High-Yield, Research-Based Instructional Strategies

Some of the Basics. Use Others? CSM will integrate with ALL high-yield, Instructional strategies
Marzano's "Nine" 1) Identify Similarities & Differences 2) Summarize & Take Notes 3) Reinforce Effort 4) Assign & Allow Practice 5) Create Visual Representation 6) Use Cooperative Learning 7) Get Immediate Feedback 8) Generate Hypothesis & Test 9) Apply Graphic Organizers & Cues	Delivery Models* (see below) Get Students Participating Literacy First State Objective Activate Prior Knowledge Student Active Participation Teacher Input Identify Student Success Me-We-Two-You and other "Workshop Models" of lesson structure	Differentiated Instruction Something for All Learners Vary Delivery Styles Content, Process, Product & Readiness Break Problems into Parts and Steps Review for some, challenge others	MTSS    Multi-Tiered System of Support              (All, Some, Few) Communicate between Tiers
Kagan's Strategies 1) Positive Interdependence        (everybody gain) 2) Individual Accountability       (everyone required) 3) Equal Participation       (everyone participating) 4) Simultaneous Interaction       (everyone at once)	Multiple Intelligences Visual / Spatial Verbal / Linguistic Logical / Mathematical Bodily / Kinesthetic Musical / Rhythmic	DuFour's Basics GREAT FOR PLC's 1) What do we want students to know and do? 2) How do we know they know it? 3) What do we do if they don’t? 4) What do we do if they already know it?	Ruby Payne's         Main Ideas Give students tools that keep them from : "being taken advantage of " "being cheated" "being controlled" Connect to real-world applications

*ANATOMY of EFFECTIVE LESSON DELIVERY
INTRO/TEACH:  Purpose;  Value; Connect (to previous skills & real world);  Activate Prior Skills;  "Dust off Cob Webs"; Meet Students where they are and build; Review & Teach New	<--- CSM
STUDENTS PARTICIPATING IN THEIR OWN LEARNING: investigating; discovering, finding patterns & proving them; applying; "what if"-ing; analyzing; discussing; defending; modeling;  experimenting; trial & error; self-assessing FOR learning	<--- CSM
INDIVIDUAL PRACTICE: promotes permanent learning and mastery; builds automaticity; automatic recall for use with new concepts and problem solving	<--- CSM
CONCLUDE / EXIT: student accountability; assess student learning	<--- CSM
SUPPORT / TIERS (including home): communication & consistency are the keys between Tiers 1, 2, 3 and home. Guided by Tier 1 classroom teacher and supporting each other. Fill gaps and missing skills; build foundations	<--- CSM

Instructional Strategies (Printable Form of the Chart Below (.pdf 1 pg) Printable version of chart below with summaries of popular high-yield, research-based instructional strategies that schools implement.

Math "Tool Belt" (Read NCTM article .pdf 1pg) Develop ALL "math tools": Mental Math Strategies; Paper & Pencil Skills; Calculator Use (Estimation). They are all VITAL!

"Automatic Recall" (Federal Math Advisory Final Report Exec-utive Summary .pdf 20 pgs) or (USA Today & NY Times Summaries .pdf 2pgs) Research shows importance of "automatic recall" & number sense to Math education.

KS Math Standards (Reference to Number Sense, Estimation & Mental Math .pdf 4 pgs) "Teacher Notes" stress the importance of Number Sense, Mental Math & Estimation for test-taking skills and math understanding.

Deliver Effective Research-Based Lessons to Students Give a Purpose of the Workout - "What am I going to Learn and Why?" Review prior skills before building on them Keep all students participating and engaged Take notes - summarize and use graphic organizers Practice and give immediate feedback Find similarities & differences in problems Identify if students are "getting it" Reinforce their effort and progress Learn cooperativly - share, discuss, investigate, prove, help Differentiate instruction to reach all types of learners Is flexible to allow visual, verbal, logical, musical strategies for all learning styles High Level Thinking Flexibility is designed into every problem of every workout. Teachers and parents will easily be able to go from low level recall questions to higher level questions in an instance. "Why?" "Can you prove your idea?" "How did you get the answer?" "Are there other ways to get the answer?" "Where would you use this skill outside of school?" "How is this different?" "What problems of your own can you make?" Keeping it SIMPLE! We know what students need know to move on We need a tool to see if they "get it" We need a tool to help when they don't We need a tool to challenge and build when they do   "Why do I need Math? When will I ever use this?" Give them skills to keep them from being taken advantage of Words all Math teachers hear too often. Common Sense Math focuses on basic, real-life, commonsense skills. Skills students will use in real life. We can help students see that without number sense and mental math skills, they could lose money! Whether by accident or on purpose, we might get less change that we should. Or get charged more than we should at the cash register. Helping students see that education and knowlege keeps us from being cheated or taken advantage of, gives them a reason to learn it.