Using
Technology
with
“Classroom
Instruction
that Works”:
Effective
Instructional
Strategies
Three Elements of Effective
Pedagogy
Instructional
Strategies
Management
Techniques
Effective Pedagogy
Curriculum
Design
Instructional Strategies
• Classroom
Instruction that
Works by Robert
Marzano
• Nine instructional
strategies that have
been identified as
having the greatest
impact on student
performance
Percent vs. percentile
• Percent - One part in a hundred
– e.g. John correctly answered 90% of the
items on the test.
• Percentile – The percent of ranked scores
falling below a specific score
– e.g. John placed in the 90th percentile on a
nationally normed exam; he scored higher
than 90% of the tested students, and lower
than 10% of the students
23-point percentile gain
All students’ scores
Average
student at
ineffective
school
Average
student at
effective
school
Effect size and percentile gain
Mean
-3
2.1%
-2
13.6%
-1
+1
34.1%
34.1%
+2
13.6%
+3
2.1%
2 s.d. = effect size 2.0
An effect size of 2.0 translates into a 47.7 point
percentile gain (pg 160)
Basic research and meta-analysis
Study 1
Study 2
Study 3
Study 2
Effect size
0.2
Effect size
1.1
Effect size
-0.7
Effect size
0.6
Synthesis study
Average effect size
0.4
Categories of Instructional Strategies that
Affect Student Achievement
Category
Avg. Effect
size
Percentile
gain
Identifying similarities & differences
1.61
45
Summarizing and note taking
1.00
34
Reinforcing effort & providing recognition
.80
29
Homework and Practice
.77
28
Nonlinguistic representations
.75
27
Cooperative learning
.73
27
Setting objectives and providing feedback
.61
23
Generating & testing hypothesis
.61
23
Questions, cues, and advance organizers
.59
22
Using Technology
Four Planning Questions and Corresponding
Instructional Strategies
Planning Questions
Instructional Strategies
What will students learn?
Setting Objectives
What strategies will provide
evidence of student learning?
•Providing feedback
•Providing recognition
Which strategies will help
students acquire and integrate
learning?
•Cues, questions, and advance
organizers
•Nonlinguistic representation
•Summarizing and note taking
•Cooperative learning
•Reinforcing effort
Which strategies will help
students practice, review, and
apply learning?
•Identifying similarities and
differences
•Homework and Practice
•Generating and testing hypotheses
Setting Objectives
• Setting objectives = goal setting
• “You got to be careful if you don't know where
you're going, because you might not get there.”
–Yogi Berra
• General student population
– Goals narrow student focus
– Not too specific
– Students should personalize the teacher’s goals
• English Language Learner population
– Clearly defined goals
– Combine content and language objectives
Goal Setting in the Classroom
• Set a core goal for a unit, and then
encourage students to personalize
that goal by identifying areas of
interest to them. Sentence starters
like "I want to know" and "I want to
know more about . . ." get students
thinking about their interests and
actively involved in the goal-setting
process.
• Use contracts to outline the specific
goals that students must attain and
the grade they will receive if they meet
those goals.
Surveys/Forms
Student goal
form created in
Google
Documents.
Source:339 Web (http://339web.blogspot.com/2008/04/google-forms-for-student-goals.html)
KWHL
Setting Objectives
Word processing software Word Openoffice
tables
X
Spreadsheet software
Organizing and Brainstorming
X
http://www.mywebspiration.com/launch.php
Data Collection tools http://surveymonkey.com
Multimedia
Web Resources http://rubistar.4teachers.org/index.php
Communication Software
http://room613talk05.edublogs.org/2006/01/10/room-613-student-blogs/
X
X
X
Providing “Dollops” of Feedback
• Should be “corrective” in nature
– Explanation of why an answer is correct or incorrect
• Should be timely
– Immediate feedback is the most effective
• Should be specific to a criterion
– Addresses a specific knowledge and skill
• Students can effectively provide some of
their own feedback
– Rubrics, learning logs, blogs, wikis, kwhl+ charts, etc.
Rubrics
Creative writing
rubric created
using Rubistar
(http://rubistar.4te
achers.org)
Feedback in
the
Classroom
Class blog
Teacher comment
Feedback in the Classroom
Objective
Identify causes
of the Great
Depression
4—Very
Competent
3—Somewhat
Competent
2-Some Key
Questions
Remain
X
Evaluate
governmental
responses to the
Depression
X
Describe longterm effects of
the Depression
still felt today.
X
Student Self-Assessment
Rubric
1—Very
Uncomfortable
Feedback in the Classroom
Classroom Performance
System
Don’t We Do This Already?
• Although common practice in most K-12
classrooms, setting objectives and
providing feedback are frequently
underused in terms of their flexibility and
power.
-Robert Marzano
X
Providing Feedback
Word processing software word inserted
comments readability
Spreadsheet software
Organizing and Brainstorming
Data Collection tools SRS-Grading software
Multimedia
Web Resources http://www.coolmath-games.com/0-coffeeshop/index.html
Communication Software
http://teacherweb.com/TX/NorthsideEarlyChildhoodCenter/MrsHoelscher/index.html
X
X
X
X
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 of performance.
• Abstract symbolic recognition is more effective
than tangible rewards.
• Personalize recognition
• Use Pause Prompt and Praise strategy
• Use concrete symbols of recognition
Providing Recognition
Word processing software
Spreadsheet software
Organizing and Brainstorming
Data Collection tools use of SRS group &individual bonus
coupon
Multimedia personlized certificate
Web Resources Web showcases
Communication Software Audioemail
http://kidbibs.com/awards/card.htm
X
X
X
X
Cues and Questions
• 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 increases the depth of student
answers.
• Questions are effective learning tools even when
asked before a learning experience.
Advance Organizers
• 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 advanced organizers produce
different results.
Cues, Questions, and
Advance Organizers
Word processing software Expository,
Narrative,Graphic advanced
Spreadsheet software rubric excel
Organizing and Brainstorming
Data Collection tools
Multimedia videos (http://ww.teachertube.org
http://www.schooltube.com
Web Resources
Communication Software
X
X
X
X
Nonlinguistic Representations
• A variety of activities produce nonlinguistic
representations.
•
•
•
•
Creating graphic representations.
Generating mental pictures.
Drawing pictures and pictographs.
Engaging in kinesthetic activity.
• Nonlinguistic representations should elaborate
on knowledge.
Nonlinguistic Representation
Word processing software (vocabulary clipart)
X
Spreadsheet software (plotting information earthquakes)
Organizing and Brainstorming inspiration
X
ispiredata..\..\..\..\Program Files\Kidspiration 3\New Word.kid
Data Collection tools digital probes video camera
Multimedia student creation of ppt or movies give most engaged
learning animation
Web Resources http://www.dvolver.com/live/movies-293119
Mulitmedia simulations
Communication Software
X
X
X
X
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.
Rule based Summarizing
1. Take out the material that is not important to
understanding
2. Take our words that repeat information
3. Replace a list of things with a word that describes the
things in the list
4. Find a topic sentence
 Delete trivial material that is unnecessary to
understanding
 Delete redundant material
 Substitute super ordinate terms for more specific terms
 Select a topic sentence or invent one if it is missing
Note Taking
• Verbatim is the least effective way to take notes.
• Notes should be considered a work in progress.
• Notes should be use as study guides for tests.
• The more notes that are taken, the better.
Summarizing and Note Taking
Word processing software track changes in word
auto summarize
Spreadsheet software
Organizing and Brainstorming
inspiration
kidspiration
Data Collection tools
Multimedia combination notes
Web Resources google docs cornell notes
X
X
X
http://notestar.4teachers.org/teacher/home.jsp
X
Communication Software wikis blogs
X
Cooperative Learning
• Organizing groups based on ability should be done
sparingly.
• Cooperative groups should be kept small in size.
• Cooperative learning should be applied consistently and
systematically, but not overused.
• Five Defining Elements
–
–
–
–
–
Positive interdependence
Face-to-face interaction
Individual and group accountability
Interpersonal and small group skills
Group processing
Cooperative Learning
Word processing software
Spreadsheet software
Organizing and Brainstorming
Data Collection tools
Multimedia creating video PPT
Web Resources
http://webquest.sdsu.edu/webquestwebquest.html
X
X
shared bookmarking http://delicious.com/jmccarthy
Communication Software wiki skype
X
Reinforcing Effort
• People generally attribute success at any given
task to one of four causes: ability, effort, other
people and luck.
• Not all students realize the importance of
believing in effort.
• Students can learn to change their beliefs to an
emphasis on effort.
– Explicitly teach students about importance of effort
– Have students keep track of their effort and achievement
Reinforcing Effort
Word processing software
Spreadsheet software excel effort rubrics
EffortRubricExamples.doc
Organizing and Brainstorming
Data Collection tools survey
Multimedia
Web Resources
Communication Software
X
X
Four Effective Forms of Using
Similarities and Differences
• Marzano's research indicates there are
four processes that identify how items,
events, processes, or concepts are similar
and different:
 Comparing
 Classifying
 Creating Metaphors
 Creating Analogies
Similarities and Differences
• Teach students to use comparing, classifying ,
metaphors and analogies
• Give students a model for the process
• Use a familiar context to teach these steps
• Give students graphic organizers as a visual
clue
• Guide students in this process. Gradually give
less structure and less guidance
Identifying Similarities
and Differences
• Comparing- identifying similarities and
differences between or among things
• Classifying- process of grouping based on
characteristics
• Creating metaphors- process of identifying
a general pattern in a specific topic and
then finding another, seemingly different
topic, with the same general pattern
• Creating analogies- identifying
relationships between relationships
How To…Compare
• The Venn Diagram-A fantastic tool for
comparing using similarities and differences…
• Learning Experience: Citrus
A Great Web Site
http://gets.gc.k12.va.us/VSTE/2008/1simdiff.
htm
• This site gives examples of different
programs and websites that provides
samples of graphic organizers for
identifying similarities and differences.
• It shows how graphic organizers look in
different programs and how to download
options for classroom use.
• The first sample is from
Kidspiration (software
program)
• Second and third samples
are from
http://www.readwritethink.or
g/materials/venn/ this site
allows you to put in the
topics and print the diagram
Comparing with
Comparison Matrix
• The first sample is from
EXCEL
but could also be created in
WORD
• The second sample is from
Inspiration (software
program)
• The third sample is from:
http://www.readwritethink.org
/materials/compcontrast/map
/
The websites
listed below all
give examples
of using the
Frayer Model for
comparing
http://www.justreadnow.com/strategies/frayer.htm
http://www.longwood.edu/staff/jonescd/projects/educ5
30/aboxley/graphicorg/fraym.htm
http://www.tantasqua.org/superintendent/Profdevelop
ment/etfrayermodel.html
Classifying:
Semantic Feature Analysis
Sample: Bonds
Bonds
Issued by
corporations
Bearer Bond
X
Convertible
Bond
X
Corporate
Bond
X
Government
Bond
Fixed
Interest
Rate
X
Zero Coupon
Bond
X
Local
Taxing
Authority
More likely
to default
Equal to a
number of
shares of
stock
X
X
X
X
Junk Bond
U.S.
Treasury
X
X
X
X
X
X
X
Classifying
• A column format can be created in Word
and EXCEL
Samples of Classifying using
Technology
• Classifying with word or picture sorting can
be done with Kidspiration software
• Classifying with a Webbing format can be
done in Kidspiration or Insipiration
software
Classifying: Concept Attainment
•
•
•
•
Examine the factual information
Identify similarities; sort into general categories
Name each category
Write a topic sentence for each category which
generalizes the similarity
___________________________________
• Select five pieces of factual information which best
support the topic
• Evaluate them by rank ordering them in descending
order of importance in supporting the topic
sentence
Creating Metaphors and Analogies
• Metaphors and Analogies are complicated due to the
“relationships between relationships.” having students
identify these relationships is the focus of instruction
• Creating metaphors is the process of identifying a general
or basic pattern in a specific topic and then finding
another topic that appears to be quite different but that
has the same general pattern
• Creating analogies is the process of identifying
relationships between pairs of concepts - in other words,
identifying relationships between relationships.
Analogy Graphic Organizer
is to
Relationship:
is to
as
Interactive Web Sites for Analogies
• These are interactive sites for analogies
that are free:
• http://www.sadlieroxford.com/phonics/analogies/analogiesx.
htm
• http://www.funtrivia.com/flashquiz/index.cf
m?qid=159519
• This website has a free 30 day trial:
http://www.quia.com/cb/7146.html
Identifying Similarities and
Differences
Word processing software
X
Spreadsheet software
Organizing and Brainstorming
Data Collection tools
Multimedia
Web Resources
Communication Software
X
X
X
Homework
• Less homework should be assigned to
younger students than to older students.
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.
Practice
• Mastering a skill requires a fair amount of
focused practice.
While practicing, students should adapt
and shape what they have learned.
Homework and Practice
Word processing software
X
Spreadsheet software
Organizing and Brainstorming
Data Collection tools
Multimedia
Web Resources
Communication Software
X
X
X
X
Generating and Testing
Hypotheses
• Deductive thinking requires students to apply current
knowledge to make a prediction about a future action or
event.
• Inductive thinking involves students in a process of
drawing new conclusions based on information they
know or have presented to them.
• Teachers should ask students to clearly explain their
hypotheses and their conclusions. Research has shown
the power of asking students to explain, in a variety of
communication modes, their predictions and results
Generating and
Testing Hypotheses
Word processing software
Spreadsheet software ex
Organizing and Brainstorming
Data Collection tools
Multimedia
Web Resources
http://web.wm.edu/hsi/cases/frankfort/frankfort_student.html
http://fantasticcontraption.com/
Communication Software
X
X
X