High Yield Instructional Strategy: Identifying Similarities and Differences

I’m a pedagogy enthusiast, so over my recent quarantine and isolation I revisited Robert Marzano’s classic metaanalysis of high-yield instructional practices, Classroom Instruction That Works. In case it’s been a while, Marzano and his team reviewed some 30,000 studies related to instructional practices and ran statistical analyses to determine which practices provided the greatest effect … Continue reading High Yield Instructional Strategy: Identifying Similarities and Differences

Formative Feedback for Deeper Learning

As a middle school and high school choir director, I frequently walked throughout the ensemble during a rehearsal to hear individual members singing their respective parts.  In that real-time setting, I was able to help correct errors in pitch, dynamic, tempo, diction, phrasing, and breathing.  I am convinced that those moments of “in the moment” … Continue reading Formative Feedback for Deeper Learning

Practice (With Feedback) Makes Improvement

I’m sure you’ve heard the old adage, “Practice makes perfect.”  While it rolls nicely off the tongue, it is not completely true.  I learned this when I had to take piano lessons in college as a music major.  For the 10 years prior to my matriculation into the university, I had played piano by ear … Continue reading Practice (With Feedback) Makes Improvement

Providing Students Meaningful Feedback

Instructional feedback for students is essential to their growth, and instructional feedback has been extensively researched over the past several decades.  On giant in that research field is Grant Wiggins.  In his article Seven Keys to Effective Feedback (https://www.ascd.org/el/articles/seven-keys-to-effective-feedback), Wiggins shares that instructional feedback should be: Goal-referenced – Tasks must be clearly defined and goals … Continue reading Providing Students Meaningful Feedback