Embedded Files
Matching Strategies to Digital Tools
Matching Strategies to Digital Tools
Combining digital tools with high-effect size instructional strategies is a piece of cake. The question is, "Do you know when the right time is to use a particular strategy?"
Combining digital tools with high-effect size instructional strategies is a piece of cake. The question is, "Do you know when the right time is to use a particular strategy?"
Let's Get Started!
Let's Get Started!
Goal and Key Topics
Goal and Key Topics
Goal: Explore components of a teaching and learning process. That is, a "process by which long-term memories are formed in the brain" (Mike Bell).
Goal: Explore components of a teaching and learning process. That is, a "process by which long-term memories are formed in the brain" (Mike Bell).
- The Formula for High Yield Lesson Design
- Brain-Based Learning (BBL)
- Teaching with Culture in Mind (TCM)
- Evidence-Based Strategies
- Power of Coaching
- Speed Your Learning
Watch the Webinar
Watch the Webinar
This particular version of the presentation in MP4 video format was recorded for the 2022 Ft. Worth Technology Conference. Enjoy!
This particular version of the presentation in MP4 video format was recorded for the 2022 Ft. Worth Technology Conference. Enjoy!
Strategies that Work.mp41-The Formula: High Yield Lesson Design
1-The Formula: High Yield Lesson Design
Is it possible to derive a high yield lesson design formula for student engagement? If so, it might look like this:
Is it possible to derive a high yield lesson design formula for student engagement? If so, it might look like this:
(BBL+ TCM&SEL + HESIS + EdTech) * Coaching –> Accelerated Student Growth for All Learners
(BBL+ TCM&SEL + HESIS + EdTech) * Coaching –> Accelerated Student Growth for All Learners
Formulas make you want to rediscover science?
Formulas make you want to rediscover science?
Wish you had a list of amazing interactive science tools? Explore these periodic tables of elements that help make science interactive!
2-Brain-Based Learning
2-Brain-Based Learning
You may want to catch up on brain-based learning (see books at bottom of page), but this blog entry has a nice summation.
You may want to catch up on brain-based learning (see books at bottom of page), but this blog entry has a nice summation.
Engage students’ brain with these approaches:
Start positive and cultivate physical and emotional safety in the class
Inject suspense into your lesson. Try adding suspenseful pauses.
Movement activates the brain. Incorporate movements that support learning activities relevant to content.
Chunk learning to scaffold comprehension and processing
The new and unusual are of high interest to the brain. Create situations or demonstrations that break students out of their learning routine.
Take advantage of Think-Pair-Share type activities
True and False Stuff
True and False Stuff
Did you know that there are a ton of brain-based learning myths?
3-Teach with Culture in Mind (TCM)
3-Teach with Culture in Mind (TCM)
Connecting to children's culture and teaching in ways that taps into culture can scaffold student learning efforts. This isn't new. Bilingual/ESL teachers have been doing this for awhile (more here). These connections help students access rigorous curriculum and develop higher-level academic skills.
"When the brain encounters information, especially during the act of reading and learning, it's searching for and making connections to what is personally meaningful and relevant.
"When the brain encounters information, especially during the act of reading and learning, it's searching for and making connections to what is personally meaningful and relevant.
What is relevant and meaningful to an individual is based on his or her cultural frame of reference." This is their schema.
(Source: Zaretta Hammond)
What is relevant and meaningful to an individual is based on his or her cultural frame of reference." This is their schema.
(Source: Zaretta Hammond)
Shield Against Bewilderment (Frank Smith)
Shield Against Bewilderment (Frank Smith)
"Schema represent the pieces of inert information we've taken in, interpreted, and categorized. It is a set of conceptual scripts that guide our comprehension of the world. By coding knowledge and culture into stories, songs, chats, proverbs, and poetry, you can engage students in a communal learning experience aligned to their cultures" (Adapted from Zaretta Hammond).
Games, discussing topics of interest, storytelling, and projects present opportunities for students to acquire language that is at their level and that they can grow on (what Krashen calls “i+1” with the “i” being for “comprehensible input”).
Games, discussing topics of interest, storytelling, and projects present opportunities for students to acquire language that is at their level and that they can grow on (what Krashen calls “i+1” with the “i” being for “comprehensible input”).
This coincides with Zaretta Hammond's points about how to transform any lesson and make it friendlier to diverse students.
This coincides with Zaretta Hammond's points about how to transform any lesson and make it friendlier to diverse students.
Tip #2: Make It Social
Tip #2: Make It Social
Games are a great way to make it social, but online tools support "make it social" in a different way.
Tools You Can Try
Tools You Can Try
Google Meet
Microsoft Teams
Zoom
Amazing Resource Spotlight
Amazing Resource Spotlight
Virtual Support and Accommodations for English Learners in Texas
Tip #3: Storify It
Tip #3: Storify It
Make stories easy to create and share. Focus on video/audio interactions. Get your inspiration from some of these.
Inspiration
Inspiration
Digital Tools
Digital Tools
Flipgrid.com
Vocaroo.com
Voxer.com
One fun way to get students engaged in Classroom Discussions is have them design fantasy maps for imaginary lands. This is a fun activity your students can get started on, and continue to build with an anthology of stories in video, audio, or text+audio formats. Learn more about teaching critical thinking and map analysis resources, including map-making with Google Slides and Google Jamboard.
Social and Emotional Learning (SEL)
Social and Emotional Learning (SEL)
In a large-scale review of 213 SEL programs for K-12 students, Loyola University Chicago’s Joe Durlak and his colleagues found that students who participated in SEL programs, compared with those who didn’t, not only improved in their social and emotional skills, attitudes and behaviors, but they also had an 11% gain in their academics.
In a large-scale review of 213 SEL programs for K-12 students, Loyola University Chicago’s Joe Durlak and his colleagues found that students who participated in SEL programs, compared with those who didn’t, not only improved in their social and emotional skills, attitudes and behaviors, but they also had an 11% gain in their academics.
Some key lessons include:
Some key lessons include:
Focus on relationships between teachers and students.
Use “Who am I?” activities, ask students to list their favorite books, activities, food, memories.
Greet students at the door, connect with them before class by name with a handshake, fist bump or nod generate greater student engagement in learning and fewer class disruptions
Explicitly teach SEL competencies since it helps students identify emotions (e.g. Edsby Social, Emotional Check-Ins).
Incorporate SEL programs such as from CASEL
Try standalone activities, such as SEL Kernels, including games, routines, storytelling, and more
Address teachers' well-being through self-care, SEL support, supportive relationships, and online resources (Committee for Children, Second Step, Transforming Education, Panorama Toolkit)
Did You Know?
Did You Know?
Sign up for TCEA's Social and Emotional Learning Online, Self-Paced Course. The purpose of this self-paced online course is to introduce educators to social and emotional learning (SEL). Learn strategies to incorporate SEL in your classroom and build your own SEL skills as well.
4-Evidence-Based Strategies
4-Evidence-Based Strategies
“We have no right to teach in a way that leads to students gaining less than d= 0.40 within a year,” says John Hattie (Visible Learning, 2009). Or, as Mike Bell puts it in The Fundamentals of Teaching, the question isn't what works (everything does).
“We have no right to teach in a way that leads to students gaining less than d= 0.40 within a year,” says John Hattie (Visible Learning, 2009). Or, as Mike Bell puts it in The Fundamentals of Teaching, the question isn't what works (everything does).
Rather, "What strategies work well?" Finding out how strategies fit into the Magic Formula is what we're about as educators.
Rather, "What strategies work well?" Finding out how strategies fit into the Magic Formula is what we're about as educators.
Evidenced-based practices are those “effective educational strategies supported by evidence and research” (ESEA, 2002). When teachers use evidence-based practices with fidelity, they can be confident their teaching is likely to support student learning and achievement (source).
Evidenced-based practices are those “effective educational strategies supported by evidence and research” (ESEA, 2002). When teachers use evidence-based practices with fidelity, they can be confident their teaching is likely to support student learning and achievement (source).
Did You Know?
Did You Know?
TCEA offers a series of online courses focused on high-effect sized instructional strategies. Earn a digital badge, certificate, and 12-18 hours of CPE credit hours per course. Learn more online.
TCEA offers a series of online courses focused on high-effect sized instructional strategies. Earn a digital badge, certificate, and 12-18 hours of CPE credit hours per course. Learn more online.
What and When
What and When
Strategies you use are more effective when they match the your learning intention and students' phase of learning
(Source: Hattie, Fisher and Frey. Visible Learning for Mathematics, 2017.Strategies you use are more effective when they match the your learning intention and students' phase of learning
Want to maximize student growth? Select instructional strategies that work best for different phase of learning your students are in.
Want to maximize student growth? Select instructional strategies that work best for different phase of learning your students are in.
"What and when are equally important when it comes to instruction that has an impact on learning.
"What and when are equally important when it comes to instruction that has an impact on learning.
Approaches that facilitate students' surface-level learning do not work equally well for deep learning, and vice versa.
Approaches that facilitate students' surface-level learning do not work equally well for deep learning, and vice versa.
Matching the right approach with the appropriate phase of learning is the critical lesson to be learned."
Matching the right approach with the appropriate phase of learning is the critical lesson to be learned."
- Hattie, Fisher and Frey (Visible Learning for Mathematics, 2017)
- Hattie, Fisher and Frey (Visible Learning for Mathematics, 2017)
Use the Best Strategy at the Right Time
Use the Best Strategy at the Right Time
Foundation/Core Strategies
Foundation/Core Strategies
Strategies that you can use anytime, regardless of learning intention or what phase of learning your students are in.
Strategies that you can use anytime, regardless of learning intention or what phase of learning your students are in.
Teacher Credibility (1.09)
Success Criteria (.88)
Teacher Clarity (.76)
Feedback (.64)
Example: Spaced vs Massed Practice + Retrieval or Practice Testing
Example: Spaced vs Massed Practice + Retrieval or Practice Testing
Spaced vs Massed Practice has us space out over time the intervals when we study information. This ensures that significant learning occurs. Combined with retrieval practice, you can make long-term memory connections for new information. Flashcards, practice problems, and writing prompts can improve learning. Learn more here.
Surface Learning
Surface Learning
Content focused. This is where students learn ideas/vocabulary/procedural skills, and explore concepts. Introduce students to concepts, skills, and/or strategies.
Content focused. This is where students learn ideas/vocabulary/procedural skills, and explore concepts. Introduce students to concepts, skills, and/or strategies.
SOLO Taxonomy: Uni/Multi-Structural
Student has a lack of understanding or knowledge of concept. Or, student has an idea of what it is but not what to do with it or how it connects to other ideas.
Example: Vocabulary Programs
Example: Vocabulary Programs
One of the oldest findings in educational research is the strong relationship between vocabulary knowledge and reading comprehension. Word knowledge is crucial to reading comprehension and determines how well students will be able to comprehend the texts they read" (Source: Visible Learning for Literacy).
Frayer Model
Frayer Model
Semantic Map
Semantic Map
Concept Sorts
Concept Sorts
Deep Learning
Deep Learning
Relationship in and among content. Students consolidate their understanding, applying and extending surface learning after building requisite knowledge.
Relationship in and among content. Students consolidate their understanding, applying and extending surface learning after building requisite knowledge.
SOLO Taxonomy: Relational Level
Student can link ideas together to see the big picture.
Jigsaw Method (1.20)
Classroom Discussion (.82)
Reciprocal Teaching (.74)
Concept Mapping (.64)
Metacognition Strategies (.58)
Example: Reciprocal Teaching
Example: Reciprocal Teaching
"A deep learning, instructional strategy which aims to foster better reading comprehension and to monitor students who struggle with comprehension. The strategy contains four steps: summarizing, questioning, clarifying, and predicting.
It is “reciprocal” in that students and the teacher take turns leading a dialogue about the text in question, asking questions following each of the four steps.
The Reciprocal Teaching Treatment
The Reciprocal Teaching Treatment
Want to see dramatic results in your students? Use reciprocal teaching at least three times per week for three months.
Want to see dramatic results in your students? Use reciprocal teaching at least three times per week for three months.
The creators of the Reciprocal Teaching strategy, Ann Palincsar and Ann Brown (1984, 1986) for just 15-20 days, assessment of students’ reading comprehension increase from thirty percent to seventy to eighty percent.
The creators of the Reciprocal Teaching strategy, Ann Palincsar and Ann Brown (1984, 1986) for just 15-20 days, assessment of students’ reading comprehension increase from thirty percent to seventy to eighty percent.
All four strategies need to be used in each 15 to 30 minute session to obtain best results. Learn more.
All four strategies need to be used in each 15 to 30 minute session to obtain best results. Learn more.
Transfer Learning
Transfer Learning
Transfer of newly learned skills to novel situations or tasks.
Transfer of newly learned skills to novel situations or tasks.
SOLO Taxonomy: Extended, Abstract Level
Student can look at ideas in new and different ways.
Transfer Strategies (.86)
Problem-Solving Teaching (.68)
Service Learning (.58)
Peer Tutoring (.53)
Example: Strategy to Integrate with Prior Knowledge
Example: Strategy to Integrate with Prior Knowledge
"The argument is that readers who establish more connections between a text and their prior knowledge produce stronger situation models, or cognitive maps of a given state of affairs. This situation model, in turn, is aimed to improve comprehension and recall." Gain these benefits when encouraging students to 1) Acquire, record, organize, synthesize, remember information; 2) Skim, identify relevant information, take notes; 3) Study materials for a test
Ready to see other digital tools and how the align to high-effect size instructional strategies?
Ready to see other digital tools and how the align to high-effect size instructional strategies?
Carrie Rosebruck's Explicit Reading Strategies
Carrie Rosebruck's Explicit Reading Strategies
Here's how Carrie Rosebrock represents Surface, Deep, and Transfer learning strategies that are relevant to Reading.
Here's how Carrie Rosebrock represents Surface, Deep, and Transfer learning strategies that are relevant to Reading.
Be sure to read her blog entry and explanation for another interpretation of Hattie's work.
Be sure to read her blog entry and explanation for another interpretation of Hattie's work.
Mike Bell's The Fundamentals of Teaching
Mike Bell's The Fundamentals of Teaching
Meet ALDO
Meet ALDO
To capture and share my understanding of all the great components of the process, I put together my own lesson design outline. With tongue firmly in cheek, I named it, "Amazing Lesson Design Outline" or ALDO for short.
To capture and share my understanding of all the great components of the process, I put together my own lesson design outline. With tongue firmly in cheek, I named it, "Amazing Lesson Design Outline" or ALDO for short.
Get the
Amazing Learning Design Online (ALDO),
a tool for guiding lesson design for diverse learners.
Get the
Amazing Learning Design Online (ALDO),
a tool for guiding lesson design for diverse learners.
Amazing Lesson Design Outline (ALDO) (left),
a tool for guiding lesson design for diverse learners.
Use the choice board (right) to get you started on designing. It features four choices for each of the lesson design stages in ALDO.
ALDO In Action: Design a High-Yield Lesson
ALDO In Action: Design a High-Yield Lesson
A quick review of how to design a high-yield lesson appears below. As you can see, it seeks to combine a variety of approaches, strategies, and ideas into a simple process (of course, that's not as as easy as it looks).
A quick review of how to design a high-yield lesson appears below. As you can see, it seeks to combine a variety of approaches, strategies, and ideas into a simple process (of course, that's not as as easy as it looks).
Work to build a learning partnership with each student, focused on creating a safe, positive learning environment that aligns to the diverse, deep culture backgrounds of students.
Ask yourself, "Where are the students now?" How many are 1) emerging, 2) developing, 3) meeting or 4) exceeding expectations? Determine what formative assessment you will use to assess students. (Source: Diane Sweeney)
Based on the phase of learning your students are in, select a high-effect size instructional strategy and digital tool that will speed learning.
Repeat the assessment you used earlier. Chart student progress towards learning objective. Adjust your existing approach.
Use this choice board to get you started on designing. It features four choices for each of the lesson design stages featured in the Amazing Learning Design Outline (ALDO).
Use this choice board to get you started on designing. It features four choices for each of the lesson design stages featured in the Amazing Learning Design Outline (ALDO).
As you look it over, ask yourself, "What would I add?" to each of the columns? Use the Share Your Own option to add your options, choices, and ideas.
As you look it over, ask yourself, "What would I add?" to each of the columns? Use the Share Your Own option to add your options, choices, and ideas.
What's the Formula again?
What's the Formula again?
(BBL+ TCM + HESIS + EdTech) * Coaching –> Accelerated Student Growth
(BBL+ TCM + HESIS + EdTech) * Coaching –> Accelerated Student Growth
5-Power of Coaching
5-Power of Coaching
There are many approaches to instructional coaching, each offering amazing tools and suggestions.
There are many approaches to instructional coaching, each offering amazing tools and suggestions.
Elements of coaching that appear in all:
Elements of coaching that appear in all:
Relationship building between coach and teacher
Pre- and post-assessment of students
Tracking student movement towards/away learning targets
Types of feedback offered, what works and what doesn't
Providing just-in-time, evidence-based suggestions regarding instructional strategies and digital tools in use
Encouraging Self-Judgement and Reflection, including video
There's more to say about this, but that's a workshop.
There's more to say about this, but that's a workshop.
Explore Coaching for Results
Explore Coaching for Results
Wish you could learn more about the essentials of coaching for results? You will want to read the Coaching for Results blog series. In this five part blog entries, you get what you need to know to be successful and begin. Grab and share the infographic to the right.
Speed Your Learning
Speed Your Learning
Eustress vs distress
Eustress vs distress
There's a lot to learn about neuroscience, brain myths and truths. In this Wakelet collection, you'll find blogs, books, research, and popular articles about the brain.
Take some time to explore it. The brain is at the heart (sorry, corazon) of human learning.
Exit Ticket
Exit Ticket
(Pssst...it's not really 50 questions)
Report abuse