Instructional Priorities: Evidence-Based Practices

Transcription

1 Instructional Priorities: Evidence-Based Practices Stephen M. Ventura Advanced Collaborative Solutions ACS EDUCATIONAL DEVELOPMENT

2 Evidence-Based Instructional Priorities Our time with students is limited and valuable. Every minute we spend with them should be spent using the practices that are most likely to be successful. This requires us to shift our perspective from looking at instructional practices that work to looking at practices that work best. What Works Best Meta-analysis offer the strongest evidence base for determining what works best. A meta-analysis is a summary, or synthesis of relevant research findings. It looks at all of the individual studies done on a particular topic and summarizes them (Marzano, 2000). A meta-analysis is simply, a study of studies. Meta-analysis explain the results across studies examined using effect size (ES). Average effects for instruction is 0.20 to 0.40 growth per year (Hattie, 2009). Thus the hinge point for determining what works best is Instructional practices above 0.40 have a high likelihood of increasing learning than those practices below the hinge-point (Hattie, 2009). Barometer of Influence ACS EDUCATIONAL DEVELOPMENT

3 Making Learning Visible Teacher as Activator Teacher as Facilitator Feedback 0.75 Inquiry-based teaching 0.31 Vocabulary 0.67 Smaller class sizes 0.21 Opportunities to Respond 0.60 Individualized instruction 0.20 Explicit Instruction 0.57 Simulations and gaming 0.32 Mastery Learning 0.57 Whole language reading 0.06 Goals challenging; high expectations for all students 0.56 Web-based learning 0.09 Classroom Management (PBIS) 0.52 Different teaching for boys & girls 0.12 Small Group Instruction 0.49 Problem-based learning 0.15 Frequent Testing 0.46 Inductive Teaching 0.06 ACTIVATOR AVERAGE 0.58 FACILITATOR AVERAGE 0.17 ACS EDUCATIONAL DEVELOPMENT

4 Explicit Instruction Mastery Learning, Effect Size =.57 (Teacher as Activator; Hattie, 2009) Definition: Explicit instruction is characterized by a series of supports or scaffolds, whereby students are guided through the learning process with clear statements about the purpose and rationale for learning the new skill, clear explanations and demonstrations of the instructional target, and supported practice with feedback until independent mastery has been achieved (Archer, 2011). Rationale (Why): 1. The effectiveness of explicit instruction has been validated repeatedly by research involving general education and special education students. The effect sizes for the following explicit teaching methods are given; reciprocal teaching.74, feedback.75, student self-verbalization.67, formative assessment.90, direct instruction.59. These effect sizes tell us that significant student progress is made when these techniques are used. 2. Explicit instruction is absolutely necessary when student discovery is impossible, inaccurate, incomplete or inefficient. Examples: How sounds are associated with letters, how quantity is associated with number, the order of operation in algebra, the process for sounding out words, the construction of a persuasive essay, the elements in scientific inquiry, or specific spelling rules (Archer, 2011). Explicit Instruction Explicit instruction is: Systematic Relentless Engaging ACS EDUCATIONAL DEVELOPMENT

5 Structure of the Explicit Lesson Opening of the Explicit Lesson Gain students attention. Preview: State the goal of the lesson. Discuss the relevance of the target skill. 3 W s: Why? When? Where? Review: Review critical prerequisite skills. Body of the Explicit Lesson Modeling (I do it.): Show and tell (Demonstrate and describe). Three C s: = Clear, Consistent, Concise. Involve Students. ACS EDUCATIONAL DEVELOPMENT

6 Prompted or Guided Practice (We do it.): Body of the Explicit Lesson Physical Prompts Fade physical prompts as student understanding/skill increases. Verbal Prompts Levels of Scaffolding Tell them what to do. Ask them what to do. Remind them what to do. Fade verbal prompts Visual Prompts Fade visual prompts Body of the Explicit Lesson Group Practice (Y all do it). Students practice in small groups or pairs. Unprompted practice (You do it.). Closing the Explicit Lesson Review critical content. Preview the content of the next lesson. Assign independent work. ACS EDUCATIONAL DEVELOPMENT

7 Improving Student Engagement Through Opportunities to Respond Effect Size =.60 SD (Teacher as Activator; Hattie, 2009) Definition: The number of times the teacher provides academic opportunities that require students to actively respond (Miller, 2009; Sprick, Knight, Reinke, & McKale, 2006). Students are engaged through opportunities to respond when they are saying, writing, or doing (Feldman). When tied to learning objectives these opportunities result in positive behavioral and academic outcomes and give the teacher insight into the students learning and understanding of the topic(s) being studied. Rationale (Why): 1. OTR increases student engagement, allows for more positive, specific feedback and decreases inappropriate student behavior. 2. Summary of Research Research has shown that the target rate of OTR for new material is 4-6 responses per minute with 80% accuracy and 9-12 student responses per minute with 90% accuracy for practice of material already covered. Additionally, it has been found that the optimal wait time for responses is about 3-5 seconds. This allows students to think through their responses and allows more students to respond. Opportunities to respond can be focused on the individual or on a group of students. Each of these approaches has different strengths. The teacher may choose to use group OTR to minimize the risk the student feels in responding and to increase engagement for all students. However, the teacher might choose to use individual OTR when it is important to know what EACH student thinks. Opportunities to respond can be verbal or non-verbal. Verbal responses help students to summarize and share their thoughts with others while non-verbal responses can increase writing skills or give students the opportunity to move around the room. ACS EDUCATIONAL DEVELOPMENT

8 Opportunities to Respond Strategies Group Individual Choral Response Partner discussion Small-Group discussion Precision Partnering Hand signals This might include sit/stand, thumbs up/ down, 4 corners or other actions Response Cards These might be pre-printed, write-on, or cover part to answer. Marking something Pointing at something Whiteboards Calling on volunteers Calling individually cold call, no hand raising Written response- Sentence starter Quick write Exit/Entrance Structured note-taking Skeletal notes or fill-in-the-blank Graphic organizer Copying from the board Journaling Anticipation guide Individual comes up to whiteboard while others write at their desk ACS EDUCATIONAL DEVELOPMENT

9 Other Strategies or Practices that Increase OTR Collaborative Learning that is well designed and effectively monitored Keeping track of when and which students are called to respond Seating chart Draw names from a jar Popsicle sticks with student names Answer coins Explicit/Direct Instruction as the instructional routine for class time I do Teacher models We do Class practices with teacher Y all do Students practice in pairs or small groups You do Independent practice with teacher feedback Knowing your students well enables nimble decisions in adjusting instruction including preteaching, re-teaching, and reinforcement. Varied approaches through use of skill sequencing that promotes generalization Acquisition of new skills Automaticity (including rate and accuracy) Application (extending, connecting, and synthesizing) ACS EDUCATIONAL DEVELOPMENT

10 Active Student Engagement Observation Form Teacher School Class Period Date Length of Observation (in minutes) Subject of Lesson Number of Students Observer Whole Group Choral Response Partner discussion Small-Group discussion Precision Partnering Hand signals This might include sit/ stand, thumbs up/ down, 4 corners or other actions Response Cards These might be preprinted, write-on, or cover part to answer. Marking something Pointing at something Whiteboards Individual Calling on Volunteers Calling individually no hand raising or cold call Written response-sentence starter Graphic organizer Structured note-taking Skeletal notes or fill-inthe-blank Copying from the board Journaling Come up to board Computer Assisted Instruction ACS EDUCATIONAL DEVELOPMENT

11 Feedback Between Teachers and Students Effect Size =.75 SD (Hattie, 2012) Definition: The purpose of feedback is to let someone know whether or not a task was performed correctly, and how it might be improved. Feedback clarifies the difference between the current and expected levels of performance and illuminates what steps could be taken to meet the expectations. Feedback is most effective when it is clear, purposeful, compatible with prior knowledge, immediate, and non-threatening. Rationale: Educational research indicates that feedback is one of the most powerful drivers of student achievement. In Hattie s book Visible Learning for Teaching, feedback is described as the critical moderator that closes the gap between what students know and what we want them to know. The overall effect size of feedback is very high (ES =.75): Feedback to Students: The use of positive feedback, including general and specific praise for student behaviors, and the role of negative feedback in the form reprimands and correction has been a well-investigated phenomenon (see Hattie, 2009 for full review of meta-analyses). Positive academic and behavioral feedback, or teacher praise has been statistically correlated with student on-task behavior (Apter, Arnold & Stinson, 2010) and has strong empirical support for both increasing academic and behavioral performance and decreasing problem behaviors (Gable, Hester, Rock & Hughes, 2009). However, it is often reported as an underused teaching tool despite the supporting research (Shores, et al, 1993; Sutherland, Wehby & Yoder, 2002). With regard to reprimands and correction, there is a continued assertion that teachers maintain a ratio of praise to correction at 3:1 or 4:1 (Gable, Hester, Rock, & Hughes, 2009; Stichter, Lewis, & Wittaker, 2009). ACS EDUCATIONAL DEVELOPMENT

12 Characteristics of Effective Feedback Feedback is most effective when it is: Clear Purposeful Compatible with prior knowledge Immediate Non-threatening Feedback Types. Feedback can be divided into two types: Corrective Affirmative Type of Response Correct Response Correct response that is hesitant Incorrect response on fact or knowledge Incorrect response on strategy Incorrect response on strategy Type of Feedback Affirm and move on Thank you for having your pencil and book out ready for class Perfect, is 4. Affirm and provide further opportunities to practice Right, is 4, now let s try 3+3, etc. Restate fact or knowledge, and recheck for understanding the correct sound for M is /m/. What is the correct sound? Guide students in applying the strategy. 4(2+6) -5=? Not quite. Remember, we need to do everything in parentheses first, so what s in parentheses? What is 2+6. Right. Now, what do we do with the 4? Say the word, have the students repeat the word and reread the sentence. ACS EDUCATIONAL DEVELOPMENT

13 All of these types are important. However, teachers should be careful that the overall balance of feedback that a student receives is positive (Gable, Hester, Rock, & Hughes, 2009; Sticker, Lewis, & Wittaker, 2009), especially with students who have experienced difficulties in school (4 positives per negatives). Definition: Explicit Vocabulary Instruction Effect Size =.67 SD (Hattie, 2009) What it is: Direct, clear, concise, repetitive instruction presenting meaning and contextual examples through multiple exposures. What it is not: The traditional procedure of having students copy a list of words, look the words up in the glossary, copy the definitions, and study the definitions. Rationale (Why): Explicit vocabulary instruction is beneficial in developing reading skills and comprehension. Students receiving explicit, engaging vocabulary instruction experience growth in vocabulary (Tomesen & Aarnoutse, 1998; White, Graves, & Slater, 1990). When students receive intentional teaching of target words, their comprehension of text containing the target words improve (McKeown, Beck, Omanson, & Pople, 1985; Stahl & Fairbanks, 1986). Explicit vocabulary instruction is particularly critical for struggling readers, who do not read extensively and have more difficult using contextual cues to determine word meanings (Beck, McKeown, & Kucan, 2002). ACS EDUCATIONAL DEVELOPMENT

14 Strategies: Effective vocabulary/academic language instruction comes down to: Connection new to the known, building that semantic network in the mind/brain Use academic speaking and writing as we construct and apply knowledge (not simply memorize or match, multiple choice, etc.) Before Teaching: Carefully select vocabulary words based on essential concepts. Select terms that are: unknown, critical to the content, useful in the future, and difficult to obtain independently. Archer & Hughes, 2011 The Three Tiers of Vocabulary Tier 1: Commonly used everyday words. Tier 2: high utility, general academic words. These are words that students may encounter frequently in their reading and should be able to use in their writing. -budget, cost, coward, longed Tier 3: Specialized Academic/Content Specific: These are words that refer to a new and difficult concept that is important for students to learn. -spherical, operation (math), explore, character Basic Instructional Protocol 1. Introduce the word 2. Introduce the meaning of the word (provide a student-friendly explanation) 3. Illustrate with examples 4. Check students understanding 5. Deepen students understanding 6. Check students understanding 7. Review & Coach Use (possible extensions) ACS EDUCATIONAL DEVELOPMENT