High Yield Instructional Research says Examples Strategies Teachers should create specific but Setting flexible goals, allowing some student Articulating and displaying learning objectives and choice. Teacher feedback should be goals, KWL, contract learning goals, providing corrective, timely, and specific to a etc. feedback criterion. Students should generate, explain, test Thinking processes, constructivist and defend hypotheses using both Generating practices, investigate, explore, social inductive and deductive strategies and testing construction of knowledge, use of through problem solving, history hypothesis inductive and deductive reasoning, investigation, invention, experimental questioning the author, etc. inquiry, and decision making. Teachers should use cues and questions that focus on what is Graphic organizers, provide guiding important (rather than unusual), use questions before each lesson, think Questions, ample wait time before accepting alouds, inferencing, predicting, drawing cues, and responses, eliciting inference and conclusions, skim chapters to identify advance analysis. Advance organizers should key vocabulary, concepts and skills, organizers focus on what is important and are more A.C.E. anticipation guide, annotating useful with information that is not well the text, etc. organized.
High Yield Instructional Strategies Research says Examples Setting objectives and providing feedback Teachers should create specific but flexible goals, allowing some student choice. Teacher feedback should be corrective, timely, and specific to a criterion. Articulating and displaying learning goals, KWL, contract learning goals, etc. Generating and testing hypothesis Students should generate, explain, test and defend hypotheses using both inductive and deductive strategies through problem solving, history investigation, invention, experimental inquiry, and decision making. Thinking processes, constructivist practices, investigate, explore, social construction of knowledge, use of inductive and deductive reasoning, questioning the author, etc. Questions, cues, and advance organizers Teachers should use cues and questions that focus on what is important (rather than unusual), use ample wait time before accepting responses, eliciting inference and analysis. Advance organizers should focus on what is important and are more useful with information that is not well organized. Graphic organizers, provide guiding questions before each lesson, think alouds, inferencing, predicting, drawing conclusions, skim chapters to identify key vocabulary, concepts and skills, A.C.E. anticipation guide, annotating the text, etc.