Brevard Effective Strategies
for Teaching
Instructional Strategies
Module Five
Desired Outcomes:
• Understanding of Research-Based
Instructional Strategies
• Comprehend and Apply Four Instructional
Strategies
–
–
–
–
Setting Objectives and Providing Feedback
Generating and Testing Hypothesis
Questions, Cues and Advance Organizers
Cooperative Learning
• Applying Strategies for ALL Learners
• Integrating Technology
Module 2
Multiple
Intelligences
Module 1
Why
Module 6
Lesson
Design
BEST
Module 5
Instructional
Strategies
Module 3
Classroom
Organization
Module 4
Assessment
These strategies are tools to…
• Highly engage all students for
increased learning
• Develop higher level thinking and
deeper understanding of concepts
NOT ONE SIZE FITS ALL
Number Search
• Do not look at your paper!
• When time begins, circle
numbers in order (1, 2, 3 etc)
• You will have 30 seconds to
find the numbers.
• Ready, set….
Marzano’s Nine Instructional
Strategies
• Research-based
• A high correlation with student
achievement
connection
•A
between what
we know works and classroom
instruction
Nine Instructional Strategies
Identifying similarities and differences
Summarizing and note taking
Nonlinguistic representation
Homework and practice
Reinforcing effort and providing recognition
Setting objectives and providing feedback
Generating and testing hypotheses
Questions, cues, and advance organizers
Cooperative learning
Identifying Similarities and
Differences
• Comparisons
• Classifying
• Metaphors
• Analogies
Summarizing and Note
Taking
• Delete, keep, substitute
information
• Analysis of information
Non-linguistic
• Kinesthetic
• Mental models
• Graphic organizers
Homework and Practice
• Purpose
• Feedback
• Minimal parental involvement
Reinforcing effort and Providing
Recognition
• Symbolic rather than tangible
• Pause, prompt, praise
• Celebrate the learning and effort
Your Turn
• At your tables, create a graphic
organizer
• Choose two strategies to compare
Identifying similarities and differences
Summarizing and note taking
Nonlinguistic representation
Homework and practice
Reinforcing effort and providing recognition
A closer look
• Setting Objectives and Providing
Feedback
• Generating and Testing
Hypothesis
• Questions, Cues, and Advanced
Organizers
• Cooperative Learning
Setting Objectives
• Can you imagine????
Setting Objectives & Providing
Feedback
• Learning goals
• Student driven
• Feedback is timely and
corrective
Setting Objectives
What it looks like:
• Specific and flexible
• Narrows what students focus on
• Students should create personal
goals based on teacher-created
goals
• Students understand how the
objective connects to the lesson
Setting Objectives
• What it does not look like:
–Too narrow or specific (focused on
a detail)
– An activity to be completed
–Owned by ONLY the teacher
Too Narrow or Too Broad?
1. Students will complete main idea
summary.
2. Students will write two reasons for the
Civil War in their support journals.
Learning Objective
The students will apply
technology skills to research
new medical innovations in
st
the 21 century.
Video Clip for Setting Objectives
and Providing Feedback
Student-Created Learning
Objective
To increase my understanding ........
To increase my ability .............
To create...........
To develop ............
To learn [how to, the relationship
between X and Y, about]............
To research............
To improve.........
Providing Feedback
What does it look like?
• Timely
• Specific to a set criterion
• Focused on improvement
• Reflection and self assessment
for student
Providing Feedback
What does it look like?
• Constructive and helpful feedback
• Formative assessment guides instruction
and informs the students of their level of
understanding
• It is a GPS- Tells you where you are and
guides you to where you are trying to go
Feedback
What it does not look like?
• Criticism
• Summative Only-not just a unit
test
• General
• Just marking right or wrong
Research Results for Corrective
Feedback
20
Right/Wrong
Answer
15
Correct Answer
Only
10
5
Repeat Until
Correct
0
Explanation
-5
Percentile Gain
Feedback
• Formal
–Rubric
–Narrative
comments
–Portfolios
• Informal
–Conferencing
–On-the-spot
reinforcement
When setting and communicating
learning objectives, I believe my
students…
• Can explain their learning, not just the
activity they are doing.
• Can personalize the learning goals.
When providing feedback to
my students, I believe they…
• Understand their progress as it relates to
the learning goals
• Use the information to improve their
learning
Tying it Together
• Standards
• Objectives
–Teacher and Student
• Feedback
–Teacher and Student
Connections for Learning
•
•
•
•
Student Response Systems
Thumbs up, thumbs down
White boards
Student-Driven Portfolios
– Electronic
– Paper Copy
• Wikis and Blogs
• KWL
Praise Question Polish
(PQP)
•
•
•
•
•
Turn to your neighbor
Write a learning objective together
Join forces with another pair
Each pair shares their objective
Take turns PRAISING,
QUESTIONING, and POLISHING
Generalizing and Testing
Hypotheses
• Hook video
Generating and Testing
Hypotheses
• System analysis
• Problem solving
• Invention & inquiry
Generating and Testing
Hypotheses
• What it looks like?
– Relevant to all subjects
– Investigation or inquiry
– Predictions
• Deductive Reasoning-making a
prediction about a future action or event
• Inductive Reasoning-drawing conclusion
based on what you know or will know
Generating and Testing
Hypotheses
• What it does not look like
–Only ONE answer
–Correct answer before research
or investigation
Structured Tasks for Generating
and Testing Hypothesis
• Systems Analysis
•
•
•
•
•
Problem Solving
Historical Investigation
Invention
Experimental Inquiry
Decision Making
Generating and Testing
Hypotheses
• Video of example-not in science
Making Connections
•
•
•
•
•
•
•
Virtual Field Trips
Socratic Seminar
Science Research
Probability in Math
Social Studies-Past and History
Past to Present- Social Studies
DBQ (Document Based Questions)
Questions, Cues, and Advance
Organizers
• Wait time
• Focus on important points
• Textual or factual support
Read the quote-what will be the
ending? Write you answer down.
As a kid, I learned that my
brother and I could walk
forever on a railroad track and
never fall off if we just…
Steve Potter
• Go to the corner that is
closest to your prediction.
• One corner is set aside for
those who had something
completely different.
• How does your quote differ
from the actual quote? What
does it mean?
Questions, Cues and Advance
Organizer
• Develop a KWL or a Circle Map
• Three Sections
– What do you Know
– What do you Want to Know
– What did you Learn (to be completed later)
K
W
L
Questions and Cues
• What it looks like
– Focus on what is important as
opposed to what is unusual
– Deepens thinking
• Wait time
• Higher level questions
– Questions used to establish a
mental model before a learning
experience
Question Starters
• Why do you think…
• Describe…
• How do you feel…
• What was your reaction…
• How would you…
• Where did you…
WRITE YOUR OWN
STARTER-SHARE WITH
THE TABLE
Advance Organizers
What it looks like
• Prior to learning
• Expository – stick to the facts
• Narrative- story format
• Personal story shared that relates to topic
• Skimming- before learning, big ideas
• Graphic organizer-Created by the
teacher to see the whole picture
Questions and Cues and Advance
Organizers
What it does not look like:
•
•
•
•
•
A yes or no answer
Final copy
Graded piece
Assessment
An interrogation
Questions, Cues and Advance
Organizers
• Video
Connections
•
•
•
•
•
CRISS and NICK Strategies
Thinking Maps
Digital Photography
Distance Learning- example NASA
Field Trip (speakers)
Questions, Cues and
Organizers
• Complete what you Learned in the
KWL or Circle Map
No one can be the best at
everything. But when we
combine our talents, we can and
will be the best at virtually
anything.
Dan Zadra
Math Challenge
• Math Activity
• Three sections of math
• Time to test your math skills!
Cooperative learning
• Small groups
• Specific directions
• Structured
Cooperative Learning
The most research-based
strategy that improves
learning.
Students work together to
accomplish a common goal.
Cooperative Learning
Key Concepts
•
•
•
•
•
Positive Interdependence
Individual Accountability
Equal Participation
Simultaneous Interaction
Group Processing (Marzano)
Cooperative Learning
• Groups
–Informal
–Formal
Cooperative Learning
What it does not look like
• Chaos
• “Group” work with no
structure/accountability
• Hogs and logs
If we are to live and work
together, we have to talk to each
other.
Eleanor Roosevelt
Cooperative Learning
• video
Connections
• Thinking Maps
• Cognitive Academic Language Learner
Approach (CALLA)
• Webquest
• Creating Digital Stories
• Animoto
• PhotoStory
• Digital Language Experience Approach (DLEA)
Give One Take One
Give One
Idea 1
Idea 2
Idea 3
Idea 4
Take One
ESOL instructional strategies:
• Total Physical Response (TPR) by
Asher
• Cognitive Academic Language Learning
Approach (CALLA) by Chamot and
O’Malley
• Language Experience Approach (LEA)
• Communicative Approach
Key Concepts
• Marzano’s Nine Instructional Strategies
• Today’s focus:
– Setting Objectives and Providing Feedback
– Generalizing and Testing Hypothesis
– Questions, Cues and Advance Organizers
– Cooperative Learning
What’s Next
• Determine school and teacher
needs for Professional learning
Community
• Examine resources
• Apply strategies and refine
methods
Education is not
preparation for life,
education is life itself.
John Dewey
What Works in Schools: Translating Research into Action; Marzano (2003)
Classroom Instruction that Works: Research Based Strategies for
Increasing Student Achievement; Marzano, Pickering, & Pollock (2001)