Powerpoint

1. Implementing Effective
Instructional Strategies
Stephanie Lindekugel
Concordia University, St. Paul
ED 554: Curriculum and Instruction
Professor Michael Foster
June 9, 2015

2. “The only way to improve
outcomes is to improve
instruction.”
-Michael Barber & Mona Mourshed, How the
World’s Best-Performing School Systems Come
Out on Top

3. Four Strategies
• Summarizing and Note
Taking
• Comparing
• Nonlinguistic
Representations
• Cooperative Learning

4. Summarizing and Note Taking
• Summarizing is the process of
breaking information down to its main
points to aid in understanding,
memorizing, and learning the relevant
material.
• Note taking refers to the process of
capturing key ideas.

5. Why Is This Important?
• Students deepen their understanding of information because
these strategies involve higher-order thinking skills.
• Students proficient in summarizing and note-taking strategies
perform better on academic assessments.
• Students benefit from a variety of formats for taking notes.
• Students benefit from explicit instruction in note-taking
strategies. These skills are not intuitive.

6. Rule-based Summarizing
Strategy
• Take out material that is not important to
understanding.
• Take out words that repeat information.
• Replace a list of things with one word that
describes them (e.g., replace “oak, elm, and maple”
with “trees”).
• Find a topic sentence or create one if it is missing.

7. Summary Frames
Conversation
1. How did the members of the
conversation greet one another?
2. What question or topic was
insinuated, revealed, or referred to?
3. How did the conversation progress?
4. How did the conversation conclude?
Problem-Solution
1. What is the problem?
2. What is the possible solution?
3. What is another possible solution?
4. Which solution has the best chance of
succeeding and why?
Argumentation
1. What is the basic claim or focus of
the information?
2. What information is presented that
leads to a claim?
3. What examples or explanations
support the claim?
4. What restricts the claim? What
evidence counters the claim?
Definition
1. What is being defined?
2. To which general category does the
item belong?
3. What characteristics separate the
item from the other things in the
general category?
4. What are some different types or
classes of the item being defined?
Topic-Restriction-Illustration
1. What is the general statement or
topic?
2. What information narrows or restricts
the general statement or topic?
3. What examples illustrate the topic or
restriction?
Narrative
1. Who are the main characters?
2. When and where did the story take
place?
3. What prompted action in the story?
4. How did the characters express their
feelings?
5. What did the main characters decide
to do?
6. How did the main characters try to
accomplish their goals?
7. What were the consequences?

8. Reciprocal Teaching
• Summarizer -Reads a short passage and summarizes what has
been heard, read, or seen.
• Questioner -Asks questions that are designed to help identify
important information.
• Clarifier -Clarifies any vocabulary words, pronunciations, or terms
the group may not already know or understand well.
• Predictor -Asks the group for predictions about what will happen
next. The predictor records those predictions and returns to the
recordings for verification after reading is complete.

9. Classroom Practice for Note
Taking
• Give students teacher prepared notes.
• Teach students a variety of note taking
forms.
• Provide opportunities for students to revise
their notes and use them for review.

10. Examples of Teacher
Prepared Notes
• Templates
• Webbing
• Outline
• Combination
(Linguistic/Nonlinguistic)

11. Comparing
• Comparing is the process of identifying
similarities between or among things or
ideas.
• Contrasting refers to identifying
differences.
• Most educators use the term comparing to
describe both situations.

12. Why is this important?
• Identifying similarities and differences helps
us make sense of the world.
• Comparing enhances existing mental
representation for the information.
• Comparing increase the likelihood that
connections will be made to the schema
when encountering new information.

13. Steps to Comparing
• Select the items you want
to compare.
• Identify the characteristics
of the items on which to
base your comparison.
• Explain how the items are
similar to and different
from one another, with
respect to the
characteristics you
identified.

14. Nonlinguistic Representations
• Creating graphic organizers.
• Making physical models/manipulatives.
• Generating mental pictures.
• Creating pictures/illustrations/and pictographs.
• Engaging in kinesthetic activity.

15. Why is this important?
• Helping students represent knowledge as imagery taps into
students’ tendency for visual image processing, which helps them
construct meaning of relevant content and skills and have a better
capacity to recall it later.
• Students producing nonlinguistic representations of knowledge are
better able to process, organize, and retrieve information from
memory.
• The impact of using nonlinguistic representations can multiply when
teachers and students use the strategy in combination with other
strategies.
• We are quickly moving from a text-based society to one in which
all forms of communication have value and students will need to
communicate through visual and audio media.

16. Graphic Organizers
ConceptGeneralization
/Principle
Episode
Process/
Cause-Effect
Time
Sequence
Descriptive

17. More Nonlinguistic
Representations
Make Physical Models
or Manipulatives
Engage in Kinesthetic
Activities
Create Pictures,
Illustrations, and
Pictographs
Generate Mental
Pictures

18. Cooperative Learning
• Positive interdependence is a key element of
cooperative learning because it emphasizes that
everyone is in the effort together and that one
person’s success does not come at the expense of
another’s success.
• Individual accountability is the other key element
of cooperative learning. This refers to the need for
each member of the team to receive feedback on
how his or her personal efforts contribute to the
achievement of the overall goal.

19. Why is this important?
• Students can reflect upon newly acquired knowledge, process
what they are learning by talking with and actively listening
to peers, and develop a common understanding about various
topics.
• Increased motivation for learning because students establish
a sense of obligation to one another and a strong relationship
with their peers that leads to greater buy-in, motivation, and
increased achievement.
• The cooperative learning task itself provides another form of
structure that can encourage communication and mutual
reasoning.

20. Elements of the Cooperative
Learning Model
Establish dedicated time for group
reflection by providing structures such
as specific questions, learning logs, or
sentence stems that focus on how well
the team is functioning.
Promote group and individual
reflection for maintenance of
group effectiveness and success.
Group Processing
Provide initial and ongoing instruction on
effective group skills such as
communication, decision making, conflict
resolution, leadership, and trust.
Ensure that all members clearly
understand effective group skills.
Interpersonal and
Small-Group Skills
Establish an optimal group size and
include individual assessments. Help
students understand that each person
needs to contribute to the success of
the group.
Ensure that all members
contribute to achievement of the
goal and learn as individuals.
Individual and Group
Accountability
Encourage discussion among group
members and teach students about the
importance of effort and how to provide
others with recognition for their effort.
Individuals encourage and activate
efforts to achieve and help one
another learn.
Face-to-Face
Promotive interaction
Establish a cooperative goal structure
and equally distribute resources. Help
students develop a sense that they “sink
or swim” together.
Ensure that success by an
individual promotes success among
other group members.
Positive
Interdependence
Instructional
Implication
PurposeElement

21. Three Types of Cooperative
Learning Groups
• Informal: Random group
that lasts from a few minutes
to an entire class period (e.g.,
pair-share, turn to your
neighbor).
• Formal: Designed to
complete an academic
assignment and may last for
several days to a week.
• Base Group: Long-term
group created to provide
students with support over an
extended period.

22. Classroom Practice for
Cooperative Learning
• Include elements of
both positive
interdependence and
individual
accountability.
• Keep group size small
• Use cooperative
learning consistently
and systematically.

23. Mr. Washington’s 5th Grade
Social Studies Class
• How did Mr. Washington
insure positive
interdependence?
• How did he insure individual
accountability?
• How did the teacher keep
group size small?
• Where could you, or where
do you, systematically
incorporate the cooperative
learning model in your
classroom?

24. Next
Steps

25. CAUTION!
• Don’t focus on a
narrow range of
strategies.
• Don’t assume that
high-yield strategies
must be used in every
class.
• Don’t assume that
high-yield strategies
will always work.

26. Instructional Planning
• Identify learning objectives.
• Identify criteria for evaluating student
performance.
• Attend to effort and metacognition.
• Provide recognition.
• Incorporate cooperative learning.

27. Instructional Planning
Additional Notes:How Will I Provide
Recognition?
How Will I Evaluate
Student Performance?
How Will I Reinforce
Effort and
Metacognition?
How Will I Include
Cooperative Learning?
What are My Learning
Objectives?

28. A Note About
Assessment
• Clearly define criteria against
which student performance will be
judged.
• Tightly align performance criteria
with the learning objective.
• Decide when and how performance
criteria will be shared with
students.
• Identify specific times and ways to
formatively assess student
performance.
• Designate specific times students
will receive formal feedback.
• Decide how and when students will
provide their own feedback.

29. “Simply using the strategies at
random will not raise student
achievement; teachers must also
understand how, when, and why
to use them.”
-Bryan Goodwin, Simply Better

30. References
Dean, C. B., Hubbell, E. R., Pitler, H., Stone, B (2012).
Classroom instruction that works: research-
based strategies for increasing student
achievement. Denver: McREL.
Marzano, R. J., (2009). Setting the record straight
on“high-yield” strategies. Phi Delta Kappan,
91(01), 30-37.