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High Yield Instructional Strategies—Connie Player ：高产量的教学策略，康妮的球员
Using the High Yield Instructional Strategies to Help Narrow the Opportunity/Achievement Gap 2006 Texas Social Studies Supervisors’ Spring Conference March 30-31, 2006 Closing the Gap What you can do as a supervisor Focus on the Gap-force people to look at the gap--Prepare charts/reports Talk about the gap-compare your gap with others-school, content areas, etc Book studies Robert Marzano Classroom Instruction That Works “One of the primary goals of the study was to identify those instructional strategies that have the highest probability of enhancing student achievement for all students in all subject areas at all grade levels.” “What works in Classroom Instruction” What really works…High Yield Instructional Strategies Identifying similarities and differences-45%---1.61 Summarizing and note-taking-34%---1.00 Reinforcing effort and providing recognition-29%---.80 Homework and practice-28%---.77 High Yield Instructional Strategies Nonlinguistic representations-27%---.75 Cooperative Learning- 27%---.73 High Yield Instructional Strategies Setting objectives and providing feedback-23%---.61 Generating and testing hypotheses-23%---.61 Using questions, cues, and advance organizers-22%---.59 Identifying similarities and differences “Common Bond” question The student can find and develop similarities and differences in cultures, historical accounts, and ideas Why/how is this like…….. Why/how is this different from… Comparing-teacher directed, student directed and graphic organizers Classifying-TEKS biography Creating Metaphors-”superhighways” Analogies Summarizing and note-taking Summarizing forces generalizations, inferences, etc The student can summarize readings and take notes from the teacher, the text, and personal interviews What research says about note taking Verbatim note taking is least effective-strongly discouraged Notes should be considered a work progress Most powerful use is to review for tests “less is more” is a misconception
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