Research-Based Teaching Strategies

1. Effective Instructional Strategies

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3. 1. Setting objectives and providing feedback
2. Nonlinguistic representations
3. Cues, questions, and advance organizers
4. Cooperative learning
5. Summarizing and note taking
6. Homework and practice
7. Reinforcing effort and providing recognition
8. Generating and testing hypothesis
9. Identifying similarities and differences
Nine(9) Categories of InstructionalStrategies

4. Setting Objective Providing Feedback
 teacher can narrow the
focus of the students
 should not be too
specific because
learning will be limited
 should be adapt by
students to their own
personal needs and
desires
 should be corrective in
nature
 the timeliness of
feedback is essential to
its effectiveness
 should be specific to a
criterion
 students can provide
their own feedback
through on-going self-
evaluation

5. Nonlinguistic Representations
 a variety of activities can help students to formulate
nonlinguistic representations
- use of graphic representations
- pictures
- mental images
- physical and technological models
- kinesthetic activities
 these help to elaborate knowledge

6. Cues and Questions
Advance Organizers
 should focus on what is important rather than on what is
unusual
 higher-level questions produce deeper learning than
lower level-level questions
 waiting at least three seconds before accepting
responses from students increases the depth of answers
 questions are effective even before a lesson begins
 are best used to give structure to information that is not
well organized
 different types of organizers can be used for different
purposes and produce different results

7. Cooperative Learning
 groups should rarely be organized by ability
 groups should be small
 teachers should take care not to overuse them

8. Summarizing and Note Taking
 students must
keep, delete, and
substitute information
 students must analyze
the information at a fairly
deep level
 be aware of the explicit
structure of information
 verbatim note taking is
the least effective way to
take notes
 notes should be
considered works in
progress
 should be used for study
guides for tests
 the more notes
taken, the better 

9. Homework
 should increase as they progress from elementary
through high school
 parental involvement in homework should be
minimal
 the purpose should be identified and articulated
 feedback should be provided

10. Reinforcing Effort
Providing Recognition
 students are unaware of the direct effect that effort
has on success
 students can learn that the effort they put into a task
has a direct effect on their success
 strong belief in effort increases motivation
 rewards do not have a negative effect on intrinsic
motivation
 rewards are most effective when they are contingent
upon the attainment of some standard performance
 abstract recognition (praise) is more effective in
improving performance than are tangible rewards
(candy)

11. Generating and Testing Hypotheses
 can be approached in an inductive or deductive
manner
 teachers must encourage students to explain their
hypotheses and conclusions

12. Identifying Similarities and Differences
 teacher-directed activities deepen understanding
for students and increase their ability to use
knowledge
 students should independently identify similarities
and differences
 graphic and symbolic forms enhances students’
ability to identify and understand similarities and
differences
 comparing, classifying, creating analogies, and
creating metaphors are four different forms of
identifying similarities and differences

13. Hill, Jane D. and Kathleen M. Flynn. Classroom Instruction
that Works with English Language Learners. Virginia, USA:
Association for Supervision and Curriculum
Development, 2006, pp. 5-103
Source:
Kia S. Soneja
BSE-ENG