Powerpoint instructional strategies.ppt
- 1. Implementing Effective Instructional Strategies Stephanie Lindekugel Concordia University, St. Paul ED 554: Curriculum and Instruction Professor Michael Foster June 9, 2015
- 2. “The only way to improve outcomes is to improve instruction.” -Michael Barber & Mona Mourshed, How the World’s Best-Performing School Systems Come Out on Top
- 3. Four Strategies • Summarizing and Note Taking • Comparing • Nonlinguistic Representations • Cooperative Learning
- 4. Summarizing and Note Taking • Summarizing is the process of breaking information down to its main points to aid in understanding, memorizing, and learning the relevant material. • Note taking refers to the process of capturing key ideas.
- 5. Why Is This Important? • Students deepen their understanding of information because these strategies involve higher-order thinking skills. • Students proficient in summarizing and note-taking strategies perform better on academic assessments. • Students benefit from a variety of formats for taking notes. • Students benefit from explicit instruction in note-taking strategies. These skills are not intuitive.
- 6. Rule-based Summarizing Strategy • Take out material that is not important to understanding. • Take out words that repeat information. • Replace a list of things with one word that describes them (e.g., replace “oak, elm, and maple” with “trees”). • Find a topic sentence or create one if it is missing.
- 7. Summary Frames Conversation 1. How did the members of the conversation greet one another? 2. What question or topic was insinuated, revealed, or referred to? 3. How did the conversation progress? 4. How did the conversation conclude? Problem-Solution 1. What is the problem? 2. What is the possible solution? 3. What is another possible solution? 4. Which solution has the best chance of succeeding and why? Argumentation 1. What is the basic claim or focus of the information? 2. What information is presented that leads to a claim? 3. What examples or explanations support the claim? 4. What restricts the claim? What evidence counters the claim? Definition 1. What is being defined? 2. To which general category does the item belong? 3. What characteristics separate the item from the other things in the general category? 4. What are some different types or classes of the item being defined? Topic-Restriction-Illustration 1. What is the general statement or topic? 2. What information narrows or restricts the general statement or topic? 3. What examples illustrate the topic or restriction? Narrative 1. Who are the main characters? 2. When and where did the story take place? 3. What prompted action in the story? 4. How did the characters express their feelings? 5. What did the main characters decide to do? 6. How did the main characters try to accomplish their goals? 7. What were the consequences?
- 8. Reciprocal Teaching • Summarizer -Reads a short passage and summarizes what has been heard, read, or seen. • Questioner -Asks questions that are designed to help identify important information. • Clarifier -Clarifies any vocabulary words, pronunciations, or terms the group may not already know or understand well. • Predictor -Asks the group for predictions about what will happen next. The predictor records those predictions and returns to the recordings for verification after reading is complete.
- 9. Classroom Practice for Note Taking • Give students teacher prepared notes. • Teach students a variety of note taking forms. • Provide opportunities for students to revise their notes and use them for review.
- 10. Examples of Teacher Prepared Notes • Templates • Webbing • Outline • Combination (Linguistic/Nonlinguistic)
- 11. Comparing • Comparing is the process of identifying similarities between or among things or ideas. • Contrasting refers to identifying differences. • Most educators use the term comparing to describe both situations.
- 12. Why is this important? • Identifying similarities and differences helps us make sense of the world. • Comparing enhances existing mental representation for the information. • Comparing increase the likelihood that connections will be made to the schema when encountering new information.
- 13. Steps to Comparing • Select the items you want to compare. • Identify the characteristics of the items on which to base your comparison. • Explain how the items are similar to and different from one another, with respect to the characteristics you identified.
- 14. Nonlinguistic Representations • Creating graphic organizers. • Making physical models/manipulatives. • Generating mental pictures. • Creating pictures/illustrations/and pictographs. • Engaging in kinesthetic activity.
- 15. Why is this important? • Helping students represent knowledge as imagery taps into students’ tendency for visual image processing, which helps them construct meaning of relevant content and skills and have a better capacity to recall it later. • Students producing nonlinguistic representations of knowledge are better able to process, organize, and retrieve information from memory. • The impact of using nonlinguistic representations can multiply when teachers and students use the strategy in combination with other strategies. • We are quickly moving from a text-based society to one in which all forms of communication have value and students will need to communicate through visual and audio media.
- 17. More Nonlinguistic Representations Make Physical Models or Manipulatives Engage in Kinesthetic Activities Create Pictures, Illustrations, and Pictographs Generate Mental Pictures
- 18. Cooperative Learning • Positive interdependence is a key element of cooperative learning because it emphasizes that everyone is in the effort together and that one person’s success does not come at the expense of another’s success. • Individual accountability is the other key element of cooperative learning. This refers to the need for each member of the team to receive feedback on how his or her personal efforts contribute to the achievement of the overall goal.
- 19. Why is this important? • Students can reflect upon newly acquired knowledge, process what they are learning by talking with and actively listening to peers, and develop a common understanding about various topics. • Increased motivation for learning because students establish a sense of obligation to one another and a strong relationship with their peers that leads to greater buy-in, motivation, and increased achievement. • The cooperative learning task itself provides another form of structure that can encourage communication and mutual reasoning.
- 20. Elements of the Cooperative Learning Model Establish dedicated time for group reflection by providing structures such as specific questions, learning logs, or sentence stems that focus on how well the team is functioning. Promote group and individual reflection for maintenance of group effectiveness and success. Group Processing Provide initial and ongoing instruction on effective group skills such as communication, decision making, conflict resolution, leadership, and trust. Ensure that all members clearly understand effective group skills. Interpersonal and Small-Group Skills Establish an optimal group size and include individual assessments. Help students understand that each person needs to contribute to the success of the group. Ensure that all members contribute to achievement of the goal and learn as individuals. Individual and Group Accountability Encourage discussion among group members and teach students about the importance of effort and how to provide others with recognition for their effort. Individuals encourage and activate efforts to achieve and help one another learn. Face-to-Face Promotive interaction Establish a cooperative goal structure and equally distribute resources. Help students develop a sense that they “sink or swim” together. Ensure that success by an individual promotes success among other group members. Positive Interdependence Instructional Implication PurposeElement
- 21. Three Types of Cooperative Learning Groups • Informal: Random group that lasts from a few minutes to an entire class period (e.g., pair-share, turn to your neighbor). • Formal: Designed to complete an academic assignment and may last for several days to a week. • Base Group: Long-term group created to provide students with support over an extended period.
- 22. Classroom Practice for Cooperative Learning • Include elements of both positive interdependence and individual accountability. • Keep group size small • Use cooperative learning consistently and systematically.
- 23. Mr. Washington’s 5th Grade Social Studies Class • How did Mr. Washington insure positive interdependence? • How did he insure individual accountability? • How did the teacher keep group size small? • Where could you, or where do you, systematically incorporate the cooperative learning model in your classroom?
- 24. Next Steps
- 25. CAUTION! • Don’t focus on a narrow range of strategies. • Don’t assume that high-yield strategies must be used in every class. • Don’t assume that high-yield strategies will always work.
- 26. Instructional Planning • Identify learning objectives. • Identify criteria for evaluating student performance. • Attend to effort and metacognition. • Provide recognition. • Incorporate cooperative learning.
- 27. Instructional Planning Additional Notes:How Will I Provide Recognition? How Will I Evaluate Student Performance? How Will I Reinforce Effort and Metacognition? How Will I Include Cooperative Learning? What are My Learning Objectives?
- 28. A Note About Assessment • Clearly define criteria against which student performance will be judged. • Tightly align performance criteria with the learning objective. • Decide when and how performance criteria will be shared with students. • Identify specific times and ways to formatively assess student performance. • Designate specific times students will receive formal feedback. • Decide how and when students will provide their own feedback.
- 29. “Simply using the strategies at random will not raise student achievement; teachers must also understand how, when, and why to use them.” -Bryan Goodwin, Simply Better
- 30. References Dean, C. B., Hubbell, E. R., Pitler, H., Stone, B (2012). Classroom instruction that works: research- based strategies for increasing student achievement. Denver: McREL. Marzano, R. J., (2009). Setting the record straight on“high-yield” strategies. Phi Delta Kappan, 91(01), 30-37.