An Overview of Marzano’s High Yield
Strategies Modules
Cooperative Learning
Cooperative learning, the instructional strategy discussed in this course, falls within the more
general category of "grouping" strategies that teachers can use. Done properly, organizing
students into cooperative learning groups has a powerful effect on learning. Cooperative
learning also has other benefits for students, including an improvement in communication,
decision making, and conflict-resolution skills. This course focuses on five specific elements
of cooperative learning that distinguish this kind of group work from other forms and several
approaches that teachers can use in the classroom.
Cues, Questions, and Advanced Organizers
Cues, questions, and advance organizers are all techniques that teachers can use to help
students activate their prior knowledge about a topic. Research shows that activating prior
knowledge is an important first step in the learning process and prepares students to relate
the new knowledge to what they already know. These techniques can also be used to help
students organize information and see patterns. There are several methods that teachers can
use, including explicit cues, questions that elicit inferences, questions that ask students to
analyze information, and the use of advance organizers.
Generating and Testing Hypotheses
Generating and testing hypotheses is an instructional strategy that requires students to apply
their knowledge and to use higher-level thinking skills by asking questions about what they
know, finding ways to test those questions, and then explaining their conclusions. Although
this strategy is most often used in science, it can be applied to all subject areas. There are six
different tasks that can guide students through generating and testing hypotheses:
• Systems analysis
• Problem solving
• Decision making
• Historical investigation
• Experimental inquiry
• Invention
High Yield Overview
High Yield Overview is the starting point to exploring the nine specific strategies more deeply.
Throughout this course, and the remaining courses that focus on the individual strategies,
you will identify ways to more explicitly make them part of your practice and part of the way
your students approach their work. This course also puts the focus on instructional strategies
in context by looking at the connection between how you teach (the instructional strategies
you use), what you teach (the design of your curriculum), and the learning environment of
your classroom (classroom management). You may find that many of these strategies are
already part of your teaching repertoire. We recommend that you complete this course before
exploring the courses that cover each instructional strategy individually.
Homework and Practice
This course focuses on two instructional practices that provide students with opportunities to
deepen their understanding and skills and extend learning beyond the school day. In
particular, this course highlights methods for assigning homework and practice that research
has shown to be most effective. Homework extends learning opportunities outside of the
classroom, giving students the chance to practice, review, and apply knowledge. Practice
provides students the time and repetition necessary for them to become fluent in a skill or
process.
Identifying Similarities and Differences
Identifying similarities and differences is an umbrella category for four instructional strategies
that ask students to identify how two or more things are similar and different. These strategies
provide students with opportunities to think about the content and relationships in the content
in new ways. The four specific instructional strategies in this category are:
• Comparing
• Classifying
• Creating or recognizing metaphors
• Creating or recognizing analogies
Nonlinguistic Representations
Knowledge is stored in two forms: one form is linguistic, or language based; and the other is
nonlinguistic, or image based. Research shows that the more students store and represent
knowledge in both forms, the better they are able to think about, recall, and elaborate on
knowledge. This course looks at five strategies that teachers and students can use to help
students represent knowledge nonlinguistically: using graphic organizers, drawing pictures or
pictographs, creating mental images, using physical models, and doing activities that involve
physical movement.
Planning for the High Yield Strategies
Preparing for upcoming lessons or units is a cognitive process that involves more than
planning and organizing instructional materials. It involves knowing your students and
figuring out how to bridge the gap between what they already know and are able to do and what
they need to know and be able to do. Planning for the High Yield Strategies focuses on:
• How to know which of the instructional strategies can help meet your instructional goals
• What questions to ask yourself when beginning to think about how to incorporate use of
these strategies more intentionally and consistently into your teaching repertoire
Reinforcing Effort and Providing Recognition
Reinforcing effort and providing recognition are two instructional strategies that are connected
to students' attitudes and beliefs. In contrast to the other strategies, these do not focus on the
cognitive skills of students, but instead are used to empower students to learn and to help
students see the connection between the effort they put forth and achievement.
Setting Objectives and Providing Feedback
This course focuses on two instructional practices that establish a direction for learning and
provide students with information on their progress toward that goal. Applied by both teachers
and students, setting objectives and providing feedback can help students focus, engage more
deeply in what they are learning, and improve their understanding. Setting objectives helps
students understand that activities are related to specific learning goals. Providing feedback
helps students understand how they are progressing toward the goals that have been set.
Summarizing and Note-Taking
Summarizing and note-taking are more than good study skills. They not only enable students
to identify important concepts, but they facilitate deeper understanding of academic content
due to the analytical thinking that these skills demand. Students benefit from the explicit
teaching of these skills.
www.teachscape.com
For more information call us at 1-877-98-TEACH or email us at [email protected].
Strategies Modules
Cooperative Learning
Cooperative learning, the instructional strategy discussed in this course, falls within the more
general category of "grouping" strategies that teachers can use. Done properly, organizing
students into cooperative learning groups has a powerful effect on learning. Cooperative
learning also has other benefits for students, including an improvement in communication,
decision making, and conflict-resolution skills. This course focuses on five specific elements
of cooperative learning that distinguish this kind of group work from other forms and several
approaches that teachers can use in the classroom.
Cues, Questions, and Advanced Organizers
Cues, questions, and advance organizers are all techniques that teachers can use to help
students activate their prior knowledge about a topic. Research shows that activating prior
knowledge is an important first step in the learning process and prepares students to relate
the new knowledge to what they already know. These techniques can also be used to help
students organize information and see patterns. There are several methods that teachers can
use, including explicit cues, questions that elicit inferences, questions that ask students to
analyze information, and the use of advance organizers.
Generating and Testing Hypotheses
Generating and testing hypotheses is an instructional strategy that requires students to apply
their knowledge and to use higher-level thinking skills by asking questions about what they
know, finding ways to test those questions, and then explaining their conclusions. Although
this strategy is most often used in science, it can be applied to all subject areas. There are six
different tasks that can guide students through generating and testing hypotheses:
• Systems analysis
• Problem solving
• Decision making
• Historical investigation
• Experimental inquiry
• Invention
High Yield Overview
High Yield Overview is the starting point to exploring the nine specific strategies more deeply.
Throughout this course, and the remaining courses that focus on the individual strategies,
you will identify ways to more explicitly make them part of your practice and part of the way
your students approach their work. This course also puts the focus on instructional strategies
in context by looking at the connection between how you teach (the instructional strategies
you use), what you teach (the design of your curriculum), and the learning environment of
your classroom (classroom management). You may find that many of these strategies are
already part of your teaching repertoire. We recommend that you complete this course before
exploring the courses that cover each instructional strategy individually.
Homework and Practice
This course focuses on two instructional practices that provide students with opportunities to
deepen their understanding and skills and extend learning beyond the school day. In
particular, this course highlights methods for assigning homework and practice that research
has shown to be most effective. Homework extends learning opportunities outside of the
classroom, giving students the chance to practice, review, and apply knowledge. Practice
provides students the time and repetition necessary for them to become fluent in a skill or
process.
Identifying Similarities and Differences
Identifying similarities and differences is an umbrella category for four instructional strategies
that ask students to identify how two or more things are similar and different. These strategies
provide students with opportunities to think about the content and relationships in the content
in new ways. The four specific instructional strategies in this category are:
• Comparing
• Classifying
• Creating or recognizing metaphors
• Creating or recognizing analogies
Nonlinguistic Representations
Knowledge is stored in two forms: one form is linguistic, or language based; and the other is
nonlinguistic, or image based. Research shows that the more students store and represent
knowledge in both forms, the better they are able to think about, recall, and elaborate on
knowledge. This course looks at five strategies that teachers and students can use to help
students represent knowledge nonlinguistically: using graphic organizers, drawing pictures or
pictographs, creating mental images, using physical models, and doing activities that involve
physical movement.
Planning for the High Yield Strategies
Preparing for upcoming lessons or units is a cognitive process that involves more than
planning and organizing instructional materials. It involves knowing your students and
figuring out how to bridge the gap between what they already know and are able to do and what
they need to know and be able to do. Planning for the High Yield Strategies focuses on:
• How to know which of the instructional strategies can help meet your instructional goals
• What questions to ask yourself when beginning to think about how to incorporate use of
these strategies more intentionally and consistently into your teaching repertoire
Reinforcing Effort and Providing Recognition
Reinforcing effort and providing recognition are two instructional strategies that are connected
to students' attitudes and beliefs. In contrast to the other strategies, these do not focus on the
cognitive skills of students, but instead are used to empower students to learn and to help
students see the connection between the effort they put forth and achievement.
Setting Objectives and Providing Feedback
This course focuses on two instructional practices that establish a direction for learning and
provide students with information on their progress toward that goal. Applied by both teachers
and students, setting objectives and providing feedback can help students focus, engage more
deeply in what they are learning, and improve their understanding. Setting objectives helps
students understand that activities are related to specific learning goals. Providing feedback
helps students understand how they are progressing toward the goals that have been set.
Summarizing and Note-Taking
Summarizing and note-taking are more than good study skills. They not only enable students
to identify important concepts, but they facilitate deeper understanding of academic content
due to the analytical thinking that these skills demand. Students benefit from the explicit
teaching of these skills.
www.teachscape.com
For more information call us at 1-877-98-TEACH or email us at [email protected].