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Effective Strategies for Student Achievement: Summary of 'Classroom Instruction' - Prof. S, Study notes of School management&administration

An overview of instructional strategies presented in the book 'classroom instruction that works' by marzano & pickering, which have been proven effective in improving student achievement over the past 30 years. The strategies cover various categories such as identifying similarities and differences, summarizing and note taking, reinforcing effort, homework and practice, non-linguistic representations, cooperative learning, setting objectives, generating and testing hypotheses, questions, cues, and advanced organizers.

Typology: Study notes

Pre 2010

Uploaded on 07/31/2009

koofers-user-9yn
koofers-user-9yn 🇺🇸

10 documents

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Download Effective Strategies for Student Achievement: Summary of 'Classroom Instruction' - Prof. S and more Study notes School management&administration in PDF only on Docsity!

Life is a Series ofTests…..SomeJust Count MoreThan Others!

Categories of Instructional Strategies that Affect

Student Achievement

1. Identify Similarities and Differences2. Summarizing and Note Taking3. Reinforcing Effort/Providing Recognition4. Homework and Practice5. Non-linguistic Representations6. Using Cooperative Learning7. Setting Objectives/Providing Feedback8. Generating and Testing Hypotheses9. Questions, Cues, and Advanced Organizers

Note Taking Strategies

  1. Note taking and summarizing are closely related.2. No one correct way to take notes. Teach students a variety of formats.3. Informal Outlines4. Webbing5.

Provide students with teacher-prepared notes before exposingthem to new content. Categories of Instructional Strategies that Affect Student Achievement

Graphic Organizers That Often Appear on TCAP Assessments

Categories of Instructional Strategies

That Affect Student Achievement

Using Cooperative Learning

  1. Group work doesn’t have to be chaotic!2. Do not assume that students know how to work in groups. Teamingmust be taught.3. Avoid ability grouping. Resist the temptation to separate the more capablestudents. Highly skilled students are not necessarily the most creative.4. Mix boys and girls.5. Spread out the class leaders (both negative & positive).6. There is no magic number for group size. In the beginning start with smallgroups or pairs. Usually 4 is a good size after students have some groupexperience.

Continued next slide

Categories of Instructional Strategies

That Affect Student Achievement

Reinforcing Effort/Providing Recognition

Research has shown that reinforcing effort is effective; HOWEVER ¾

Charting effort and achievement should be done on an individual basis. ¾

Students should compete with themselves. ¾

Have students keep individual graphs of achievement vs. effort. Research has also shown that praise is highly effective when used PROPERLY ¾

Use the Pause, Prompt, and Praise Technique. ¾

Praise should be specific to particular accomplishments, not general. ¾

Beware of symbolic tokens such as stickers or certificates.

Categories of Instructional Strategies

That Affect Student Achievement

Questions, Cues, and Advanced Organizers

Cues and questions are explicit reminders or hints about what students are about to experience. ¾

Cues and questions trigger students’ memories. ¾

One of the best approaches to eliciting prior knowledge is KWL. ¾

Advanced organizers are organizational frameworks teachers can present to students prior to teaching new content to prepare them for what they are about tolearn. ¾

Skimming information before reading can be a powerful form of advance organizer.

Everyday Classroom Strategies to Help

Raise TCAP Scores

Teaching for Best Test Results

Thinking Skills—70% of the Achievement Test is written on the 3 highest levels of Bloom’s Taxonomy. ™

Synonyms ™

Charts, maps, diagrams, tables—every teacher in every subject area must focus on these. ™

Webbing ™

Multi-meaning words and vocabulary ™

Mirror the Achievement Test Throughout the School Year! ™

Align Curriculum with State Standards ™

Make Sure Everyone Understands How to Read, Interpret, and Track Test Summaries ™

Formulate a

Plan of Action (not a blame) by grade level/school level.

Teaching for Best Test Results

continued

Mirror the Achievement Test Throughout the School Year

Teach Time Limits ‰

Can Do/Can’t Do Lists ‰

Practice NOT Helping ‰

Standing Work Stations ‰

Make sure some of your tests “look like” TCAP ‰

Teach students what they need to know; then how they will be tested!