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Low Prep High Outcome: Use Analogies While You Teach
Nothing fancy...low prep HIGH Outcome
The brain learns new information by comparing it to what it already knows. If you use analogies during instruction, you're focusing on similarities and differences. During your instruction, throw in an analogy, Venn diagram, metaphor, or classification and you'll see students' understanding deepen.
(Gregory, Kaufeldt, Mattos, 2016)
Focus: Differentiation: Identifying Similarities and Differences
Grades: Pre K - 12
Subjects: ALL Content Areas
Benefits
Hattie's Effect Size 1.61 (equivalent to a student growing MORE than 2-3 grade levels in one year and a 45 percentile gain) (Marzano)
Greatest potential to increase student achievement (Hattie)
Helps students extend and apply knowledge
Easy!! VERY low prep to implement
Cross curricular
Visible Learning: Bump Up Wall
Focus: Self - Reported Grades
Grades: Pre K - 12
Subjects: ALL Content Areas
Benefits
Hattie's ES 1.44
Visual Rubric
Model and Expectation
Immediate Feedback
Student Driven
Student Ownership
Provides Exemplars
Leveled Benchmark
All grade levels would benefit from watching the primary video to get a GREAT quick overview to understand the concept. The possibility in other subjects are endless!
Primary Example
Click above for a quick 3 min overview on Why-Lighting.
Concepts in play:
Metacognitive Strategy
(Hattie's Effect Size .69)
Annotation at a deeper DOK
DOK 4: Corresponding thoughts to text
(Analyze, Question, Synthesize, Critique, Connect, and Apply)
Deepens Conversation and Comprehension
Keep Students Motivated at the End of the Year
Keep Students Motivated at the End of the Year
Primary
Primary
Brainstorm with your class what expectations at the next grade level look like. Give your students badges the last month of the year so they can demonstrate these expectations. As they are demonstrating these expectations everywhere in the school, the next grade level teacher can check out who is headed their way and provide immediate positive praise for expectations being met.
K - 12
K - 12
Differentiate to match your grade
Have each class period create two lists:
What we need more of this year
What we need less of this year
Have your class period or class choose a reward they would like to receive if they can achieve all of the "We need more of this" goals.
Write that reward down on a piece of paper big enough to see from the back of the room.
Cover that reward with the "We need more of this" characteristics, one on each post it, and when your class period displays that characteristic, remove it.
Once all are removed, your class gets that reward.
(Could be a couple days, could be a week, could be the month)
Repeat until the end of the year! Each class period might have a different reward / goal that they want to achieve, which makes it individualized.
Numble
Wordle for my math people!!!!!
Want your class to engage in today's Numble, click here!
More Advanced version: Click here
How to Play:
Each day there's a new Numble. The player must enter a true addition sentence (i.e., the three-digit number to the right of the equal sign must equal the sum of the two-digit numbers to the left of the equal sign). Once an addition sentence is entered, the box around each digit will change to a color. The color key is provided below:
Gray: The digit does not exist within the addition sentence.
Yellow: The digit does exist within the addition sentence but is misplaced.
Green: The digit is an exact match.
The color of each digit can then be analyzed to discover a more accurate solution. The puzzle is complete once each digit turns green, showing that every digit is an exact match.
Concepts in play:
Develop love for math
Place value
Sum
Regrouping
Placement
Problem Solving
Variety of Solutions
Develop mental skills
Improve memory, focus, mental speed
Meaningful gains without leveling
Mathematical Problem Solving
Hattie ES: 1.16
How to engage:
Whole Class
Individual
Small Group
Centers
Student Choice
All information under our Curriculum Tab: Visible Learning
Key Message: "There are things that seem to work better than others at improving student learning outcomes."
Example: When Mrs. Smith was planning for Social Studies, she normally used humor to get through some difficult material. However, she realized that after looking at the Effect Size (ES) of her using humor as her teaching strategy, it turned out to likely have a small positive impact on student achievement. When she looked at the list of other teaching strategies to give her bigger bang for her buck and increase her students' achievement, she saw that implementing the jigsaw method, with fidelity, would actually have potential to considerably accelerate student achievement. She decided to still use humor, but also add in the jigsaw method.
Using Humor: .04 Effect Size Using Jigsaw Method: 1.20 Effect Size
Description: Full List of Hattie's 250+ Influences on Student Achievement
Click here for the fun juicy details:
Definitions of each influence
Meta-analyses of studies
Articles and Research
PDFs to print for easy access when planning
RPReplay_Final1639578266.movFocus: Strategy for switching quickly between student responses
Grades: Pre K - 12
Subjects: ALL Content Areas
Purpose:
Differentiates classroom participation
Increases classroom participation
Allows for immediate feedback (.75 ES)
Simple check for student understanding of standard
Reinforces speaking, listening, and thinking
Shout out to Shannon Folker
for sharing this great nugget!
Focus: Students Teaching Students (Vocabulary)
Grades: K - 12
Subjects: ALL Content Areas
Purpose:
Differentiates classroom instruction
Uses reciprocal teaching strategy (.74 ES)
Classroom discussion to follow (.82 ES)
Increases student engagement
Cooperative vs individualistic learning (.59 ES)
Source: Douglas Fisher
Literary Focus: After Reading, Comprehension, Writing
Grades: 1-12
Subjects: ALL Content Areas
Purpose:
Helps gauge students’ understanding of ALL content areas
Writing to learn
Catalyst for further learning
Opportunity for students to: recall, clarify, & question what they know and wonder
Exercises metacognition
Click the above image for a video link to walk you through how to use the report.
Interactive vs Old Static PDF
BEAUTIFUL Screenshot of ALL your students in each percentile
Speedy navigation (ONE CLICK navigation)
Can click on student names to take you DIRECTLY to student profile reports
Ability to digitally sort data IN the report by percentile, RIT, Lexile, test duration etc.
Data more understandable
Help built right into the report
ALL students are present even if they haven't tested yet
Print PDF after you've sorted to your liking
Achievement details AND test details all in one place
Skills: Vocab, Word Choice, Inferring, Using Words in Correct Context
Organizers and lesson prompts / starters to change students using the same words over and over again
Improves understanding of content
Teaching Vocabulary: Hattie's Effect Size: .67
Improves comprehension in fiction and nonfiction
Vocab knowledge helps students access background knowledge, express ideas, communicate effectively, and learn new concepts.
Improves writing in all subject areas
Click on bar to access Google Doc
Improves understanding of content
If students are asked to write about a topic (content) and explain it, gaps in their understanding are revealed
Metacognitive strategy (.69 ES Hattie)
Reflecting / Writing about the content facilitates learning by consolidating information in long-term memory
Encourages thinking on a deeper level
Fits all Tier I student population (built in differentiation)
Click on bar above to take you to site
Mother of ALL sites
Lists 36 MOST common behavior difficulties for students
Choose a behavior the student is struggling with in your classroom
Site describes the behavior and you decide if this describes your student
If it does, it then gives you a LIST of interventions to try with that student and the PURPOSE behind the interventions
Tier I
Tier II
Tier III
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