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High Yield Instructional Strategies

High Yield Instructional Strategies. Based on the work presented by Robert J. Marzano, Debra J. Pickering and Jane E. Pollock in the book Classroom Instruction That Works Presented by Paula Guisinger and Ginna Fall State Support Team Region 1. Pedagogy. Instructional Strategies.

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High Yield Instructional Strategies

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  1. High Yield Instructional Strategies Based on the work presented by Robert J. Marzano, Debra J. Pickering and Jane E. Pollock in the book Classroom Instruction That Works Presented by Paula Guisinger and Ginna Fall State Support Team Region 1

  2. Pedagogy Instructional Strategies Management Techniques Curriculum Design Effective Pedagogy

  3. Research Questions • What knowledge will student learn? • Which strategies provide evidence that students have learned that knowledge? • Which strategies will help students acquire and integrate that knowledge/ (new learning) • Which strategies will help students practice, review and apply that knowledge? (transfer)

  4. Research Questions • What knowledge will student learn? • Setting Objectives • Which strategies provide evidence that students have learned that knowledge? • Providing feedback • Providing recognition • Which strategies will help students acquire and integrate that knowledge/ (new learning) • Reinforcing effort • Cooperative learning • Cues, questions and advance organizers • Nonlinguistic representation • Summarizing and note taking • Which strategies will help students practice, review and apply that knowledge? (transfer) • Identifying similarities and differences • Homework and practice • Generating and testing hypotheses

  5. Already Using it….. • Find members with your number • Define your strategy in 5 words or less • Identify ways you are already using this High Yield Strategy in your classrooms

  6. Overview Activity • 1-Similarities and Differences • 2-Summarizing and Note Taking • 3-Reinforcing Effort and Providing Recog. • 4-Non-Linguistic Representations • 5-Cooperative Learning • 6-Setting Objectives and Providing Feedback • 7-Generating and Testing Hypothesis • 8-Ques, Questions, Advanced Organizers 9-Homework and Practice

  7. Strategy #1 Setting Objectives • Instructional Goals narrow what students focus on • Instructional Goals should NOT be too specific • Students should be encouraged to personalize the teachers goals

  8. Setting Objectives • Helps students understand that activities are related to specific learning goals • Help students focus • Engage more deeply in learning • Improve understanding. • Will be approached on two levels • How can we use these to plan instruction • How can students learn to set goals.

  9. A well written goal should… • establish direction and purpose • be specific but flexible • be stated in terms of knowledge rather than learning activities • provide students opportunities to personalize

  10. Activities/Assignments or Learning Goals????? • Add and subtract fractions. • Understand the various components of culture. • Make a travel brochure for a region. • Make a simple machine. • Understand the relationship between fractions and decimals • Write a report on Charles Dickens. • Design a menu that includes a balance of foods from the food pyramid. • Know states and their capitals.

  11. Recommendations for Classroom Practice on Goal Setting • Communicate Learning Goals to Students • Provide in writing (i.e. on board, handout) • Provide orally • Help Students Set Learning Goals • Model process for students (i.e. sentence stems) • Provide support along the way • Short term and long term goals • Communicate Learning Goals to Parents • Keep the message simple • Avoid educational jargon

  12. Assignments or Goals • Partner up with your elbow partner • Decide whether the items are: • Assignments or Goals/Objectives

  13. 1. Students will be able to recognize the protagonist, theme, and voice of a piece of literature. • LEARNING GOAL

  14. 2. Students will produce a book report on a book of their choice, including a table of contents, with proper pagination and format throughout. ASSIGNMENT

  15. 3. Given a set of coordinates, students will be able to graph the slope of a line. • LEARNING GOAL

  16. 4. Students will compare and describe the slopes of two lines. • ASSIGNMENT

  17. 5. Students will understand the differences and similarities between metamorphic, igneous, and sedimentary rock. LEARNING GOAL

  18. 6. Students will understand how the Borgia family influenced the Renaissance. • LEARNING GOAL

  19. 7. Students will be able to explain how the problems created by the French and Indian War contributed to causes of the American Revolution. LEARNING GOAL

  20. 8. Students will produce a play dramatizing the problems created by the French and Indian War and how they contributed to causes of the American Revolution. • LEARNING GOAL

  21. 9. Students will understand that matter is made up of atoms and that atoms, in • turn, are made up of subatomic particles. • LEARNING GOAL

  22. 10. Students will write a paper describing the relationships among atoms and subatomic particles. ASSIGNMENT

  23. Challenge Yourself • Write these on your board • Use a pocket chart • Make it part of your classrooms!

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