Instructional Strategies
Which teaching strategies promote student
willingness, need, desire, and compulsion to
participate in and be successful
in the learning process?
Joe E. Hart
Teacher Development Specialist
joe.hart@clayton.k12.ga.us
Website Links
 The following link will get you to the LiveText Link
and the Workshop Evaluation link.
 http://heritagekids.info/
 This link will take you to LiveText to download items
for the workshop.
 https://c1.livetext.com/doc/7901981#79
 Use this link to evaluate the workshop.
 http://clayton.us2.qualtrics.com/SE/?SID=SV_0q8t
vG4yKiiQMqE
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You will have 12 seconds to look at 6
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Identifying Similarities and Differences
 Comparison Tasks
 Classifying Tasks
 Metaphors
 Analogies
 http://www.sadlier-
oxford.com/phonics/ana
logies/analogiesx.htm
Metaphorical Thinking
Example: The
Saguaro
Cactus is like an apartment.
Animals live on different
floors and as one moves
out – another moves in.
Analogies
 A thinking skill demonstrated by a student when he or
she can give examples similar to, but not identical to a
target example.
 Examples, the Internet is analogous to the post office
(because in both, multimedia information is delivered to
specific addresses).
 A jumbo jet is like an albatross in that they both fly, they
both have wings, they can both travel for a long way
without landing, and both can sense where they are
going; but they are unlike in that they have different
means of propulsion, are made of different materials,
etc.
http://www.sadlier-oxford.com/phonics/analogies/analogiesx.htm
Four Box Synectics
Summarizing and Note Taking
Nonlinguistic Representations
Nonlinguistic Representations
Concept Map
Mnemonic Devices
A mnemonic device is a memory aid.
New knowledge is more effectively
stored in the long term memory when
it is associated with anything that is
familiar.
Science
King
Philip Cuts Open Five Green Snakes
Kingdom, Phylum, Class, Order, Family, Genus, Species
This is only one of innumerable mnemonics used to
remember the order of Taxonomy for biology
a rat in the house may eat the ice cream
Cooperative Learning
Create Opportunities for students to collaborate and explain their thinking.
Graphic Organizers
 Graphic Organizers are visual representations of a
text or a topic. Many students are visual learners.
 Organizers provide frames for students or teachers
to identify pertinent facts, to organize information,
and to record relationships between facts and ideas
within a learning task.
Graphic Organizers
 Having a way to organize ideas, facts, and concepts
graphically facilitates effective student learning
and helps students maintain information over a
period of time.
 Graphic organizers are called a variety of names,
including knowledge maps, story maps, concept
maps, mind maps, cognitive organizers, advance
organizers, or concept diagrams.
 Always use a graphic organizer!
Quadrilaterals
(A figure bounded by four distinct line segments)
Parallelogram
Trapezoid
(opposite sides congruent and parallel)
(One pair of opposite sides
parallel)
Rectangle
Rhombus
(4 right angles)
(All sides are congruent)
Square
(4 right angles and 4 congruent sides)
Prior Knowledge
 Remember that students construct meaning by
recalling prior knowledge and linking it to new
knowledge.
 It is like tilling the soil before planting the seeds.
 What does this mean for your classroom?
Activating Strategy
5-3-1
 A 5-3-1 is a good summarizing strategy!
 Students individually list 5 things they learned
during the lesson or unit.
 With a partner, students narrow their lists to three
things.
 With another pair, students narrow the list to the
one most important thing the learned.
 This can also be called a Think Pair Square
(individually, with a partner, with another pair which
makes a square)
• A 3-2-1 is a good summarizing or group strategy and can be used just like a 5-3-1.
•Students individually list 3 things they learned during the lesson or unit.
•With a partner, students narrow their lists to 2 things.
•With another pair, students narrow the list to the one most important thing the learned.
•Or you can use a 3-2-1 as a closing activity.
•Please write 3 differences between the characters of the novel.
•Please write 2 similarities between the characters.
•Please write 1 question you’d like to ask any character.
•Please write 3 causes of the war.
•Please write 2 things that bothered you the most.
•Please write 1 piece of advice you would have given the president at that time.
•You get the idea. You have asked students to think about today’s class and pull all their
newly gained information together in some way.
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D
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As a summarizer, have student write a word or group of words beginning with each letter
of the alphabet about the current topic of study.
First Word
M
Metal objects are attracted to magnets
A
G
N
E
T
S
Activating Strategy
P
I
L
G
R
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M
S
Plymouth Colony, Plymouth Rock
Insisted on the right to religious ideals,
Leaders (William Bradford, William Brewster, John Alden)
Governor Bradley reelected 30 x,
Reformation, refuge, religious sanctuary
The
Last
Word
Massachusetts, Miles Standish, Mayflower compact
Separatists (English), Scrooby Separatists, settlers,
M
Most frequently occurring number in a set
O
Often there is more than one in a large set of numbers
D
Data doesn’t always have a mode
E
Easy to determine, simply count how often the numbers
occur
M
E
A
N
The
Last
Word
Compare and Contrast Web
Unique Characteristics
Pearl Harbor
Similar Characteristics
Unique Characteristics
911
Terrorist
Attack
Opal
How
we
are
alike
Me
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Go to www.wordle.net and create a wordle about your new unit. Have students
brainstorm what they think you will be studying and what will be important. This is
a great Activating Strategy. It is a great Hook for your Opening.
Inner Outer Circle
½ of the group make a circle
facing inward
½ of the group forms an inner
circle facing a partner
Think of the circles as gears with
the inner circle stationary
Teacher asks a question allowing
the outer person to respond
first; the inner person
responds next for a total of a
minute.
Inner circle person then rotates
to the right 3 people.
The Important Thing….
The important thing about ________ is _______
Another detail
Another Detail
Another Detail
But the most important thing about ________ is _______
The first and last sentences are nearly identical – This is a great closing activity
or Ticket Out the Door.
Summary Logs/Journals
• Explain the new Learning…
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What was your favorite activity..
What I can share at home…
What was the hardest for me
today..
What was the easiest thing for me
today..
How was my performance in
class..
A secret about my day..
What did the absent student
missed..
New words I learned today..
• Describe how to perform a math
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operation
Converse with a molecule about
it’s properties
Tell Helen of Troy about the
women’s movement
What can I say about the
protagonist
rising action
My favorite story today was….
because ….
I hope we never do _______
again
Schwartz & Raphael, 1985
What is it?
What is it like?
To move regularly from one
region to another
moving around
relocating
traveling
migrate
people working for
seasonal jobs
birds
Nomads
What are some examples?
Schwartz & Raphael, 1985
What is it?
What is it like?
part of an algebraic
expression
a letter
an empty box
an unknown
amount
variable
a place holder
X
y
m
What are some examples?
Frayer Model (Frayer, Frederick, & Klausmeier, 1969)
Content for this example taken from Baron & Heideima, (2002) Teaching Reading in the Content
Areas (Supplement), McRel.
Definition
A whole number with
exactly two divisors
(factors)
Characteristics
• 2 is the only even prime number
• 0 and 1 are not prime
Prime
Examples
2, 3, 5, 7, 11, 13, 17, .
..
•Every whole number
can be written as a
product of primes
Non-Examples
1, 4, 6, 8, 9, 10, 12, .
..
VVWA (Verbal & Visual Word Association) Readence, Bean, & Baldwin,
2001
Term
Visual Representation
humidity
Definition
a degree of wetness especially of the atmosphere
Personal Association
Name: __________________
CONNECTION
This reminds me of…
This is called a COW!
OBSERVATION
WONDER
I noticed…
I wonder…
Sentence:
Sentence:
Sentence:
Picture:
Picture:
Picture:
10 + 2
Teacher presents for 10 minutes, students
share and reflect for 2 minutes, then the cycle
repeats.
Another Variation: Teacher presents for 5
minutes, students share and reflect for 1
minute and then the cycle repeats.
JigSaw
 In its simplest form, the Jigsaw instructional strategy is
when:
1. Each student receives a portion of the materials to be
introduced;
2. Students leave their "home" groups and meet in
"expert" groups;
3. Expert groups discuss the material and brainstorm
ways in which to present their understandings to the
other members of their “home” group;
4. The experts return to their “home” groups to teach
their portion of the materials and to learn from the other
members of their “home” group
Shape Up Review
Have students draw a Heart, a Square, a Triangle , and a Circle on
their paper. Then following a lesson:
In the Heart, have students write one thing that they loved learning
about in the lesson.
In the square, have students write four things that they feel are
important concepts from the lesson. One concept should be placed in
each corner.
In the triangle, have students write the three most important facts
they learned from lesson. One fact should go in each corner.
In the circle, have students write one, all-encompassing statement
that summarizes all of the important concepts and facts learned in the
lesson.
Final Countdown
Students write one way in which what they
have learned relates or connects to
material previously learned.
Write two questions they still have
about the topic.
Write the three most
important things they learned
about the topic.
RAFT
 The RAFTs Technique (Santa, 1988) is a system to help
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students understand their role as a writer, the audience they
will address, the varied formats for writing, and the expected
content. It is an acronym that stands for:
Role of the Writer - Who are you as the writer? Are you Sir
John A. Macdonald? A warrior? A homeless person? An auto
mechanic? The endangered snail darter?
Audience - To whom are you writing? Is your audience the
Canadian people? A friend? Your teacher? Readers of a
newspaper? A local bank?
Format - What form will the writing take? Is it a letter? A
classified ad? A speech? A poem?
Topic + strong Verb - What's the subject or the point of
this piece? Is it to persuade a goddess to spare your life? To
plead for a re-test? To call for stricter regulations on logging?
Anticipation Guide