1. Nine high yield strategies
Identifying Similarities and Differences
Summarizing and Note-Taking
Reinforcing Effort and Providing Recognition
Homework and Practice
Nonlinguistic Representations
Cooperative Learning
Setting Objectives and Providing Feedback
Generating and Testing Hypothesis
Questions, Cues, and Advance Organizers
Activity – Label level of importance.

2. Guided Reading Instructional Plan

3. Similarities & Differences
A comparison chart may be used to note both similarities and differences.
The Venn diagram may be used to demonstrate how two items are similar and different.
The web is used to show how items are connected or related to one another.
Timelines take a variety of events and place them in chronological order.
Classification charts may be used to sort information into a variety of categories.
The K-W-L chart is used to identify what is known, what the student wants to learn and finally what was learned.
The sequence chart is appropriate to demonstrate the sequence or order of events.
Circle graphs may be used to organize and compare numerical information.
Data Disk and Document Graphic: graphic organizer best used when analyzing primary source document.
The Perspectives graphic is useful when comparing or contrasting either different documents or different points of view.
A graphic organizer that is used to compare (find similarities) and contrast (find differences).
COMPARISON CHART
VENN DIAGRAMs
WEBS
TIMELINES
CLASSIFICATION CHART
K-W-L CHART
SEQUENCE CHART
CIRCLE GRAPH
DATA DISK GRAPHIC
DOCUMENT GRAPHIC
PERSPECTIVES
DOUBLE BUBBLE

4. Class Notes Topic Questions, Subtitles, Headings, Etc. 2 1/2”
First & Last Name
Class Title
Period
Date
Topic
Questions,
Subtitles,
Headings,
Etc.
Class Notes
2 1/2”
3 to 4 sentence summary across
the bottom of the last page of the day’s notes

5. Guidelines for Praise Effective Praise Is delivered contingently
Specifies the particulars
Shows spontaneity, variety, and other signs of credibility
Rewards attainment of specified performance criteria
Provides information to students about their competence or the value of their accomplishments
Orients students toward better appreciation of their own task-related behavior and thinking about problem solving
Uses students’ own prior accomplishments as the context for describing present accomplishments
Is given in recognition of noteworthy effort or success at difficult tasks
Attributes success to effort and ability, implying that similar successes can be expected in the future
Focuses students’ attention on their own task-relevant behavior
Fosters appreciation of and desirable attributions about task relevant behavior after the process is completed

6. Guidelines for Praise Ineffective Praise
Is delivered randomly or unsystematically
Is restricted to global positive reactions
Shows a bland uniformity, which suggests conditioned response made with minimal attention
Rewards mere participation, without consideration of performance processes or outcomes
Provides no information at all or gives students information about their status
Orients students toward comparing themselves with others and thinking about competing
Uses the accomplishments of peers as the context for describing students’ present accomplishments
Is given without regard to the effort expended or the meaning of the accomplishment
Attributes success to ability alone or to external factors such as luck or easy task
Focuses students’ attention on the teacher as an external authority who is manipulating them
Intrudes into the ongoing process, distracting attention from task relevant behavior

7. Homework & Practice

8. Nonlinguistic Representation

9. Cooperative Learning

10. Setting Objectives & Providing Feedback Great FA Strategy List - http://goo.gl/FCZIgA

11. What Would Happen if? System Analysis: computer, highway, ecosystems
Problem Solving: unstructured problems, ones that don’t have one correct answer
Decision Making: making a prediction, weighing that against possible alternatives
Historical Investigation: investigate a plausible scenario for an event from the past about which there is no general agreement
Experimental Inquiry: most familiar; scientific method
Invention: Shouldn’t there be a better way…

12. Questions, Cues, & Advance Organizers