6 Research-Based Instructional Strategies

1. Cooperative Learning
3 Generalizations to Guide Cooperative Learning Groups:
1. Organizing groups on ability levels should be done sparingly.
2. Cooperative groups should be kept rather small in size.
3. Use of cooperative learning should be applied consistently and systematically,
nut not overused.
TYPES OF COOPERATIVE GOURPS:
1. Informal (pairs, turn to a neighbor)
2. Formal (several days or weeks, completion of major assignment)
3. Base (long term association and collaboration)
3 ELEMENTS OF COOPERATIVE LEARNING GROUPS (STUDENT SKILLS)
1. Face to Face Promotive Interaction- helping each other learn, applauding
success and efforts
2. Individual and Group Accountability- each student must contribute for
accomplishment of group goals
3. Interpersonal and Small Group Skills- developing communication skills, trust,
leadership skills, decision making, and conflict resolution.
ROLES AND RESPONISBILITES FOR COOPERATIVE LEARNING GROUPS:
1. Facilitator- make sure everyone participates in group
2. Equipment Manager- collects all material
3. Recorder- keeps accurate record of group activities
4. Support Group- all members must cooperate and be supportive
5. Reporter- coordinates the writing for the group making sure each member can
explain the purpose, steps, and results of the assignment.

2. Identifying Similarities & Differences

Seeing similarities and differences is a fundamental cognitive process, it includes
various activities that help learners see patterns and make connections such as the
following:
Venn Diagram, Charts, Sorting, Classifying, Figure of Speech, Metaphor,
Simile, and Analogy

3. Nonlinguistic Representation/ Graphic Organizer

Learners acquire knowledge nonlinguistically through: VISUAL

IMAGERY, AUDITORY EXPERIENCES, and KINESTHETIC OR
WHOLE BODY MODE.
Learners acquire knowledge linguistically through by reading or hearing
lectures
The goal of students developing nonlinguistic representations of content is
for them to best retain and recall important information, this can be done
by:
Creating graphic representations
Making physical models
Generating mental pictures
Drawing pictures and pictographs
Engaging in kinesthetic activity

4. Homework & Practice

Research on homework indicates that it should be approached not as an

afterthought to the school day, but as a focused strategy for increasing
understanding.
Knowing which type of homework is needed helps teachers design appropriate
homework assignments.
Practice means students are engaged in applying new learning, often repeatedly.
The goal of practice is for students to get as close to mastery as possible.
Teachers should assign appropriate homework at instructional levels that match
students skills and provide positive consequences for homework completion
Students should receive feedback on their homework. Student achievement can
vary based on the kind of feedback provided by the teacher. Grading homework
is helpful, but homework in which a teacher has embedded instructive comments
has the greatest effect on learning.
Homework assignments provide time and experience students need to develop
study habits that support learning.

5. Advanced Organizers
Using graphic organizers to help students organize information from both types of text
Story maps & Webs support higher level thinking & comprehension
Discussion
An advance organizer does what the name indicates; it allows students to organize
information in advance of actually encountering the material under study. You
will learn more about these when you complete the module, Cues and Questions.

6. Cues & Questions

Cues, questions, and advance organizers are among the tools and strategies that
teachers use to set the stage for learning. These tools create a framework that
helps students focus on what they are about to learn.
Ask higher-level questions. Think about how to phrase questions. By asking
questions that require analysis, you prompt students to go beyond simple recall of
information and help to develop their higher-order thinking skills.
Wait time matters. Give students time to think before jumping in with an answer
to your own question. Pausing for just a few seconds is likely to generate better
classroom discourse, including more conversation among students.
Preview the big picture. Help students see where you are going by giving them an
overview of what a lesson or unit will cover.
Use multiple modes. Connect with diverse learning styles by presenting previews
of information in multiple ways-visually with graphic organizers, verbally
(aloud), and in writing.