While reading Marzano’s chapter on
effective Instructional Strategies I
was surprised by the percentile gain elicited from homework and practice (28)
versus questions, cues and advance organizers (22). I think there’s a fine line
when it comes to homework and it caused me to reflect on the homework I’m
assigning: how much, what kind and am I providing enough feedback on it?
Also, at first I was surprised by
the percentile gain of 45 when using the strategy of “identifying similarities
and differences.” However, the further I read the more I came to understand
that this strategy helps students to tap into what they already know and make
personal connections to prior learning and content. I’ve seen first-hand how
powerful this strategy can be so it became more justified as I read.
This next week I’m planning to be
more intentional about the implementation of the following strategies:
-providing more opportunities for
students to compare and classify new and prior information.
-I’ve used double-bubble maps periodically throughout
the past few months and find that students really like them!
-While I’ve improved the use of
student journals for note taking and reflecting in all the subjects, I want to
be more intentional about having my students summarize their learning at the
end of the lesson. I could have them do this via an exit slip or in their
journals right under their learning goals. I would then randomly check 5-10
journals.
-homework: I typically give
homework once a week in math and in reading (two separate assignments) and then
give the students a week to complete. These homework assignments consist of a
few pages that allow them to practice strategies they have previously learned.
However, rarely do I find time to provide effective feedback. I simply skim for
understanding, star or circle problems and give it back. I think if I provide a
few less problems it’ll allow me to provide this feedback more intentionally.
Less is more in this case!
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