Journal of Strategies

1. Identifying Similarities and Differences (Marzano)

"The ability to break a concept into its similar and dissimilar characteristics allows students to understand complex problems by analyzing them in a more simple way" (Tyson).

• Venn Diagram (comparing and contrasting) - "an illustration that uses overlapping circles to show the logical relation between two or more sets of items. Circles that overlap have a commonality while circles that do not overlap do not share those traits" (Kenton).

Example: https://cdn.hswstatic.com/gif/venn-diagram.jpg 

• Matrix (comparing and contrasting) - organizes information into rows and columns for the purpose of comparing and contrasting information.

Example: https://ecdn.teacherspayteachers.com/thumbitem/Compare-and-Contrast-Matrix-3876065-1666004100/original-3876065-4.jpg 

• T-Chart (comparing and contrasting) - a two-column table used to organize information, particularly when comparing or contrasting two different sets of data. 

Example: https://webusupload.apowersoft.info/gitmind/wp-content/uploads/2021/10/crypto-tchart.jpg 

• Bar Graphs (comparing and contrasting) - "a diagram in which the numerical values of variables are represented by the height or length of lines or rectangles of equal width" (Oxford Languages).

Example: https://www.splashlearn.com/math-vocabulary/wp-content/uploads/2022/10/Bar-Graph-1-1.png 

• Bubble Map (classifying): "a basic way of graphically representing a thought process. It starts with a noun or concept in a central circle or “bubble.” From that central concept, radiating lines are drawn to other bubbles filled with related concepts" (Miro).

Example: https://www.mindmanager.com/static/mm/images/features/bubble-map/bubble-map-3.png 

• Tables (classifying): organizes information in rows and columns for an easy glance. 

Example: https://web.stanford.edu/class/cs101/table.png 

• Sentence Stem Activities: "Students complete sentence stems that ask them to compare and contrast various people, places, events, concepts, or processes" (Bearden & Dodson, 2016). These comparisons can be general or specific, as shown by the following examples. 

General: House cats are similar to lions because ______________. House cats are different from lions because _________________.

Specific: Sherlock Holmes and Miss Marple are both characters who enjoy solving mysteries, but they are different because ___________________. 

• Creating metaphors: metaphors are comparisons that show how two things that are not alike in most ways are similar in one important way. Metaphors state that something is something else. 

Example: James was a wall, returning every tennis ball back over the net.

Example of a technology-based metaphor project: http://edcommunity.apple.com/ali/story.php?itemID=152 

• Creating Similes: Similes use the words “as” or “like” to make a comparison. 

Example: My diamond sparkles like the morning dew. 

• Creating Analogies: a comparison of two things to show their similarities or relationships.

Example: Life is like a box of chocolates; you never know what you're going to get.

• Sorting: the ability to identify similarities and differences among a set of objects and grouping them accordingly.  

Why sorting and matching is important for young children - Playgroup WA 

2. Summarizing and Note-Taking

"These skills support increased comprehension by asking students to identify what's essential and then put it in their own words" (Tyson).

• Teacher prepared notes - handouts that provide students with background information and standard cues with specific spaces to write key facts, concepts, and/or relationships during the lesson.

• Key Points Summary - Students make a list of bulleted key points of the learning from the lesson.

• KWL - If you started the lesson with a K-W-L (what I Know, what I Want to know, what I Learned), then complete the L(learned) section as the summary.

• Sequence or Timeline - List in order of importance or in chronological order (or steps) the concepts discussed in the lesson.

• 5 W's Summary - Students list information that answers Who, What, When, Where, Why related to the learning from the lesson. 

• Annotating - adding notes or gloss to a text while reading, which may include highlights or underlining, comments, footnotes, tags, and links. 

Example: highlight main ideas, circle unknown words, write a question mark next to questions you have, draw an asterisk next to passages you can make connections with and describe in the margin.

• Word Splash - Students are given a “splash” of the key words from the lesson. They must write a few meaningful sentences (summarize the learning) using these words.

• Guided Summary: Provide a set of rules for creating a summary. When summarizing, ask students to question what is unclear, clarify those questions, and then predict what will happen next in the text. 

• Frayer Model: Instead of using this “concept definer” graphic organizer at the beginning of a lesson, use it at the end.

See: http://toolsfordifferentiation.pbworks.com/Frayer-Model 

• Cornell Notes: a research-based note-taking method for taking, organizing, and summarizing notes. 

See template here: Cornell Notes.doc (live.com) 

3. Reinforcing Effort and Providing Recognition

"Teachers need to help students see the relationship between effort achievement and recognition" (Tyson).

• Teacher circulates the room and praises students who are on task & working hard.

• Teach students about the relationship between effort and achievement 

• Be explicit in what "effort" looks like in your classroom

• Give opportunity for students track their effort and achievement 

• Promote mastery as a goal set by the individual with clear targets for mastery (Pitler, Hubble, & Kuhn, 2012)

• Provide specific praise based on the task or performance

• Use concrete symbols for recognition 

• Hold conferences with students, and write notes in their progress journals to reinforce their efforts

• Reward the class's hard work with parties, praise, etc.

• Send positive notes home to parents to recognize hardworking students

4. Homework and Practice

"Practice supports learning. Homework needs to be intentional and have a specific goal or outcome" (Tyson). Homework must be purposeful!

• Homework that allows students to explore a new topic about to be learned in class

• Homework that allows students to practice to increase mastery of a particular skill or process.

• Homework that deepens knowledge, challenges students to critically think, and reinforces main ideas. 

• Have students to create a study tool (i.e., flashcards, study guide, etc.)

• Authentic homework that requires students to make connections & interact with the world around them (i.e., measuring household items, interviewing a family member)

5. Non-Linguistic Representations

"Incorporate visuals, images, pictographs, and pantomimes to reinforce concepts and vocabulary" (Tyson).

• Graphic Organizers - a handout that helps students visually organize information. 

This website contains 15 types of graphic organizers that can be used to visually display/organize information in the classroom: 15 Different Types of Graphic Organizers for Education [2021] (visme.co) 

• Sketches - Have students draw/sketch something to represent their understanding of a topic/concept.

Example: I like to have students sketch one-pagers from time to time. I have used this when focusing on creating visualization ("show don't tell") in writing. I will read a passage aloud that uses many descriptive words and have students sketch what they pictured in their head as I read the passage.

• Flow Chart - a chart that pictures the separate steps of a process in sequential order.

Example: this could be used to show the steps in the writing process, various processes in science and math, and much more!

• Pictograph - a pictorial symbol that represents a word or phrase (it typically uses very basic stick figures).

Example: You can have students draw symbols to illustrate vocabulary words. I like to use one of the corners on the Frayer Model template for pictographs when teaching vocabulary.

• Physical Models - Students create a physical representation of a concept to demonstrate their understanding.

Example: model of the solar system, create a volcano that erupts, create a model of the setting from a book.

• Dramatizations - when students act out a particular concept.

Example: students can act out vocabulary words, scenes from books, events from history, etc.

• Computer Simulations - digital interactive programs that model real-life processes.

Example: digital models for scientific processes

• Mental Images - Have students generate mental images of the knowledge they are learning.

• Storyboards - Students can draw or digitally create illustrations to depict a series of events.

Example: This could be used to illustrate a series of events in history, a creative story students have written or will write, etc. I recommend using: Free Storyboarding Software — Online Storyboard Creator (storyboardthat.com)

• Kinesthetic Activities - hands-on & active learning activities 

Examples: life size math problem, vocab scavenger hunts, science experiments, etc. 

6. Cooperative Learning

"Research shows that organizing students into cooperative groups yields a positive effect on overall learning" (Tyson).

• Jigsaw Method - Break students into small groups. Assign each group member one aspect of a larger project. In doing so, group members will have to communicate with one another to put the pieces together. 

Video: The Jigsaw Method (youtube.com) 

• Think-Pair-Share 

The steps of Think-Pair-Share - https://i.ytimg.com/vi/krIZX-gNImI/maxresdefault.jpg 

• Peer Editing Groups: In groups of 2-4 members, students trade essays and edit them for grammar and conventional errors. They must give SPECIFIC pieces of praise as well as SPECIFIC areas for improvement.

• Peer Reviewing Groups - In groups of 2-4 members, students trade essays and evaluate them based on content requirements & accuracy of research. They must give SPECIFIC pieces of praise as well as SPECIFIC areas for improvement.

• Classmate Interviews - Divide students into groups of three. Task one student with writing questions and interviewing another student, while the third student is responsible for taking notes on the interview (Lathan).

• Group Investigation - The group investigation activity involves students working together collaboratively in small groups to examine, experience, and understand the topic they are studying.  This works great when introducing a new unit (Binder). 

• Round Robin - The round robin collaborative learning strategy is where students are divided into smaller learning groups to discuss their thoughts and opinions on a topic without elaborating, explaining, or questioning ideas (Binder).   

• Catch Up - Stop at a transition point in your lecture and have students turn to a partner or work in small groups to compare notes and ask clarifying questions. After a few minutes, open the floor to a few questions. 

• Fishbowl Debate - Ask students to sit in groups of three. Assign roles. For example, the person on left takes one position on a topic for debate, the person on right takes the opposite position, and the person in the middle takes notes and decides which side is the most convincing and provides an argument for his or her choice. Debrief by calling on a few groups to summarize their discussions.

• Group Roles - To increase the structure and student engagement in collaborative activities, instructors can assign group roles. Group roles can promote accountability and support students in staying on task. Examples (POGIL, 2016):

  • • • Manager or Facilitator: Manages the group by helping to ensure that the group stays on task, is focused, and that there is room for everyone in the conversation.

      • Recorder: Keeps a record of those who were in the group, and the roles that they play in the group. The recorder also records critical points from the small group’s discussion along with findings or answers.

      • Spokesperson or Presenter: Presents the group’s ideas to the rest of the class. The Spokesperson should rely on the recorder’s notes to guide their report.

      • Reflector or Strategy Analyst: Observes team dynamics and guides the consensus-building process (helps group members come to a common conclusion).

7. Setting Objectives and Providing Feedback

"Set objectives that are adaptable to student learning goals and provide feedback for those goals" (Tyson). 

• Set learning objectives that are specific but not restrictive. Oftentimes, state and local standards are very generalized, therefore teachers must “unpack” the statements of knowledge and skills that can serve as the focus for instructional design and delivery. For example, a standard objective might read “use the general skills and strategies of the writing process.” A teacher might modify this to be more specific by saying “Write informative/explanatory text to examine a topic and convey ideas and information clearly.”

• Communicate the learning objectives to students and parents. Teachers should frequently call attention to the learning objective in student-friendly language to maintain student focus on the overall goal. This can also be communicated to parents to help students understand and engage with what their children are learning.

• Connect the learning objectives to previous and future learning. This helps students build a more conceptual understanding of the material.

• Engage students in setting personal learning objectives. Providing opportunities for students to personalize the learning objectives identified by the teacher can increase their motivation for learning.

• Provide feedback that addresses what is correct and elaborates on what students need to do next. Feedback must be purposeful. It can be easy to focus only on areas that students are not meeting criteria. However, it is important to not just focus on the areas of improvement. Students need to know what they are doing well so they will continue doing it. They also need to be given steps of how they can improve areas where there are not meeting criteria. Without proper guidance, it will be incredibly difficult to meet criteria.

• Provide feedback in time to meet students needs. Timing is everything. When students are engrossed in figuring out a difficult task, feedback should be delayed; however, when students can use feedback to complete a task, immediacy helps.

• Provide feedback that is criterion referenced. Feedback should address performance on a task and provide specific guidance for improvement. An effective way to provide criterion-referenced feedback is to use rubrics.

• Engage students in the feedback process. Providing students to reflect on their own performance and exchange feedback with peers can help them become lifelong learners. I do this in my class when students self-edit and peer-edit their essays while using the rubrics as a checklist.

8. Generating and Testing Hypotheses

"Have students predict and test hypothesis and explain the outcomes" (Tyson).

• System Analysis - Students analyze parts of a system and describe how the parts affect one another. Next, they identify a part of the system, describe a change in that part, and hypothesize what would happen as a result of that change. (I do this in English by having students predict what would happen in book if specific plot elements were changed). Lastly. if applicable, students test their hypothesis by actually changing the part or by using a simulation to change the part.  

• Problem Solving - Students identify a goal they are trying to accomplish, describe the barriers or constraints preventing them from achieving the goal, identify possible solutions, try solutions (in reality or simulation), and then explain if their hypothesis was correct.

• Experimental Inquiry - Students observe something of interest to them, describe what they observe, and apply specific rules of theories to what they observe. Then, based on their explanation, students generate a hypothesis to predict what would happen if they applied the same rules or theories to a similar situation and then set up an experiment to test their hypothesis. Lastly, students explain the results.

• Investigation - the process of identifying and resolving issues regarding past events about which there are confusions or contradictions.

9. Cues, Questions, and Advance Organizers

"Use questions, cues, and advance organizers to help students tap into their background knowledge to make sense of information" (Tyson).

• Focus on what is important - ask questions that cause students to think critically about the main ideas of the lesson. 

• Use explicit cues - use pictures and question students on what they see and can deduce from the picture. Explicitly tell students what to pay attention to or highlight in the material. 

• Inferential Questions - Inferential, or implicit, questions are answered by interpreting clues from part of the text to figure something out. They require students to make an inference or "fill in the blanks."

• Analytical Questions - prompt students to think more deeply and critically about the information presented. 

• Expository Advance Organizers - Expository advance organizers provide a written or verbal account of what students are about to learn and emphasize key concepts.  

Example: anticipation guide

• Narrative Advance Organizer - Narrative advance organizers activate students' prior knowledge in an interesting and engaging story format. 

Examples: reading short stories, watching video clips, or providing personal stories.  

• Skimming as an Advance Organizer - Skimming provides students with the opportunity to develop a picture of the material which will be addressed and allows them to organize the new information.  Questions can be provided to guide the skimming process and help students access prior knowledge of the subject.

• Graphic Advance Organizer - "Graphic advance organizers" are different from "graphic organizers" because they are given in advance of learning with the intent of introducing students to new material.  Effective graphic advance organizers clearly communicate intended learning outcomes.