Each month we will focus on a chapter that includes one of the strategies listed below in the order that we will discuss them. 

Direct Instruction- .6 effect size, Hattie

"The teacher decides the academic goals of direct instruction and shares with them her students. Throughout the class, she demonstrates concepts and skills through modeling. She checks in routinely with students to assess their level of engagement and comprehension. Based on what is revealed in this assessment process, she makes a determination about whether or not students need further clarification on a topic or are ready for more material. Direct instruction classes must also include both guided and independent practice opportunities that use related, but different examples." Bold School, Kieschnick p. 101 

Spaced Vs Massed- .60 effect size, Hattie

"Retention is improved when exposure to information is repeated and spaced over time. In this strategy, we create opportunities for students to revisit older content in deliberate and purposeful ways to promote not just recall of that content, but also sustained comprehension of it. The more complex the practice is, the more space you should put between it and the next practice. By using spaced practice in the station rotation model, you can mix it in with mass practice of new content in the same lesson plan." Bold School, Kieschnick, p. 184 

Concept Mapping- .64 effect size, Hattie

"The three-step strategy begins with the teacher instructing about a concept with an emphasis on central ideas rather than details. Students then created a concept map, or a geographical representation of a conceptual structure. They begin by choosing a focus questions, with teacher support as needed. Then they determine the most salient points of the concept, which requires analyzing themes and interrelationships of subordinated concepts and synthesizing information within the concept at large. After using technologies to input these points into the map, students create cross-links between concepts in different areas of the map. The teacher models as needed to support students through gaining all competencies necessary to complete the steps on their own." Bold School, Kieschnick, p. 125 

Vocabulary- .67 effect size, Hattie

"This strategy depends on vocabulary instruction taught in a formal, structured way, where words are related to core concepts begin learned and delivered in context. Students must be exposed to each word at least twice to support comprehension. Picturing will also be added to promote retention." Bold School, Kieschnick, p. 88 

Interactive Video- .54 effect size, Hattie

"To enhance the effectiveness of this strategy, it should come after teacher-delivered core instruction and be used within a station rotation model. Through the application of teacher embedded rigorous questions or prompts in a video, interactive video allows students to reinforce learning and deepen cognition around core ideas." Bold School, Kieschnick, p. 66 

Questioning/Socratic Method- .48 effect size, Hattie

"This strategy relies on a series of questions to guide students' thinking toward high levels of rigor and complexity. The effectiveness of questioning depends on the rigor of questions used, making teacher pre-planning and assessment of questions critical. When questions are of high rigor and directly related to learning materials and desired academic outcomes, student thinking is challenged and new understanding is more likely to be achieved." Bold School, Kieschnick, p. 78 

Reciprocal Teaching- .74 effect size, Hattie

"Reciprocal teaching is a 4-step, close reading strategy that uses the cognitive tools of: 1) Predict, 2) Clarify, 3) Question, and 4) Summarize. Critical to the success of this strategy is that the teacher spends time modeling each of these steps before students work through them on their own. As they do, the teacher must remain hands-on, guiding students and offering feedback and clarification." Bold School, Kieschnick, p. 163 

Peer Tutoring- .55 effect size, Hattie

"In this strategy, two peers are partnered based on shared circumstances or common proficiency needs (even in two disciplines, e.g., partnering a students strong in math and weak in science with someone weak in math and strong in science). All students are given tutor training in advance of launching the program. As needed, teachers model tutoring skills specific to the academic goals at hand, which are always shared with students. Teachers define the skills to be practiced in a tutoring session, and then leave most decisions (topic, pacing, evaluating performance, etc.) the students for greater effect. The teacher instead focuses on monitoring the class and delivering remediation as needed." Bold School, Kieschnick pg. 112 

Self Assessment- 1.33 effect size, Hattie

"Students are given the opportunity to self-assess their work and measure it against teacher explained proficiency and benchmarks. The teachers then discusses with students the results of assessment and helps each students grasp where they are relative to proficiency goals and what is needed to get there.  Finally, students are given the opportunity to apply refined understanding to another learning task to see progress. The process exists as a cycle that is repeated with frequency for ultimate benefit to the student." Bold School, Kieschnick, p. 148 

Worked Examples- .37 effect size, Hattie

" Worked examples begin with a problem statement and are followed by an explicitly stated step-by-step solution. The teacher takes care to point out those steps that increase the efficiency of the solution to help reduce cognitive load. For maximal impact, worked examples should be digitally recorded so students can set their own pace. and they should be alternated with independent problem solving opportunities for students so that they can apply the principles they just learned." Bold School, Kieschinck, p. 137 

Problem Solving- .63 effect size, Hattie

"Problem solving teaching is an approach to problem solving where the focus in on the process of determining what's needed to solve a problem and how to go about finding the most efficient solution. When using this strategy, teachers should take care not to spoon-feed students formulas and all steps to solve a problem, but rather let them struggle productively to make their own evaluations and judgments. As both a rigorous and relevant approach to problem solving, this strategy is most effective for deeper learning and after surface knowledge has been mastered." Bold School, Kieschnick, p174.