Answer:
We would suggest a school incorporate ACE into the EPSS (or
school improvement plan) by identifying a research-based
strategy that ACE supports.
The use of the ACE method is a specific fix for a specific
problem— that of students being unable to demonstrate
higher-order, critical thinking in a short answer, written
response. Robert Marzano and colleagues have identified ten
high-yield instructional strategies through a meta-analysis of
over 100 independent studies. They determined that the research
indicates these ten strategies have the greatest positive effect
on student achievement for all students, in all subject areas,
at all grade levels. ACE is a supporting activity for the
strategy “use of questions, cues, and advance
organizers.” Use of ACE can also be used as a supporting
activity for the following research-based strategies identified
by Marzano: identifying similarities and differences,
summarizing and note-taking, homework and practice,
nonlinguistic representations, developing academic vocabulary.
In other words, ACE is the activity – not the strategy.
Another source that your school might use to validate the use of
ACE as a supporting activity for a research-based strategy in
your EPSS might be found in Chap. 6 of Classroom
Assessment for Student Learning: Doing it Right, Using it Well
by Richard J. Stiggins, Judith A. Arter, Jan Chappuis,
Stephen Chappuis. The authors identify for on extended written
response as a strategy for assessing knowledge and reasoning
mastery. Again, ACE would be a supporting activity for this
strategy.
Finally, Chicago Public Schools Office of Literacy published an
extended response handbook –
for more information. Focus on extended response is seen as a
strategy for preparing students to read, think, talk, and
respond thoughtfully to text. Again, ACE would be a supporting
activity for this strategy.
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Answered by: Marilyn
Wescott, Senior Consultant, Jim Shipley & Associates |
