Evidence-Based Strategies

Return - https://go.mgpd.org/ebs | Twitter: @mGuhlin @tcea

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?"

Let's Get Started!

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.

Share in Chat: Top Three Digital Tools

Scenario: Your co-teacher has asked, "What are some digital tools that you would use to teach a history lesson (or math, or language arts, you decide)? How would you approach this?"

In the Chat: Share your top three digital tools that are your "go-to" tools.

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).

  1. The Formula for High Yield Lesson Design

  2. Brain-Based Learning (BBL)

  3. Teaching with Culture in Mind (TCM)

  4. Evidence-Based Strategies

  5. Power of Coaching

  6. Speed Your Learning

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:

(BBL+ TCM&SEL + HESIS + EdTech) * Coaching –> Accelerated Student Growth for All Learners

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

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

Did you know that there are a ton of brain-based learning myths?

Bonus: See Solution Approaches (shown right)

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.

What is relevant and meaningful to an individual is based on his or her cultural frame of reference."
(Source: Zaretta Hammond)

This is their schema.

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).

A Quick Activity (Not Really)

In her book, Hammond discusses three levels of culture.

As a fun activity, without getting too deep, please take a moment to collaborate on this Wakelet to add ONE thing to each of the three columns dealing with culture.


Adapted from Source Activity via Ohio Leadership

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.

Some key lessons include:

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).

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).

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.

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.

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."

- Hattie, Fisher and Frey (Visible Learning for Mathematics, 2017)

Use the Best Strategy at the Right Time

Foundation/Core Strategies

Strategies that you can use anytime, regardless of learning intention or what phase of learning your students are in.

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

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

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

Semantic Map

Concept Sorts

Deep Learning

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.

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

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.

All four strategies need to be used in each 15 to 30 minute session to obtain best results. Learn more.

Transfer Learning

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.

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?

Carrie Rosebruck's Explicit Reading Strategies

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.

Mike Bell's The Fundamentals of Teaching

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.

Get the
Amazing Learning Design Online (ALDO),
a tool for guiding lesson design for diverse learners.

Get the Outline and Choice Board!

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

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.

Ask yourself key questions, as well as encourage your students to reflect on their learning.

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.

What's the Formula again?

(BBL+ TCM + HESIS + EdTech) * Coaching –> Accelerated Student Growth

5-Power of Coaching

There are many approaches to instructional coaching, each offering amazing tools and suggestions.

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.

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

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


(Pssst...it's not really 50 questions)