ECU TQP Instructional Strategies

Graphic Organizers
1. Thinking Maps
o 8 specific maps
Circle Map helps define words or things in context and presents points
of view
Bubble Map describes emotional sensory and logical qualities
Double Bubble Map compares and contrasts qualities
Tree Map shows the relationships between main ideas and supporting
details
Flow Map shows events as a sequence
Multi-flow Map shows causes and effects and helps predict outcomes
Brace Map shows physical structures and part-whole relationships
Bridge Map helps to transfer or form analogies and metaphors
o Theorists Hyerle and Williams
2. Advance Organizers
o A statement made by teachers to their students before they listen to a
presentation or read textual materials that provides a structure for the new
information to be linked to students prior knowledge
o Can also be delivered as a narrative
o Theorist Ausubel

Concept Learning
3. Examples and Non-Examples
o Positive Example a basic example
o Negative Example a mistake or wrong way to do something
o Non-Example what is not being talked about; things that are not part of a topic
o Theorists Burts, McKinney, Gilmore, and Ford
4. Compare and Contrast
o Classify objects or concepts, specifically similarities and differences between two
things

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 o Can be used with indirect instructional methods or directly to teach vocabulary
signals, classifications, nomenclature and key characteristics
o Presented in written text or charts
o Most commonly used as a graphic organizer (double bubble map or Venn
diagram)

Question and Review

5. Teams-Games-Tournaments
o Can be used for review and mastery learning of material
o Games contain content-relevant questions designed to test the knowledge
students gain from class presentations or and team practice
o The main concept is to motivate students to encourage and help each other
master skills
o Study teams review material, and then students compete in academically
homogeneous Tournament Teams. Students bring from 2-6 points back from
their tournament to their study team.
o Bumping procedure allows low achievers to have equal opportunities for success
The top score at each tournament table brings sixty points to his or her
o Theorist Robert Slavin
6. Higher level questions that ask for explanations
o Teachers pose questions that require students to mentally manipulate bits of
information previously learned to create or support an answer with logically
reasoned evidence
o Includes open-ended, interpretive, evaluative, inquiry, inferential, and synthesis
questions

Grouping
7. Think-Pair-Share
o Gives students time to think about a given topic and share their insights with
another student.
o Instructor asks an open ended or thought provoking question and asks students
to think about it and then pair up to discuss their insights. The teacher then

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 randomly calls on a few students to summarize their discussion or to give an
answer.
8. Jigsaw
o Students are divided into 5-6 person heterogeneous groups. Material to be
learned is also divided into 5-6 sections. Each student from the group is assigned
a section. The student reads over the material to become familiar with it. Then,
temporary expert groups are formed for each segment of material. Students
discuss the material and rehearse the presentations of the material. Then each
expert goes back to their original group and presents the content. A quiz is given
at the end to reinforce the serious nature of the sessions.
o Theorist Aronson

Assessment
9. Formative
o To ensure effectiveness:
Provide clear learning targets
Offer feedback about progress toward learning goals
Attribute student success and mastery to moderate effort
Encourage student self-assessment
Help students set attainable goals
o Examples:
Collaborating with other teachers to share information about students
Homework, quizzes, and tests
Exit Tickets: Students answer two questions at the end of the lesson. One
requires a factual answer related to the concepts taught in the days
lesson. The other requires an explanation of a concept. Students should
NOT sign their ticket. This will allow instructor to determine the
effectiveness of the lesson.
One minute papers: Allow students one minute to answer an open-
ended question at the end of the lesson. Review and address any
misconceptions noted.
Concept Mapping

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 Survey Students
o Theorist Black and William
10. Summative
o The information gathered must be compared to the broad criteria that define
levels or grades
o Common criteria are applied and achievement is summarized in terms that have
the same meaning for all students
o Examples:
State assessments
District benchmark assessments
End of unit or chapter tests
End of term or semester exams
Scores used for grading
o Theorists Harlan, Nichols, Glass, Berliner

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