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See how Google Workspace serves as a platform for evidence-based strategies mediated through the popular 5E Model.
See how Google Workspace serves as a platform for evidence-based strategies mediated through the popular 5E Model.
In this session, you will see how Google Workspace tools can enhance each aspect of the 5E Model. High-effect size strategies will be shared that complement each of the five Es in the 5E Model.
In this session, you will see how Google Workspace tools can enhance each aspect of the 5E Model. High-effect size strategies will be shared that complement each of the five Es in the 5E Model.
Wait, wait, before we get started!! Let's take a moment to ask ourselves, "How do I feel today?"
Acknowledging our feelings can get us feeling "meta" and assist us in moving forward in line with, or in spite of, how we feel.
Wait, wait, before we get started!! Let's take a moment to ask ourselves, "How do I feel today?"
Acknowledging our feelings can get us feeling "meta" and assist us in moving forward in line with, or in spite of, how we feel.
Topics
Topics
1- A Quick Review....
1- A Quick Review....
Strategies That Work
Strategies That Work
“How do you know if what you’re doing in the classroom is effective?”
“How do you know if what you’re doing in the classroom is effective?”
John Hattie developed a way of synthesizing various influences in different meta-analyses according to their effect size (Cohen’s d). In his ground-breaking study “Visible Learning” he ranked 138 influences that are related to learning outcomes from very positive effects to very negative effects.
John Hattie developed a way of synthesizing various influences in different meta-analyses according to their effect size (Cohen’s d). In his ground-breaking study “Visible Learning” he ranked 138 influences that are related to learning outcomes from very positive effects to very negative effects.
Hattie found that the average effect size of all the interventions he studied was 0.40. Therefore he decided to judge the success of influences relative to this ‘hinge point’, in order to find an answer to the question “What works best in education?”
Hattie found that the average effect size of all the interventions he studied was 0.40. Therefore he decided to judge the success of influences relative to this ‘hinge point’, in order to find an answer to the question “What works best in education?”
Want to maximize student growth? Select instructional strategies that work best for different phases of learning.
Want to maximize student growth? Select instructional strategies that work best for different phases of learning.
Prior knowledge is the information and educational context a learner already has before they learn new information. A learner's understanding of educational material can be improved by taking advantage of their prior knowledge before dealing with the new material (Source).
Activate Prior Knowledge through the use of strategies like graphic organizers, concept maps, KWL charts, anticipatory sets, and brainstorming (Source).
Prior knowledge is the information and educational context a learner already has before they learn new information. A learner's understanding of educational material can be improved by taking advantage of their prior knowledge before dealing with the new material (Source).
Activate Prior Knowledge through the use of strategies like graphic organizers, concept maps, KWL charts, anticipatory sets, and brainstorming (Source).
Surface Learning
Surface Learning
Content focused.
Content focused.
At this stage, you introduce students to concepts, skills, and/or strategies. Think of it as building a strong foundation. Strategies seek to help student gain requisite knowledge needed to move forward to deep learning.
Deep Learning
Deep Learning
Relationship in and among contents.
Relationship in and among contents.
We define deep learning as a period when students consolidate their understanding and apply and extend some surface learning knowledge to support deeper conceptual understanding . . . We think of this as a 'sweet spot' that will often take up more instructional time, but can be accomplished only when students have the requisite knowledge to go deeper.
Transfer Learning
Transfer Learning
Transfer of new skills to new situations or tasks.
Transfer of new skills to new situations or tasks.
Transfer learning [is] the point at which students take their consolidated knowledge and skills and apply what they know to new scenarios and different contexts. It is also a time when students are able to think metacognitively, reflecting on their own learning and understanding.
Source: Hattie, Fisher and Frey (Visible Learning for Mathematics, 2017)
Example Learning Intentions & Strategies
Example Learning Intentions & Strategies
Two Questions To Remember
Two Questions To Remember
- "What will YOU as the teacher do?" This involves mapping out what ONE instructional strategy you are going to use.
- “What will you and your students be doing in the lesson?” Carefully select and define what strategy your students will be engaged in. (Source: Weston Kieschnick, BOLD Schools)
Remember to match the strategies you choose to your learning intention, or the phase of learning students are in.
Remember to match the strategies you choose to your learning intention, or the phase of learning students are in.
Matching Strategies and Digital Tools
Matching Strategies and Digital Tools
See how you can match various strategies and digital tools. These two documents provide some example connections.
See how you can match various strategies and digital tools. These two documents provide some example connections.
Turn and Talk
Turn and Talk
- What's ONE insight you have had so far (if any)?
- How are you putting high-effect size instructional strategies and technology together to accelerate learning?
2 - 5E Model
2 - 5E Model
The 5E Model often presents as an inquiry-based model. That strategy has an effect size of 0.46:
The 5E Model often presents as an inquiry-based model. That strategy has an effect size of 0.46:
Inquiry-based teaching is an educational practice where students assume a role. That role involves behaving as scientists or philosophers. They generate questions and seek to develop answers through the accumulation of evidence. This could include asking questions and solving problems. It often includes procedures such as small-scale investigations and practical projects (adapted from VisibleLearningMetaX).
How could we use the 5E Model to better effect?
How could we use the 5E Model to better effect?
The use of Direct Instruction (d=0.59) and flipped learning could serve as two other strategies. Or we could rely on the jigsaw method (d=1.20). But what if I wanted the whole of student learning to fit inside of the 5E model?
The use of Direct Instruction (d=0.59) and flipped learning could serve as two other strategies. Or we could rely on the jigsaw method (d=1.20). But what if I wanted the whole of student learning to fit inside of the 5E model?
Activity: Unpacking The Strategies
Activity: Unpacking The Strategies
Work with partner(s) to review the links (click on the image). Share THREE facts and ONE INSIGHT for each of the provided links. You will share your 3 Facts and 1 Insight in the corresponding jamboard. You have EDIT rights. Avoid deleting others' work and duplicate a jamboard panel if you need more room/space.
Work with partner(s) to review the links (click on the image). Share THREE facts and ONE INSIGHT for each of the provided links. You will share your 3 Facts and 1 Insight in the corresponding jamboard. You have EDIT rights. Avoid deleting others' work and duplicate a jamboard panel if you need more room/space.
Approach #2: 5E Modeling: Engage with Google's Applied Digital Skills Lessons
Approach #2: 5E Modeling: Engage with Google's Applied Digital Skills Lessons
Have you had the opportunity to see and view Google’s free Applied Digital Skills curriculum? This curriculum provides you with videos that focus on building students’ project-based problem-solving skills. Targeted at middle and high school students and open to adult learners, the curriculum follows a simple format. Let’s walk through the format together before we adapt it to a 5E Model lesson plan format.
Exit Ticket
Exit Ticket
(Pssst...it's not really 50 questions)
Want to Learn More about Strategies That Work?
Want to Learn More about Strategies That Work?
Get the app...
Get the app...
You may be implementing classroom instructional strategies, unsure of their impact. The app shared here introduces you to strategies that enjoy research-based support.
You may be implementing classroom instructional strategies, unsure of their impact. The app shared here introduces you to strategies that enjoy research-based support.
Broaden your awareness of these strategies, no matter your experience as a teacher.
Broaden your awareness of these strategies, no matter your experience as a teacher.
Read these blog entries....
Read these blog entries....
Register for these online courses....
Register for these online courses....
The purpose of this course is to hone your feedback with digital tools. At the end of the course, you will walk away with several tools you can use, as well as clearly understand how they enhance the feedback process. This online, self-paced course offers digital tools aligned to multiple strategies that work. Those strategies include feedback (d>0.64), retrieval practice (a.k.a. practice testing with d>0.46), spaced vs massed practice (d>0.65), and the modality effect (d>0.55). Each complements the primary role of the feedback strategy within the context of easy-to-use digital tools. Learning when and how to use them within the context of a high-effect size instructional strategy will maximize their impact.
The purpose of this course is to introduce blended learning, develop a process for creating engaging learning experiences leveraging blended learning models, and provide effective and efficient methods for engaging all learners. This online, self-paced course offers tools and ideas for planning and implementing blended learning models of instruction, and provides examples of authentic experiences you can use with students in a variety of learning environments.
The purpose of this online, self-paced course is to assist educators in getting more comfortable with Chromebook use. Using a Chromebook has become a necessity for some remote teachers. This course covers the basics and shares a wide variety of tips and suggestions working within a Chromebook environment.
The purpose of this self-paced, online course is to help educators build a foundational understanding of how to implement student self-reported grades, one of John Hattie’s effective instructional strategies, in the classroom.
In a self-paced, online course, participants will develop skills and capacity needed to facilitate remote learning opportunities for students. Earn 12 credit hours of CPE and 6 credit hours of Gifted and Talented (GT)
The purpose of this course is to expand your comfort zone and broaden your knowledge of the tools available. You will get the opportunity to see new tools and ideas and try them out if you want to. This is a great introduction to many of the tools you may need to use in remote learning.
The purpose of the course is for you to adapt evidence-based instructional strategies for your own use in the classroom. The content is intended for those who may or may not be familiar with John Hattie's work as elaborated on in Visible Learning. This particular course focuses on building a foundation on evidence-based strategies that encompass the entire teaching and learning process.
The purpose of the course is for you to adapt Surface Learning strategies for your own use in the classroom. The content is intended for those who may or may not be familiar with John Hattie's work as elaborated on in Visible Learning. This particular course focuses on building a foundation on Surface Learning Strategies that focus on the introduction of new content to students.
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