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Instructional Intelligence

Instructional Intelligence

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Instructional Intelligence

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  1. Instructional Intelligence Presented by Sandra Fraser YRDSB Curriculum Consultant

  2. Instructional Organizers Instructional Strategies Instructional Concepts Instructional Tactics Instructional Skills

  3. Instructional Organizers

  4. Who? Instructional Organizers • Brain Research • Multiple Intelligences Theory • Learning Styles • Bloom’s Taxonomy • Children at Risk • Gender Issues • Ethnicity • Learning Disabilities

  5. Instructional Concepts

  6. Interest Novelty Feedback Meaningful Authenticity Safety Relevance Overt/Covert Engaging at Student’s Level Individual Accountability Instructional Concepts Levels of Thinking Active Participation Motivation

  7. Instructional Skills

  8. Linking to Past Experiences Framing Questions INSTRUCTIONAL SKILLS Visual Models Wait Time Visual Representation Responding to Student Responses

  9. Instructional Tactics

  10. Four Corners Think/Pair/ Share Graffiti Value Lines Number Heads Walk About Round Robin Place Mat De Bono’s Six Hats of Thinking Examine Both Sides of an Issue Fish Bone Venn Diagram Tribes Activities Plus, Minus, Interesting

  11. Instructional Strategies

  12. Complex Organizers • Concept Maps • Mind Mapping • Cooperative Learning Lesson Designs • Group Investigation • Jigsaw • Teams-Games-Tournament • Academic Controversy • Team Analysis • Inductive Thinking • Concept Attainment • Concept Formation Instructional Strategies

  13. Instructional Organizers Instructional Strategies Instructional Concepts Instructional Tactics Instructional Skills

  14. So... What is Instructional Intelligence?

  15. In its simplest terms, according to Barrie Bennett and Carol Rolheiser, it means... • having the knowledge of learning necessary to create a meaningful and powerful learning environment • making choices that result in creative, intelligent instruction based on an ever-deepening understanding of subject knowledge • engaging in learning that connects to past experiences and helps construct new learning

  16. And... What does this mean to us as teachers?

  17. It means making the right instructional choices at the right time by combining... • our experiences, • our knowledge of how children learn, • our subject expertise, and • what the current educational and scientific research tells us about how children learn best.