In the book Classroom Instruction that
Works, a meta analysis was performed on the effect of several
instructional strategies listed below. The McRel study showed
significant differences when comparing the experimental group to the
control group. Based on the results of the study, those students exposed
to the instructional strategies had an average net increase of one
standard deviation above the overall mean score of the control group.
The study also recommends the inclusion all of these strategies to increase the probability for a net increase in test scores. |
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Educational Strategies | Gains | |
Identifying Similarities and Differences | 45% | |
Classroom Instruction That Works - Identifying Similarities and Differences | ||
Metaphors - Similies - Opposites - Etc. | ||
Compare and Contrast Strategy in a Classroom | ||
Examples- | ||
Thinking Maps, T-charts, Venn diagrams, classifying, analogies, cause and effect links, compare and contrast organizers | ||
Four strategies in the Identifying Similarities and Differences category. | ||
1. Comparing 2. Classifying 3. Creating Metaphors 4. Creating Analogies |
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Summarizing and Note Taking | 34% | |
Examples- | ||
Teacher models summarization techniques, identify key concepts, bullets, outlines, clusters, narrative organizers, journal summaries, break down assignments, create simple reports, quick writes, graphic organizers, column notes, affinity diagrams, etc. | ||
Reinforcing Effort & Providing Recognition | 29% | |
Classroom Behavior? There's an App for That | ||
Creating a Positive Tone with a "Pat on the Back" (Video 1:21 Min.) | ||
Examples- | ||
Hold high expectations, display finished products, praise students’ effort, encourage students to share ideas and express their thoughts, honor individual learning styles, conference individually with students, authentic portfolios, stress-free environment, high-fives, Spelling Bee, Constitution Day, School Newspaper, etc. | ||
Increasing Value in Homework and Practices | 28% | |
Example- | ||
Retell, recite and review learning for the day at home, reflective journals, parents are informed of the goals and objectives, grade level teams plan together for homework distribution; SLCs; teacher email. | ||
Using Non-Linguistic Representations | 27% | |
Examples- | ||
Visual tools and manipulatives, problem-solution organizers, spider webs, diagrams, concept maps, drawings, charts, thinking maps, graphic organizers, sketch to stretch, storyboards, foldables, act out content, make physical models, etc. | ||
Incorporating Co-Operative Learning Effectively | 27% | |
Examples- | ||
Integrate content and language through group engagement, reader’s theatre, pass the pencil, circle of friends, cube it, radio reading, shared reading and writing, plays, science projects, debates, jigsaw, group reports, choral reading, affinity diagrams, Students tackle TAKS word problems in groups and explain their answers, etc. |
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Setting Objectives and Providing Feedback | 23% | |
Examples- | ||
Articulating and displaying learning goals, KWL, contract learning goals, etc. Teacher can display objectives on the in-focus projector and follow-up on the mastery of the objective at the end of the lesson. | ||
Generating and Testing Hypothesis | 23% | |
Examples- | ||
Thinking processes, constructivist practices, investigate, explore, social construction of knowledge, use of inductive and deductive reasoning, questioning the author of a book, finding other ways to solve same math problem, etc. | ||
Utilizing Questions, Cues, & Advanced Organizers | 22% | |
Think Alouds | ||
Graphic Organizers | ||
Examples- | ||
Graphic organizers, provide guiding questions before each lesson, think alouds, inferencing, predicting, drawing conclusions, skim chapters to identify key vocabulary, concepts and skills, foldables, annotating the text, etc. | ||