Implementing Effective

Instructional Strategies
Michael Miller
Learning Targets
I can describe four research based instructional strategies:
Setting Objectives and Providing Feedback, Cooperative
Learning, Summarizing/Note Taking and Identifying
Similarities and Differences.

I can summarize Marzanos caution of the strategies.

 What are objectives? What is
feedback?
1. With your group, try to come up with a definition of a
learning objective.
2. Compare feedback and grades (make a Venn
Diagram).

Have one member of your group take notes and

summarize the learning of your table. We will share out
in 4 minutes.
Learning Objectives
Learning objectives should be written in student friendly
language.
Learning objectives should tell what students will learn, not
what activity they will do (Dean, C. B., Hubbell, E. R., Pitler,
H. & Stone, B.).
Learning objectives should be aligned to the standards and
should not be too specific or too general.
Learning objectives should be communicated verbally and be
written on the board (Dean, C. B., Hubbell, E. R., Pitler, H. &
Stone, B.).
 Learning Objectives Example
Too General Too Specific Appropriately Specific
Understand the fundamental Describe the function of the Identify basic human body
concepts of growth and respiratory system in three systems and their functions.
development. sentences.

Use the process of science Describe three observations
inquiry. about how bean plants grow,
using four pictures and at least
four numbers.
Table retrieved from Dean, C. B., Hubbell, E. R., Pitler, H. & Stone, B., p. 7.
Record and describe
observations with pictures,
numbers and words.

Write down one learning target that you have used in the last two weeks. Share your
learning target with your group. Compare and contrast the different learning targets
 Providing Feedback
According to Rick Wormeli (2006), The
most important response to a students
homework assignment is feedback, not
grades (p. 118).

According to Dean, Hubbell, Pitler, and

Stone (2012), When feedback provides
explicit guidance that helps students
adjust their learning, there is a greater
impact on achievement, students are
more likely to take risks with their Maybe not like that!
learning, and they are more likely to keep
trying until they succeed (p. 3).
Personal Example: Feedback
During the Spring 2015 semester, this presenter allowed students to
resubmit a research paper as many times as they wanted (for full
credit). Each copy was returned to students in a timely matter and
specific feedback, aligned to the learning objectives and a rubric, was
provided on each paper.

Most students took advantage of the feedback and multiple attempts

and in the end only five out of 49 students did not receive a passing
grade on the assignment. Thats 90% passing on the assignment when
the typical average passing is closer to 60%!
 Keys To Objectives and Feedback
Help guide students in setting personal learning objectives
Create an opportunity for students to give themselves feedback on their
work (should be aligned with the learning objective)
BEST - Use a graphic organizer with the learning objective, students
feedback, classmates feedback and your feedback (Dean, Hubbell, Pitler &
Stone, p. 18).

Learning My Feedback My Partners My Teachers

Objective Feedback Feedback
Why Use Cooperative Learning
Why use cooperative learning?

How often do you work in isolation?

How often do your friends and
family members work in isolation?
In this presentation, youve already
participated in cooperative learning
twice!
The world depends on collaboration
and cooperation.
How do you do Cooperative Learning?
Possible Strategies:
Any learning activity task can be done in 1. Think-Pair-Share*
cooperative learning 2. Turn and Talk*
Collaboration and cooperative learning is 3. Group reading with assigned roles
a skill that must be taught - dont assume for each group member
they know how to do it! 4. Inner-outer circle discussions*
Keep group sizes small 5. Four corners discussion*
Mix groups up, but also have home 6. Small group discussion (3-4 people)
groups so your students get use to over a reading and then a whole
working with the same people (like you class debrief*
do at work!) 7. Debate*
Group outside of class! [Blended 8. Socratic Seminar*
Classroom] 9. Etc.
 Cooperative Learning Practice
As a group quickly (5 minutes) read the Forbes article Collaboration Rules:
Five Reasons Why Collaboration Matters Now More Than Ever.
1. Assign the following roles to your group members: reader, note taker (take
Cornell notes), someone to ask questions and a reporter.
2. Once you have finished reading and discussing the article, come up with 1-2 ways
you could use more cooperative learning in your classrooms. Be prepared to share
with the large group.
Example of Cooperative Learning
Economics Example:
1. Students work in groups of 4
2. Complete different readings
about different countries,
including table data, etc.
3. Discuss the different countries
as a small group
4. Pick the country with which
they should trade
5. Discuss results as a class
History Example: Socratic Seminar
1. Students are put in groups of three
with one person on an inside circle
and two in an outside circle
2. Discussion is done in the inner
circle (individuals in the outer
circle can talk to and rotate with
their partner on the inner circle.
3. Debrief as a whole class
Note Taking in Your Class
How do your students take notes in your class? Is it
effective?

Do you think their notes are helpful when it comes to your

exams?

Are your students prepared to take notes in college?

Summarizing and Note Taking
When did you teach your students how to take notes?

If you didnt they probably dont know how to take good

notes.

Its not enough to grab the Cornell Notes page and

say take note, you must teach them how to find the
most important information and how to summarize.

Having clear learning objectives makes this easier for

students!
 Teaching Note Taking
Provide students with notes on a lesson you
are teaching (model) and provide direct
instruction on why those items were selected
as important.
Provide a template with some information, but
allow student to take their own notes on this
template as well - have students turn notes in.
Provide students with clear feedback on their
notes.
When assessing students note, allow them an
opportunity to redo their notes and receive
feedback again.
 Why is Summarizing important?
Summarizing is taking information and getting it
down to what is essential.
Summary Frames can greatly help this process:
Argumentative Frame
Problem-Solution Frame
Narrative Frame
Definition Frame
Topic-Restriction-Illustration Frame
Conversation Frames

What summary frames do you think you would

try in your classroom in the next two weeks?
 Doing It Best!
Combining Note Taking and Summary

Cornell Notes provides a great opportunity to

combine note taking and summarizing!
Notes can be done in text, images, web maps, etc.
Summary should be brief and should hit the
highlights.
Providing examples (maybe even a reference
poster), direct instruction, structured practice,
group practice, individual practice and clear
instructive feedback and help students become
professional note takers and summarizers!
Similarities and Differences

Compare and contrast the soccer ball and basketball using a

Venn Diagram.
Teaching Similarities/Differences
Students benefit from explicit instruction in
the use of processes associated with
identifying similarities and differences
(Dean, Hubbell, Pitler & Stone, 2012, p.
121).
Provide students with an opportunity to
practice comparing similarities and
differences and provide corrective feedback.
The use of a Venn Diagram or another
graphic organizer can make this process
much easier! Which of these does not
Provide a variety of examples to give
students more practice.
belong?
Group Practice
Compare and Contrast the two
images on this slide using the
graphic organizer provided.

Attributes Item #1 Item #2

Attribute #1

Attribute #2

Attribute #3

You may pick the attributes for comparison.

How I do this in Economics
PACED Decision Making Method

This model asks students to compare

four different items using four different
criteria. You can pick the criteria or let
the students pick.

An example I have used is a vacation to

Italy, Ecuador, China or California. The
criteria will be different amenities.
Setting the Record Straight on
High-Yield Strategies
Three Mistakes Robert Marzano Believes
School Districts Make with High Yield
Strategies

1. Focusing on a narrow range of

strategies
2. Assuming that high-yield strategies
must be used in every class
3. Assuming that high-yield strategies
will always work.
Conclusion - What should you
take away?
1. EVERY strategy needs to be explicitly taught to students, you
cant assume that they already know how to do it.
2. These are four strategies that have a high probability of
succeeding, but that doesnt guarantee they will be
successful.
3. Always provide your students clear objectives as to what you
would like them to do and give them feedback on how well
they are doing it.
a. This will help students be must more successful with any
strategy you have them use!
 Summary
The strategies described today (objectives and feedback, cooperative learning, summary and
note taking and comparing similarities and differences) all have the potential to positively
impact student learning.

Each of these strategies has an opportunity to be assessed to ensure that student learn what
you expect them to learn, but as stated earlier, the most important part of the assessment is
the feedback, not the grade.

Finally, as Robert Marzano explains, the strategies are high probability strategies. This
means they may not always be as successful as the research may indicate.
 Questions/For Next Time
If you have any questions, stop by my room anytime or send me an
email!
For Next Time

1. Bring at least one learning target/objective with you and evidence of clear,
instructional feedback that you have given to one student.
2. Bring one summary frame with you that you have used between now and our
next meeting.
3. Try using at least one other strategies discussed today and be prepared to share
how it went in small groups and as a large group!