Classroom Strategies
for Cultivating
Teacher Effectiveness
Presented by
Tom Roy, Ph.D.
920-838-4006
tomroy@wi.rr.com
Today’s learning goals…
1. We will understand how “we can know
when they know it.”
2. We will understand why working with a
peer helps (tremendously)!
3. We will take a look into the “Formative
assessment bag of tricks.”
4. Personal goal…
Boosting Retention Rate:
Average Retention after 24 hours
Adapted from David Sousa figure 3.8 in his text How the Brain Learns
Lecture
5%
Reading
10%
Audio-visual
20%
Demonstration
30%
Discussion Groups
50%
Practice Doing
75%
Teaching others
90%
Teachers need support…
Training Components and Attainment of Outcomes in
Terms of Percent of Participants
Outcomes
Knowledge
(thorough)
Skill
(strong)
Study of Theory
10
5
Demonstrations
30
20
0
Practice
60
60
5
Peer Coaching
95
95
95
Components
From Joyce and Showers (2002), see references
Transfer
(executive
implementation)
0
Peer-to-Peer Coaching
• Dyads or triads
• Agree to work together
1. Easier
2. More fun
3. Best chance of “making it happen”
• Specific time limit
• Inform supervisor…
How do
“I know that they know it?”
• Questioning technique
• Observation
• Cooperative learning with
accountability
• Tell me when you’re ready for
the test
How do I know…?
• The use of knowledge within larger
products (reports, presentations, tests,
etc.).
• Formative assessment quizzes.
• Student prepared Wall Posters (comprised
of the word or term, a common language
definition, and a drawing or symbol).
• Construction of traditional flash cards
and using them.
How do I know…?
• Students providing a drawing or symbol
to demonstrate understanding.
• Students will label a diagram of a
process or object using the terms.
• Playing games such as matching (using
card sets), password, Balderdash, or
Pictionary.
How do I know…?
• Construction of triple cards (comprised
of the word or term, a common language
definition, and a drawing or symbol) and
using them.
• Card sorts.
• Creation and use of card pairs (on card
has the term, its pair has a common
language definition).
Six strong teaching strategies to
work with formative assessment.
1.
2.
3.
4.
teacher provides a description
students restate in their own words
students draw a picture or symbol
periodically students revisit and add to
knowledge
5. students discuss terms with peers
6. periodically play games with the terms
and procedures
The list of elements…
What do I do to provide clear learning
goals and scales (rubrics)?
What do I do to track student progress?
What do I do to identify critical
information?
What do I do to organize students to
interact with new knowledge?
Elements…
What do I do to preview new
content?
What do I do to chunk content into
“digestible bites”?
What do I do to help students
process new information?
What do I do to help students
elaborate on new information?
Elements…
What do I do to help students record
and represent knowledge?
What do I do to help students reflect
on their learning?
What do I do to review content?
Elements…
What do I do to organize students to
practice and deepen knowledge?
What do I do to use homework?
What do I do to help students
examine similarities and differences?
What do I do to help students
examine errors in reasoning?
What do I do to help students
practice skills, strategies, and
processes?
Elements…
What do I do to help students revise
knowledge?
What do I do to organize students
for cognitively complex tasks?
What do I do to engage students in
cognitively complex tasks involving
hypothesis generation and testing?
What do I do to provide resources
and guidance?
Practice,
practice, practice
• Several iteration of use in day-to-day
classrooms
• Time to get comfortable
• Time for students to practice new
model
• Time for students to acclimate
… change requires time and the
understanding that the new is providing a
better teaching/learning model.
What about collegiality?
Who can help?
Classroom visits
Rounds…
•
•
•
•
•
(getting better is the only thing)
In twos or threes
Get permission
Scheduled
Say thank you
Discuss how we can get better around the
design questions
Peer-to-Peer Coaching
• Dyads or triads
• Agree to work together
1. Easier
2. More fun
3. Best chance of “making it happen”
• Specific time limit
• Inform supervisor…
In closing
• Believe in your students
• Believe in yourself
Access to a protocol…
http://www.marzanoresearch.com/
<Free Resources> (horizontal blue bar)
<Reproducibles>
3rd bullet Classroom Strategies –
1st bullet Becoming a Reflective Teacher
Appendix B
Yea, there they are!