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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

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Brevard Effective Strategies for Teaching

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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 1


Module 2

Multiple Intelligences


Module 6

Lesson Design

Module 3

Classroom Organization

Module 5

Instructional Strategies

Module 4


These strategies are tools to…

  • Highly engage all students for increased learning

  • Develop higher level thinking and deeper understanding of concepts


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’sNine Instructional Strategies

  • Research-based

  • A high correlation with student achievement

  • A connectionbetween what we know works and classroom instruction

Identifying Similarities and Differences

  • Comparisons

  • Classifying

  • Metaphors

  • Analogies

Summarizing and Note Taking

  • Delete, keep, substitute information

  • Analysis of information


  • 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

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?

Students will complete main idea summary.

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 the 21st 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

FeedbackWhat it does not look like?

  • Criticism

  • Summative Only-not just a unit test

  • General

  • Just marking right or wrong

Research Results for Corrective 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


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)


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…


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


    • 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 LearningKey Concepts

    • Positive Interdependence

    • Individual Accountability

    • Equal Participation

    • Simultaneous Interaction

    • Group Processing (Marzano)

    Cooperative Learning

    • Groups

      • Informal

      • Formal

    Cooperative LearningWhat 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


    • Thinking Maps

    • Cognitive Academic Language Learner Approach (CALLA)

    • Webquest

    • Creating Digital Stories

    • Animoto

    • PhotoStory

    • Digital Language Experience Approach (D-LEA)

    Give One Take One

    Give One Take One

    Idea 1

    Idea 2

    Idea 3

    Idea 4

    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)

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