Technology that Works
Today’s
Session
Dawn Miller
Beth Sharrett
Loudoun County Public Schools
Categories of Instructional Strategies That Affect
Student Achievement
Category
Ave. Effect Size
(ES)
Percentile Gain
Number of
Studies
Standard
Deviation (SD)
Identifying similarities and
differences
1.61
45
31
.31
Summarizing and note taking
1.00
34
179
.50
Reinforcing effort and providing
recognition
.80
29
21
.35
Homework and practice
.77
28
134
.36
Nonlinguistic representations
.75
27
246
.40
Cooperative Learning
.73
27
122
.40
Setting objectives and providing
feedback
.61
23
408
.28
Generating and testing hypotheses
.61
23
63
.79
Questions, cues, and advance
organizers
.59
22
1,251
.26
Aspects of Classroom Teaching
that Affect Student Achievement
1. The instructional strategies used by the teacher.
2. The management techniques used by the teacher.
3. The curriculum designed by the teacher.
Category #1
Similarities and Differences
Research and Theory on
Identifying Similarities and Differences
Four generalizations can be made from the research.
Students should
be presented with
explicit guidance
in identifying
similarities and
differences.
Students should
be asked to
independently
identify
similarities and
differences.
Students should
be asked to
represent
similarities and
differences in
graphic and
symbolic form.
Students can be
asked to engage
in identifying
similarities and
differences in a
variety of ways.
Classroom Practice in
Identifying Similarities and Differences
The process of identifying and articulating
similarities and differences among items.
The process of grouping things into definable
categories on the basis of their attributes.
The process of identifying and articulating the
underlying theme or general pattern in information.
The process of identifying relationships between pairs
of concepts (relationships between relationships).
Feel free to interrupt us if you wish to find out
more how we did something, the final product,
or content. These are not model lessons… just a
chance to share!
Primary Examples
Intermediate
Examples
Aussie Animals
Communities
Ancient Civilization Brochure
Native Americans Book
Explorers Passport
Ancient China and Egypt
Set Game
Category #2
Summarizing
and Note Taking
Research and Theory on
Summarizing
Three generalizations can be made from the research on summarizing
To effectively
summarize, 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.
Classroom Practice in
Summarizing
Delete trivial material that is unnecessary to
understanding
Delete redundant material
Substitute Super ordinate terms for lists
(ex: “flowers” for “daisies, tulips, and roses”).
Select a topic sentence, or invent one if it is missing.
Research and Theory on
Note Taking
Three generalizations can be made from the research on note taking
Verbatim note
taking is,
perhaps, the least
effective way to
take notes.
Notes should be
considered a
work in progress.
Notes should be
used as study
guides for tests.
The more notes
that are taken,
the better.
Classroom Practice in
Note Taking
Teacher-Prepared Notes
•Outlines teacher’s expectations
•Provides modeling of how to take notes
Formats for Notes
•Outlines and webbing are two different forms
Combination Notes
•
Uses more than one form of note taking at a time on the paper
•
The left is for notes or outlines
•
The right is for webbing
•
The bottom is for a summary
Summary
Examples
Note-Taking
Examples
Highlighting Text
4 Old men
Sequencing/ Retelling
Branches of Government
Story Review
Light WebQuest and Book
Category #3
Reinforcing Effort and
Providing Recognition
Research and Theory on
Reinforcing Effort
Two generalizations can be made from the research on reinforcing effort.
Not all students
realize the
importance of
believing in effort.
Students can learn
to change their
beliefs to an
emphasis on effort.
Classroom Practice in
Reinforcing Effort
Teaching About Effort
•Ensure students know what effort is and that it is
related to achievement
Keeping Track of Effort and
Achievement
•Have students be responsible for tracking their effort
AND achievement so they see the connection
Research and Theory on
Providing Recognition
Three generalizations can be made from the research on providing recognition.
Rewards do not
necessarily have a
negative effect on
intrinsic
motivation.
Reward is most
effective when it is
contingent on the
attainment of some
standard
performance.
Abstract symbolic
recognition is more
effective than
tangible rewards
(praise better than
toy).
Classroom Practice in
Providing Recognition
Personalize Recognition
•Make recognition personal to the student
Pause, Prompt, and Praise
•Student pauses from behavior
•Teacher intervenes and prompts student
•When student performing properly praise is administered
Concrete Symbols of Recognition
•“Tokens” can also be used with recognition
Guidelines for Praise
Effective
Ineffective
-Contingent
-Random
-Specific
-Global
-Credible
-Bland
-Spontaneous
-Mere participation
-Focus on effort
-No regard for effort
Effort
Examples
Recognition
Examples
Graphing Example
Certificate
Vocabulary Mini-Book
Category #4
Homework and Practice
Research and Theory on
Assigning Homework
Four generalizations can be made from the research on homework.
The amount of
homework
assigned to
students should
be different from
elementary to
middle school to
high school.
Parent
involvement in
homework should
be kept to a
minimum.
The purpose of
homework should
be identified and
articulated.
If homework is
assigned, it
should be
commented on.
Classroom Practice in
Assigning Homework
Establish and communicate a homework policy.
•Make sure parents and students are aware of policy and purpose
Design homework assignments that clearly
articulate the purpose and outcome.
•To practice what they learn in class
•To elaborate on what has been learned or prepare for new information
Vary the approaches to providing feedback.
•Impossible to grade everything with same level of attention
Research and Theory on
Practice
Two generalizations can be made from the research on practice.
Mastering a skill
requires a fair
amount of focused
practice.
While practicing,
students should
adapt and shape
what they have
learned.
Classroom Practice
Regarding Practicing Skills
Charting Accuracy and Speed
•Charting both may increase achievement
Designing Practice Assignments That Focus on
Specific Elements of a Complex Skill or Process.
•Breaking into manageable parts
Planning Time for Students to Increase Their
Conceptual Understanding of Skills or Processes.
•Build time in the curriculum to ensure students understand how or why before
independent practice
Research on Practice
Students need about 20 – 24
practice sessions before the
teachers can be reasonable sure
the students grasp the new skill
enough to use it effectively on
their own (80%)
Homework
Examples
Practice
Examples
Classroom brochure to parents
Water Cycle
Updating Homework policy and
assignments on website
Parts of a Flower
Chicks Hatching
Exact Change
Phases of the Moon
How to Write a Letter
Singular/ Plural
Category #5
Nonlinguistic Representations
Research and Theory on
Nonlinguistic Representation
Two generalizations can be made from the research.
A variety of
activities produce
nonlinguistic
representations.
Nonlinguistic
representations
should elaborate on
knowledge.
Classroom Practice in
Nonlinguistic Representation
Creating Graphic Organizers
•Shows relationship between linguistic words and phrases with nonlinguistic
symbols and arrows
Using Other Nonlinguistic Representations
•Physical models, mental pictures, drawing pictures, bodily-kinesthetic activity
Nonlinguistic Representation
Examples
Animals
Habitats
Seasons Dress
Shapes Around Us
Fall into Subtraction
Winter Patterns
Recording Fluency in Audacity
Category #6
Cooperative Learning
Research and Theory on
Cooperative Learning
Three generalizations can be made from the research on cooperative learning.
Organizing
groups based on
ability levels
should be done
sparingly.
Cooperative
groups should be
kept rather small
in size.
Cooperative
learning should
be applied
consistently and
systematically,
but not overused.
Classroom Practice in
Cooperative Grouping
Using a Variety of Criteria for Grouping Students
•Groups do not have to be based on ability
Informal, Formal, and Base Groups
•Informal groups last for a very short period of time
•Formal groups last the duration of the task
•Base groups are long term groups
Managing Group Size
•Keep an eye on the size of the group
Combining Cooperative Learning with Other Classroom Structures
•Cooperative groups can be overused
Cooperative Learning
Examples
All About Virginia
Natural Disasters
Snacks
The People of the United States
Category #7
Setting Objectives and
Providing Feedback
Research and Theory on
Goal Setting
Three generalizations can be made from the research on goal setting.
Instructional
goals narrow
what students
focus on.
Instructional
goals should not
be too specific.
Students should
be encouraged to
personalize the
teacher’s goals.
Classroom Practice in
Goal Setting
Specific but Flexible Goals
•Student goals should be general and flexible
Research and Theory on
Providing Feedback
Four generalizations can be made from the research on providing feedback.
Feedback should
be “corrective” in
nature.
Feedback should
be timely.
Feedback should
be specific to a
criterion.
Students can
effectively
provide some of
their own
feedback.
Classroom Practice in
Providing Feedback
Criterion-Referenced Feedback
•Feedback about specific skills or knowledge is is more beneficial than an across
the board percentage score
Feedback for Specific Types of Knowledge and Skill
•The more specific the feedback, the more beneficial to the student
Student Led Feedback
•Self and peer feedback just as important as teacher feedback
Setting Objectives and Providing Feedback
Examples
On-line Evaluations and text book series practice games
Rubistar or other rubric generator sites
Differentiating technology assignments
NCS Mentor
Self and Peer Editing of Writing Assignments
50’s PowerPoint
Feedback in a timely manner on assignments,
Including technology ones
***Student Portfolios***
Category #8
Generating and
Testing Hypotheses
Research and Theory on
Generating and Testing Hypotheses
Two generalizations can be made from the research.
Hypothesis
generation and
testing can be
approached in a
more inductive or
deductive
manner.
Teachers should
ask students to
clearly explain
their hypotheses
and their
conclusions.
Classroom Practice in
Generating and Testing Hypotheses
Using a Variety of Structured Tasks to Guide Students
Through Generating and Testing Hypotheses
•Scientific process can be used in all subjects
Making Sure Students Can Explain Their Hypotheses
and Their Conclusions
•Allow opportunities for students to explain what they are thinking
Generating and Testing Hypotheses
Examples
Students respond by recording their voice using
Audacity or PowerPoint
Offer technology activities where there is more than
One correct choice
Higher level Bloom’s Taxonomy activities
Have students draw answers in Paint or other drawing
programs
Virtual Internet sites
Category #9
Questions, Cues, and
Advance Organizers
Research and Theory on
Cues and Questions
Four generalizations can be made from the research.
Cues and
questions should
focus on what is
important as
opposed to what is
unusual.
“Higher level”
questions produce
deeper learning
than “lower level”
questions.
“Waiting” briefly
before accepting
responses from
students has the
effect of
increasing the
depth of students’
answers.
Questions are
effective learning
tools even when
asked before a
learning
experience.
Classroom Practice in
Cues and Questions
Explicit Cues
•Gives a preview of what is to come
Questions that Elicit Inferences
•Provide questions to guide students’ inferences
Analytic Questions
-Questions that allow students to analyze or critic to further understanding
Research and Theory on
Advance Organizers
Four generalizations can be made from the research.
Advance
organizers
should focus on
what is important
as opposed to
what is unusual.
“Higher level”
advance
organizers produce
deeper learning
than the “lower
level” advance
organizers.
Advance
organizers are
most useful with
information that
is not well
organized.
Different types of
advance
organizers
produce different
results.
Classroom Practice in
Advance Organizers
Expository Advance Organizers
•Organizes content that is new to students
Narrative Advance Organizers
•Present information in a story format
Skimming as a Form of Advance Organizer
•Skimming passage or information as an introduction
Graphic Advance Organizers
•Nonlinguistic representation to organize a lot of information
Cues, Questions, and Advance Organizers
Examples
Students make their own Inspiration maps
Simple Machines
Please feel free to contact us for further information:
Dawn Miller
Catoctin Elementary
Leesburg, Virginia
dawn.miller@loudoun.k12.va.us
Beth Sharrett
Dominion Trail Elementary
Ashburn, Virginia
beth.sharrett@loudoun.k12.va.us