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March: It Pays to be Direct
March: It Pays to be Direct
by Myki Williamson
As teachers look for new and innovative ways to engage students, it can be tempting to set tried and true best practices to the side. However, with an effect size of 0.6, direct instruction, is a best practice that can yield big results in the classroom. The trick to using direct instruction is all about teacher intention. In his book Bold School, Weston Kieschnick writes, “Direct instruction’s greatest potential is when it’s used to teach new knowledge” (p. 97). Can you imagine trying to teach yourself how to read or turn a fraction into a percent without direct instruction? We needed a more knowledgeable other to explicitly teach us how to do both of those things. In a day and age where technology can get a bad wrap, let us not forget the value of one of the world’s biggest warehouses of virtual direct instruction: YouTube. It has been helping people unclog garbage disposals and perfect their dance moves since the early 2000s and shows no signs of going anywhere.
However, not all direct instruction is created equal. There are very specific criteria a teacher must keep in mind to avoid common pitfalls of direct instruction. Kieschnick reminds us, “Direct instruction is more than lecturing-it’s a choreographed, pre-planned series of events that come together to teach new information and support students through to mastery.” We’ve all endured the dreaded lecture where our instructor seems to ignore our cues of boredom, confusion, and disconnection and keeps droning on and on.
To hold ourselves accountable to high-quality direct instruction, Dr. John Hattie recommends we keep the following in mind:
Set a clear goal and success criteria
Share expectations with class and confirm understanding
Includes modeling and checking for understanding
Provide opportunities for guided practice with meaningful feedback
Highlight most important points and offer an opportunity to summarize learning
Directly connect independent practice to instruction and provide opportunities for mastery
These criteria are essential to keep in mind whether you are providing in-person or flipped learning for students. When any step is skipped the effect of your instruction is diminished, and student learning might not be as robust as you intended. Luckily, technology makes monitoring and giving feedback as easy and efficient as ever. Tools like Canvas Quizzes, Kahoot and Poll Everywhere can help you quickly assess your students learning. If you prefer the old-fashioned way, Exit Slips or Kagan structures like Show Down or Numbered Heads Together can give you a quick pulse on how effective your instruction was for your students.
While new strategies and innovations can reignite our passion for teaching, let’s also keep in mind strategies like direct instruction have been around so long because they work! If you are curious about making direct instruction more meaningful for your students, schedule some time to dive deeper into your curiosity with your school’s learning specialist.
February: Scaffolding for Brain-Friendly Learning
February: Scaffolding for Brain-Friendly Learning
by Kim Anderson
Scaffolding is a word that gets thrown around often in education. It is sometimes used interchangeably with differentiation, which couldn’t be farther from the truth. American psychologist Jerome Bruner and Russian Psychologist Lev Vygotsky first introduced modern educators to this concept based on their years of research. The basis of this work comes from Vygotsky’s idea that there is a framework of ability for each student. This theory suggests there are things students cannot do yet, things students can do on their own, and things students can do with help (Mcloed, 2019). The last descriptor is also known as the Zone of Proximal Development which is where scaffolding should take place. According to John Hattie’s work, scaffolding has an effect size of .82, which translates to a little more than 2 years worth of growth if implemented with fidelity (Hattie, 2017).
So, what exactly is scaffolding? Simply put, “Scaffolding is breaking up the learning into chunks and providing a tool, or structure, with each chunk” (Alber, 2011). When thinking about how to actually implement scaffolding, some concrete strategies might be helpful. In her 2011 Edutopia article, Rebecca Alber shared some actionable steps to elevate scaffolding in the classroom. One strategy in particular is a think aloud. The teacher literally verbalizes all of the thinking taking place in his brain while completing a task similar to what the students will do. What this actually does is help the student access their own critical thinking brilliance.
Another strategy highlighted is called Fishbowl. A small group of students model a process or work in the center of a circle of students surrounding them. Students are looking inside the “fishbowl” to experience modeling. Both of these strategies can tempt students who typically shy away from learning new concepts to jump in and try. Lastly, a great way to spice up scaffolding is to make sure you are incorporating Kagan Cooperative Learning strategies into your lesson plans. Something as simple as a Timed Pair Share (Kagan, 2017) can elevate any conversation. The more students share their own and hear others’ learning the more they can make sense of new learning.
A teacher might wonder, are there any tech tools that might elevate the strategy of scaffolding? Because some students will need more time to process than others, flipping your think-aloud using Wevideo and Canvas is a great way for students to be able to revisit that experience. Whether someone teaches preschoolers, high-schoolers, or anyone in between, creating graphics and visuals for instructions and steps will save so much time and help students refocus when they get off track. For this, try using a tech tool like Canva, Piktochart, or even Google Slides. The easiest way to adapt a slide to present or print like a sheet of paper is to change the dimensions to 8.5"x11". Adding pictures and text to a Google slide is much easier than formats such as Docs or Microsoft Word. Finally, one of the most important pieces of presenting new information to students is making sure they don’t already know it. Using a Kahoot or even a Google Form quiz can help the teacher quickly assess prior knowledge, vocabulary needs, and other areas in which students might need more support.
No matter what tools or strategies are chosen, ensuring the learning presented is in the Zone of Proximal Development for each group of students is key. A strategy is only as good as a student’s readiness.
January: Amplifying Student Voice with Socratic Seminars
January: Amplifying Student Voice with Socratic Seminars
by Jeremy Sullivan
“Back in my day, we had to actually talk to each other.” How many of you have heard someone utter these words in response to the presence of technology in classrooms and students’ lives in general? How many of you have said those words? Don’t worry, your secret is safe with me. While this cliche is often used as a sarcastic aside, it contains a very real truth: communication today looks very different from communication in previous generations. Just because our students are communicating in a variety of ways doesn’t mean that they are communicating effectively in a variety of ways.
Teachers are perfectly positioned to counteract the prevalence of digital communication by purposefully designing learning opportunities that build students’ capacity for face-to-face communication. Considering classroom discussion has an effect size of .82 according to Hattie (2017), facilitating in-person discussions with students can lead to two years’ worth of growth in one year’s time. Discussion isn’t just something they need socially; they need it pedagogically. One structure that can be used in the classroom to achieve this growth is the Socratic Seminar.
A Socratic Seminar is a structured, student-driven class discussion usually based upon a chosen text. The steps can be found below:
Choose the text- Since students are expected to use evidence from the text to drive the discussion, it is important to choose a text with multiple discussion possibilities and interpretations.
Give students time to prepare- During this step students should read and annotate the text. Students should begin to formulate possible questions or main points they would like to address during the seminar.
Develop the norms- It is very important that the whole class participate in creating the expectations and norms for the discussion. For example, it is perfectly fine for students to disagree; however, disrespecting each other is not allowed. You can visit Socratic Seminar International for ideas on guidelines and norms.
Hold the seminar- The seminar begins with a student, the teacher, or the discussion leader asking an open-ended question connected with the text. Students respond and ask their own questions as the discussion develops. Don’t be scared if there is a lot of silence early on. As with any new skill, the process will improve with practice. Try to resist the urge to jump in and “save” the conversation. If it does become stagnant, a well-crafted mediative question can get the discussion back on track. You might wish to provide your students with some sentence stems like the ones found here from FacingHistory.org.
Reflect and evaluate- Self-reflection and evaluation is very powerful. After the seminar, you should have the students reflect upon both the process of the seminar and the content of the discussion. Teachers wishing to have a structure to evaluate individual performance could use this scoring guide developed by educator Mary Davenport.
Socratic Seminars have many benefits that stretch beyond academic achievement. Beth McIntyre, English department chair at Central High School, stated, “Socractic Seminars give every student a voice in a structured activity. It also helps students practice active listening skills and communication styles that emphasize respect for others.” Jodi Pitts, also an English teacher at Central, connected seminars with classroom engagement: “My students sit in a circle, which encourages participation and engagement for all students. I also post the expectations during the seminar, which makes it harder for students to be disengaged.”
There are countless resources on facilitating impactful Socratic Seminars all over the web as well as numerous modified versions to meet a variety of classroom needs. Below are a few articles for additional reading if you are interesting in trying Socratic Seminars in your class.
Socratic Seminars: Building a Culture of Student-Led Discussion
A Socratic Seminar for Elementary Learners
Read Write Think Socratic Seminar Strategy Guide
Hattie, John (2017). 250+ influences on student achievement. Visible Learning Plus. Retrieved from https://www.visiblelearningplus.com/sites/default/files/250_influences_chart_june_2019.pdf
December: Creativity Through Similes, Metaphors, Analogies, and Synectics
December: Creativity Through Similes, Metaphors, Analogies, and Synectics
by Martha Doennig
Flexible thinking is an essential element to elevating creativity in the classroom, and similes, metaphors, and analogies are simple strategies that push thinking beyond boundaries . Often we let these strategies live in the ELA classroom, but all three have a place in any content area with any age. By comparing two things conventionally, or unconventionally, thinking is pushed to deepen student learning (Marzano, 2017). Identifying the connection among concepts, or even linking unrelated topics can add a constructive challenge to concepts that deepens meaning and acquisition of concept. Perfectly placing any of the three in a lesson can enhance conversation, divergent thinking, and acquisition of concept. Placement could be in the form of bell work, exit slips, or throughout a whole-class or small group lesson to process concepts presented.
For example, in the early childhood classroom, it might be: Blue is like _______ because…(after teaching a new color).
In the middle elementary classroom, it might be: The water cycle is like _________ because….
In the middle school classroom, it might be: ________(a theme of geography) is as ________ as ______ because…
In the high school classroom, it might be: How is ________ (fill in any concept) like _______(something completely unrelated)? or _____ is to ______ because...
A slightly more complex strategy is the use of synectics. Synectics is an original word coined to mean “the joining together of different and apparently irrelevant elements” (Gordon, 1981, p. 5). Synectics is a problem solving method that involves creative thinking through the use of metaphors and analogies to spark creativity in a search for new ideas or solutions. Synectics have been used by businesses, think tanks, and research organizations and have resulted in ideas for Pringles potato chips, magnesium-impregnated bandages, disposable diapers, dial-your-own-octane gas pumps, the space-saver Kleenex box, and a host of other innovations.
To use synectics in the classroom, begin with a concept. Ask students to brainstorm direct analogies, personal analogies, contrasting analogies, and then dual analogies. The complex overlap of analogies sparks creative, critical thinking while enhancing discussion around a concept or an idea.
Example: Weather
Direct Analogy: How is the weather like the classroom?
Personal Analogy: How would you feel as the weather?
Contrasting analogies: How is the weather different from the classroom?
Dual analogies: How are the weather and the classroom like _______?
Success with the use of any of these strategies requires flexibility on the part of the educator and willingness to let conversations follow the trigger of creative thought. While it is easy to plan for the use of similes, metaphors, analogies, or synectics, it can be difficult to predict the outcome of thinking. Relinquishing control as the leader of learning is necessary as divergent thought will guide the conversation, which in turn will deepen student learning. How might these strategies enhance creative thought for your learners?
Gordon, W. J. J. (1981). The new art of the possible: The basic course in synectics. Cambridge, MA: Porpoise Books.Marzano, R. (2017). The new art & science of teaching. Bloomington, IN: Solution Tree Press.
November: Questioning
November: Questioning
by Jeremy Sullivan
Voltaire once said, “Judge a man by his questions rather than his answers.” While Voltaire was philosophically referring to humanity in general, his statement couldn’t be more accurate when applied to the art of teaching. The questions asked in the classroom have the potential to expand student thinking, collaboration, and learning. Asking questions in the classroom is quite easy. After all, teachers ask between 300-400 questions a day (Vogler, 2008). Asking the right questions is a bit more difficult and requires purposeful planning on the teacher’s part.
Dr. John Hattie’s research revealed the strategy of questioning has an effect size of 0.48 (Hattie, 2017). Considering 0.40 is the hinge point that equals a year’s worth of growth in a year’s time, questioning has the power to lead to student growth above and beyond the average documented growth in a school year. In his article “Asking Good Questions,” Kenneth Vogler explains, “(Questioning) can motivate students to pay attention and learn, develop students' thinking skills, stimulate students to inquire and investigate on their own, synthesize information and experiences, create a context for exploring ideas, and enhance students' cumulative knowledge base” (Volger, 2008).
In his book Bold School, Weston Kieschnick identified three important elements to asking meaningful questions: 1. What gets scripted gets asked, 2. Make sure questions address multiple levels of cognition, and 3. Put scripted questions into technologies beforehand. The first element connects with the need to plan your questions ahead of time. Obviously, some questions will surface during discussions. However, the overarching and guiding questions should be drafted before class. The second element ensures that the questions go beyond surface thinking. By aligning questions with Bloom’s Taxonomy or Webb’s Depth of Knowledge, teachers can ensure students are engaged in a variety of levels of thinking. The third element provides the teacher with the opportunity to ensure the questions are indeed asked and that the teacher is able to hear/see the responses of all of the students. Below are several digital resources that can help facilitate questioning:
Nearpod and Pear Deck- Presentation resource that allows the teacher to embed a variety of question types in the middle of presentations
Kahoot, Quizizz, and Socrative- Online assessment resource that allows the teachers to engage students in a variety of questioning games
Padlet, Dotstorming, and Lino- Online “bulletin boards” where teachers and students can post questions and answers
While reaching 100% engagement without a digital tool can seem a bit challenging, tapping into the power of Kagan Cooperative Learning structures can work wonders. Timed Pair Share (Kagan, 2009) is a simple but powerful structure to utilize when asking questions. The teacher poses a question, offers think time, and then provides a designated amount of time for each student to share their response with a partner. Besides a 100% response rate, this structure also provides an opportunity for students to answer in a safe, non-threatening environment, to unpack higher-order thinking in a lengthy response, and to refine social skills. Detailed directions on Timed Pair Share can be found on page 6.38 in Kagan Cooperative Learning by Dr. Spencer Kagan and Miguel Kagan (2009).
Whether harnessing the power of technology or engaging your students in meaningful verbal collaboration and communication, asking the right questions at the right time can spur the learning we are all hoping to achieve in our classrooms.
Kagan, Spencer & Kagan, Miguel. (2009). Kagan Cooperative Learning. San Clemente, CA: Kagan Publishing. Hattie, John (2017). 250+ influences on student achievement. Visible Learning Plus. Retrieved from https://www.visiblelearningplus.com/sites/default/files/250_influences_chart_june_2019.pdf Volger, Kenneth. (2008). Asking good questions. Educational Leadership. 65(9).
October: Introduction
October: Introduction
by Jeremy Sullivan
The phrase “work smarter, not harder” has been around since the 1930s and has become a cliche uttered by countless parents, educators, and executives. The phrase often appears when one wishes to encourage another to find more efficient and effective solutions that can be accomplished with less effort than other solutions that require more effort and, often, more time. However, we shouldn’t discount the statement because it has been overused; we should make sure we are applying it in the correct context.
One of the most applicable and appropriate situations in which to apply this phrase is instructional design because research has concluded time and again that certain instructional strategies produce greater outcomes for students than others. By choosing high-impact instructional strategies to use with students, teachers ensure learning is being facilitated in the most meaningful way possible as opposed to the most laborious way possible.
Each month In Focus will explore a high-impact, research-based instructional strategy in four different ways. Firstly, the effect size of the instructional strategy according to Dr. John Hattie’s meta-analysis of 90,000 studies will be provided and explained. Secondly, a low tech option for facilitating the strategy will be provided. Thirdly, a high tech option for facilitating the strategy will be provided. By tapping into the research behind the strategies, we can ensure that the learning being designed in our classrooms produces the greatest gains possible for our students.
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