High-Yield Instructional Strategies
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Strategy
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What the Research Says
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How it looks in the Classroom
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Tracking Student Progress and Scoring Scales
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Is a combination of two assessment
strategies that involve the use of a
scoring scale or guide to preview expected content and the tracking
of student progress toward a learning goal
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Use of scales, rubrics, and graphs by teacher to chart student growth 26% achievement gain. Students tracking their own growth on a chart, graph, or scale is associated with a 32% gain in achievement
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Setting Goals and Objectives
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Should create specific but flexible goals; allow student choice
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Articulating and displaying learning goals, KWL, target boards, steps to writing process or PBL, contracts, display goals in room, discussing goals with students so they are aware
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Building Vocabulary
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Using six set process to teaching vocabulary…40 (avg.) exposures to a word for any kind of mastery
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Teacher explanation
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Student explanation
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Student graphic
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Comparison activities/analogies
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Student Discussion
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Use of games
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Identifying Similarities and Differences
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Students should compare, classify, and create metaphors, analogies and non-linguistic or graphic representations
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Thinking Maps, T-charts, Venn diagrams, classifying activities, analogies, cause and effect links, compare and contrast organizers:
Comparison Matrix, T-chart,
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Interactive Games
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Using academic content in game-like situations
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Who Wants to Be a Millionaire?
Jeopardy
Wheel of Fortune
Are You Smarter than a Fifth Grader?
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Summarizing
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Process of distilling information down to its most salient points to aid in understanding, memorizing, and learning the relevant material
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Summary frames for comprehension
Ten Most Important Words
Act it Out
Quick Doodles – drawing pictures
Inside-Outside Circles
Numbered Heads Together
Summary Star
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Nonlinguistic Representation
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Students/Teachers create graphic representations, models, mental pictures, drawings, pictographs and kinesthetic activities to assimilate knowledge or procedures
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Pictorial graphs of procedures (autism)
Kinesthetic Activity to remember content (multiply fractions song)
Physical models of atoms
Imagery for writing
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Note Taking
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Process of capturing key ideas-through writing, drawing, or audio recording- for later access
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Teacher prepared notes with blanks (video or lecture)
Webs, Inspiration software, Foldables, recording readings by student, Cornell Notes
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Strategy
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What the Research Says
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How it looks in the Classroom
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Student Discussions/Chunking
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Students are allowed “process” time every 10-12 min.
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Think-Pair-Share, Fishbowl
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Homework
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Providing students with meaningful opportunities to increase their understanding through assignments completed outside of class
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Retell, recite or review learning for the day at home. Reflective Journals, collaborative projects
Can also use homework to “Flip” instruction as “Front-load”
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Effort and Recognition
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Rewards are based on standards of performance; use symbolic recognition rather than just tangible rewards. Praise should be simple and directly specifying new skill
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Sets high expectations
Displayed finished products
Praise student effort
Conference with individuals
Authentic portfolios
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Practice
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Provide students with opportunities to practice skills and processes in order to increase their speed, accuracy, fluency, and conceptual understanding
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Reading passages
Math Problems
Video Podcasts
Educations apps on iPad
Practicing music selection /instrument
Practicing lines for a play
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Graphic Organizers
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Providing a visual display of material being discussed /compared and contrasted
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Venn Diagram, KWL chart, T-chart, 3-2-1 chart, Attribute chart, Frayer Model, Foldables, “Think alouds”
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Providing Feedback
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Feedback should be corrective, timely, and specific to a criterion
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Addresses what is correct and elaborates on what need to do next,
Gives timely feedback to meet student needs, Gives feedback that is criterion referenced, Engages students in feedback process
Comments on papers or projects, feedback sheets, personal conferences
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Advance Organizers
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Providing students with a preview of new content, front-loading, setting the stage for learning
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Four types:
Expository (Anticipation Guide, Video)
Narrative (Short story, video clip, or telling a personal story)
Skimming (“tilling the text” or “scamper”)
Graphic Advance Organizers (G/O that clearly shows what will be learned-headings provided
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