TESLAANDHIGH YIELD STRATEGIESLeslie Brodie, NBCT, M.Ed.

Science Specialist

Institute for Math and Science Education

University of Arkansas-Fort Smith

IDENTIFYING SIMILARITIES AND DIFFERENCES

1. Guide students in identifying similarities and differences.

2. Allow students to identify similarities and differences independently.

3. Represent similarities and differences in graphic or symbolic forms.

4. Vary identification of similarities and differences.• Comparing• Classifying• Creating metaphors• Creating analogies

SUMMARIZING AND NOTE TAKING

Teach students the “rules” of summarizing: Delete material that is not necessary for

understanding. Delete material that is redundant. Substitute more general terms for lists (for example:

substitute flowers for daisies, tulips and roses). Select a topic sentence or invent one if it is missing.

Provide students will summary frames (narrative, topic-restriction-illustration, definition, argumentation, problem/solution, conversation).

Utilize reciprocal teaching with students. http://www.youtube.com/watch?v=rbnwBVrJVdY Prepare notes for students (informal outline,

webbing, or combination note-taking).

REINFORCING EFFORT AND PROVIDING RECOGNITION

Help students realize the importance of believing in effort.

Help students learn to change their beliefs to an emphasis on effort.

http://www.youtube.com/watch?v=27D4k3dCXPg

HOMEWORK AND PRACTICE

Establish and communicate a homework policy.

Design homework assignments that clearly articulate the purpose and outcome.

Vary the approaches to providing feedback. Design practice assignments that focus on

specific elements of a complex skill or process.

Plan time for students to increase their conceptual understanding of skills or processes.

http://www.youtube.com/watch?v=_fTZcHACrqQ&feature=related

NONLINGUISTIC REPRESENTATIONS

Provide a variety of activities that produce nonlinguistic representations:

Create graphic representations Make physical models Generate mental pictures Draw pictures and pictographs Engage in kinesthetic activity

Science

Literacy

Mathematics

COOPERATIVE LEARNING

Use a variety of criteria for grouping students.

Manage group size Combine cooperative learning with other

classroom structures.

SETTING OBJECTIVES AND PROVIDING FEEDBACK

Narrow the focus of instructional goals. Generalize instructional goals rather than

focus on specific behavioral objectives. Encourage students to personalize the

learning goals. Provide feedback that is “corrective” in

nature and specific to a criterion. Provide feedback in a timely manner. Involve students in providing feedback. Incorporate rubrics when providing feedback.

GENERATING AND TESTING HYPOTHESES Ask students to clearly explain their hypothesis and

conclusions. Provide students with templates for reporting their work. Provide sentence stems for students to help them

articulate their explanations. Provide or develop with students rubrics so that they

know what the evaluation criteria are. Use a variety of structured tasks to guide students

through generating and testing hypotheses. System analysis Problem solving Historical investigation Invention Experimental inquiry Decision making

CUES, QUESTIONS AND ADVANCED ORGANIZERS

Focus cues and questions on what is important instead of on what is unusual.

Develop higher level questions to promote deeper learning.

http://cooperativelearning.nuvvo.com/lesson/9592-seinfeld-teaches-history

Practice appropriate wait time. http://www.youtube.com/watch?v=rmQzVQza

9Ak Use questioning at the beginning of the

lesson to elicit student understanding and establish a mental set for the learning experience.

MARZANO ON INSTRUCTIONAL STRATEGIES

http://www.youtube.com/watch?v=T5XlkyPf950