TESLA AND H IGH Y IELD S TRATEGIES Leslie Brodie, NBCT, M.Ed. Science Specialist Institute for Math and Science Education University of Arkansas-Fort Smith

I DENTIFYING S IMILARITIES AND D IFFERENCES 1. Guide students in identifying similarities and differences. 2. Allow students to identify similarities and differences independently. 3. Represent similarities and differences in graphic or symbolic forms. 4. Vary identification of similarities and differences. Comparing Classifying Creating metaphors Creating analogies

S UMMARIZING AND N OTE T AKING Teach students the “rules” of summarizing: Delete material that is not necessary for understanding. Delete material that is redundant. Substitute more general terms for lists (for example: substitute flowers for daisies, tulips and roses). Select a topic sentence or invent one if it is missing. Provide students will summary frames (narrative, topic-restriction-illustration, definition, argumentation, problem/solution, conversation). Utilize reciprocal teaching with students. Prepare notes for students (informal outline, webbing, or combination note-taking).

R EINFORCING E FFORT AND P ROVIDING R ECOGNITION Help students realize the importance of believing in effort. Help students learn to change their beliefs to an emphasis on effort.

H OMEWORK AND P RACTICE Establish and communicate a homework policy. Design homework assignments that clearly articulate the purpose and outcome. Vary the approaches to providing feedback. Design practice assignments that focus on specific elements of a complex skill or process. Plan time for students to increase their conceptual understanding of skills or processes. &feature=related

N ONLINGUISTIC R EPRESENTATIONS Provide a variety of activities that produce nonlinguistic representations: Create graphic representations Make physical models Generate mental pictures Draw pictures and pictographs Engage in kinesthetic activity Science LiteracyMathematics

C OOPERATIVE L EARNING Use a variety of criteria for grouping students. Manage group size Combine cooperative learning with other classroom structures.

S ETTING O BJECTIVES AND P ROVIDING F EEDBACK Narrow the focus of instructional goals. Generalize instructional goals rather than focus on specific behavioral objectives. Encourage students to personalize the learning goals. Provide feedback that is “corrective” in nature and specific to a criterion. Provide feedback in a timely manner. Involve students in providing feedback. Incorporate rubrics when providing feedback.

G ENERATING AND T ESTING H YPOTHESES Ask students to clearly explain their hypothesis and conclusions. Provide students with templates for reporting their work. Provide sentence stems for students to help them articulate their explanations. Provide or develop with students rubrics so that they know what the evaluation criteria are. Use a variety of structured tasks to guide students through generating and testing hypotheses. System analysis Problem solving Historical investigation Invention Experimental inquiry Decision making

C UES, Q UESTIONS AND A DVANCED O RGANIZERS Focus cues and questions on what is important instead of on what is unusual. Develop higher level questions to promote deeper learning. -seinfeld-teaches-history Practice appropriate wait time. Use questioning at the beginning of the lesson to elicit student understanding and establish a mental set for the learning experience.

M ARZANO ON I NSTRUCTIONAL STRATEGIES