Strategies
A strategy is a set of methods or activities to teach your child something. An instructional intervention may include strategies. But not all strategies are interventions. The main difference is that an instructional intervention is formalized, aimed at a known need and monitored.
- Setting Objectives
- Reinforcing Effort/Providing Recognition
- Cooperative Learning
- Cues, Questions & Advance Organizers
- Nonlinguistic Representations
- Summarizing & Note Taking
- Identifying Similarities & Differences
- Generating & Testing Hypotheses
- Instructional Planning Using the Nine Categories of Strategies
- Rewards based on a specific performance standard
- Homework for later grades
- Direct Instruction
- Scaffolding Instruction
- Provide opportunities for student practice
- Individualized Instruction
- Inquiry-Based Teaching (see 20 Questions To Guide Inquiry-Based Learning)
- Concept Mapping
- Reciprocal Teaching
- Promoting student metacognition (see 5o Questions That Promote Metacognition In Students)
- Developing high expectations for each student
- Providing clear and effective learning feedback (see 13 Concrete Examples Of Effective Learning Feedback)
- Teacher clarity (learning goals, expectations, content delivery, assessment results, etc.)
- Setting goals or objectives (Lipset & Wilson 1993)
- Consistent, ‘low-threat’ assessment
- Higher-level questioning (Redfield & Rousseau 1981) (see Questions Stems For Higher Level Discussion)
- Learning feedback that is detailed and specific
- The Directed Reading-Thinking Activity
- Question-Answer Relationship (QAR) (Raphael 1982)
- KWL Chart (Ogle 1986)
- Comparison Matrix (Marzano 2001)
- Anticipation Guides (Buehl 2001)
- Response Notebooks (Readence, Moore, Rickelman, 2002)
- Clear Lesson Goals
- Show & Tell
- Questioning to Check for Understanding
- Summarize New Learning in a Graphical Way
- Plenty of Practice
- Provide Your Students with Feedback
- Be Flexible about How Long It Takes to Learn
- Get Students Working Together
- Teach Strategies, Not Just Content
- Nurture Meta-Cognition
- Crossover Learning
- Learning through Argumentation
- Incidental Learning
- Context-based Learning
- Computational Thinking
- Learning by Doing Science
- Embodied Learning
- Adaptive Teaching
- Analytics of Emotions
- Stealth Assessment
- Setting goals
- Structuring lessons
- Explicit teaching
- Worked examples
- Collaborative learning
- Multiple exposures
- Questioning
- Feedback
- Metacognitive strategies
- Differentiated teaching
- Explicit Teaching
- Collaborative Learning
- Multiple Exposures
- Differentiated Teaching
- Questioning
Content Planning
1. Guiding Questions
2. Learning Maps
Formative Assessment
3. Specific Proficiencies
4. Checks for Understanding
5. Teaching Modifications
Instruction
6. Thinking Prompts
7. Effective Questions
8. Cooperative Learning
9. Stories
10. Authentic Learning
Community Building
11. Learner-Friendly Culture
12. Power With, not Power Over
13. Freedom Within Form
14. Expectations
15. Witness to the Good
16. Corrections
- Retrieval Practice
- Spaced Practice
- Interleaving
- Feedback-driven Metacognition