Brevard Effective Strategies for Teaching Instructional Strategies Module Five
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
Module 1 Why Module 2 Multiple Intelligences BEST Module 6 Lesson Design Module 3 Classroom Organization Module 5 Instructional Strategies Module 4 Assessment
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
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….
Marzano’sNine Instructional Strategies • Research-based • A high correlation with student achievement • A connectionbetween what we know works and classroom instruction
Identifying Similarities and Differences • Comparisons • Classifying • Metaphors • Analogies
Summarizing and Note Taking • Delete, keep, substitute information • Analysis of information
Non-linguistic • Kinesthetic • Mental models • Graphic organizers
Homework and Practice • Purpose • Feedback • Minimal parental involvement
Reinforcing effort and Providing Recognition • Symbolic rather than tangible • Pause, prompt, praise • Celebrate the learning and effort
Your Turn • At your tables, create a graphic organizer • Choose two strategies to compare
A closer look • Setting Objectives and Providing Feedback • Generating and Testing Hypothesis • Questions, Cues, and Advanced Organizers • Cooperative Learning
Setting Objectives • Can you imagine????
Setting Objectives & Providing Feedback • Learning goals • Student driven • Feedback is timely and corrective
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
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
Too Narrow or Too Broad? Students will complete main idea summary. Students will write two reasons for the Civil War in their support journals.
Learning Objective The students will apply technology skills to research new medical innovations in the 21st century.
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.........
Providing Feedback What does it look like? • Timely • Specific to a set criterion • Focused on improvement • Reflection and self assessment for student
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
FeedbackWhat it does not look like? • Criticism • Summative Only-not just a unit test • General • Just marking right or wrong
Feedback • Formal • Rubric • Narrative comments • Portfolios • Informal • Conferencing • On-the-spot reinforcement
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.
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
Tying it Together • Standards • Objectives • Teacher and Student • Feedback • Teacher and Student
Connections for Learning • Student Response Systems • Thumbs up, thumbs down • White boards • Student-Driven Portfolios • Electronic • Paper Copy • Wikis and Blogs • KWL
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
Generalizing and Testing Hypotheses • Hook video
Generating and Testing Hypotheses • System analysis • Problem solving • Invention & inquiry
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
Generating and Testing Hypotheses • What it does not look like • Only ONE answer • Correct answer before research or investigation
Structured Tasks for Generating and Testing Hypothesis • Systems Analysis • Problem Solving • Historical Investigation • Invention • Experimental Inquiry • Decision Making
Generating and Testing Hypotheses • Video of example-not in science
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)
Questions, Cues, and Advance Organizers • Wait time • Focus on important points • Textual or factual support
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
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?
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
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
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
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
Questions and Cues and Advance Organizers What it does not look like: • A yes or no answer • Final copy • Graded piece • Assessment • An interrogation