Does your school district use high-yield strategies, if so for what grades and classes? I don’t know about the entire district, so I will answer for my school site. We have made a concerted effort to get every teacher trained in Thinking Maps. It is the expectation of the administrator that Thinking Maps be used across the curriculum consistently. If you think about the SBA and what they expect, many of the questions require the student to draw a visual to show the information, and then expand on that visual.
I can see no other strategy that can give a school the biggest opportunity to empower their students when it is time to show what they know than this. These maps cover the strategies of identifying similarities and differences, summarizing and note taking, non-linguistic representation, and questions, cues, and advanced organizers. We also have an entire staff trained in GLAD which supports cooperative grouping and generating testing hypothesis. The use of graphic organizers teaching content knowledge with the use of much listening, speaking, reading, and writing is powerful within these units of study. 2.
Are there any strategies you have found successful in your classroom that you think should be incorporated into high-yield strategies? As a reading specialist I believe there are many strategies that can improve overall reading for students to get to the ultimate goal of comprehending. Many of Marzano’s strategies cover the things I do to help students. However, one thing that I have found to be very powerful in helping students understand where their current level of performance is, where they need to be, and steps they can take to get there is to have them graph their progress monitoring scores every three weeks.
This is especially powerful for students who are falling behind and need to pick up their effort. 3. Do you think the use of high-yield strategies can be used successfully with Common Core Standards being set up across the nation? Absolutely. In fact I’m sure they these strategies were part of the discussion when developing the standards. Further, these strategies are not curriculum specific so they have proven effective with all curriculums, standards, and mandates. 4. Are administrators taking advantage of using a narrow range of high-yield standards in some schools?
What effect do you feel it may have on how creative you can be in the classroom? In this writer’s opinion, it is important to introduce one to two new strategies at a time. Once students are confident in their understanding and use of these strategies other strategies can be included. This is the philosophy of the administrator at my current school. Like him, I do think principals/instructional leaders are requiring teachers to utilize strategies that will provide high yields and are things seen on standardized assessments. In no way do these strategies have an impact on the creativity of a teacher.
Good teachers, who use creative means to instruct, will continue to be good teachers who use creative means to instruct. 5. How well do you think differentiated instructions will work with the use of High-Yield Strategies in your classroom? It seems to this writer that differentiated instruction and high-yield strategies go hand in hand. Teachers should use whatever tool, strategy, or instructional method that works for each student and not all students will benefit from the same strategies. Because of this teachers can employ various strategies for different groups to help bring them to the instructional level they need to be.