GaTAPP Essentials:
Engagement,
Evidence,
Environment, Ethics
Engagement
Vocabulary
Engagement
 Activity
 Strategy
 Essential Question
 Activator

3-Way Vocabulary
You have either a term, definition, or
visual.
 Find your partners to make a 3-way
match.

What is engagement?
Difference between activity
and strategy
A strategy is what the teacher does.
 An activity is what the student does.

What does the research say?
Robert Marzano
Why do I care about Marzano?
Leading educational researcher
 Author of “Classroom Instruction That
Works: Research-Based Strategies for
Increasing Student Achievement”
 Meta-analysis of current research
 Determined the “Effect Size” of the
strategies

Effect Size
Expresses an increase or decrease in
achievement of the experimental
group
 .20 Effect size = small increase in
achievement
 .50 Effect size = medium increase in
achievement
 .80 Effect size = large increase in
achievement

Marzano’s 9 Strategies

Identified 9 strategies that have a high
probability of enhancing student
achievement for all students in all
subject areas at all grade levels
John Hattie
Why do I care about Hattie?
Leading educational researcher
 Author of “Visible Learning” and
“Visible Learning for Teachers”
 Synthesis of over 800 meta-analyses
relating to achievement
 Determined the “Effect Size” of the
strategies

Almost any intervention can stake a
claim to making a difference to student
learning
 Any intervention with an effect size
over 0.0 has an effect on student
achievement
 This has lead to a culture of
“everything works” – the bar is set to
0. According to Hattie, this is
dangerous!

For any intervention to be considered
worthwhile, it must have at least an
average effect size.
 Effect size (d) = 0.40 is the hinge point
for identifying what is and what is not
effective.

Category
Definition
Setting Objectives &
Providing Feedback
Provide students with a direction for learning and with information
about how well they are performing relative to a particular learning
objective so they can improve their performance.
Reinforcing Effort and
Providing Recognition
Enhance students’ understanding of the relationships between effort
and achievement by addressing students’ attitudes and beliefs about
learning.
Provide students with abstract tokens of recognition or praise for their
accomplishments related to the attainment of a goal.
Provide students with opportunities to interact with one another in
ways that enhance their learning.
Cooperative Learning
Cues, Questions, and
Advanced Organizers
Enhance students’ ability to retrieve, use, and organize what they
already know about a topic.
Nonlinguistic
Representations
Enhance students’ ability to represent and elaborate on knowledge
using mental images.
Summarizing and Note
Taking
Enhance students’ ability to synthesize information and organize it in a
way that captures the main ideas and supporting details.
Assigning Homework
and Providing Practice
Extend the learning opportunities for students to practice, review, and
apply knowledge.
Enhance students’ ability to reach the expected level of proficiency for
a skill or process.
Identifying Similarities
and Differences
Enhance students’ understanding of and ability to use knowledge by
engaging them in mental processes that involve identifying ways in
which items are alike and different.
Generating and Testing
Hypotheses
Enhance students’ understanding of and ability to use knowledge by
engaging them in mental processes that involve making and testing
hypotheses.
Effect Size
Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. J. Classroom Instruction that Works: Research-based Strategies for
Increasing Student Achievement. 2nd Edition
Category
Definition
Effect
Size
.61
Setting Objectives &
Providing Feedback
Provide students with a direction for learning and with information about
how well they are performing relative to a particular learning objective
so they can improve their performance.
Reinforcing Effort
and Providing
Recognition
Enhance students’ understanding of the relationships between effort
and achievement by addressing students’ attitudes and beliefs about
learning.
Provide students with abstract tokens of recognition or praise for their
accomplishments related to the attainment of a goal.
Provide students with opportunities to interact with one another in ways
that enhance their learning.
.80
Cues, Questions, and
Advanced Organizers
Enhance students’ ability to retrieve, use, and organize what they
already know about a topic.
.59
Nonlinguistic
Representations
Enhance students’ ability to represent and elaborate on knowledge
using mental images.
.75
Summarizing and
Note Taking
Enhance students’ ability to synthesize information and organize it in a
way that captures the main ideas and supporting details.
1.0
Assigning Homework
and Providing
Practice
Extend the learning opportunities for students to practice, review, and
apply knowledge.
Enhance students’ ability to reach the expected level of proficiency for a
skill or process.
.77
Identifying
Similarities and
Differences
Enhance students’ understanding of and ability to use knowledge by
engaging them in mental processes that involve identifying ways in
which items are alike and different.
1.61
Generating and
Testing Hypotheses
Enhance students’ understanding of and ability to use knowledge by
engaging them in mental processes that involve making and testing
hypotheses.
.61
Cooperative Learning
Note: All of these strategies have a medium – high effect size.
.73
Communicating Learning
Outcomes
How do you let your students know
what they will be doing in class today?
 How can you get students
engaged/interested in the lesson?

Communicating Learning
Outcomes - Research
Marzano – Setting Objectives &
Providing Feedback
Hattie –
Unwrapping Standards with
Students - Process
Underline the verbs.
2. Circle the nouns.
3. With your students, define any unfamiliar
words. Write the words on the standard so
that the students have something to
reference during the lesson.
4. When you teach, use the language of the
standards. Encourage your students to
use the language of the standard as well.
Provide scaffolding (definitions) to ensure
that all students can understand the
standard.
1.
Example:
SS7G12 Evaluate how the literacy rate
affects the standard of living.
Example:
Step 1: Underline the verbs.
SS7G12 Evaluate how the literacy rate
affects the standard of living.
Example:
Step 1: Underline the verbs.
SS7G12 Evaluate how the literacy rate
affects the standard of living.
Example:
Step 2: Circle the nouns.
SS7G12 Evaluate how the literacy rate
affects the standard of living.
Example:
Step 2: Circle the nouns.
SS7G12 Evaluate how the literacy rate
affects the standard of living.
Example:
Step 3: Define unfamiliar words.
Make a
judgment
based on
data
Proportion of the
population over
age fifteen that
can read and
write
SS7G12 Evaluate how the literacy rate
affects the standard of living.
Degree of wealth
and material
comfort available
to a family or
community
Activating Strategies
What are they?
 Why do I need to use them?

Reading Strategy –
Conversation Questions

Handout

“Why Activate?” Article
Sample Activators

Remember … these should be
designed to peak students’ interest in
the lesson; however, they should be
aligned to the standard.
Example:
SS5CG1b Explain the freedoms
granted and rights protected by the Bill
of Rights
Activator

http://www.surfnetkids.com/games/bill_of_rights_quiz.htm

http://constitutioncenter.org/billofrightsgame/

Which is the better activator for the standard?
Why?
Instructional Delivery
The teacher effectively engages
students in learning by using a variety
of instructional strategies in order to
meet individual learning needs.
What does instructional
delivery mean?
Instructional delivery is a process in
which teachers apply a repertoire of
instructional strategies to communicate
and interact with students around
academic content, and to support
student engagement.
Direct Instruction
What is direct instruction?
Is it the same as lecture?
 No.


Teacher decides the learning
intentions and success criteria, makes
them transparent to the students,
demonstrates them by modeling,
evaluates if they understand and ties it
together with a closing.
Seven Steps to Direct
Instruction
1.
2.
3.
4.
Prior to lesson – teacher has a clear
understanding of the learning
intentions
Determine the success criteria and
inform students about the standards
of performance
Build commitment and engagement
“hook”
Present the lesson using a variety of
methods
5.
6.
7.
Provide opportunities for guided
practice
Allow for closure of the lesson.
Allow for independent practice.
Lecture Method
Instructor’s role
 Effective method for providing

◦
◦
◦
◦
◦
Facts
Rules/regulations
Clarifications
Examples
Definitions
Lecture Method

Advantages
◦ One speaker can reach people in any size
group
◦ Format is familiar to students
◦ They are aware of what to expect and what is
expected of them.
Interactive lectures increase student
retention of information by 20%.. Student
accountability for learning during lectures
increases retention of information by 55%.
Lecture Method

Disadvantages
◦ Limited student/instructor interaction
◦ Lack of student feedback
◦ Limited use of senses

Overcoming the disadvantages
◦ Generate student interaction
◦ Include discussion, illustration,
demonstration, and activities
◦ Avoid presenting too much information at
once
◦ Provide supplemental information
Lecture Strategies
Collaborative Pairs/ Numbered Heads
 Pause Procedure
 Study Group/ Feedback
 Open-Ended Responsive
 Think/Write/Discuss
 Demonstration

How do I know which lecture
strategy to use?
Content
 Students
 Resources available


Be prepared for the unexpected
problems – technology goes down,
copier is broken, etc. Have a back-up
plan.
Lecture Length

When you are planning a lesson, how
long should you plan to lecture?
Discussion Method

Benefits
◦ Allows interaction between instructor and
students
◦ Instructor talks with the group, not to the
group
◦ To be effective, students must have a
basic knowledge of the subject
◦ Works bet for smaller groups of 10 – 15
students
Discussion Method

Guided Discussion
◦ Instructor presents a topic
◦ Ideas are discussed in an orderly
exchange and are controlled or guided
◦ Gain knowledge from other members,
modify their ideas, or develop new ones
Demonstration Method

Purpose
◦ The act of showing how to do something
or how something operates
Demonstration Method

Guidelines
◦
◦
◦
◦
Know what it is and its learning objective
Practice every step
Check all equipment and accessories
Repeat step-by-step while explaining
each step slowly
◦ Allow students to ask questions and
clarify any misunderstandings
Varying Instructional Styles

Is it important to vary your instructional
method? Why or why not?
Let’s look at a standard ….
SS7G3 The student will explain the impact of
location, climate, and physical characteristics
on population distribution in Africa.
a. Explain how the characteristics in the
Sahara, Sahel, savanna, and tropical rain
forest affect where people live, the type of
work they do, and how they travel.










Teacher Led
Teacher lectures on the four target physical
features, including referencing the standard
and element
Students take notes about the effects of
physical features on population distribution,
work, and transportation from a teachercreated PowerPoint
Teacher quizzes students over physical
features and notes
Students write explanatory essay using a
teacher-developed rubric
Instructional Groups
Teacher posts and references the standard
and element
Teacher groups students based on criteria
important to instruction (could be reading level)
into four groups
Each group researches one of the four target
physical features
Each group prepares a presentation on how its
target physical feature affects population
distribution, work and transportation
Students take notes on each group’s
presentation
Students write an explanatory essay using a
teacher-developed rubric (could focus on all
four physical features or on one physical
feature)







Teacher Facilitated
Teacher posts and references the standard
and element
Students use teacher-created Web quest to
investigate the four target physical features
Students predict how the physical features
might impact population distribution, work, and
transportation; then check their responses
against information provided by the teacher
Students use their research and predictions to
write an explanatory essay using a teacherdeveloped rubric
Student Initiated
Students individually review the standard and
element
Students decide as a group how they will
divide research and reporting on that research
Students discuss their research findings,
including the effects of the target physical
features on population distribution, work, and
transportation
Flexible Grouping
What is it?
 Grouping and regrouping students –
based on DATA in order to provide
appropriate instruction
 Groups set up for short periods of time
to meet specific needs – fluid
 Based on data rather than teacher
perception or proximity
Common Instructional
Configurations
Handout –
Which of the configurations on the
handout are examples of flexible
grouping and under what conditions?
Discuss with your elbow partner.
How can I make flexible
grouping work in my
classroom?
Managing Flexible Groups
28 students in a
heterogeneous class
Warm-up
14 are ready for “required” =
Pregroup A
assessment
7 need “required + review” = B
data shows that
7 ready for “acceleration” = C
5 min.
Everyone participates
25 min.
A and B do “required” focus
lesson with teacher; C works
on anchor activity
Instruction, Part 2
25 min.
C does “accelerated” focus
lesson with teacher; A @
Proof Place; B @ Practice
Plaza
Closure
5 min.
Everyone participates
in an Exit Card
Instruction, Part 1
A teacher is planning a field trip and will need
school buses to transport students. A school bus
holds 36 students. If 1,128 students will be
transported, how many buses are needed?
A. 31
B. 31.33
C. 32
D. 32.33
Let’s say this was your TOD.
1. What information does it tell you about each
of your students?
2. How could this question help you with flexible
grouping?
Progress Check
3–2–1
Name 3 things you learned about
instructional methods/delivery modes
Name 2 reasons why varying delivery
modes is important
List 1 question you still have about delivery
modes
Document strategy in your Strategy Log.
Teaching Styles
Manner in which a teacher manages
instruction and the classroom
environment.
Major Teaching Styles
Permissive
 Authoritarian
 Democratic

Think – Pair – Share –
How would you define each style?
Permissive – establish few rules and tend
to be inconsistent in enforcing rules or
applying consequences for misbehavior
 Authoritarian – teachers establish the
classroom rules, learning is teachercentered, student’s role is to comply with
the rules and complete all work
satisfactorily
 Democratic – establish a classroom
environment that includes input on nearly
all issues of management, voting privileges
for students, and generally positive
reactions to student desires and needs

1.
2.
3.
Get with your circle partner.
Discuss pros and cons of each
teaching style.
Use the Teaching Styles Worksheet
to record your thoughts.
Authoritarian and democratic teaching
styles tend to be the most effective
because disruptions in the classroom
are kept to a minimum.
 Teachers who exhibit a permissive
teaching style sacrifice an orderly
classroom by trying to allow the
students to police themselves.
 Permissive teachers are generally
hands-off, encouraging students to
develop independence an individual
responsibility.

Which type do you think most
beginning teachers use?
Which type do you think you
lean toward?
Beginning teachers tend to be
permissive in their dealings with
students.
 Students quickly pick up on these
tendencies to overlook minor
infractions.
 Classroom control typically suffers as
a result.
 It is recommended that new teachers
develop a teaching style that leans
toward authoritarian or democratic
style personality types.

Explicit Vocabulary Instruction
Pair Reading
Hattie
Hattie, cont.

The most effective vocabulary
teaching methods included providing
both definitional and contextual
information, involved students in
deeper processing, and gave students
more than one or two exposures to the
words they were to learn.
Institute of Education Sciences
Adolescent Literacy Practice Guide
Recommendation 1
Provide Explicit Vocabulary
Instruction
Level of Evidence: Strong
University of Oregon – Center for Teaching and Learning
69
Research Includes
Students From:
 Upper Elementary
 Middle/High School
 Diverse Geographic
and Socioeconomic
backgrounds
70
Recommendations
For Teachers Of:
◦ Reading and
language arts
classes
◦ Content area
classes such as
social studies and
science, CTE
71
Research to Support the Recommendation
Vocabulary carries a large share of the
meaning in content area texts.
Implication:
Integrating explicit vocabulary instruction
into subject areas enhances students’ ability
to acquire textbook vocabulary.
72
Research to Support the Recommendation
A meta-analysis indicates the probability of
learning meanings of new words while reading
is relatively low--about 15%.
Implication:
Explicit vocabulary instruction is needed to
ensure all students acquire print vocabulary
needed for academic success.
73
Research to Support the Recommendation
Words are best learned through repeated
exposure in multiple contexts and domains.
Implication:
Many content area texts contain specialized
vocabulary students may not encounter outside their
textbooks. Therefore, repeated exposures in varying
contexts must be planned.
74
Explicit Vocabulary Instruction
Two Major Approaches:
Direct Instruction in
Word Meanings
Instruction in Strategies to
Promote Independent
Vocabulary Acquisition
Skills
The two approaches are complementary rather than conflicting.
75
How to Carry Out the Recommendation
76
1.
Dedicate a portion of each regular
classroom lesson to explicit
vocabulary instruction.
77
2.
Use repeated exposure to new words in
multiple oral and written contexts and
allow sufficient practice opportunities.
78
3.
Give sufficient opportunities to use
new vocabulary in a variety of contexts
through activities such as discussions,
writing, and extended reading.
79
4.
Provide students with strategies to
make them independent vocabulary
learners.
80
Other Considerations

Although explicitly teaching vocabulary
in each content area lesson requiring
reading will take a few minutes of
additional time…it will pay substantial
dividends for student learning in the
long run.
81
Marzano
Robert Marzano & Debra Pickering
developed a six-step process for
teaching new vocabulary.
2 categories:
 Introducing the term
 Reinforcing the term
Direct Vocabulary Instruction
Example
Read the example.
 Discuss the following with your circle
partner.

◦ What step of Marzano & Pickering’s
process does this represent?
◦ Is this activity enough for the students to
have the words become part of their
speaking and writing vocabulary? If not,
what else does the teacher need to
provide?
Vocabulary Activities

Handout – Examples of Vocabulary
Activities
Distributed Practice &
Distributed Summarizing
Traditional Lessons
Distributed Practice - Skills
Hattie
Distributed Summarizing Content
Introduction to Bloom’s
Taxonomy
Bloom’s Taxonomy
Developed by Benjamin Bloom in the
1950’s
 Hierarchy identifying 6 levels of
cognitive learning

Higher levels of thinking
Lower levels of thinking
Bloom’s Revised Taxonomy

In 2000, former colleagues of Bloom
revised his taxonomy. They placed
Synthesis above Evaluation and
changed the level names from nouns
to verbs.
Bloom’s Revised Taxonomy
Synthesis
Evaluation
Analysis
Application
Comprehension
Knowledge
Creating
Evaluating
Analyzing
Applying
Understanding
Remembering
Video – Higher Order
Questions
Take notes on 3 questions as you
watch:
1. How does Ms. Francisco help her
students develop higher order
questions?
2. What do students learn from both
writing and discussing questions?
3. How do students test the validity of
their questions? Why is this step
important?
Little Red Riding Hood Activity
Let’s Practice …
Choose one of your standards (or two
if need be).
 Write 2 lower-level questions and 2
higher-level questions.

Instructional Resources

Video – 9th Grade Social Studies

As you watch the video clip, list all of
the instructional resources that the
teacher uses during the clip
Video Discussion
1.
2.
3.
4.
Talk to your elbow partner about the
resources that you saw used in the
clip – chart on paper.
Why do you think the teacher chose
these resources?
Are there other resources that may
have enhanced the lesson?
What delivery method(s) did the
teacher use during the clip?
Purposeful Choosing of
Resources
Teachers have a wide array of
different resources available.
 Selection of resources must be
purposeful – designed to meet the
needs of the students in the classroom

Graphic Organizers
What are they?
 Communication devices
 Show the organization or structure of
concepts
 Show the relationship between
concepts
 Visual organizers
Summarizing Learning

How will students demonstrate what
they know, understand, and are able
to do?
What does the research say?
Progress Check
This is what I thought you said
____________________________.

Document strategy in your Strategy
Log.
Questions????