Student Engagement and High-Yield Strategies

Student Engagement and High-Yield Strategies
Virginia Department of Education Office of School Improvement Student Engagement and High-Yield Strategies Welcome to the Virginia Department of Education, Office of School Improvement webinar on Student Engagement and High-Yield Strategies.

Agenda Question1 What is student engagement… and why do we want it? Question 2 What are high- yield strategies? Question 3 How do we choose which high-yield strategy to use? Question 4 How do we measure the effectiveness of high-yield strategies? As we explore the relationship between student engagement and high-yield strategies, we will work our way through four organizing questions: What is student engagement…and why do we want it? What are high-yield strategies? How do we choose which high-yield strategy to use? How do we measure the effectiveness of high yield strategies?

What is student engagement…and why do we want it?
Question 1 What is student engagement…and why do we want it? We’ll start with Question 1: What is student engagement…and why do we want it?

What is student engagement?
Three characteristics: Attraction to the work Persist despite challenges and obstacles Take visible delight in accomplishing the work Over the years, there have been many definitions of the now-common term “student engagement.” But what do we mean when we say it? Well, in 1994, Paul Schlecty described student engagement as occurring when three characteristics were met: Students were attracted to the work. Students persisted in the work despite challenges and obstacles Student took visible delight in accomplishing the work Schlecty, P. (January 1994). “Increasing Student Engagement.” Missouri Leadership Academy.

Why do we want student engagement?
Increased student achievement Although it might intuitively make sense that of course we want our students to be engaged, this has not always been the predominantly held perspective in education. In recent years, however, numerous studies have shown that high student engagement is correlated with increased student achievement. In other words, students learn more when they like what they are doing. Akey, T. M. (2006, January). School context, student attitudes and behavior, and academic achievement: An exploratory analysis. New York: MDRC. Heller, R., Calderon, S., & Medrich, E. (2003). Academic achievement in the middle grades: What does research tell us? A review of the literature. Atlanta, GA: Southern Regional Education Board. Garcia-Reid, P., Reid, R., & Peterson, N. A. (2005, May). School engagement among Latino youth in an urban middle school context: Valuing the role of social support. Education and Urban Society, 37(3), 257–275.

What needs do students have for engagement?
Knowing the SCORE Success (need for mastery) Curiosity (need for understanding) Originality (need for self-expression) Relationships (need for involvement with others) So, we know what student engagement is, and why we want it, but the next question is: how do we get it? Well, according to a qualitative study by Strong, Silver, & Robinson, people who are engaged in their work tend to be driven by four basic goals, each of which meets a fundamental human need. They are: Success, or the need for mastery. Curiosity, or the need for understanding. Originality, or the need for self-expression And Relationships, or the need for involvement with others. As teachers, we can use these needs in order to plan lessons that will engage our students. In other words, a lesson should outline the criteria for success. It should allow students to explore topics in ways that interest them, and in doing so, express their own thoughts, ideas, and creations. It should also give students a chance to relate to others throughout the course of the exploration of the topic. Strong, R., Silver, H.F., and Robinson, A. (1995) “Strengthening student engagement: What do students want (and what really motivates them?” Educational Leadership, 53(1).

The Relationship between Student Engagement and Active Learning
In order to learn, students must do more than listen—they must read, write, discuss, or be engaged in solving problems. There is an emphasis on higher-level thinking skills, such as analysis, evaluation, or creation. In their 1991 work Active Learning: Creating Excitement in the Classroom, Bonwell & Eison explain the relationship between increased student outcomes and active learning— in which students are engaged in the instruction, rather than passively receiving it. In active learning, students are reading, writing, discussing, or solving problems. Moreover, they are typically engaged in higher-level thinking skills, such as analysis, evaluation, or creation.

The Relationship between Student Engagement and Active Learning
Another way to think about it is like this: imagine students’ minds are like an empty cup. Previously, the role of the teacher was like that of a pitcher—the teacher was meant to fill passive students with knowledge. Now, however, the metaphor is more like students’ minds are a candle, and the role of the teacher is to light that flame of knowledge, which then burns on its own.

Types of Active Learning: Definitions
Covert Active Learning Overt Active Learning Encourages the learner to be actively engaged but without tangible evidence to an observer Tangible evidence of the learner’s abilities to an observer There are two main types of active learning that can engage students: covert and overt. In covert learning, the learner is encouraged to be engaged but there is not tangible evidence to an observer of whether the learner actually is engaged. This is usually thinking that takes place in the learner’s mind. In overt active learning, the learner actually supplies tangible evidence of the learning and thoughts.

Types of Active Learning: Advantages
Covert Active Learning Overt Active Learning Advantage: Allows student to collect thoughts; can lead to higher-level thinking Advantage: Allows the teacher or observer to actually see what students know or are able to do Of course, neither covert nor overt active learning is better than the other; in fact, they both serve different purposes. Covert active learning allows students to collect their thoughts, which can lead to higher level thinking. On the other hand, if we actually want to see what students know and can do in order to measure progress and inform our instruction, we need to include opportunities for overt active learning.

Classify: Covert or Overt?
“Let me give you a few moments to think about how you would respond.” “Visualize the materials you will need to complete this project.” “Write your thoughts on a sticky note.” “Imagine yourself in this book.” “Hold up the orange card if you think the answer is A and the blue card if you think the answer is B.” “Turn and share your answer with your partner.” Read these statements that a teacher might make to encourage active learning in a classroom. Take a few moments to consider: which would be classified as covert—in which there is no tangible evidence except to the student him or herself—versus overt, in which the observer will be able to see tangible evidence?

Classify: Covert or Overt?
Covert Active Learning Overt Active Learning “Write your thoughts on a sticky note.” “Hold up the orange card if you think the answer is A and the blue card if you think the answer is B.” “Turn and share your answer with your partner.” “Let me give you a few moments to think about how you would respond.” “Visualize the materials you will need to complete this project.” “Imagine yourself in this book.” Here we see how these statements would probably BEST be characterized. Note that the statements made by the teacher in the covert active learning column can be used as examples of how the teacher provided opportunities for active learning, but only with the overt active learning statements will we be able to see evidence of what students know and can do.

Best Practice Provide covert active learning opportunities to inspire higher-level thinking… …but follow-up with overt active learning opportunities to measure what students actually know and can do. Both practices are important in a classroom. In best practice, the teacher provides those covert active learning opportunities, but then follows-up with overt active learning opportunities to inform instruction.

What are high-yield strategies?
Question 2 What are high-yield strategies? In order to increase student engagement in a way that meaningfully impacts student learning, many educational researchers have delved into the pursuit of studying what they call “high-yield strategies.”

Why do we want student engagement?
High-Yield Strategies Increased student achievement Quite, simply “high-yield” strategies are those strategies that have been shown to yield high increases in student achievement across a wide variety of subject areas and grade levels. Researchers typically review anywhere from dozens to literally thousands of studies on various strategies, and use meta-analyses to compute either an effect size or a percentile gain for students who engage in the strategy versus those who do not. Marzano, R. (2007). The Art and Science of Teaching. Alexandria, VA: ASCD.

Instructional Strategies vs. Learning Experiences/ Activities
High-Yield Instructional Strategy Learning Experience/ Activity Instructional tasks or assignments for a specific group of students Any structure, system, method, technique, procedure or process that has been shown to have large effects on student achievement across subject areas and grade levels Let’s talk for a moment about the difference between what we are calling “instructional strategies” and “learning experiences or activities.” There are many different definitions of each term, but for this presentation, we are going to define a high-yield instructional strategy as any “structure, system, method, technique, procedure, or process that has been shown to have large effects on student achievement across subject areas and grade levels.” The instructional strategy, as you will see, is often very general, such as “Summarizing and Note-taking.” The Learning Experience or activity, on the other hand, are those particular instructional tasks or assignments that a teacher gives to a specific group of students. The best learning experiences are typically those that take the high-yield instructional strategies and add details and tasks that make them appropriate for the particular subject and students.

High-Yield Strategy Researchers
Robert Marzano Classroom Instruction that Works The Art and Science of Teaching John Hattie Visible Teaching and Learning Two of the most well-known high-yield strategy researchers in education are Robert Marzano, co-author of Classroom Instruction that Works and author of The Art and Science of Teaching, and John Hattie, author of Visible Teaching and Learning. There is, of course, a wide body of educational research available, and the division or school certainly can and should use research above and beyond what is presented here. Marzano’s and Hattie’s educational research is well-known and well-regarded, however, and therefore a good starting point for developing more research-based instruction. We will look at both of their results in-turn.

How Meta-Studies Work “One additional point should be made about the effect sizes reported in this text. They are averages. Educators must remember…every strategy mentioned…must be done well and at the right time to produce positive effects on student learning.” -Marzano, The Art & Science of Teaching, p.12 Before we turn to the strategies, however, it is important to first look at how meta- studies work. Meta-studies are averages. Because educational research cannot control all variables when working with actual students and teachers, there are always differences in student populations, teacher characteristics, and other implementation procedures. In some cases, a strategy might have proven to have produced incredible student gains, but in another study the gains might not have been as great, and in another, they might have been nonexistent. The strategies that we call “high-yield” are those that have the highest averages—therefore, they tend to work well for many content areas, grade levels, teachers, and students. It is still important to remember, however, that in order for a strategy to be successful, it must be implemented effectively and purposefully in order to see positive effects on student learning. Marzano, R. (2007). The Art and Science of Teaching. Alexandria, VA: ASCD.

Strategies from The Art and Science of Teaching
By Robert J. Marzano Let’s first look at Strategies from The Art and Science of Teaching by Robert Marzano. Marzano, R. (2007). The Art and Science of Teaching. Alexandria, VA: ASCD.

Identifying Similarities and Differences
Average of a 45 percentile gain Can be teacher-directed: teacher presents similarities and differences and launches a discussion with students Can be student-directed: students find similarities and differences Graphic organizers often used in conjunction Engages students in comparing, classifying, and creating metaphors and analogies One of the strongest strategies, according to Marzano, is Identifying Similarities and Differences. On average, students who engage in this strategy will show about a 45 percentile point gain over those students who do not engage in the strategy, all other things being equal. This strategy can be teacher-directed: teacher presents similarities and differences and launches a discussion with students. The strategy is probably stronger when it is student- directed, however: in other words, students find similarities and differences. This is a far more active type of learning. Graphic organizers are often employed as part of this strategy, and work well for engaging students in comparing, classifying, and creating metaphors and analogies. Marzano, R. (2007). The Art and Science of Teaching. Alexandria, VA: ASCD.

Turning it into a Learning Experience
Social Studies Standard K.2: The student will describe everyday life in the present and in the past and begin to recognize that things change over time. Learning Experience: Have students look at pictures from Abraham Lincoln’s time and pictures from today. What is the same? What is different? Use this to discuss how things have changed over time. Here is an example of how a kindergarten teacher might turn Similarities and Differences into a learning experience for students around the standard that has students recognizing the changes between the past and present.

Summarizing and Note Taking
Average of a 34 percentile gain Higher-level thinking: students must look at a body of information and determine what is important Requires substituting, deleting, and keeping some things and having a basic awareness of how information is presented Most effective when teachers support students to complete on their own, then give time for review and revision of notes Another high-yield strategy is summarizing and note-taking, with an average percentile gain of 34. This is a type of higher-level thinking in which students must look at information and determine what is important by deciding what to substitute, delete, or keep. This strategy is most effective, again, when students are actively engaged in the summarizing and note-taking, with the teacher providing support as needed. Marzano, R. (2007). The Art and Science of Teaching. Alexandria, VA: ASCD.

English Standard 6.5: The student will read and demonstrate comprehension of a variety of fictional texts, narrative nonfiction, and poetry. i) Identify and summarize supporting details. Learning Experience: Students read a short story and write a one page summary of the main idea and supporting details. A sixth grade English teacher, for instance, might turn this strategy into a learning experience by having students read a short story and write a one page summary. In this case, the teacher will have already taught the students how to summarize and take notes.

Reinforcing Effort and Providing Recognition
Average of a 29 percentile gain Recognition is most effective if contingent on the achievement of a certain goal Symbolic recognition works better than tangible rewards Reinforcing effort and providing recognition has an average of a 29 percentile point gain, but works best when certain goals are established, and symbolic recognition is provided instead of tangible rewards. Marzano, R. (2007). The Art and Science of Teaching. Alexandria, VA: ASCD.

Mathematics Standard 5.3: The student will a) identify and describe the characteristics of prime and composite numbers Learning Experience: Students must use Base 10 blocks to determine all prime numbers between 1-100; the teacher monitors and provides reinforcement as they go, and recognition when they hit certain milestones (such as 20, 40, 60, 80, and 100). A fifth grade mathematics teacher might give students a task to identify all the prime numbers and reinforce their efforts as they go, providing them with specific recognition as they achieve pre-determined milestones. The reinforcements in this case would be part of a purposeful plan, potentially even built into the lesson plan itself.

Homework and Practice Average of a 28 percentile gain
Extends the thinking outside the classroom Amount of homework should vary by grade level and require minimal parent interaction Most effective when purpose of homework is stated and feedback is given on all assignments Homework and practice have a similar percentile point gain of about 28. It’s successful because it extends thinking outside the classroom, but it’s important to note that the amount and type of homework should vary by grade level—and we cannot count on parents to help students with it. Moreover, the teacher needs to make sure that he or she is actually providing feedback for the homework. Marzano, R. (2007). The Art and Science of Teaching. Alexandria, VA: ASCD.

World Geography Standard WG.4: WG.4 The student will locate and analyze physical, economic, and cultural characteristics of world regions: Latin America and the Caribbean, etc. Learning Experience: In class, students complete a map labeling all the Latin American and Caribbean countries; must then practice labeling all country names on a blank map at home. Here’s an example of using the Homework and Practice Strategy in a World Geography Classroom. The teacher might have students practice labeling all the countries on a map of Latin America and the Caribbean. This strategy works exceptionally well for those lower-level thinking skills like Remember and Understand, because they typically do not require students to receive extra help to complete the task (many do not have extra help at home). Students work at home to memorize or understand the basic information that is needed to do higher-level tasks in the classroom.

Nonlinguistic Representations
Average of a 27 percentile gain Use symbols, images, physical models, or physical movement to represent relationships or concepts. Activates more parts of the brain; makes retrieval of information easier Using nonlinguistic representations also has a percentile gain of about 27. This is when we specifically use symbols, images, physical models, or physical movement to represent relationships or concepts. Using nonlinguistic representations activates more parts of the brain, which leads to greater connections and easier information retrieval. Marzano, R. (2007). The Art and Science of Teaching. Alexandria, VA: ASCD.

Science Standard 2.3: The student will investigate and understand basic properties of solids, liquids, and gases. a) identification of distinguishing characteristics of solids, liquids, and gases Learning Experience: Students draw pictures of things in their classroom that are solids, liquids, or gases. A second grade teacher might use nonlinguistic representations in the science classroom, such as having students draw pictures of things in their classroom that are solids, liquids, or gases. Students could also draw symbols that represent the characteristics of solids, liquids, and gases.

Cooperative Learning Average of a 23 percentile gain
Keep groups small and apply a variety of criteria for determining make-up Scaffold as appropriate for developmental levels of students Cooperative Learning is another commonly used strategy, probably because it fulfills students’ needs to create relationships, and typically has a 23 percentile gain. It works best when groups are kept small and are fluid—in other words, students do not always work with the same students. It requires both individual and group accountability, and in order for it to be successful, might require a certain amount of scaffolding, especially for younger students. Marzano, R. (2007). The Art and Science of Teaching. Alexandria, VA: ASCD.

English Standard 9.2: The student will produce, analyze, and evaluate auditory, visual, and written media messages. Learning Experience: Students work together in groups of 3-4 to create persuasive public service announcements for other high school students. Cooperative learning can be used in any classroom, but here is one example of how a high school English teacher might use the strategy to have students work together to create a persuasive public service announcement aimed at other high school students. In this case, the teacher will already have gone over the criteria for writing public service announcements; furthermore, if students have never worked together in cooperative groups, the teacher might need to provide some instruction on what is expected and what that experience should look like.

Setting Objectives and Providing Feedback
Average of a 23 percentile gain Goals should not be too specific, but should be adaptable for students’ own objectives Make sure feedback is corrective in nature; how did students do in relation to specific levels of knowledge? Feedback must be timely and specific Encourage students to lead feedback As we saw earlier, students are often more motivated when they know the criteria for success, and receive frequent feedback on their journey towards it. Marzano calls this “Setting Objectives and Providing Feedback,” and it has an average of a 23 percentile gain. Goals should not be too specific, but adaptable for students’ own needs, and feedback should be corrective in nature rather than general. In order to be successful, the feedback must be timely and specific, and this strategy typically shows greater results when students are actively engaged in leading feedback of their own knowledge and skills. Marzano, R. (2007). The Art and Science of Teaching. Alexandria, VA: ASCD.

Algebra II Standard AII.3: The student will perform operations on complex numbers, express the results in simplest form using patterns of the powers of i, and identify field properties that are valid for the complex numbers. Learning Experience: Students are given a checklist of all the Essential Knowledge and Skills for this standard in the Curriculum Framework, and can check off when they feel they have mastered each. The teacher checks in regularly with students to see how they are progressing, check their evidence, and provide further help as needed. One way to use this strategy in Algebra II would be to give students a checklist of all the Essential Knowledge and Skills for Standard AII.3 and have them check off when they feel like they have mastered each, while the teacher has periodic conferences to discuss and recognize progress with the students.

Generating and Testing Hypotheses
Average of a 23 percentile gain Best when using a deductive approach (using a general rule to make a prediction) Students must clearly explain their hypothesis and why they chose it Students test their hypothesis and then explain their conclusion Another high-yield strategy is generating and testing hypotheses. This is most successful when it uses a deductive approach: students know a general rule and use it to make a prediction—but students must also explain why they chose their hypothesis, so that it is based on reason and logic rather than simply guessing. Students then test their hypothesis and compare the results with their original prediction, draw conclusions, and then explain their conclusions. Marzano, R. (2007). The Art and Science of Teaching. Alexandria, VA: ASCD.

Science Standard 4.2: The student will investigate and understand characteristics and interactions of moving objects. c) friction is a force that opposes motion Learning Experience: Students must set up an experiment to test which surface a marble will roll farthest on, making their hypothesis and comparing the actual results. In a fourth grade classroom, students might conduct an experiment in which they roll a marble down several different surfaces, generating a hypothesis about which surface will allow the marble to roll the farthest, and then comparing the actual results to their hypothesis.

Cues, Questions, and Advance Organizers
Average of a 22 percentile gain Help students use what they already know about a topic Allows for better brain storage and memory retrieval These tools should be highly analytical, focus on what’s important, and most effective when presented before the learning experience Lastly, we have Cues, Questions, and Advance Organizers. These have an average of a 22 percentile gain and help students use what they already know about a topic, store information more effectively, and are most effective when used before the learning experience takes place. Marzano, R. (2007). The Art and Science of Teaching. Alexandria, VA: ASCD.

Social Studies Standard USII.3 USII.3 The student will demonstrate knowledge of the effects of Reconstruction on American life by c) describing the legacies of Abraham Lincoln, Robert E. Lee, and Frederick Douglass. Learning Experience: Students use an advance organizer to explain everything they already know about Lincoln, Lee, and Douglass. One way this strategy might be used in a U.S. History II classroom is before providing instruction on the Reconstruction unit, a teacher might have students use a graphic organizer to explain everything they already know about Lincoln, Lee, and Douglass.

John Hattie’s Meta-Analyses Results
Now let’s take a look at some of John Hattie’s top high-yield strategies based on his book Visible Teaching and Learning. Hattie organizes his strategies into 3 domains: student, teacher, and school. For our purposes today, we are only going to focus on those having to do with the teacher and the student. Hattie, J. (2012). Visible teaching and learning: Maximizing impact on learning. New York: Routledge.

Self-Report Grades Average of a 43 percentile gain
Students are accurate at predicting how they will perform When the teacher finds out the students’ predictions, then supports them to perform beyond their expectations, they gain confidence and typically work to higher expectations in the future According to John Hattie’s research, one of the strategies with the highest yield for increased student achievement is when student self-report their grades. In this strategy, he found that students are very accurate at predicting their own performance; if they think they will do well, they do, and vice versa. When teachers are able to find out student predictions beforehand, and then help to raise student expectations through success, students tend to gain confidence and perform better in the future.

Mathematics Standard 8.3: The student will a) solve practical problems involving rational numbers, percents, ratios, and proportions Learning Experience: Students predict their grades before the assessment; the teacher works with students to identify strengths and weaknesses, remediate, and encourages them to aim higher. A week or so before the test on rational numbers, percents, ratios, and proportions, an 8th grade mathematics teacher might have students predict their grades before the assessment and then work with them to identify individual strengths and weaknesses, remediate, and encourage them to aim higher.

Piagetian Programs Average of a 40 percentile gain
Instruction focuses on thinking processes that meet the students at the appropriate level Do not impose the adult thinking process on children Especially strong results for reading and mathematics Another important strategy for John Hattie was based on the work of Piaget, in which instruction focuses on thinking processes that meet students at the appropriate level. In other words, we allow students to explore concepts in a way that meets their current developmental level, rather than imposing adult thinking onto children. This has especially strong results for reading and mathematics.

Mathematics Standard The student will a) identify the parts of a set and/or region that represent fractions for halves, thirds, fourths, sixths, eighths, and tenths Learning Experience: Students use manipulatives in order to understand fractions, including fraction circles and fraction strips; for each fraction, the teacher has the students touch the manipulatives, draw a picture, and write the fraction. Note how a second grade mathematics teacher might use this strategy. Students in the second grade are somewhere between the pre-operational and the concrete operational stage, so having students learn about fractions through the use of manipulatives, representations, and the abstract symbols helps students better understand what can be a difficult concept.

Providing Formative Evaluation
Average of a 32 percentile gain Includes any activity used as assessment before or during the learning process itself Must be used to inform instruction Next we have formative evaluation. Formative evaluation, in this case, refers to any activity that can be used as an assessment before or during the learning process, in which the teacher uses the information gleaned to inform instruction.

Chemistry Standard CH.2 CH.2 The student will investigate and understand that the placement of elements on the periodic table is a function of their atomic structure. Learning Experience: The teacher gives students an “Exit Card” each day at the end of the Periodic Table unit; addresses major misconceptions the next day at the beginning of the class. Here is an example of how a Chemistry teacher might use formative evaluation by giving students an “Exit Card” each day at the end of class during the unit on the Periodic Table, and then address major misconceptions the next day at the beginning of class.

Comprehensive Interventions for Learning Disabled Students
Average of a 28 percentile gain Teachers provide students with tools and strategies to organize their thinking and learn new material Provide systematic steps for learning Next, we have Comprehensive Interventions for Learning Disabled Students. With this strategy, teachers are providing students with tools and strategies to organize their thinking, usually by providing them with systematic steps.

English Standard 6.7 The student will write narration, description, exposition, and persuasion Learning Experience: When writing persuasive essays, teacher has students use the DEFENDS strategy (Ellis, 1994). An English teacher, for instance, might have students use the DEFENDS strategy when writing persuasive essays. In this strategy, students use the acronym to make sure they: D ecide on audience, goals, and position E stimate main ideas and details F igure best order of main ideas and details E xpress the position in the opening N ote each main idea and supporting points D rive home the message in the last sentence S earch for errors and correct

Teacher Clarity Average of a 27 percentile gain
Includes clear communication to students throughout the whole lesson, but an emphasis on communicating the objectives (the expected behaviors and the criteria for success) Teacher clarity—or the ability to communicate in a way that students can clearly understand—has been shown to be highly correlated with increased student achievement. It is especially powerful when the teacher can communicate the objectives for the learning and mastery, specifically what behaviors are expected from the students and how success will be measured.

Social Studies Standard 1.1 The student will interpret information presented in picture timelines to show sequence of events and will distinguish among past, present, and future. Learning Experience: The teacher models to students how to look at a set of three pictures and determine “past, present, and future” for each picture, then clearly explains to students that the goal is to have them do this in pairs working with a new set of pictures. A first grade teacher might use this in a social studies class by modeling for students how to look at a set of three pictures and determine “past, present, and future” for each picture, then clearly explaining to students that the goal is to have them do this in pairs working with a new set of pictures.

Reciprocal Teaching Average of a 27 percentile gain
Typically used with younger, struggling readers Dialogue between student and teacher, in which participants check their own understanding Involves summarizing, questioning, clarifying, and predicting All participants take turns acting as the teacher Next, we have reciprocal teaching, a strategy most typically used with younger, struggling readers. This strategy involves a dialogue between the student and teacher, and students check their own understanding during reading through summarizing, questioning, clarifying, and predicting. In the beginning, the teacher usually leads the strategy but as time goes on, students take turns acting as the teacher.

English Standard 3.5: The student will read and demonstrate comprehension of fictional text and poetry. Learning Experience: When working with students in small groups, the teacher models to students how to use Questioning, Clarifying, Summarizing, and Predicting to increase their comprehension; has students practice explaining questions they have while they read. As this strategy works especially well in reading, let’s review how a teacher might use it for Standard 3.5: The student will read and demonstrate comprehension of fictional text and poetry. A teacher might pull a small group of students and model how to question, clarify, summarize, or predict while reading, then encourage students to do the same out loud while they read.

Feedback Average of a 27 percentile gain
Feedback on task, process, and self-regulation is most successful Includes feedback from the teacher to the student and from the student to the teacher Lastly, we have the strategy of feedback, which has a percentile gain of 27. Feedback on task, process, and self-regulation is most successful Includes feedback from the teacher to the student and from the student to the teacher

Geometry Standard G.10: The student will solve real-world problems involving angles of polygons. Learning Experience: The teacher invites students to submit “3, 2, 1” cards a week before the assessment, in which students write down 3 things they understand very well, 2 things they still need help with, and 1 piece of feedback on the instructional methods the teacher used. Lastly, here is an example of how feedback might be used in a geometry classroom. The teacher gives each student a “3, 2, 1” card a week before the assessment, in which students write down 3 things they understand very well, 2 things they still need help with, and 1 piece of feedback on the instructional methods the teacher used. The teacher would then use these cards both to help remediate before the assessment with either the class or individual students, as well as make decisions about instructional strategies and techniques used for teaching these concepts.

How do we choose which high-yield strategies to use?
Question 3 How do we choose which high-yield strategies to use? Now that we have seen many of the high-yield strategies out there, the question becomes: how do we determine WHICH high-yield strategies to use?

“UPPing our Instructional Game:” Using the UPP Strategy
UNPACK the standards for context, content, and cognitive level PICK appropriate instructional strategies for the content and cognitive level PLAN how to implement these strategies for the specific group of students The UPP strategy is a simple one. It involves the following three steps. First, we UNPACK the standards for context, content, and cognitive level Next, we PICK appropriate instructional strategies for the content and cognitive level Lastly, we PLAN how to implement these strategies for the specific group of students Let’s take a look at how we can put this process into operation using a sample standard.

Unpacking a Standard Understanding how to use a taxonomy to unpack a standard: Review the overarching standard in order to determine the CONTEXT. Determine the CONTENT (what students must know) Determine the COGNITIVE LEVEL. (Bloom’s Taxonomy, Revised): What students must be able to do with what they know. The first thing we do, therefore, is determine the content and cognitive level of what students must learn. We start by unpacking the standard. Unpacking a standard should take place both at the division and the classroom level. Unpacking a standard involves three steps. First, we must review the overarching standard in order to determine the context in which students are learning the essential knowledge and skills. Second, we will determine the content students must learn. Lastly, we will determine the cognitive level using Bloom’s Revised Taxonomy.

Bloom’s Taxonomy (Revised)
Remember Recalling previously learned information Understand Demonstrating an understanding of the facts; explaining ideas or concepts Apply Using information in another unfamiliar situation Analyze Breaking information into parts to explore understandings and relationships Evaluate Justifying a decision or course of action Create Generating new ideas, products, or ways of viewing things There are six cognitive levels in Bloom’s Revised Taxonomy. In order from lowest order of thinking to highest order of thinking, they are: Remember, in which the learner recalls previously learned information. Understand, in which the learner demonstrates an understanding of the facts, such as explaining ideas or concepts Apply, in which the learner uses information in another unfamiliar situation Analyze, in which the learner breaks information into parts to explore understandings and relationships Evaluate, in which the learner justifies a decision or a course of action And Create, in which a learner generates new ideas, products, or ways of viewing things.

Bloom’s Taxonomy (Revised)
Remember arrange, define, describe, duplicate, identify, label, list, match, memorize, name, order, recall, relate, recognize, repeat, select, state Understand classify, convert, defend, describe, discuss, distinguish, estimate, explain, give examples, indicate, locate, paraphrase, predict, summarize Apply change, choose, compute, demonstrate, employ, illustrate, interpret, manipulate, modify, practice, prepare, show, sketch, solve, use Analyze appraise, breakdown, calculate, categorize, compare, contrast, diagram, differentiate, distinguish, examine, infer, model, question, test Evaluate appraise, argue, assess, attach, choose, conclude, defend, discriminate, estimate, judge, justify, interpret, rate, support, value Create assemble, combine, compose, construct, design, develop, devise, formulate, generate, plan, set up, synthesize, tell, write Here is a list of common verbs that are associated with the various cognitive levels. Note that this list is not exhaustive, and that sometimes a standard will contain multiple cognitive levels. Also, higher cognitive levels can imply that a lower cognitive level has been mastered. For instance, a student might be expected to compare and contrast various types of energy sources, which is at the Analyze level—but in order to do this, the student will first have to Remember and Understand facts about each energy source.

Example: Unpacking a Standard
For the learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into one of Bloom’s six cognitive levels. Standard = Context 4.3b The student will investigate and understand the characteristics of electricity. Key concepts include basic circuits. The student will create and diagram a functioning series circuit using dry cells, wires, switches, bulbs, and bulb holders. Let’s look at Science Standard 4.3b in order to unpack it. We’ll look specifically at the standard for its context, but we also will look at an essential knowledge and skill from the Curriculum Framework. It is important to note that all the science standards use the term “investigate and understand,” which can mean a variety of cognitive levels. We therefore have to turn to the Essential Knowledge, Skills, and Processes in order to further unpack what students must be able to do. The thing to remember about looking at the Essential Knowledge, Skills, and Processes is that we are learning it in the CONTEXT of the standard. In other words, we are learning about series circuits in order to better understand the characteristics of electricity. Now let’s unpack the content and the cognitive level. We do this by underlining the content and circling the verbs that indicate the cognitive level of the standard, and then classifying it by Bloom’s Taxonomy. Take a moment to consider what you think would be the content and the cognitive level for this standard. Essential Knowledge, Skills, and Processes

For the learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into one of Bloom’s six cognitive levels. Many levels 4.3b The student will investigate and understand the characteristics of electricity. Key concepts include basic circuits. Create and diagram a functioning series circuit using dry cells, wires, switches, bulbs, and bulb holders. Here we see the content of this standard and the Essential Knowledge, Skills, and Processes underlined. Students must know the basic characteristics of electricity, specifically functioning series circuits using dry cells, wires, switches, bulbs, and bulb holders. Now let’s look at the cognitive level of this standard by circling our verbs. In the standard itself, we have the verbs “investigate and understand” and in the Essential Knowledge, Skills, and Processes, we have the verbs “Create and diagram.” We have already said that the verbs “investigate and understand” can imply many levels, but the verb “create” leaves little room for misinterpretation; this portion of the standard should be completed at the Create level. This is perhaps the most active learning of all: students should actually be working with the materials in order to make a series circuit, which they should be creating themselves—not simply copying the circuit from a set list of instructions, or watching the teacher create the circuit. Create

Picking an Appropriate High-Yield Strategy
Marzano’s Strategies Percentile Gain Identifying similarities and differences 45 Summarizing and note taking 34 Reinforcing effort and providing recognition 29 Homework and practice 28 Nonlinguistic representations 27 Cooperative learning Setting objectives and providing feedback 23 Generating and testing hypotheses Questions, cues, and advance organizers 22 As you remember, these are our instructional strategies that come from Marzano’s work on instructional effectiveness and his meta-analyses. The first strategy that probably jumps out at you is Generating and Testing Hypotheses. Students are meant to experiment with the series circuit materials in order to create a working series circuit; therefore, having them go through the process of using their understanding to create a hypothesis, explain their reasoning, test it, compare the results and describe why it worked or did not work is perfect for this particular standard. This particular standard is at a high cognitive level. While we certainly could have students work independently, it might be better in this particular case to combine the strategy with cooperative learning—so that students can bounce their ideas off one another. This will also help engagement by giving them a chance to create or strengthen student relationships. Remember, though, this type of cooperative learning might require some previous scaffolding; if students have never worked in groups together before, they might need lessons in how to take turns appropriately, divide the work evenly, and communicate appropriately. *Haystead , M. W. & Marzano, R. J. (2009). Meta-Analytic Synthesis of Studies Conducted at Marzano Research Laboratory on Instructional Strategies

Planning the Lesson Alignment with/of Standards, Big Ideas, and Objectives Sequence/Pacing of Student Learning Experiences Quality of Student Learning Experiences Assessment Supporting Resources Once we have chosen the appropriate strategy or strategies, we move on to planning the specific lesson. When planning the lesson, teachers should feel free to use any lesson plan templates that their division recommends or requires. The only requirements for the lesson plan in the Lesson Plan Alignment and Quality Evaluation tool for the Desk Audit are that it have or incorporate the components seen here. For more specific information on planning lessons, please see the Unpacking Standards, Planning Lessons webinar.

For the learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into one of Bloom’s six cognitive levels. Standard = Context 11.4 The student will read, comprehend, and analyze relationships among American literature, history, and culture. Compare how poems of the same form use elements - sound, figurative language, imagery, symbols, and allusions - differently to convey meaning. Let’s look at another standard to see how we can use the UPP process. This standard comes from the English Grade 11 curriculum. Take a moment to unpack the standard for the content and cognitive level. Essential Knowledge, Skills, and Processes

For the learning objective, underline the content, circle the word(s) that provide information regarding cognitive level, and finally, classify the word into one of Bloom’s six cognitive levels. Understand, Analyze 11.4 The student will read, comprehend, and analyze relationships among American literature, history, and culture. Compare how poems of the same form use elements - sound, figurative language, imagery, symbols, and allusions - differently to convey meaning. For this standard, students must know the relationships among American literature, history, and culture. The Essential Knowledge, Skills, and Processes requires the knowledge of poetic elements such as sounds, figurative language, imagery, symbols, and allusions. What students are doing with this information is contained in the verbs read, comprehend, analyze, and compare. For the standard, students are working both at the Understand and Analyze level, and for the Essential Knowledge, Skills, and Processes, they are comparing, which is the Analyze level. In this case, where the standard is written at the Analyze level, it does not mean that every learning experience during a unit must also be at the Analyze level. There will be times, for instance, where we might need to introduce vocabulary to students—and those lessons might be at the Remember and Understand levels. Or we might have students picking out examples of figurative language, imagery, etc.—which is the Apply level. These skills are necessary to have BEFORE students can get the Analyze level of comparing how these elements are used in two or more poems. Therefore, when we have a standard or Essential Knowledge, Skills, or Processes piece written at a high cognitive level such as Analyze, while it means that students need to have enough learning experiences to master the content at that particular cognitive level, it does not mean that every learning experience must be at that level. Analyze

Marzano’s Strategies Percentile Gain Identifying similarities and differences 45 Summarizing and note taking 34 Reinforcing effort and providing recognition 29 Homework and practice 28 Nonlinguistic representations 27 Cooperative learning Setting objectives and providing feedback 23 Generating and testing hypotheses Questions, cues, and advance organizers 22 This time, we’re going to combine two strategies: one from Marzano, and one from Hattie. Because this standard is at the Analyze level, it’s perfect for identifying similarities and differences, perhaps during literature circle discussions in which studentsleads the discussions about the selected poems, comparing and analyzing them. *Haystead , M. W. & Marzano, R. J. (2009). Meta-Analytic Synthesis of Studies Conducted at Marzano Research Laboratory on Instructional Strategies

Hattie’s Strategies Percentile Gain Self-Report Grades 43 Piagetian Programs 40 Formative Evaluation 32 Comprehensive Interventions for Disabled Students 28 Teacher Clarity 27 Reciprocal Teaching Feedback We’re going to pair this with John Hattie’s Teacher Clarity. In this case, rather than just handing students the poems and telling them to discuss similarities and differences, we will instead specifically outline the behaviors that we expect from students, perhaps modeling first what a discussion might look like, as well as provide students with the criteria expected for success. This can be as simple as handing students a checklist with the terms “sound, figurative language, imagery, symbols, and allusions” so that students know what the teacher is looking for. The teacher will monitor the discussion circles, and provide specific feedback to students on both the quantity and/or quality of contributions to the discussions (a strategy included in both the work of Marzano and of Hattie). Hattie, J. (2012). Visible teaching and learning: Maximizing impact on learning. New York: Routledge.

Planning the Lesson Alignment with/of Standards, Big Ideas, and Objectives Sequence/Pacing of Student Learning Experiences Quality of Student Learning Experiences Assessment Supporting Resources Once again, the next step would be to plan the lesson for the specific group of students, and then, of course, to implement it.

Aligning to the SOL & Curriculum Framework
Standard 11.4 The student will read, comprehend, and analyze relationships among American literature, history, and culture. Essential Knowledge or Skill (from Curriculum Framework) Compare how poems of the same form use elements - sound, figurative language, imagery, symbols, and allusions - differently to convey meaning. Cognitive Level(s) Apply: Explain how the elements of sound, figurative language, imagery, symbols, and allusions are used in the poems Analyze: Compare and contrast the differences in the elements between the poems and how they are used to convey meaning Let’s look at how we might take this English standard and put it into a lesson plan. Here we can see the Standard, the Essential Knowledge, Skills, and Processes piece from the Curriculum Framework, and the cognitive levels unpacked. In this case, the teacher bolded the verbs rather than circling; bolding is easier when typing.

Linking to the Unit or Curriculum Big Ideas
Big Ideas (Essential Questions, Enduring Understandings, how this lesson relates to theme, etc.) Essential Question: How do authors convey meaning? Enduring Understanding: Poets use elements - sound, figurative language, imagery, symbols, and allusions – to convey meaning. When we provide links from this lesson to the unit or curriculum big ideas, we’re helping students categorize the knowledge, which helps both with understanding and memory retrieval down the road. For this English standard, we might use the Essential Question and the Enduring Understanding that you see here.

Writing the Objective(s)
Objective(s) (behavior, conditions, criteria) Given Langston Hughes’ poem “Let America be America Again,” Walt Whitman’s “I Hear America Singing” and a checklist of poetic elements for discussion, students will work together in literature circle groups of 3-4 students to compare and contrast the poetic elements of each. Students will then complete an informal evaluation of both their own performance and the performance of the members of their group. Here we see an example objective that a teacher might write for this particular standard. “Given Langston Hughes’ poem “Let America be America Again,” Walt Whitman’s “I Hear America Singing” and a checklist of poetic elements for discussion, students will work together in literature circle groups of 3-4 students to compare and contrast the poetic elements of each. Students will then complete an informal evaluation of both their own performance and the performance of the members of their group.” You will note that in this particular case, the teacher is not collecting a formal grade or data on the literature circles; the teacher will be monitoring, however, in order to collect informal data, provide feedback to students, and inform instruction.

Lesson Proper Step Learning Experience 10 min.
Approx. Time Learning Experience Engagement 10 min. As students enter, have them complete the following Bell Work: Write down 5-10 phrases or bullets about “What America Means to Me.” After students write down their answers, have them turn and talk with a partner to share what they wrote. Call on students to summarize what their partner said and how it was similar or different to what they said. Let’s look at an example lesson plan using 5E model lesson plan of Engagement, Exploration, Explanation, Elaboration, and Evaluation. First, to open the lesson, the teacher might have students think about “What America Means to Me,” writing down 5 words or phrases, and then sharing their answers with their partners.

Approx. Time Learning Experience Exploration 15 min. Give students time to read half page biographies of the poets Langston Hughes and Walt Whitman. Have students work together in small groups to discuss the time period that each was writing in, and how they might view America given their experiences. The teacher might then have students move into the Exploration phase, in which they read biographies of the poets Langston Hughes and Walt Whitman, in order to better understand the time period in which each was writing and how their life experiences might be reflected in their poems.

Lesson Proper 10 min. Have students share out their answers.
Step Approx. Time Learning Experience Explanation 10 min. Have students share out their answers. Then explain that both of these poets actually wrote poems on the topic “America.” Review the poetic elements discussed previously, give students a checklist of these elements, and explain to students that they will be participating in “literature circles.” Their job is to read each poem, then compare and contrast how each poet uses the elements to convey meaning. Explain that you will be moving through each literature circle to provide feedback on student discussions. Show students the objective. The teacher then debriefs with the students and shares the task for today: Students will be comparing and contrasting the various poetic elements in literature circles. The teacher clearly explains the task and the objective.

Approx. Time Learning Experience Elaboration 20 min. Students engage in the literature circles. Monitor and provide feedback as necessary. Encourage all students to participate; make sure students are staying on-task. Remind them to use their checklist as necessary. Students then participate in the literature circles while the teacher monitors and provides feedback. A key tool used in this lesson is the checklist provided by the teacher because it both helps students to structure their thinking and allows the teacher to gather informal data.

Lesson Proper Step Learning Experience Evaluate 10 min.
Approx. Time Learning Experience Evaluate 10 min. Students complete an informal evaluation of both their own performance and the performance of the members of their group. At the end, the students complete an evaluation of both themselves and their peers. Evaluation can either be formal or informal for lesson plans. In this case, it was students who completed the informal evaluation of their own performance and that of their peers; the teacher will use this and the informal data collected during the literature circles to inform future instruction.

How do we measure the effectiveness of high-yield strategies?
Question 4 How do we measure the effectiveness of high-yield strategies? Now let’s turn to our last question: How do we measure the effectiveness of high-yield instructional strategies?

Objectives What the student will accomplish during the given lesson, including the: Behaviors students will exhibit to show learning Conditions under which the students will exhibit those behaviors Criteria the teacher will use to determine whether students meet the objective. The best way to measure the effectiveness of any instructional strategy that we have implemented is to first know our objective and then determine how many students met the objective after the lesson. Generally, objectives include the following pieces: Behaviors students will exhibit to show learning Conditions under which the students will exhibit those behaviors Criteria the teacher will use to determine whether students meet the objective. Note that communicating objectives to students is not the same as writing the objective—or the Standard of Learning, for that matter—on the board. Many checklists for lesson plans or observations include whether the objective is displayed, but simply noting the display of an objective is a superficial measure at best. What we are looking for is whether the teacher actively communicates each piece of the objective to students—this could be done in a variety of ways. Furthermore, it’s very important that the objective be written at the correct cognitive level, and that the measures used as criteria to determine whether students meet the objective are also assessing students at the correct cognitive level. Otherwise, the students might appear to be successful when they are not actually working at a high enough level.

Objectives and Standards
The student will create and diagram a functioning series circuit using dry cells, wires, switches, bulbs, and bulb holders. Given dry cells, wires, switches, bulbs, and bulb holders and general theory about electrical circuit and pathways, students will work in cooperative groups to create a functioning series circuit in which the bulb lights up, and will independently diagram the circuit by correctly drawing and labeling all parts. Let’s review our science Essential Knowledge, Skills, and Processes from earlier on series circuits. Below, you see the objective that the teacher has written. Note the difference between the standard and the objective. The objective should not be an exact duplicate of the standard; in fact, it should be written in student-friendly language so that it can be used as a tool with the students. Students should be able to use the objective to tell an observer what they will have to know and be able to do for the day’s lesson. Then identify the: behavior, conditions, and criteria for success. What does the teacher actually expect students to do at the end of the lesson and how will the teacher and the students know if the students were successful?

The student will create and diagram a functioning series circuit using dry cells, wires, switches, bulbs, and bulb holders. Given dry cells, wires, switches, bulbs, and bulb holders and general theory about electrical circuit and pathways, students will work in cooperative groups to create a functioning series circuit in which the bulb lights up, and will independently diagram the circuit by correctly drawing and labeling all parts. Behavior Here we see the behaviors expected from the students. They will create a functioning series circuit and diagram the circuit.

The student will create and diagram a functioning series circuit using dry cells, wires, switches, bulbs, and bulb holders. Given dry cells, wires, switches, bulbs, and bulb holders and general theory about electrical circuit and pathways, students will work in cooperative groups to create a functioning series circuit in which the bulb lights up, and will independently diagram the circuit by correctly drawing and labeling all parts. Conditions Here are the conditions, including the materials, knowledge, and structures that students will have in order to complete the task.

The student will create and diagram a functioning series circuit using dry cells, wires, switches, bulbs, and bulb holders. Criteria for Success Given dry cells, wires, switches, bulbs, and bulb holders and general theory about electrical circuit and pathways, students will work in cooperative groups to create a functioning series circuit in which the bulb lights up, and will independently diagram the circuit by correctly drawing and labeling all parts. Lastly, the teacher has specified the criteria for success.

Common Reasons Instructional Strategies Don’t Yield High Results on Summative Assessments
The strategy was not appropriate for either the content and/or the cognitive level. The strategy was appropriate for the content and cognitive level, but was not implemented in a way that supported the developmental needs of students. The strategy was appropriate for the content, cognitive level, and developmental needs of students—but the students were not engaged in active learning. When many students do not meet objectives, and therefore the instructional strategies appear not to be effective, we can usually point to one of the following reasons: The strategy was not appropriate for either the content and/or the cognitive level. This is another reason that it is incredibly important to unpack the standards before teaching the lesson. The strategy was appropriate for the content and cognitive level, but was not implemented in a way that supported the developmental needs of students. The strategy was appropriate for the content, cognitive level, and developmental needs of students—but the students were not engaged in active learning.

What Went Wrong? Teacher A, Grade 9 English
Standard: 9.4 The student will read, comprehend, and analyze a variety of literary texts including narratives, narrative nonfiction, poetry, and drama. Essential Knowledge, Skills, and Processes: Determine a theme of a text and analyze its development over the course of the text. Let’s look at the following scenario and determine the reason why students were not that successful. We’re going to look at Teacher A, a Grade 9 English teacher, who is looking at Standard 9.4 on literary texts, specifically the Essential Knowledge, Skills, and Processes on determining theme and analyzing its development.

Objective Objective: Given a lecture on the theme of science vs. technology in A Brave New World, students will take notes and write one-page summaries on this topic, achieving a score of Effective on the Summarizing rubric. Here is Teacher A’s objective: Given a lecture on the theme of science vs. technology in A Brave New World, students will take notes and write one-page summaries on this topic, achieving a score of Effective on the Summarizing rubric.

Implementation Teacher A delivers a lecture on the theme of science vs. technology in A Brave New World and how it was developed over the course of the text. At four different points during the lecture, Teacher A asks higher-level questions and calls on a student to provide an answer. During the lecture, all students take notes. For the implementation, let’s take a look at some evidence provided during an observation. Teacher A delivers a lecture on the theme of science vs. technology in A Brave New World and how it was developed over the course of the text. At four different points during the lecture, Teacher A asks higher-level questions and calls on a student to provide an answer. During the lecture, all students take notes.

Implementation Students are allowed to choose from various note-taking structures introduced in previous classes. Students then independently write their one-page summaries of the theme of science vs. technology and turn them in. Twenty-two of 26 students score Effective on the summarizing rubric. Students are allowed to choose from various note-taking structures introduced in previous classes. Students then independently write their one-page summaries of the theme of science vs. technology and turn them in. Twenty-two of 26 students score Effective on the summarizing rubric.

Outcome What went wrong?
On the division-developed summative assessment for the unit, the students must complete a five paragraph essay analyzing the development of the theme of Happiness vs. Truth in A Brave New World. The essay is worth 20 points and the division provides a rubric for scoring. Teacher A is disappointed to discover that only 13 of the 26 students score 15 or more points. On the division-developed summative assessment for the unit, the students must complete a five paragraph essay analyzing the development of the theme of Happiness vs. Truth in A Brave New World. The essay is worth 20 points and the division provides a rubric for scoring. Teacher A is disappointed to discover that only 13 of the 26 students score 15 or more points. What went wrong? What went wrong?

Debrief Only teacher was engaged in active learning at the correct cognitive level (analyze) Student engagement activity (summarizing and note-taking) was at the Understand level Students were assessed at the Understand level during the lesson How to fix: Engage students in experiences in which THEY are the ones doing the analysis; assess appropriately First of all, the Essential Knowledge, Skills, and Processes was written at the analyze level—but the teacher was the only one actually actively engaged in analyzing a theme in the text. Students were engaged in active learning, but at the wrong cognitive level— they were doing summarizing and note-taking of what the teacher said, which is at the Understand level, and that is also the level at which the teacher assessed students’ skills during the lesson. As a result, when students took the division-developed assessment in which they actually had to analyze a theme, only half the students were able to do so effectively. In order to fix this, Teacher A will need to develop more lessons in which the students are actively engaged in experiences in which THEY are working at the correct cognitive level of analysis, and then the teacher will need to develop a way to appropriately assess them on this skill in order to provide feedback and inform future instruction.

Student Engagement and High-Yield Strategies
Virginia Department of Education Office of School Improvement Student Engagement and High-Yield Strategies Thank you for viewing this Virginia Department of Education Webinar on Student Engagement and High-Yield Strategies.

Student Engagement and High-Yield Strategies

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