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Brevard Effective Strategies for Teaching

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  1. Brevard Effective Strategies for Teaching Instructional Strategies Module Five

  2. Desired Outcomes: • Understanding of Research-Based Instructional Strategies • Comprehend and Apply Four Instructional Strategies • Setting Objectives and Providing Feedback • Generating and Testing Hypothesis • Questions, Cues and Advance Organizers • Cooperative Learning • Applying Strategies for ALL Learners • Integrating Technology

  3. Module 1 Why Module 2 Multiple Intelligences BEST Module 6 Lesson Design Module 3 Classroom Organization Module 5 Instructional Strategies Module 4 Assessment

  4. These strategies are tools to… • Highly engage all students for increased learning • Develop higher level thinking and deeper understanding of concepts NOT ONE SIZE FITS ALL

  5. Number Search • Do not look at your paper! • When time begins, circle numbers in order (1, 2, 3 etc) • You will have 30 seconds to find the numbers. • Ready, set….

  6. Marzano’sNine Instructional Strategies • Research-based • A high correlation with student achievement • A connectionbetween what we know works and classroom instruction

  7. Identifying Similarities and Differences • Comparisons • Classifying • Metaphors • Analogies

  8. Summarizing and Note Taking • Delete, keep, substitute information • Analysis of information

  9. Non-linguistic • Kinesthetic • Mental models • Graphic organizers

  10. Homework and Practice • Purpose • Feedback • Minimal parental involvement

  11. Reinforcing effort and Providing Recognition • Symbolic rather than tangible • Pause, prompt, praise • Celebrate the learning and effort

  12. Your Turn • At your tables, create a graphic organizer • Choose two strategies to compare

  13. A closer look • Setting Objectives and Providing Feedback • Generating and Testing Hypothesis • Questions, Cues, and Advanced Organizers • Cooperative Learning

  14. Setting Objectives • Can you imagine????

  15. Setting Objectives & Providing Feedback • Learning goals • Student driven • Feedback is timely and corrective

  16. Setting Objectives What it looks like: • Specific and flexible • Narrows what students focus on • Students should create personal goals based on teacher-created goals • Students understand how the objective connects to the lesson

  17. Setting Objectives • What it does not look like: • Too narrow or specific (focused on a detail) • An activity to be completed • Owned by ONLY the teacher

  18. Too Narrow or Too Broad? Students will complete main idea summary. Students will write two reasons for the Civil War in their support journals.

  19. Learning Objective The students will apply technology skills to research new medical innovations in the 21st century.

  20. Video Clip for Setting Objectives and Providing Feedback

  21. Student-Created Learning Objective To increase my understanding ........ To increase my ability ............. To create........... To develop ............ To learn [how to, the relationship between X and Y, about]............ To research............ To improve.........

  22. Providing Feedback What does it look like? • Timely • Specific to a set criterion • Focused on improvement • Reflection and self assessment for student

  23. Providing Feedback What does it look like? • Constructive and helpful feedback • Formative assessment guides instruction and informs the students of their level of understanding • It is a GPS- Tells you where you are and guides you to where you are trying to go

  24. FeedbackWhat it does not look like? • Criticism • Summative Only-not just a unit test • General • Just marking right or wrong

  25. Research Results for Corrective Feedback

  26. Feedback • Formal • Rubric • Narrative comments • Portfolios • Informal • Conferencing • On-the-spot reinforcement

  27. When setting and communicating learning objectives, I believe my students… • Can explain their learning, not just the activity they are doing. • Can personalize the learning goals.

  28. When providing feedback to my students, I believe they… • Understand their progress as it relates to the learning goals • Use the information to improve their learning

  29. Tying it Together • Standards • Objectives • Teacher and Student • Feedback • Teacher and Student

  30. Connections for Learning • Student Response Systems • Thumbs up, thumbs down • White boards • Student-Driven Portfolios • Electronic • Paper Copy • Wikis and Blogs • KWL

  31. Praise Question Polish(PQP) • Turn to your neighbor • Write a learning objective together • Join forces with another pair • Each pair shares their objective • Take turns PRAISING, QUESTIONING, and POLISHING

  32. Generalizing and Testing Hypotheses • Hook video

  33. Generating and Testing Hypotheses • System analysis • Problem solving • Invention & inquiry

  34. Generating and Testing Hypotheses • What it looks like? • Relevant to all subjects • Investigation or inquiry • Predictions • Deductive Reasoning-making a prediction about a future action or event • Inductive Reasoning-drawing conclusion based on what you know or will know

  35. Generating and Testing Hypotheses • What it does not look like • Only ONE answer • Correct answer before research or investigation

  36. Structured Tasks for Generating and Testing Hypothesis • Systems Analysis • Problem Solving • Historical Investigation • Invention • Experimental Inquiry • Decision Making

  37. Generating and Testing Hypotheses • Video of example-not in science

  38. Making Connections • Virtual Field Trips • Socratic Seminar • Science Research • Probability in Math • Social Studies-Past and History • Past to Present- Social Studies • DBQ (Document Based Questions)

  39. Questions, Cues, and Advance Organizers • Wait time • Focus on important points • Textual or factual support

  40. Read the quote-what will be the ending? Write you answer down. As a kid, I learned that my brother and I could walk forever on a railroad track and never fall off if we just… Steve Potter

  41. Go to the corner that is closest to your prediction. • One corner is set aside for those who had something completely different. • How does your quote differ from the actual quote? What does it mean?

  42. Questions, Cues and Advance Organizer • Develop a KWL or a Circle Map • Three Sections • What do you Know • What do you Want to Know • What did you Learn (to be completed later) K W L

  43. Questions and Cues • What it looks like • Focus on what is important as opposed to what is unusual • Deepens thinking • Wait time • Higher level questions • Questions used to establish a mental model before a learning experience

  44. Question Starters • Why do you think… • Describe… • How do you feel… • What was your reaction… • How would you… • Where did you… WRITE YOUR OWN STARTER-SHARE WITH THE TABLE

  45. Advance Organizers What it looks like • Prior to learning • Expository – stick to the facts • Narrative- story format • Personal story shared that relates to topic • Skimming- before learning, big ideas • Graphic organizer-Created by the teacher to see the whole picture

  46. Questions and Cues and Advance Organizers What it does not look like: • A yes or no answer • Final copy • Graded piece • Assessment • An interrogation

  47. Questions, Cues and Advance Organizers • Video