High Yield Strategies

Taking Learning to the Next Level

Cooperative learning in the communications

classroom

Kyle Berger, Communications Teacher, North Penn High School

Rationale for Cooperative Learning in the Communications ClassroomWhat it is:•Students working in small groups (3-5) to produce projectsWhat it isn’t:An opportunity for students to get a “free ride” through a project.Why it works: •Because it is a “team sport”•Students are able to tackle BIG projects by divvying up responsibility.Tips for Success:•I don’t let students pick their own groups; however within a group I will give them freedom to choose positions.•There is ALWAYS a group grade and an individual grade for these projects.Technology example:Sitcom Unit – Using Google Docs to collaborate on a script: http://tinyurl.com/3gnwg79

Topic, Restriction, Illustration Frame

T – What is general topic or statementR – What info narrows or restricts the topic or

statementI – What examples illustrate the topic or statement.

Identifying Similarities and DifferencesAccording to Bob Marzano, identifying similarities and differences enhance understanding and ability to use knowledge. Graphic organizers are a great way to visually depict similarities and differences.

Nonlinguistic representation

Definition Practice• Have students write their

spelling words.• Have students make connections

to the story• Have students use dictionaries to

find the:part of speech – connect to grammarmeaning – connect to storydraw a picture – inference to their lives to remember the word

Play Memory• 3 x 5 index cards are provided with

the spelling words• Students are given a group of

pictures – on individual cards• All are turned upside-down and

student is to match to word to the picture.

• If wrong match, they are to remember locations of pictures for next turn

• Students are to use their spelling words in a journal entry (checked and shared) weekly

Nonlinguistic RepresentationGovernment Pictionary Game

Demonstration of knowledge and understanding of vocabulary, concepts and issuesthrough a competitive game involving all students in a team format

Technology: Chalk, Chalkboard, timer, score/tally sheetMore advanced technology: markers, whiteboard, stopwatch, tallyboard

Most advanced technology: smartboard, drawing program, inset electronic timer,, inset score tally

Identifying Similarities & DifferencesPractice

Cooperative LearningQuestions, Cues

http://www.wat.tv/video/week-end-tres-sport-3ly71_2i6xp_.html

Setting Objectives & Providing Feedback

- Clarifies the “why” of learning- Narrows student focus to specifics

-Separates the activity from the purpose of the lesson- Specific, but flexible goals

- Allows for student choice to maintain interest-Corrective, specific and timely feedback maintains student

focus.

Identifying Similarities and DifferencesIn using this strategy, the teacher can help students identify relationships (sometimes with prior learning) that will allow them to deepen their understanding. Students can learn to compare and contrast, classify information, and connect information through using metaphors and analogies.

Some methods of using this strategy in the classroom can be through:Comparing – Venn diagram; comparison matrix; cause and effect links; Frayer modelClassifying – word sortAnalogy web

When students are able to identify similarities and differences on their own, there is a deeper level of understanding.

Technology connection: Students create a comparison document using examples that are both verbal and non-verbal to show their comprehension of a topic.

Nonlinguistic Representations

Teacher saying …Isolation can have an enormous negative impact on the socialization of individuals. Studies have shown that people who are born into poor families in deprived neighborhoods do not have the same ‘life-chances’ as those born to wealthier families living in suburban neighborhoods. Opportunities involving access to transportation, museums, theatres, cable, internet, libraries, shopping malls, community organizations, etc. exist to a much lesser extent in poorer neighborhoods and can cause individuals to be much farther

behind in many social, economic, and educational ways.

Or … Teacher showing these and students figure

it out.

Would you rather…

Summarizing and Note Taking Summarizing involves

analyzing information and restating the main ideas in their own words

Students must effectively delete, substitute, and keep certain pieces of information

Note Taking is considered an ongoing process

Students should continue to add and build their notes over an entire unit

Notes should be used as study guides for tests

Verbatim is the least effective means of note taking

Technology IntegrationInspiration - “Somebody, Wanted,

But, So” Uses an Inspiration template

to identify the goal, conflict, and the solution of a character in a fictional story or an actual person.

Reinforcing Effort & Providing RecognitionKey Concepts Technology Integration

When students are recognized for their efforts, achievement tends to be higher

Reward hard work not the grade

Hold high expectations so rewards don’t lose importance

Use symbolic recognition, not concrete rewards

Be consistent

Have Students create their own rewards for each other by using Make Awards For Kids Program http://kidbibs.com/awards/card.htm

Non-Linguistic Representation

Showing what you know but not in words!!!

If you are doing a lesson on cause and effect, a student may draw a picture of the cause and then a picture of the effect.

Cause EffectIf you are doing a lesson on creating mental images, students can draw a picture of what they see in their mind. I see………

A link you can go to that is good for elementary students for creating organizers is www. inspiration.com/kidspiration.

Why Use It?

Types of Comparisons

Technology Integration

The brain seeks patterns, connections and relationships to

connect new learning to prior learning.

Compare, Classify, Metaphors, Analogies

Tchart, Comparison Matrix (Attributes), Venn Diagram, Frayer Model,

QAR, Classifying, Compare Frame, Creating Analogies

Examples

http://www.edhelper.com/venn_diagrams.htm

http://www.boardmakershare.com/Activity/585994/word-journey-sorts/

http://www.vrml.k12.la.us/cc/gr_organ/tchart/tchart.asp

http://internationalstudies.uchicago.edu/outreach/resources/climatechange/3-VocabularyLessons/ClimateChange-3-FrayerModelTemplateforusewithActivity.pdf

Identifying Similarities and Differences

45 Percent Gain of Knowledge

Summarizing and Note Taking-Strategy to assist students in identifying the main points of

focus in a lesson

Teaching Activities include:Jigsaws, Graphic Organizers/Mind Maps, Templates, and

Reciprocal Teaching

Reciprocal Teaching- Sammy the Summarizer, Quentin the Questioner, Clara the Clarifier and Peter the Predicter

http://www.youtube.com/watch?v=8oXskcnb4RA

Generating and Testing Hypothesis(Yields a 23 percentile gain)

Students should generate, explain, test and defend hypotheses using both inductive and deductive

strategies through problem solving, history investigation, invention, experimental inquiry, and

decision making.

Generating and Testing Hypothesis

• Thinking processes, constructivist practices, investigate, explore, social construction of knowledge, use of inductive and deductive reasoning, questioning the author of a book, finding other ways to solve same math problem, etc.

Solving Quadratic Inequalities

2 2 8x x

• Predict the values of x that satisfy the given inequalities.

• Use a graphing calculator to verify your prediction.

“CUES”A R E VA R I O U S T Y P E S O F A N T I C I PAT O RY S E T S U S E D T O F I N D O U T W H AT T H E S T U D E N T A L R E A D Y K N O W S A B O U T A T O P I C O R H O W T H E Y F E E L A B O U T A T O P I C .

“QUESTIONS”S H O U L D B E S P E C I F I C A N D U S E D T O D I R E C T S T U D E N T S T O W H AT W E WA N T T H E M T O L E A R N. C A N B E G I V E N O R A S K E D T H R O U G H O U T T H E L E S S O N T O H E L P D I R E C T S T U D E N T S A N D K E E P T H E M O N TA S K .

“ADVANCE ORGANIZERS”C A N B E TA N G I B L E , S U C H A S A KW L H C H A R T, O R V E R B A L , S U C H A S A D I R E C T I O N A B O U T P R E V I E W I N G A N U P C O M I N G C H A P T E R O R L E S S O N. A R E U S E D T O H E L P D E V E L O P H I G H E R L E V E L T H I N K I N G.

“TECHNOLOGY”“ I N S P I R AT I O N ” - C A N TA K E I N F O R M AT I O N T Y P E D I N A N D T U R N I T I N T O A G R A P H I C O R G A N I Z E R O R O U T L I N E .

Questions, Cues and Advance Organizers

Generating and Testing HypothesisNOT FOR SCIENCE ONLY!!

Necessity the mother of invention!

DEDUCTIVE REASONING THE CREATION AND EVALUATION of a prediction

FrameworkAwareness of ProblemsInvestigationSystemic Analysis

Kids Design Network

Homework & Practice

• PRACTICE, PRACTICE, PRACTICE Homework provides opportunities for students to practice, review, and apply knowledge

• DISTRIBUTED PRACTICE In order for students to become proficient in a new skill/concept, they need to practice that skill/concept many times

• GUIDED PRACTICE The first few practice sessions have the greatest impact in determining how quickly the students will become proficient in the new skill/concept

Ways to Use Technology

Online PracticeSites

Post HW Assignments to Websites

Homework and Practice

Homework & Practice The amount of homework given should

vary depending on the age of the student (younger student=less homework).

Clearly state the purpose of the Homework or Practice and your expectations for completing it.

Homework and Practice is most effective when appropriate feedback is given.

When assigning homework, students should be able to complete it independently, with little parental involvement.

Technology Integration Post your homework and

expectations on a teacher site. There are MILLIONS of

websites available for extra practice (Brain Pop, Flash Card Exchange, Fun Math 4 Kids, PBS Kids, Starfall, etc).

Blogs Audacity/Movie Maker Online Teacher-Created Quizzes

(Quia, Wiki/Google Docs, etc)

The use of homework yields a 28 percentile gain in student achievement.

Remember: Students need to practice a skill 24 times before reaching 80% competency!

Reinforcing Effort and Providing RecognitionEd Grasso

Summary of Research on Reinforcing Effort While students see their ability to succeed a result of, who they know, luck, and

effort, they can be taught to emphasize their effort as a primary causal agent in their success.

Classroom Practice in Reinforcing Effort Teach students the connection between their effort and achievement by having them

keep track of their results.

Summary of Research on Providing Recognition While providing students with rewards doesn’t negatively affect their intrinsic

motivation to succeed, that reward is most effective when coupled with the expectation to achieve a certain goal.

Classroom Practice in Providing Recognition Rewards or recognition of student success is best when personalized to the student and

when specific to whatever goal the student may have achieved.

Generating and Testing Hypotheses“Cognitively Complex Tasks”Students can use inductive or deductive reasoningThe brain is innately curious and seeks patterns

in new information to make connections to prior knowledge.

Tools in the classroom: Research; Persuasive Writing; Debates; Investigation; Case Studies; Problem-based/Inquiry

Technology that supports this strategy: Students can utilize an online resource to test their hypothesis on adjusting angles and speeds of comets to “hit” Jupiter http://amazing-space.stsci.edu/resources/explorations/impact/home.html

Pop Art PortraitsWho are you?

Who are you? Think of six characteristics that describe you?

Describe you physical features: color eyes, hair, shape face, facial planes.

What do you dream about? What makes you you?

The Mysterious Mona Lisa

The Mysterious YOU!