An investigation of instructional strategies through a Higher-Order-Thinking project.

• Teachers will gain information about at least three Marzano instructional strategies.

• Teachers will engage in a higher-order thinking project by comparing and evaluating strategies and drawing a conclusion about their relative usefulness.

• Teachers will gain insights regarding the research/information literacy criteria embedded in the activity.

Sources for the investigation:

http://www.middleweb.com/MWLresources/marzchat1.html

http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Strategies.html#testing

http://gets.gc.k12.va.us/VSTE/2008/

http://www.netc.org/focus/strategies/

http://leessummit.pbworks.com/

http://www.mcrel.org/Newsroom/hottopicInstruction.asp

 

A graphic organizer is provided below.

 

Google docs will be used.

 

Teachers will provide their own laptop computers.

The task:

Out of the list of instructional strategies provided below, you will choose three to investigate, using the resource links provided.  Using the graphic organizer provided, briefly explain each of the three strategies you examined, list their pros and cons, determine how applicable the strategy is to your teaching discipline, and provide a quick idea about how you could use the strategy in your classroom.

Choose three from the following:

•    Identifying similarities and differences.
•    Summarizing and notetaking
•    Generating and testing hypotheses
•    Nonlinguistic representations
•    Using cues, questions, and advance organizers.
•    Reinforcing effort and providing recognition.
•    Setting objectives and providing feedback.
•    Cooperative learning

Sources for your investigation:

http://www.middleweb.com/MWLresources/marzchat1.html

http://www.tltguide.ccsd.k12.co.us/instructional_tools/Strategies/Strategies.html#testing

http://gets.gc.k12.va.us/VSTE/2008/

http://www.netc.org/focus/strategies/

http://leessummit.pbworks.com/

http://www.mcrel.org/Newsroom/hottopicInstruction.asp

Complete the graphic organizer (provide link to online organizer and provide paper copy)


Next, open the email sent to you titled “Instructional Strategies Matrix”.  If you have already created a google account, you will be able to go right into the link to the spreadsheet document found on Google Docs.  If you have not yet created a google account, please do so at this time.  Then you will be able to accept the invitation to collaborate on the Instructional Strategies Matrix.

On the Instructional Strategies Matrix on Google Dogs, find the entries that list the three strategies you chose.  Rate them on the matrix as your first, second, and third choices to use in the classroom.

For example:

Instructional Strategies	Rating
Identifying Similarities & Differences	1st
Summarizing & Notetaking	3rd
Generating and testing hypotheses
Using cues, questions, and advance organizers.	2nd
Nonlinguistic representations
Etc.

    
  
 
    

 

 

 

 

 

 

Save your entry.  We will compare ratings when everyone has completed their task.  

Please read:

The information below is not to be completed as a part of this sample project, but is provided to spark ideas of further extending the project and/or increasing the effectiveness of the project.

Options that could have been included if time allowed:
•    Finding information sources without a list of resources being provided.
•    Requiring an evaluation of the sources found.
•    Increasing the number of strategies to be explored and/or requiring more in-depth analysis of the strategies.
•    A variety of final products could have been required that would hone abilities to use technology, work creatively, and share information productively and ethically.  For example, a written analysis/paper, a video “advertising” your #1 choice, etc.
•    The project could have included a cooperative/collaborative component to encourage working productively with others.
•    All final products should require proper citations.

Since this is an activity for a professional development in-service, teachers will self-assess their learning and discuss insights gained with their peers.

At a later date, teachers will create a Higher-Order-Thinking research project that incorporates information literacy.