Center Grove Elementary School



High-Yield Instructional StrategiesStrategyWhat the Research SaysHow it looks in the ClassroomTracking Student Progress and Scoring ScalesIs a combination of two assessmentstrategies that involve the use of a scoring scale or guide to preview expected content and the tracking of student progress toward a learning goalUse 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 achievementSetting Goals and ObjectivesShould create specific but flexible goals; allow student choiceArticulating 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 awareBuilding VocabularyUsing six set process to teaching vocabulary…40 (avg.) exposures to a word for any kind of masteryTeacher explanationStudent explanationStudent graphicComparison activities/analogiesStudent DiscussionUse of gamesIdentifying Similarities and DifferencesStudents should compare, classify, and create metaphors, analogies and non-linguistic or graphic representationsThinking Maps, T-charts, Venn diagrams, classifying activities, analogies, cause and effect links, compare and contrast organizers:Comparison Matrix, T-chart, Interactive GamesUsing academic content in game-like situationsWho Wants to Be a Millionaire?JeopardyWheel of FortuneAre You Smarter than a Fifth Grader?SummarizingProcess of distilling information down to its most salient points to aid in understanding, memorizing, and learning the relevant materialSummary frames for comprehensionTen Most Important WordsAct it OutQuick Doodles – drawing picturesInside-Outside CirclesNumbered Heads TogetherSummary StarNonlinguistic RepresentationStudents/Teachers create graphic representations, models, mental pictures, drawings, pictographs and kinesthetic activities to assimilate knowledge or procedures Pictorial graphs of procedures (autism)Kinesthetic Activity to remember content (multiply fractions song)Physical models of atomsImagery for writingNote TakingProcess of capturing key ideas-through writing, drawing, or audio recording- for later accessTeacher prepared notes with blanks (video or lecture)Webs, Inspiration software, Foldables, recording readings by student, Cornell NotesStrategyWhat the Research SaysHow it looks in the ClassroomStudent Discussions/ChunkingStudents are allowed “process” time every 10-12 min. Think-Pair-Share, FishbowlHomeworkProviding students with meaningful opportunities to increase their understanding through assignments completed outside of classRetell, recite or review learning for the day at home. Reflective Journals, collaborative projectsCan also use homework to “Flip” instruction as “Front-load”Effort and Recognition Rewards are based on standards of performance; use symbolic recognition rather than just tangible rewards. Praise should be simple and directly specifying new skillSets high expectationsDisplayed finished productsPraise student effortConference with individualsAuthentic portfoliosPracticeProvide students with opportunities to practice skills and processes in order to increase their speed, accuracy, fluency, and conceptual understandingReading passagesMath ProblemsVideo PodcastsEducations apps on iPadPracticing music selection /instrumentPracticing lines for a playGraphic OrganizersProviding a visual display of material being discussed /compared and contrastedVenn Diagram, KWL chart, T-chart, 3-2-1 chart, Attribute chart, Frayer Model, Foldables, “Think alouds”Providing Feedback Feedback should be corrective, timely, and specific to a criterionAddresses 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 processComments on papers or projects, feedback sheets, personal conferencesAdvance OrganizersProviding students with a preview of new content, front-loading, setting the stage for learningFour 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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