Research Based Strategies TL Standard 10

Standard 10: Understands effective use of research-based instructional practices

6526 Survey of Instructional Strategies

Background

            In today’s education world, the term “research-based” is a buzz word. It is was drives the instructional practices and philosophies. Whether you believe in Direct Instruction or Inquiry based learning, you will either be doing one or the other. Though I believe there is a possibility to “marry” both.

            In either instructional belief, the research-based strategies can be used in your classroom. These strategies include my favorite strategy cooperative grouping. Dean et. al, (2012) states The elements that should be present when doing cooperative grouping activities are positive interdependence, face to face promotive interaction, individual and group accountability, interpersonal small group skills, and group processing.  It is not necessary to have all elements to be active during a learning activity. However, 2 of the 5 elements are essential for a learning activity:  positive interdependence and individual accountability.

“Positive interdependence is a key element because it emphasizes that everyone is in the effort together” (Dean et. al. 2012). This mean that every student has in integral part to the learning process. A great example of this is from the video modeling of the Jigsaw. All students are participating in becoming experts in a main topic of the reading they were analyzing. This is the expert groups the students were put into.  It is important that all students know that when in expert groups, it is important that they get enough information to bring back to their home group. For this to be effective, teachers must ensure that the workload for each individual is reasonably equal and must clarify roles and responsibility.

“Individual accountability refers to the need for each member of the team to receive feedback on how his or her personal efforts contributed to the achievement of the overall goal” (Dean et. al. 2012). These can come from feedback in the form of formative or summative assessments from peers or the teacher.  John Hattie (1992) comments, “The most powerful single modification that enhances achievement is feedback” (cited in Marzano, R. 2003).  For example, some students may just sit back while other do all the work. Giving the students a participation rubric ahead of time will inform the students the expectations while working in cooperative groups. The Numbered Heads video illustrates this element as the strategy keeps all students accountable since it calls for students in a group to prepare their students to answer questions. Picking the table is randomly picked out of a hat, so being prepared is absolutely necessary.

Learning and Applied Practice

Cooperative grouping practices have been part of what I do in the classroom. I agree that it does develop a “deeper understanding” of the content learned. Dean et. al. (2012), states “This process helps them retain what they learn.” For example, Students discussing what they are learning gives the students an opportunity think, process, or even reason their way to understanding the concept. Thus, the students internalize the skill being taught which is retained for accessing other targets.

I mostly use cooperative grouping during an instructional block called an intervention block. Mostly, the students are tasked to complete a group project which calls on them to synthesize their learning of the skill. I take this further into using flexible grouping where my “cusp” students are grouped with other students who are skill practitioners.  This gives my “cusp” students that extra support from their peers. They “cusp” students are able to talk through their understanding of the target skill. It gives students the ability to use Arthur Costa’s Habit of Mind “thinking and community with clarity and precision” Costa, A. L., & Kallick, B. (2008).  Habits of Minds are a set of problem solving skills to develop learning independence.   In this, I ensure I hit at least two essential elements of cooperative grouping. Positive Interdependence and Individual accountability. Williams, D. (2011) writes, “Most of what our students need to know hasn’t been discovered or invented yet. ‘Learning how to learn’ used to be an optional extra in education; today, it’s a survival skill.”                        

                                 

References:

Costa, A. L., & Kallick, B. (2008). Learning and leading with habits of mind: 16 essential characteristics for success. Alexandria, Va: Association for Supervision and Curriculum Development.

Hattie, J. (2008). Visible learning: A synthesis of meta-analyses relating to achievement. London: New York.

Marzano, R. J. (2003). What works in schools: Translating research into action. Alexandria, Va: Association for Supervision and Curriculum Development.

William, D. (2011). Embedded formative assessment.

Dean, C. B., Hubble, E. R., Pitler, H. and Stone, B.  (2012) Classroom Instruction That Works. 2nd edition.