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Study Strategies for School Success

Study Strategies for School Success has been developed to introduce the participant to researched based strategies that optimize learning experiences for students. Participants also have the opportunity to analyze their current educational practices in reference to best practices in instruction. Reflection time is afforded the participant to internalize the instructional approaches and strategies. Practical application of research is part of the course with the participants bringing content meaning to the strategies.

The research work of Marzano is used as the course base with the addition of the work of Sandra Parks. Attention to learning styles and providing instruction that meets the needs of various learners is incorporated into the application of theory for this course. As participants understand the correlation between research, strategies, and achievement, they will be better prepared to deliver instruction that meets the needs of a diverse population of learners.

Carlow University ED 617 Mercy University EDUT 548

The required textbook for this course is Classroom Instruction that Work: Research Based Strategies for Increasing Student Acheivement 2nd Ed., Ceri B Dean, et al.

Graduate participants earn 3 semester hours of graduate credit and will receive a transcript from one of our partner institutions below. Professional development participants will receive a certificate of completion for 45 hours of professional developments credit for face-to-face classes and 60 hours of professional development credit for online classes.

Professional
Development

Course Schedule

Spring 2026

ZOOM

Feb 13-15 & Feb 27-Mar1

Amy Jackson

Textbook List FAQs

Outline
Objectives
Partner Universities
Important Information
Student Academic Integrity

Print Face To Face Course Outline

Outline

Session One Course Orientation/Overview

Contents:

Course Objectives, Requirements, and Expectations
Self-Reflection on Teaching
Effective Teaching Strategies and Research
Learning Theories and their Implications

Session Two Research and Study Strategies

Contents:

Learning Styles
Research and the Text
Working with Comparisons
Application of Working with Comparisons

Session Three Use of Strategies

Contents:

Strategies for: Non-Linguistic Representations
Graphic Organizers: Descriptive Patterns, Time Sequence Pattern Organizer, Process/Cause Effect Pattern
Classifying

Session Four Metaphors, Analogies

Contents:

Creating Metaphors
Why use Metaphors?
Using Metaphors
Figural Analogies

Session Five Summarizing and Note Taking

Contents:

Summary Frames: Narrative or Story
Topic Restriction-Illustration (T-R-I)
Definition, Argumentation, Problem or Solution, and Conversation
Note Taking

Session Six Cues, Questions, and Advanced Organizers

Contents:

Introducing Cues
Working with Questions
1. Three Kinds of Questions
2. Advance Organizers

Session Seven Providing Recognition, Reinforcing Effort, and Homework

Contents:

Providing Recognition
Pause, Prompt, and Praise Technique
Reinforcing Effort
Bibliotherapy
Homework and Related Issues

Session Eight Specific Types of Knowledge: Vocabulary, Details

Contents:

Vocabulary
Five-Step Process for Teaching Vocabulary
Reinforcement of Concepts through Demonstration CD

Session Nine Problem Solving, Decision Making

Contents:

Problem Solving: Working with Unstructured Problems
Sample Problems
Problem Solving Models

Session Ten Review and Educational Issues

Contents:

Issues and concerns
Student Presentations of Final Project Activity
Identification of Resources Used in Course
Assignments Collected
Collection of Journal Entry
Final Exam
Course Evaluation

Objectives

Acquire information related to the most current educational research regarding study strategies and their effect on student performance.
Incorporate into the school setting a variety of effective instructional methods correlated to research and student achievement.
Access and use research-based strategies to enhance student understanding and use of textbooks information across content areas.
Reflect on teaching methods.
Gain awareness of effective teaching methods.
Acquire methods for explicit instruction related to comparing, contrasting, graphic organizers, metaphors, analogies, note taking, problem solving, and questions.
Review motivational strategies.
Understand the importance of specific feedback, and specific praise.
Provide instructional strategies that enable students to use homework as reinforcement for content skills.
Teach effective communication skills and utilize cooperative learning instruction to enrich the teaching and learning process.
Address issues and concerns related to the implementation of strategies within the educational setting.

Partner Universities

Our Partners are well-established regionally and nationally accredited colleges and universities, recognized for academic excellence and their commitment to teachers.

Important Information

Online 3-graduate credit courses are 13 weeks in length.

On-site weekend courses are held Friday evening from 6:00pm-9:00pm and Saturday/Sunday, 8:30am-5:30pm.

Weekday courses are Monday-Friday from 8:00am- 6:00pm.

It is the responsibility of the student to check with their state, county, district, or school to ensure that all requirements are being met by the course you're taking.

Check the Partner Universities page for specific university information as well as course numbers which are specific to the university partner.

Students are required to purchase their own textbook, the information for which can be found here. If no book is required it will be specified on the list. We have copies of many of the textbooks should you wish to purchase directly from TEI.

Professional development (PD) participants receive a certificate of completion from TEI for 45 hours of PD credit for face to face classes and 60 hours of PD credit for online classes. These certificates are mailed within one week of the end of the class and reflect the course title, dates of attendance, and credit hour information.

Student Academic Integrity

Participants guarantee that all academic class work is original. Any academic dishonesty or plagiarism (to take ideas, writings, etc. from another and offer them as one's own), is a violation of student academic behavior standards as outlined by our partnering colleges and universities and is subject to academic disciplinary action.