providing a mental set.
61

Expository Advance
Organizers

An expository advance organizer may

simply provide students with the
meaning and purpose of what is to
follow.
On the other hand an expository
organizer may present students with
more detailed information of what they
will be learning especially the
information that may be difficult to
understand.
(J.Scott, Missouri Assessment Program, 2003)

62

Narrative Advance
Organizers

A narrative advance organizer takes the

form of a story. Here the teacher
provides the essential ideas of a lesson
or unit she plans to teach by telling a
story that incorporates the ideas.
(J. Scott, Missouri Assessment Program, 2003)

63

Skimming as an Advance
Organizer
When a teacher asks students to
skim learning materials, it
provides them with the
opportunity to preview the
important information that they
will encounter later by focusing
on and noting what stands out in
headings, subheadings, and
highlighted information.

(J. Scott,

Missouri Assessment Program, 2003)

64

Graphic Advanced
Organizers

Graphic organizers provide students with

guidance on what the important information
is in a lesson or unit.
They give students direction and provide a
visual representation of the important
information.
It is easy to see what is important and the
relationships between the ideas and patterns
in the information where they exist.
65

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

Questioning

We are moving from viewing questions as

devices by which one evaluates.learning
to conceptualizing questions as a means
of actively processing, thinking about, and
using information productively.

Teacher questioning behaviors affect

which students learn how much.
Walsh and Sattes, 2005

67

Research and Practice

Questioning

Process
Wait Time
Language Development in ELLs

Content
Level (Taxonomy)
Essential Questions
Increasing Rigor and Relevance

Marzano, 2001

68

Questions to
Support
Language
Development
Hill and Flynn, Classroom
Instruction that works with
English Language Learners,
2006

Stage

Teacher
prompts

Pre
Production

Show me.circle
thewhere is

Early
Production

Yes-No Questions
1 or 2 word
answers
Lists or labels

Speech
Emergence

Why?
How?
Explain..

Intermediate
Fluency

What would
happen if.
Why do you
think.

Advanced
Fluency

Decide if.
Retell

69

Promoting Rigor and

Relevance
Content

Other subjects or real world

Personal

Christianberry and Kelly, 1983

70

Promoting Rigor and

Relevance
Content
Dense
Questions

Other subjects or real world

Overlapping
Questions

Personal

71

Rigorous Questions

Lets look at student examples.

Lets build one together using the
5-8 grade social studies standards
in your materials. The focus is the
Civil War.

72

Reflection

73