Using High Yield Strategies to Increase Student Learning

1. Using High Yield Strategies to Increase Student Learning Presented by Dr. Zackory Kirk To the Wonderful West Manor Elementary Faculty!

2. TKES Standards… 3. Instructional Strategies The teacher promotes student learning by using research-based instructional strategies relevant to the content to engage students in active learning and to facilitate the students’ acquisition of key knowledge and skills.

3. TKES Standards… 4. Differentiated Instruction The teacher challenges and supports students’ learning by providing appropriate content and developing skills which address individual learning differences.

4. Today’s Agenda • Opening- • Rank It! • Work Session- • Strategy Sampler • Closing Session- • Professional Learning Evaluation Sheet

8. Identifying Similarities and Differences

9. The process of identifying and articulating similarities and differences among items. Comparing The process of grouping things into definable categories on the basis of their attributes. Classifying The process of identifying and articulating the underlying theme or general pattern in information. Creating Metaphors The process of identifying relationships between pairs of concepts (e.g., relationships between relationships). Creating Analogies What processes can students engage in to identify similarities and differences?

10. VENN DIAGRAMS Shapes that are Yellow Shapes that are Thick Shapes that are Small

11. Comparison Chart 4 8 20 20 22 1 24 21 24 4 ?

13. Classifying The process of grouping things into definable categories on the basis of their attributes. • What are the steps in the classifying process? • Identify the items you want to classify. • Select what seems to be an important item, describe its key attributes, and identify other items that have the same attributes. • Create a category by specifying the attribute(s) that the items must have for membership in this category. • Select another item, describe its key attributes, and identify other items that have the same attributes. • Create the second category by specifying the attribute(s) that the items must have for membership in the category. • Repeat the previous two steps until all items are classified and the specific attributes have been identified for membership in each category. • If necessary, combine categories or split them into smaller categories and specify attribute(s) that determine membership in the category.

14. ENITS and ENOTS Enot Enit Enot Enot Enit Enot Enot Enit Enot Enit Enit Enot Enot Enit Enit Enot

15. Students must eventually move beyond classification schemes that are defined for them to opportunities that allow them to classify items using their own rules for category membership.

17. Hey… This looks familiar… Which of the high yield instructional strategies do you see in this structure?

18. WHAT’S MY RULE?Theme: Sports Rule: Bowling Terms

19. WHAT’S MY RULE?Theme: History and Social Science Rule: Things you’d find on a globe

20. WHAT’S MY RULE?Theme: Geometry Rule: Plane figures with less than 5 sides.

21. WHAT’S MY RULE?Theme: _______________ Rule: _________________________ STUDENT CENTERED APPROACH

22. FRAYER MODEL

23. Similarities and DifferencesAnalogies dime is to dollar a decimeter is to meter as What is the common relationship?