The Strategic Teacher: Instructional Styles and Strategies for Promoting

In-Depth, Active Learning

Presented byTr. Harvey F. Silver, Ed.D.

Tr. Susan C. MorrisMatthew Perini

“The only sin is if you hear a good idea and don’t steal it.”Victor Weisskopf, Physicist

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Establishing Learning GoalsEstablishing Learning GoalsEstablishing Learning Goals

What is a strategy?What does strategic teaching look like?How are teaching strategies the same and different?Why does every classroom need a repertoire of teaching strategies?How do we select the right strategy for a particular teaching and learning situation?How do we get the most out of our use of teaching strategies?

What is a strategy?What is a strategy?What does strategic teaching look like?What does strategic teaching look like?How are teaching strategies the same How are teaching strategies the same and different?and different?Why does every classroom need a Why does every classroom need a repertoire of teaching strategies?repertoire of teaching strategies?How do we select the right strategy for How do we select the right strategy for a particular teaching and learning a particular teaching and learning situation?situation?How do we get the most out of our use How do we get the most out of our use of teaching strategies?of teaching strategies?

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What is a question you have about our topic that

we will be discussing today?

What is a question you have about our topic that

we will be discussing today?

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What is a What is a strategystrategy??

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How do humans differ from other living organisms?

How do humans differ from other How do humans differ from other living organisms?living organisms?

Give One, Get OneGive One, Get One

Stand up, partner with one other person,Stand up, partner with one other person,GIVE one of yours, GET one of theirs.GIVE one of yours, GET one of theirs.

If you both have the same, then create aIf you both have the same, then create anew idea together to add to your lists.new idea together to add to your lists.

Quickly move to a new partner. Give One, Get One. Repeat Quickly move to a new partner. Give One, Get One. Repeat 3 times for a total of 6 ideas.3 times for a total of 6 ideas.

Remember: work in dyads. NO HUDDLING, NO COPYING Remember: work in dyads. NO HUDDLING, NO COPYING OF EACH OTHEROF EACH OTHER’’S TOTAL LISTS.S TOTAL LISTS.

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Humans….• Make tools to enhance their work• Think strategically to accomplish their goals• Use sophisticated language

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What three words come What three words come to mind when you think to mind when you think

of the word, of the word, strategystrategy??

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SomeSomepossibilities:possibilities:

plan of action plan of action decisiondecision--making processmaking processinquiryinquiryquestionquestionchess gamechess gamea way to wina way to winplanplanmeans to an endmeans to an endpattern of thoughtpattern of thoughtpolicypolicyobjectiveobjectivebattle planbattle planpolitical campaignpolitical campaignmanipulationmanipulation

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The wordThe word strategystrategy comes fromcomes fromtwo Greek roots:two Greek roots:

StratosStratos meaning “multitude”AgeinAgein meaning “to lead”

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How does the number and diversity of students with whom teachers work affect

the strategies they use?

How does the number and diversity of students with whom teachers work affect

the strategies they use?

Read the Mr. Cogito excerpt.Read the Mr. Cogito excerpt.Make some notes to identify some Make some notes to identify some of the specific teaching strategies of the specific teaching strategies he uses in his teaching.he uses in his teaching.What are the instructional What are the instructional questions he is using his questions he is using his strategies to answer?strategies to answer?

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Some of Mr. Cogito’s thoughtful questioning…

• How do I introduce the big idea in an engaging way?• How do I introduce critical vocabulary that students need to know and need to be

able to use?• How do I assess students’ prior knowledge and get them to generate their own

questions for exploration?• How do I get my students to pay attention to the critical questions that guide their

learning and focus my instruction?• How do I share my learning goals with my students and get them to begin with the

end in mind so they can see what they need to know, understand, and produce?• How do I provide for choice in a variety of ways to assess student learning?• How do I get students to apply what they have learned?• How do I engage my students in acquiring the essential content in an engaging,

meaningful way?• How do I get my students to deepen their understanding of content by collecting

evidence to support/refute their hypotheses?• How do I make clear the critical information that students need to know and

understand?• How do I provide a variety of ways for my students to practice and process their

learning?

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It’s about the INSTRUCTION, Stupid!

Improved instruction is the prime factor in producing improved student achievement gains.

Robert Marzano

The single greatest determinant of learning is not socio-economic factors or funding levels. It is instruction.

Mike Schmoker

What teachers do has 6 to 10 times as much impact on achievement as all other factors combined.

Mortimer Simmons

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In 1983, John Goodladpublished a landmarkresearch study on Americanschools, A Place CalledSchool.

Goodlad concluded: “TheAmerican classroom ispreoccupied with thedissemination ofinformation and low levelintellectual processes, andthe use of diverseinstructional strategies topromote activeengagement is minimal.”

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Grant Wiggins, one of the leaders in the Assessment

Movement, contends that the number one instructional

strategy used by teachers in schools today is…

““Preach, test and hope Preach, test and hope for the bestfor the best””

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There can be no There can be no improvement in learning improvement in learning

without the teacher.without the teacher.

Richard StrongRichard Strong

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The challenge is:The challenge is:

How can we expand the How can we expand the repertoire of researchrepertoire of research--basedbasedinstructional strategies that instructional strategies that

teachers use in their teachers use in their instructional process?instructional process?

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How we teach has a dramatic impact not only on what students learn but also

on how students learn to think.

THE GOAL OF STRATEGIC TEACHING IS TO THE GOAL OF STRATEGIC TEACHING IS TO PROVIDE TEACHERS WITH A REPERTOIRE PROVIDE TEACHERS WITH A REPERTOIRE

OF TEACHING STRATEGIES TO MEET OF TEACHING STRATEGIES TO MEET TODAYTODAY’’S HIGH STANDARDS AND S HIGH STANDARDS AND

STUDENTSSTUDENTS’’ DIVERSE NEEDS.DIVERSE NEEDS.

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Today’s High Standards

ANDThe Diversity of

Students’ Needs, Interests and

Learning Styles

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of Teaching has come togetherThe Art and Science

How are teaching strategies How are teaching strategies the same and different?the same and different?

What constitutes a “teaching strategy”?

What type of learner might be motivated by each of the strategies?Which would you enjoy most as a teacher and as a learner?

What are the assets of teaching strategically, and what might be some of the liabilities?

Which strategy is more like a seesaw?Which is more like finding a constellation in the night sky?

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We will use the Compare and Contrast Strategy to

demonstrate:What a teaching strategy isWhat a teaching strategy is

andHow strategies are similar How strategies are similar

and differentand different..

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The Compare and Contrast Strategy The Compare and Contrast Strategy moves through four phases:moves through four phases:

1.Describe

2.Compare

3.Conclude

4.Apply

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In this box is a teaching strategy.

What questions would you ask to collect evidence to figure out what the strategy is and what it looks like in operation in the classroom?

?

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Let’s observe two teachers using two different instructional strategies:

Joanne Curran: Reading For Meaning

Abigail Silver: Reciprocal Learning

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Reciprocal Learning

Purpose

Process

Planning

Products

CriteriaReading for

Meaning

To deepen content comprehension

To practice with content or a procedure, both guided and independent

Statements, Agree/Disagree, Read, Collect Evidence, Draw Conclusions, Discussion

Peer Partners, Practice Sheets, Reverse Roles.

Reading Selection, Inferential Statements

Peer Practice Sheets, Answers and Coaching Hints

Mastery of content and/or procedures and Coaching Skills

Content Understanding and Inferential Skills

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How are the two strategies similar?How do the two strategies differ?

Reading Reciprocalfor Meaning Learning

How are the two strategies similar?

Deepeningunderstanding

Inferential Skills

Presenting content

Discussion

Mastery

Coaching Skills

Practicing content

Coaching

Cooperative in Nature

Students have to compare and contrast

Role for teacher and role for student

Require students to negotiate meaning

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What constitutes a “teachingstrategy”?

What type of learner mightbe motivated by each of thestrategies? Which would youenjoy most as a teacher andas a learner?

What are the assets ofteaching strategically, andwhat might be some of theliabilities?

Which strategy is more like aseesaw?Which is more like finding aconstellation in the night sky?

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Why does every classroom need a repertoire of teaching strategies?Why does every classroom need a repertoire of teaching strategies?

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1. Strategies make the work of differentiating instruction

manageable for teachers and motivating for students.

1. Strategies make the work of 1. Strategies make the work of differentiating instruction differentiating instruction

manageable for teachers and manageable for teachers and motivating for students.motivating for students.

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Mastery

MemoryStep by Step

Clarity and CompetenceSuccess

Correct Answers

Understanding

ReasonDoubt by Doubt

Critical Thinking and ChallengeCuriosity

Explanations and Proof

Interpersonal

RelateFriend by FriendCooperative and

Connected PersonallyRelationships

Relevant Experience

Self-Expressive

ReorganizeDream by Dream

Choice and CreativityOriginality

Expressive Product

Strategies can be organized into four motivational styles

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Read the following two pieces written in response to the question, “Who

was your favorite teacher?”Underline those behaviors that would

indicate a particular learning style.

Which of the three strategies weWhich of the three strategies we’’vevelearned about would be most learned about would be most motivating to each of these motivating to each of these

students?students?

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From the Connecticut State Science Exam: Fifth Grade

Science Standard 5B12: Explain how organisms are adapted toenvironmental conditions in different biomes. (LIB2)

Study the picture of the imaginary animal below. Based on its features, make scientificinferences about the animal’s habitat and about its niche. In other words, tell about the kind of area it might live in, what it might eat, and what role it might play in its community. Be sure to explain your reasoning.

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The Hidden Skills of Academic Literacy

Reading and Study SkillsCollect & Organized Ideas Through

Note-makingMake Sense of Abstract Academic

VocabularyRead & Interpret Visual Displays of

Information

Reflective SkillsoConstruct Plans to Address Questions and TasksoUse Criteria and Guidelines to Evaluate Work in Progresso Control or Alter Mood and Impulsivity

Thinking SkillsDraw Conclusions, Make Inferences,

Hypotheses, Conjectures, & Test ThemConduct Comparisons Using CriteriaAnalyze the Demands of Different

Kinds of Higher-order Thinking Questions

Communication SkillsWrite Clear, Well-formed, Coherent

Explanations in All Content AreasWrite Comfortably in Non-Fiction

Genres: Problem/Solution, Decision-making, Argument, Comparative

Read & Write About 2 or More Documents

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School and Teacher Effectiveness: What the Research Shows

Teacher School Exit Percentile

Highlyeffective

Highlyeffective 96 %ile

Highlyeffective

Highlyineffective 63 %ile

Average Average 550 %ile

Highlyineffective

Highlyeffective 37 %ile

Highlyineffective

Highlyineffective 3 %ile

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AThe chemical “ingredients”in photosynthesis.

The major writers of the Romantic period and their signature works.

The formula for finding the area of a triangle.

The similarities and differences between the economics of the New England, Mid-Atlantic and Southern Colonies.

BThe steps in finding the volume of a cylinder.

Write a five paragraph essay.

How to properly rotate a vehicle’s tires.

Implementing the steps in the Compare and Contrast strategy.

CONCEPT ATTAINMENT STRATEGY

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Reading for Meaning Compare and Contrast Reciprocal Learning

Declarative

Let’s return to the three strategies we have been examining: Compare and Contrast, Reciprocal Learning,

and Reading for Meaning. Which is best to teach each type of knowledge?

ProceduralDeclarative

Procedural

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How do we select the right strategy for a particularteaching and learningsituation?

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Teaching is DecisionMaking

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The decision that a teacher makes regarding instruction is the number one variable influencing student achievement 61

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DecisionMakingDashboard

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Dashboards Answer Six Questions:Dashboards Answer Six Questions:

1.1. How does the strategy fit into unit How does the strategy fit into unit design?design?

2.2. What learning styles does the strategy What learning styles does the strategy engage?engage?

3.3. What facets of understanding does the What facets of understanding does the strategy develop?strategy develop?

4.4. What hidden skills does the strategy What hidden skills does the strategy build?build?

5.5. How does the strategy incorporate the How does the strategy incorporate the research on instructional effectiveness?research on instructional effectiveness?

6.6. What types of knowledge does the What types of knowledge does the strategy teach?strategy teach?

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ReadingforMeaningDashboard

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ReciprocalLearningDashboard

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Education has been compared to aEducation has been compared to abeach, with each year a new wavebeach, with each year a new wavepromoting the next new initiative.promoting the next new initiative.

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The notion that “my way to get to heaven is better than yours” has done

little to improve education.

The notion that The notion that ““my way to get to my way to get to heaven is better than yoursheaven is better than yours”” has done has done

little to improve education. little to improve education.

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“This country will not be a good place for any of us to live in unless we make it a good place for all of us to live in.”

Theodore Roosevelt

11/9/06 Project SEAM 68

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We hope we have provided you with:

Some practical ideas,

A deeper understanding of strategic teaching,

Creative possibilities for how you can usedifferent strategies in your classrooms tomeet the needs of your students, and

A better understanding of your own style ofteaching and what you can do to expand yourreptoire.