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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

Brevard Effective Strategies for Teaching

Instructional Strategies

Module Five

desired outcomes
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
These strategies are tools to…
  • Highly engage all students for increased learning
  • Develop higher level thinking and deeper understanding of concepts


number search
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 s nine instructional strategies
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
Identifying Similarities and Differences
  • Comparisons
  • Classifying
  • Metaphors
  • Analogies
summarizing and note taking
Summarizing and Note Taking
  • Delete, keep, substitute information
  • Analysis of information
non linguistic
  • Kinesthetic
  • Mental models
  • Graphic organizers
homework and practice
Homework and Practice
  • Purpose
  • Feedback
  • Minimal parental involvement
reinforcing effort and providing recognition
Reinforcing effort and Providing Recognition
  • Symbolic rather than tangible
  • Pause, prompt, praise
  • Celebrate the learning and effort
your turn
Your Turn
  • At your tables, create a graphic organizer
  • Choose two strategies to compare
a closer look
A closer look
  • Setting Objectives and Providing Feedback
  • Generating and Testing Hypothesis
  • Questions, Cues, and Advanced Organizers
  • Cooperative Learning
setting objectives
Setting Objectives
  • Can you imagine????
setting objectives providing feedback
Setting Objectives & Providing Feedback
  • Learning goals
  • Student driven
  • Feedback is timely and corrective
setting objectives1
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 objectives2
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
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
Learning Objective

The students will apply technology skills to research new medical innovations in the 21st century.

student created learning objective
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
Providing Feedback

What does it look like?

  • Timely
  • Specific to a set criterion
  • Focused on improvement
  • Reflection and self assessment for student
providing feedback1
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
feedback what it does not look like
FeedbackWhat it does not look like?
  • Criticism
  • Summative Only-not just a unit test
  • General
  • Just marking right or wrong
  • Formal
    • Rubric
    • Narrative comments
    • Portfolios
  • Informal
    • Conferencing
    • On-the-spot reinforcement
when setting and communicating learning objectives i believe my students
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
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
Tying it Together
  • Standards
  • Objectives
    • Teacher and Student
  • Feedback
    • Teacher and Student
connections for learning
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
Praise Question Polish(PQP)
  • Turn to your neighbor
  • Write a learning objective together
  • Join forces with another pair
  • Each pair shares their objective
generating and testing hypotheses
Generating and Testing Hypotheses
  • System analysis
  • Problem solving
  • Invention & inquiry
generating and testing hypotheses1
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 hypotheses2
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
Structured Tasks for Generating and Testing Hypothesis
  • Systems Analysis
  • Problem Solving
  • Historical Investigation
  • Invention
  • Experimental Inquiry
  • Decision Making
generating and testing hypotheses3
Generating and Testing Hypotheses
  • Video of example-not in science
making connections
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
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
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
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
Question Starters
  • Why do you think…
  • Describe…
  • How do you feel…
  • What was your reaction…
  • How would you…
  • Where did you…


advance organizers
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
Questions and Cues and Advance Organizers

What it does not look like:

  • A yes or no answer
  • Final copy
  • Graded piece
  • Assessment
  • An interrogation
  • CRISS and NICK Strategies
  • Thinking Maps
  • Digital Photography
  • Distance Learning- example NASA
  • Field Trip (speakers)
questions cues and organizers
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 Challenge
  • Math Activity
  • Three sections of math
  • Time to test your math skills!
cooperative learning
Cooperative learning
  • Small groups
  • Specific directions
  • Structured
cooperative learning1
Cooperative Learning

The most research-based strategy that improves learning.

Students work together to accomplish a common goal.

cooperative learning key concepts
Cooperative LearningKey Concepts
  • Positive Interdependence
  • Individual Accountability
  • Equal Participation
  • Simultaneous Interaction
  • Group Processing (Marzano)
cooperative learning2
Cooperative Learning
  • Groups
    • Informal
    • Formal
cooperative learning what it does not look like
Cooperative LearningWhat it does not look like
  • Chaos
  • “Group” work with no structure/accountability
  • Hogs and logs
  • 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

Give One Take One

Idea 1

Idea 2

Idea 3

Idea 4

esol instructional strategies
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
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
What’s Next
  • Determine school and teacher needs for Professional learning Community
  • Examine resources
  • Apply strategies and refine methods

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)