3.4+Research+and+Artifacts

**// "A specific instructional strategy is effective only when used in the specific situation for which it was designed. Effective pedagogy involves a variety of interacting components." //** **(Marzano, Robert. "Setting the Record Straight on "High-Yield" Strategies." Kappan 91, no.1 (2009): 30-37**) **Reading Comprehension Research (Research on programs implemented by GACC included) ** __**Marzano Artifacts**__ Comparing, Classifying, Creating metaphors & analogies || Vocabulary and Comprehension Reciprocal teaching || Including rewards and praise || Graphic organizers || Goal setting, Corrective feedback, Rubric .61 || Inductive & deductive thinking, Problem solving, Decision making, Investigation, Invention, Experimental inquiry, Systems analysis .61 || Higher level questions /Discussion Advance organizers || [|Instructional Strategies] []
 * __Indicator 3.4 - Research-based Instructional Strategies (Research)__** **3.4 Designs and uses instructional strategies, innovations, and activities that are research-based and reflective of best practice**
 * [[file:professional growth 4-12-11.docx]]
 * __World Language Instructional Strategies__
 * __Marzano Research__ Below, in the artifacts section, are examples of the implementation of Marzano's nine strategies in the classroom. They are snippets of total lesson plans which use a variety of strategies.
 * [|Marzano's Nine Strategies]
 * [|Marzano's website]
 * [|Instruction That Works]
 * [|Putting the Pieces Together] (Integrating technology with Marzano's strategies)
 * [|Marzano strategies]
 * [|Marzano Strategies] (Information and links from ESU 6)
 * **Marzano's Nine Strategies and Effect Siz**e ||
 * Identifying similarities and difference 1.61
 * Summarizing and notetaking 1.00
 * Reinforcing effort and providing recognition .80
 * Homework and practice .77 ||
 * Nonlinguistic representation .75
 * Cooperative learning .73 ||
 * Setting objectives and providing feedback
 * Generating and testing hypotheses
 * Cues, questions, and advance organizers .59

__ **Differentiated Instruction Research** __ **//Differentiated instruction is a teaching theory based on the premise that instructional approaches should vary and be adapted in relation to individual and diverse students in classrooms (Tomlinson, 2001)//** “If a school is to establish classrooms in which regular classroom teachers effectively address needs of academically diverse learners, intensive and sustained staff development will be required. Teachers need assistance in developing a rationale for differentiated instruction, help and support in unlearning entrenched patterns of whole-class instruction which assume that all students need to learn the same information in the same way at the same time and over the same duration, and ongoing support as they develop new ways to think about their students and instruction.”
 * Differentiated Instruction
 * ** [|Differentiated Instruction and UDL (Universal Design for Learning)] **
 * __** [|Differentiated Instruction in Middle School (Tomlinson, 1995)] **__
 * __** Differentiated Instruction: Grouping for Reading Success (Gibson) **__

“There is a need for concrete assistance in enacting differentiation. We need somebody to sit down with us regularly and show us ways to do this with our own [grade-level curriculum]…it makes no sense at all until you start using it. We need somebody who can work with us in our classrooms on differentiation…we need accessible on-site leadership.

Tomlinson, Carol Ann. Deciding to DifferentiateInstuctioninMiddle School: One School’s Journey. Gifted Child Quarterly, V39, No. 2 (Spring 1995)

**Interactive Whiteboards (Promethean Boards)** The study results indicated that, in general, using interactive whiteboards was associated with a 16 percentile point gain in student achievement. This means that we can expect a student at the 50th percentile in a classroom without the technology to increase to the 66th percentile in a classroom using whiteboards.





**__Multip____le Intelligences Research__**

===**//"The biggest mistake of past centuries in teaching has been to treat all children as if they were variants of the same individual, and thus to feel justified in teaching them the same subjects in the same way." (Howard Gardner)//** ===
 * [|Gardner's Multiple Intelligences]

__**Multiple Intelligences Artifacts**__
 * //**[|Multiple Intelligences - Spanish Gr. 3]**//


 * [|NDE Resources] (Instructional strategies resources provided by the Nebraska Department of Education for the following subject areas: mathematics, physical education, reading and writing, interdisciplinary curriculum, technology, world languages, writing)

//** "Mind mapping is one of a host of graphic organizers that have been found to enhance students' critical thinking and higher order thinking skills." (Brookbank et al, 1999). **// __**21st Century Skills**__
 * Bloom's Taxonomy**
 * [|Bloom's Taxonomy]

__**Brain Research**__ References: Society for Neuroscience. (2008). //Brain facts: A Primer on the brain and nervous system//. Washington, DC: Society for Neuroscience.
 * [|Learning, Memory and Language] (Society for Neuroscience)
 * "[Students] may diligently follow the teacher's instructions to perform a task repeatedly, and may even get the correct answers, but if they have not found meaning after the learning episode, there is little likelihood of long-term storage" (Sousa, 2006).

Student portfolios - Spanish Cross-content curriculum guide

Project-based learning opportunities

Professional learning opportunities focus on best practice instruction Rice, J. K. (2003). //Teacher Quality: Understanding the Effectiveness of Teacher Attributes.// Washington, DC: Economic Policy Institute Cooperative Learning Strategies

Effective Cooperative Learning structures have P.I.E.S.: Positive Interdependence,

Individual Accountability, Equal Participation, and Simultaneous Interaction.

Learn more at Kagan Cooperative Learning: http://www.kaganonline.com/free_articles/

C.L. helps “build the will” in the classroom by offering opportunities for team building,

class building, communication skills, mastery, thinking skills, and information sharing.

“Cooperative Learning in the Foreign Language Classroom”

http://inet.dpb.dpu.dk/infodok/sprogforum/Espr25/Stenlev.pdf //**The way a teacher responds to individual students, new policies, curricular obligations, and other pressures are all crucial to the art of teaching (Shulman, 2004)** //

__Researchers at [|Mid-Continent Research for Education and Learning (McREL)] identified nine instructional strategies that are most likely to improve student achievement across all content areas and across all grade levels. These strategies are explained in the book,[|****////Classroom Instruction That Works////****], by Robert Marzano, Debra Pickering, and Jane Pollock. __ __**Interactive Whiteboards**__ The study results indicated that, in general, using interactive whiteboards was associated with a 16 percentile point gain in student achievement. This means that we can expect a student at the 50th percentile in a classroom without the technology to increase to the 66th percentile in a classroom using whiteboards. __[|Standards and Instructional Strategies] __ //**Hundreds of studies confirm that the best teachers know their subjects deeply, understand how people learn them, and have mastered a range of teaching methods" Rice, J. K. (2003). Teacher Quality: Understanding the Effectiveness of Teacher Attributes. Washington, DC: Economic Policy Institute **//   Robertson, B., Elliot, L., & Washington, D. Cognitive Tools. Retrieved on October 16,2011 from [] . //**“Unless you try to do something beyond what you have already mastered, you will never grow." (Ralph Waldo Emerson) ** //

// **Professional development for educators has been shown to have a profound effect on student learning and performance. In a study conducted ****by the U.S. Department of Education (Yoon, Duncan, Lee, Scarloss, & ****Shapley, 2007), results indicated that student achievement gained approximately 21 percentile points when ****educators received sustained, consistent professional development that was connected to classroom ****<span style="font-family: Arial,Helvetica,sans-serif;">practice. ** //