Pulaski County Public Schools

Mentor/Mentee Handbook

PreK - 12

Monthly Reminders, Information and Ideas

For Promoting the Growth

Of New Teachers

New Teachers’ Schedule for Pre-Service Days

Friday, August 2, 2019: School Board Office, First Floor

8:30 – 3:30 Ms. Teresa Harless, Director of Human Resources - Policies and Requirements

Breakfast will be provided; lunch is on your own.

Monday, August 5, 2019: Riverlawn Elementary School, Community

Room

8:15 – 8:30 Welcome and Introductions

8:30 – 9:45 Curriculum Issues, Special Education, Student Services

9:45 – 10:00 Pulaski County Education Association – Representatives

10:00 – 10:15 Break

10:15-noon Technology

12:00 – 1:00 Luncheon provided in the Riverlawn Cafeteria by School Nutrition

1:30 - 3:30 Return to your home school for on-site orientation with administrators

K-2 Teachers will remain at Riverlawn Elementary for Fountas and Pinnell training

New Teacher Meetings TBD

Mentor Assignment Guidelines The following teachers MUST be assigned a mentor:

1. New teachers to the education profession

The following teachers are STRONGLY suggested to be assigned a mentor:

1. Teachers new to Pulaski County Public Schools

The following teachers MAY be assigned a mentor per teacher and/or administrator request:

1. A teacher who has left PCPS and then returned (The decision on whether to assign a mentor will

depend on number of years of experience, teaching assignment, comfort level of teacher, etc.)

2. A teacher who has changed schools within PCPS

3. A teacher who has changed teaching position/assignment (Examples may include the following: general

ed. to special ed. or general ed. to Title 1.)

Mentors may earn up to 90 recertification points upon completion of checklist and log of contact hours.

Each mentor will send a contact log to Mary Rash. One professional development point will be awarded to

the mentor only per one hour of mentor/mentee meetings and activities.

Mentor Log of Contact Hours

Name of Mentor:

School:

Name of Mentee:

Date Completed:

Date Topic

Covered

Amount of

Time (in hours and minutes)

Comments/Notes

PCPS Mentor/Mentee

Date Topic

Covered

Comments/Notes Amount of

time (in hours and minutes)

Total Hours

I certify that I have completed the above supervision activities during the 2019-2020 school year and that the hours reported are accurate.

____________________

Printed Name of Mentor Signature of Mentor

Printed Name of Administrator Signature of Administrator

****************************************************************************

Central Office Signature Date

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August Administrators

• Introduce mentors to mentees

Mentoring Calendar

• Take New Teacher (NT) on a tour of the building

• Review opening week meetings and schedule

• Explain how PLCs work within your building

• Explain the teacher performance evaluation process

Mentors

• Thoroughly read and discuss the Teacher Handbook

http://www.pcva.us/departments/cia/pacingguides/handbooks/TeacherHandbook.pdf

• Discuss the expectation of lesson plans, Marzano strategies and using Bloom’s Revised Taxonomy

• Demonstrate how to use Power Teacher grade book

• Ensure that the NT has all needed materials

• Ensure NT has a school calendar

WEB CONNECTIONS: https://www.effectiveteaching.com/pdf/implementationguide.pdf Please refer your

NT to this Harry Wong Implementation Guide and consider using the guide throughout the year for your

Mentor/mentee meetings.

September Administrators

• Explain the expectation of using and following pacing guides, Curriculum Framework and Essential

Knowledge and SOL Blueprints for all subject areas

• Explain the child study referral process and arrange for NT to observe a child study meeting

• Arrange for NT to observe other teachers

• Review procedures for emergency drills

Mentors

• Thoroughly read and discuss the Teacher Handbook

http://www.pcva.us/departments/cia/pacingguides/handbooks/TeacherHandbook.pdf

• Review student cumulative records

• Provide guidance, and if available, examples of substitute folders or kits

WEB CONNECTIONS: The new teacher meeting this month will be with Ginny Hagee, an enthusiastic

PMS teacher who will share Total Participation Tips within the classroom. Use this article either before or

after the meeting to add to this discussion: http://www.edutopia.org/classroom-student-participation-tips

October Administrators

• Provide guidance and/ or support to mentor/mentee teams on monthly topics

• Discuss formal observation procedures

Mentors

• Discuss concerns about students who are struggling and identify interventions that may be effective

• Discuss parent/teacher conferences procedure

http://www.pcva.us/departments/cia/pacingguides/handbooks/TeacherHandbook.pdfhttps://www.effectiveteaching.com/pdf/implementationguide.pdfhttp://www.pcva.us/departments/cia/pacingguides/handbooks/TeacherHandbook.pdfhttp://www.edutopia.org/classroom-student-participation-tips

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WEB CONNECTIONS: http://www.hfrp.org/var/hfrp/storage/fckeditor/File/Parent-Teacher-

ConferenceTipSheet-100610.pdf Review this article which includes suggestions for successful

parent/teacher conferences.

Additional Topic: Discipline

The October meeting for NT will cover discipline in the classroom. We will have a panel of PCPS personnel to

discuss this topic.

November and December Administrators

• Review semester exam and SOL testing policies/procedures

Mentors

• Explain that the days before Winter Break may allow for lost instructional time and guide NT in

planning meaningful and engaging learning experiences

WEB CONNECTIONS: Last month the NT meeting focused on discipline strategies. Follow up in November

with this article on classroom management: http://www.educationworld.com/a_curr/curr155.shtml Additional Topic: WRITING

Share this site with NTs and review the resources offered by the

VDOE. http://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/

January Mentors

• Hold an extensive review of the pacing guides/ curriculum guides and help NT make necessary

adjustments.

• Assist NT in developing systems for monitoring progress and being aware of students who may be in

danger of failing.

• Discuss the process of Core Team and help NT prepare the required documents if he/she has one or

more students who need to be referred.

WEB CONNECTIONS: This model, developed by Ellen Moir, New Teacher Center, University of Santa Cruz,

shows the phases of first year teaching:

Here is the article that goes along with the graph

above. http://www.lbschools.net/Main_Offices/Curriculum/Professional_Development/first_year_teachers.cfm

http://www.hfrp.org/var/hfrp/storage/fckeditor/File/Parent-Teacher-ConferenceTipSheet-100610.pdfhttp://www.hfrp.org/var/hfrp/storage/fckeditor/File/Parent-Teacher-ConferenceTipSheet-100610.pdfhttp://www.hfrp.org/var/hfrp/storage/fckeditor/File/Parent-Teacher-ConferenceTipSheet-100610.pdfhttp://www.educationworld.com/a_curr/curr155.shtmlhttp://www.doe.virginia.gov/testing/sol/standards_docs/english/2010/online_writing/http://www.lbschools.net/Main_Offices/Curriculum/Professional_Development/first_year_teachers.cfm

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February Administrators

• Remind your mentee that New Teacher meetings resume this month on February 15, 2017.

• Remind NT of the expectation that he/she incorporate Marzano strategies into daily instruction.

Mentors

• Remind your mentee that New Teacher meetings resume this month on February 15, 2017.

• Help NT prepare for parent/teacher conferences. • Review Marzano strategies with NT.

• NT needs to be prepared to share Marzano strategies that they have incorporated into their instruction.

WEB CONNECTIONS: https://www.teachingchannel.org/videos/parent-teacher-conference-tips This video is

a good discussion builder for you and your mentee. Share it in your meeting.

Marzano strategy sites for discussion: http://www.palmbeachschools.org/qa/documents/Handout5-

MarzanoHighYieldStrategies.pdf

http://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/cali/setting_the_record_straight_on_hield_yield_strategies.pdf

http://www.readwritethink.org/classroom-resources/student-interactives/

March Mentors WEB CONNECTIONS: http://surn.blogs.wm.edu/2014/02/20/helping-students-beat-sol-testing-anxiety/

Discuss this article and add tips of your own for helping students prepare for SOL testing.

April Mentors WEB CONNECTIONS: http://www.minds-in-bloom.com/2011/06/20-teacher-end-of-year-reflection.html

Discuss this article.

May Mentors

• Inform NT of end-of-year procedures.

https://www.teachingchannel.org/videos/parent-teacher-conference-tipshttp://www.palmbeachschools.org/qa/documents/Handout5-MarzanoHighYieldStrategies.pdfhttp://www.palmbeachschools.org/qa/documents/Handout5-MarzanoHighYieldStrategies.pdfhttp://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/cali/setting_the_record_straight_on_hield_yield_strategies.pdfhttp://www.sde.ct.gov/sde/lib/sde/pdf/curriculum/cali/setting_the_record_straight_on_hield_yield_strategies.pdfhttp://www.readwritethink.org/classroom-resources/student-interactives/http://surn.blogs.wm.edu/2014/02/20/helping-students-beat-sol-testing-anxiety/http://surn.blogs.wm.edu/2014/02/20/helping-students-beat-sol-testing-anxiety/http://www.minds-in-bloom.com/2011/06/20-teacher-end-of-year-reflection.html

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Use of Bloom’s Revised Taxonomy. Activities using the higher levels of the taxonomy are

encouraged and expected for each lesson presented. Make sure you include these in your lesson

plans.

BLOOM’S REVISED TAXONOMY

Creating Generating new ideas, products, or ways of viewing things

Designing, constructing, planning, producing, inventing.

Evaluating Justifying a decision or course of action

Checking, hypothesizing, critiquing, experimenting, judging

Analyzing Breaking information into parts to explore understanding and

relationships Comparing, organizing, deconstructing, interrogating, finding

Applying Using information in another familiar situation

Implementing, carrying out, using, executing

Understanding Explaining ideas or concepts

Interpreting, summarizing, paraphrasing, classifying, explaining

Remembering Recalling information

Recognizing, listing, describing, retrieving, naming, finding

To help you in planning questions and activities, use this verb chart to help you choose higher

level thinking skills to be used in your lessons.

PO

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NT

IAL

AC

TIV

ITIE

S &

PR

OD

UC

TS

M

AT

ER

IAL

S

SIT

UA

TIO

NS

V

ER

BS

Revised Blooms Taxonomy – Verbs, Materials/situations that require this level of thinking, Potential

activities and products

REMEMBERING UNDERSTANDING APPLYING ANALYZING EVALUATING CREATING

Tell, List, Describe, Explain, Interpret, Solve, Show, Use, Analyze, Judge, Select, Create, Invent, Relate, Locate, Write, Outline, Discuss, Illustrate, Construct Distinguish, Choose, Decide, Compose, Predict

Find, State, Name, Distinguish, Predict, Complete, Examine Examine, Compare Justify, Debate, Plan, Construct

Identify, Label, Restate, Translate, Classify, Choose Contrast, Verify, Argue, Design, Imagine

Recall, Define, Compare, Describe, Interpret, Make Investigate Recommend, Propose, Devise

Recognize, Match, Relate, Generalize, Put together, Change, Categorize, Assess, Discuss, Formulate,

Reproduce, Summarize, Put into your Apply, Produce, Identify Rate, Prioritize, Combine,

Memorize, Draw, own words, Paraphrase, Translate, Calculate, Explain, Separate Determine, Hypothesize,

Select, Write, Recite Convert, Demonstrate, Manipulate, Modify, Advertise, Take Critique, Evaluate, Originate, Add to,

Visualize, Find out more put into practice apart Criticize, Weigh, Forecast, information about Differentiate, Value, estimate, Subdivide, deduce defend

Events, people, Speech, stories, drama, Diagrams, sculptures, Surveys, Recommendations, Experiments, newspapers, cartoons, diagrams, illustrations, questionnaires, self-evaluations, games, songs,

magazine articles, graphs, summaries, dramatizations, arguments, group discussions, reports, poems,

definitions, videos, outlines, analogies, forecasts, problems, models, displays, debates, court speculations,

dramas, textbooks, posters, bulletin boards. puzzles, demonstrations, trials, standards, creations, art,

films, television organizations, diagrams, systems, editorials, values. inventions, drama, programs, recordings, classifications, rules, conclusions, rules. media presentations systems, routines. reports, graphed

information Make a list of the Cut out or draw pictures Construct a model to Design a Prepare a list of Invent a machine main events . to show a particular demonstrate how it questionnaire to criteria to judge a to do a specific

Make a timeline of event. will work. gather information. ……..show? task.

events. Illustrate what you think Make a diorama to Write a Remember to Design a building Make a facts chart. the main idea was. illustrate an commercial to sell indicate priorities to house your

Write a list of any Make a cartoon strip important event. a new product. and ratings. study.

pieces of information showing the sequence of Make a scrapbook Conduct an Conduct a debate Create a new

you can remember. events. about the areas of investigation to about a special product, give it a List all the …in the Retell the story in your study. produce issue. name and then

story. own words. Make a papier-mache information to Make a booklet devise a marketing

Make a chart Paint a picture of some map to include support a point of about 5 rules you strategy.

showing.. aspect you like. relevant information view. see as important to Write about your Make an acrostic. Write a summary report about an event. Construct a graph convince others. feelings in relation

Recite a poem of an event. Take a collection of to illustrate Form a panel to to …

Prepare a flow chart to photographs to selected discuss views. Design a record, illustrate the sequence of demonstrate a information. Write a letter to .... book or magazine events. particular point. Make a jigsaw advising on cover. Make a coloring book. Make up a puzzle puzzle. changes needed at Sell an idea. game showing the Make a family tree … Devise a way to … ideas from an area of showing Write a half yearly Compose a rhythm study. relationships. report. or put new words Make a clay model of Put on a play about present your point to an old song. an item in the area. he study area. of view. Design a market Write a biography strategy for your of the study product. person. Dress a doll in Prepare a report. costume. Arrange a party Paint a mural. and record as a Write a textbook procedure. outline. Review apiece of art including form, color and texture

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11

Marzano’s Research Based Strategies

Pulaski County has done extensive professional development work with these strategies.

As a teacher, you are expected to use these strategies on a daily basis is every lesson plan.

Your evaluator will be looking for these strategies and their use will become a part of

your evaluation.

Researchers at Mid-continent Research for Education and Learning (McREL) have

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.

1. Identifying similarities and differences

2. Summarizing and note taking

3. Reinforcing effort and providing recognition

4. Homework and practice

5. Nonlinguistic representations

6. Cooperative learning

7. Setting objectives and providing feedback

8. Generating and testing hypotheses

9. Cues, questions, and advance organizers

The following is an overview of the research behind these strategies as well as some

practical applications for the classroom.

1. Identifying Similarities and Differences The ability to break a concept into its similar and dissimilar characteristics allows students to understand (and often solve) complex problems by analyzing them in a more

simple way. Teachers can either directly present similarities and differences,

accompanied by deep discussion and inquiry, or simply ask students to identify

similarities and differences on their own. Research shows while teacher-directed

activities focus on identifying specific items, student-directed activities encourage

variation and broaden understanding. Research also notes that graphic forms are a good

way to represent similarities and differences.

Applications: * Use Venn diagrams or charts to compare and classify items. * Engage students in comparing, classifying, and creating metaphors and analogies.

2. Summarizing and Note Taking These skills promote greater comprehension by asking students to analyze a subject to expose what's essential and then put it in their own words. According to research, this

requires substituting, deleting, and keeping some things and having an awareness of the

basic structure of the information presented.

http://www.ascd.org/readingroom/books/marzano01book.html#chapter1

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Applications: * Provide a set of rules for creating a summary. * When summarizing, ask students to question what is unclear, clarify those questions,

and then predict what will happen next in the text.

Research shows that taking more notes is better than fewer notes, though verbatim note

taking is ineffective because it does not allow time to process the information. Teachers

should encourage and give time for review and revision of notes; notes can be the best

study guides for tests.

Applications: * Use teacher-prepared notes. * Stick to a consistent format for notes, although students can refine the notes as

necessary.

3. Reinforcing Effort and Providing Recognition Effort and recognition speak to the attitudes and beliefs of students, and teachers must show the connection between effort and achievement. Research shows that although not

all students realize the importance of effort, they can learn to change their beliefs to

emphasize effort.

Applications: * Share stories about people who succeeded by not giving up. * Have students keep a log of their weekly efforts and achievements, reflect on it

periodically, and even mathematically analyze the data.

According to research, recognition is most effective if it is contingent on the achievement

of a certain standard. Also, symbolic recognition works better than tangible rewards.

Applications: * Find ways to personalize recognition. Give awards for individual accomplishments. * "Pause, Prompt, Praise." If a student is struggling, pause to discuss the problem, then

prompt with specific suggestions to help her improve. If the student's performance

improves as a result, offer praise.

4. Homework and Practice Homework provides students with the opportunity to extend their learning outside the classroom. However, research shows that the amount of homework assigned should vary

by grade level and that parent involvement should be minimal. Teachers should explain

the purpose of homework to both the student and the parent or guardian, and teachers

should try to give feedback on all homework assigned.

Applications: * Establish a homework policy with advice-such as keeping a consistent schedule, setting, and time limit-that parents and students may not have considered.

* Tell students if homework is for practice or preparation for upcoming units.

* Maximize the effectiveness of feedback by varying the way it is delivered.

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Research shows that students should adapt skills while they're learning them. Speed and

accuracy are key indicators of the effectiveness of practice.

Applications: * Assign timed quizzes for homework and have students report on their speed and accuracy.

* Focus practice on difficult concepts and set aside time to accommodate practice

periods.

5. Nonlinguistic Representations According to research, knowledge is stored in two forms: linguistic and visual. The more students use both forms in the classroom, the more opportunity they have to achieve.

Recently, use of nonlinguistic representation has proven to not only stimulate but also

increase brain activity.

Applications: * Incorporate words and images using symbols to represent relationships. * Use physical models and physical movement to represent information.

6. Cooperative Learning Research shows that organizing students into cooperative groups yields a positive effect on overall learning. When applying cooperative learning strategies, keep groups small

and don't overuse this strategy-be systematic and consistent in your approach.

Applications: * When grouping students, consider a variety of criteria, such as common experiences or interests.

* Vary group sizes and objectives.

* Design group work around the core components of cooperative learning-positive

interdependence, group processing, appropriate use of social skills, face-to-face

interaction, and individual and group accountability.

7. Setting Objectives and Providing Feedback Setting objectives can provide students with a direction for their learning. Goals should not be too specific; they should be easily adaptable to students' own objectives.

Applications: * Set a core goal for a unit, and then encourage students to personalize that goal by identifying areas of interest to them. Questions like "I want to know" and "I want to know

more about . . ." get students thinking about their interests and actively involved in the

goal-setting process.

* Use contracts to outline the specific goals that students must attain and the grade they

will receive if they meet those goals.

Research shows that feedback generally produces positive results. Teachers can never

give too much; however, they should manage the form that feedback takes.

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Applications: * Make sure feedback is corrective in nature; tell students how they did in relation to specific levels of knowledge. Rubrics are a great way to do this.

* Keep feedback timely and specific.

* Encourage students to lead feedback sessions.

8. Generating and Testing Hypotheses Research shows that a deductive approach (using a general rule to make a prediction) to this strategy works best. Whether a hypothesis is induced or deduced, students should

clearly explain their hypotheses and conclusions.

Applications: * Ask students to predict what would happen if an aspect of a familiar system, such as the government or transportation, were changed.

* Ask students to build something using limited resources. This task generates questions

and hypotheses about what may or may not work.

9. Cues, Questions, and Advance Organizers Cues, questions, and advance organizers help students use what they already know about a topic to enhance further learning. Research shows that these tools should be highly

analytical, should focus on what is important, and are most effective when presented

before a learning experience.

Applications: * Pause briefly after asking a question. Doing so will increase the depth of your students' answers.

* Vary the style of advance organizer used: Tell a story, skim a text, or create a graphic

image. There are many ways to expose students to information before they "learn" it.

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Professor John Hattie's Table of Effect Sizes

Hattie says ‘effect sizes' are the best way of answering the question ‘what has the greatest influence on student

learning?'. An effect-size of 1.0 is typically associated with:

• advancing learners' achievement by one year, or improving the rate of learning by 50%

• a correlation between some variable (e.g., amount of homework) and achievement of approximately .50

• A two grade leap in GCSE, e.g. from a C to an A grade

An effect size of 1.0 is clearly enormous! (It is defined as an increase of one standard deviation)

Below is Hattie's table of effect sizes.

Influence Effect Size Source of Influence

Feedback 1.13 Teacher

Student's prior cognitive ability 1.04 Student

Instructional quality 1.00 Teacher

Direct instruction .82 Teacher

Acceleration .72 Student

Remediation/feedback .65 Teacher

Student's disposition to learn .61 Student

Class environment .56 Teacher

Challenge of Goals .52 Teacher

Peer tutoring .50 Teacher

Mastery learning .50 Teacher

Homework .43 Teacher

Teacher Style .42 Teacher

Questioning .41 Teacher

Peer effects .38 Peers

Advance organisers .37 Teacher

Simulation & games .34 Teacher

Computer-assisted instruction .31 Teacher

Testing .30 Teacher

Instructional media .30 Teacher

Affective attributes of students .24 Student

http://www.teacherstoolbox.co.uk/T_effect_sizes.html#feedbackhttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#cognitivehttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#instructionalqualityhttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#direct_instructionhttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#accelerationhttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#Remediationfeedbackhttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#dispositionhttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#challangehttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#peertutorhttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#masteryhttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#Questioninghttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#advanceorganizerhttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#computerhttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#Testinghttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#mediahttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#affective

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Physical attributes of students .21 Student

Programmed instruction .18 Teacher

Audio-visual aids .16 Teacher

Individualisation .14 Teacher

Finances/money .12 School

Behavioural objectives .12 Teacher

Team teaching .06 Teacher

Physical attributes (e.g., class size) -.05 School

Terms used in the table (Interpreted by Geoff Petty)

• An effect size of 0.5 is equivalent to a one grade leap at GCSE

• An effect size of 1.0 is equivalent to a two grade leap at GCSE

• ‘Number of effects is the number of effect sizes from well designed studies that have been averaged to produce the

average effect size.

• An effect size above 0.4 is above average for educational research

The effect sizes are averaged, and are a synthesis of research studies thought to be well designed and

implemented by research reviewers. Hence they are the best guess we have about what has the greatest effect on

student achievement.

Some effect sizes are ‘Russian Dolls' containing more than one strategy e.g. ‘Direct instruction' is a strategy that

includes active learning, structured reviews after one hour, five hours and 20 hours study. There is also immediate

feedback for the learners, and some corrective work if this is necessary.

Hattie does not define most of the terms in his table. My understanding of them is:

Feedback Hattie has made clear that ‘feedback' includes telling students what they have done well (positive

reinforcement), and what they need to do to improve (corrective work, targets etc), but it also includes clarifying goals.

This means that giving students assessment criteria for example would be included in ‘feedback'. This may seem odd,

but high quality feedback is always given against explicit criteria, and so these would be included in ‘feedback'

experiments.

As well as feedback on the task Hattie believes that students can get feedback on the processes they have used to

complete the task, and on their ability to self-regulate their own learning. All these have the capacity to increase

achievement. Feedback on the ‘self' such as ‘well done you are good at this' is not helpful. The feedback must be

informative rather than evaluative. See the feedback page on my website or Teaching Today chapters 6 and 43.

Students prior cognitive ability: This is IQ and similar measures

Instructional quality: This is the student's view of the teaching quality; the research was done mainly in HE

institutions and colleges.

Instructional quantity: How many hours the student is taught for. Direct instruction: Active learning in class,

student's work is marked in class and they may do corrective work. There are reviews after one hour, five hours, and

20 hours study. See the separate handout.

http://www.teacherstoolbox.co.uk/T_effect_sizes.html#Programmed_instructionhttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#Individualisationhttp://www.teacherstoolbox.co.uk/T_effect_sizes.html#behavioural

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Acceleration I think this is very bright students being put forward a year in schools

Home factors Issues such as social class, help with home work, extent to which the learner's education is thought

important; etc

Remediation/feedback Diagnosing what students find difficult, and getting students to fix it.

Student's disposition to learn Student motivation

Challenge of Goals Students being given challenging but at least partially achievable goals

Bilingual programs Self explanatory??

Peer tutoring students teaching each other, peer-explaining, peer-checking, peer-assessing etc

Mastery learning A system of tests and retests of easy material with a high pass mark, if a student does not pass

they must do extra work and then take a retest on the material they were weak at. See Teaching Today by Geoffrey

Petty.

Questioning Students being questioned. The most effective questions are high order ‘why?' ‘how?'' and ‘which is

best?' questions that really make students think . They need to be given time to think too, and can do better if they

work in pairs than work alone.

Effect sizes Below 0.4 now follow. Some of these add a lot of value in a short time so don't ignore them…

Advance organizers A summary of the material in advance that puts some sort of structure to it. This can take a

matter of moments and is best referred back to often.

Computer-assisted instruction Effect sizes for this are gradually rising as the instruction becomes more interactive,

more engaging and generally better designed.

Instructional media Using state of the art visuals, videos, etc

Testing Testing by itself is not as effective as remediation/feedback where the test is used to find what the student

needs to improve and they then do corrective work.

Affective attributes of students The attitudes, beliefs and feelings of students

Programmed instruction A form of instruction that involves students being taught by a computer or set of

workbooks, by doing a series of prescribed tasks. If the student gets an answer wrong they are directed back to

correct their misunderstanding. Devised by Skinner in the 1960s, but not much used now.

Individualisation Students working on an individualised programme of learning. This may work better if students are

not working in a solitary way.

Finances/money Funny ….. this seems to have a larger effect when paid to me…

Behavioural objectives Having and using objectives in the form: “The students should be able to…” immediately

followed by an observable verb. For example ‘explain' is okay because you can listen to, or read the student's

explanation. However ‘understand' isn't behavioural because you can't see or read the understanding.

Retention Students who do not do well enough in one school year, being kept back to do the year again.

Beware Over-interpretation!

Surface learning (e.g. rote remembering without understanding) could produce high effect sizes short term for

low cognitive skills such as remembering. For example the use of mnemonics has an effect size of about 1.1

(There is more to learning than passing memory tests.)

Most of the research was done in schools, though Hattie says effect sizes are remarkably stable and not

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much influenced by age

Some high-effect strategies are ‘Russian Dolls' with other strategies ‘inside'.

Some low effect sizes are not very time consuming and well worth trying for their additive effect.

http://www.teacherstoolbox.co.uk/T_effect_sizes.html

June 26, 2017

http://www.teacherstoolbox.co.uk/T_effect_sizes.html