instructional strategies teachers choose a particular strategy that is most effective in helping...
TRANSCRIPT
INSTRUCTIONAL STRATEGIES
TEACHERS CHOOSE A PARTICULAR STRATEGY THAT IS MOST EFFECTIVE IN
HELPING STUDENTS LEARN NEW KNOWLEDGE.
TEACHERS SHOULD CHOOSE INSTRUCTIONAL STRATEGIES THAT…
Engage students in reading, discussing, and writing about text.
1. Reading text provides information, perspective, pleasure, and insight.
2. Discussing text engages the reader with other readers about what the text says and means.
3. Writing about text reveals the accuracy and depth of the readers engagement with the text.
Student Engagement
The purpose of education is to enlighten the student as to how to use their own mind, rather
than to fill it with facts for a test.
Components of Effective Mathematics Programs
Mathematics Curriculum & Interventions
Assessment & Data-Based Decisions
100% Math Proficiency
Teacher Content & Instructional Knowledge(Paul Ricomini)
Mathematics Learning Processes• To prepare students for Algebra, the curriculum must simultaneously
develop conceptual understanding, computational fluency, factual knowledge, and problem solving skills.
• Limitations in the ability to keep many things in mind (working memory) can hinder mathematics performance.
-Practice can offset this through automatic recall , which results in less information to keep in mind and frees attention for new aspects of material at hand.
-Learning is most effective when practice is combined with instruction on related concepts.
-Conceptual understanding promotes transfer of learning to new problems and better long-term retention.
Theories of LearningNew Standards
Transmission has been a prominent learning theory in many classrooms.
New Standards shift the emphasis to Constructivism and Social Constructivism.
Classroom CurriculumInstruction
Lesson Planning
TransmissionTransmission
Defined:
The teacher transmits directly and usually explicitly knowledge, skills and information to the student.
Curriculum Workshop Example
Presentations,Class Discussion and Questioning
Classroom CurriculumInstruction
Lesson Planning
Transmission
• Teacher to student(s) - common uses
– Lecturing/Direct Instruction
– Modeling Procedural Knowledge (Think-
aloud)
– Leading Whole Class Discussion
– Asking QuestionsACE - University of Notre
Dame
Classroom CurriculumInstruction
Lesson Planning
Transmission
Questioning
– Engage all students
– Provide ample wait time
– Is focused and clear
•Probe Student Thinking, not “right” answers
Classroom CurriculumInstruction
Lesson Planning
Transmission
Architecture of QuestionsAnalyzing an Argument LP6: SWBAT use textual evidence to analyze the argument on “social mobility.”
1.What are three points the author makes in support of his argument?
2.What are the two strongest points he makes and why are these the strongest?
3.What is the most challenging question you could ask about the argument and how does it bring the whole argument into question?
Classroom CurriculumInstruction
Lesson Planning
TransmissionQuestions – Concept Attainment
Example1.What is a noun?
2.ExamplesNon-Examples
ball hill church river ask bake count sit
3. Help students formulate a definition of a noun: A word that names something.
4. Is this word a noun ? tree
What about this one? In
Or, this one? try
Classroom CurriculumInstruction
Lesson Planning
QUESTIONING
USED to:• Elicit reasoning and evidence• Monitor the use of new vocabulary• Probe student thinking
– Student pair-share– Graphic organizers– Errorless teaching
– Wait time/random selection of student responses
TEACHER DIRECTED INSTRUCTION
• Centered on the teacher– Teacher presents new knowledge– Teacher facilitates class discussion– Teacher monitors student group work– Teacher conducts class Think-Alouds
Benefits of Teacher Directed Instruction
1. Teacher presentation ensures the transmission of accurate and comprehensive information.
2. Teacher can follow-up with questioning and discussion to clarify information.
3. Teacher is able to ensure that new vocabulary, skills, or information is extended into the learning in the classroom.
4. Teacher can listen for valid student reasoning or explaining of new ideas.
5. Teacher can make sure students are able to support their reasoning with valid evidence.
Constructivism
Constructivism Defined:
Individual students construct meaning for, organize, and store knowledge.
Curriculum Workshops Example:
Individual Course and Unit Plan Creation
Classroom CurriculumInstruction
Lesson Planning
Constructivism
• Individual activities – common uses
– Internalizing Procedural Knowledge
– Connecting lesson concepts into a Unit Concept
– Reading Text, completing a template, citing textual
evidence
– “reading” natural phenomena/data in science or
symbols in mathACE - University of Notre
Dame
Classroom CurriculumInstruction
Lesson Planning
Social Constructivism
Social Constructivism
Defined:
Student groups construct a shared understanding of knowledge, skill and information.
Curriculum Workshops
Example
Group Work: Team/Depart. Outcomes; Course Outcomes
Classroom CurriculumInstruction
Lesson Planning
Social Constructivism
• Group activities – common uses
– Shaping Procedural Knowledge (coaching pairs in using
procedures)
– Refining the connections of lesson concepts to construct
the Unit Concept
– Discussions that explore the meaning of Text, phenomena
and symbols
– Discussions that solve problems, work through projectsACE - University of Notre
Dame
Classroom CurriculumInstruction
Lesson Planning
COMMON INSTRUCTIONAL STRATEGIES
Thesis-evidence CLOSE READ
Extended question technique that expects students to respond to a thesis statement with either evidence for or against the thesis based on text, data, implication, or inference.
Ex: After reading a story the teacher makes a statement about a character and the students must find evidence either to support or contradict the statement.
Thesis-argument
A thesis argument requires students to read two opposing viewpoints on the thesis and provide textual evidence that either supports or challenges the claim. Students may choose a side to argue, but all assertions must cite agreed-upon evidence. Leading students to distinguish between unsubstantiated opinion and evidence-based argument.
DifferentiationSeeks to meet each student at his or her level of
need, readiness, prior knowledge, and preferred learning style.
Educators may vary learning activities and materials by difficulty, so as to challenge students at different readiness levels.
Groups
Group activities must have:1. A clear learning expectation that supports the
lesson objective.2. A written group product that clarifies the
learning expectation.3. A fair but tight time frame that minimizes
wasted time.4. An individual written product that extends the
group product.
Benefits of Group Work
• Uses content vocabulary during group discussion
• Engages students in social constructivism of concepts and skills
• Teaches students to work together as a team
Types of Groups
1. Cooperative Groups2. Learning Centers3. Enrichment Centers4. Exploration Centers5. Reinforcement Centers
Small “Chunks” Are Best
When using direct instruction, present only small parts of the material at a time.
Chunking as a Strategy• Chunking: putting information into manageable pieces to better
facilitate student learning– Phone numbers (123) 456-7890– Social Security Numbers– Zip codes
In math we chunk within problems by explaining each step as we work through the problem. We repeat this process with 3-4 examples and then we move students into guided practice and then independent practice.
This can and often does overload students working memory.
Yes, they are hearing each step explicitly, but the steps overload the students’ working memory very quickly.
Chunking Across Problems
Chunking across problems: In this instructional progress, the first chunk of each problem is explained across each problem and so on until the problems are completed.– Sequence is usually 5-8 problemsTeacher Implementation Steps:1. Identify Target Skill2. List each step in the target skill (do not skip or combine
steps)3. Develop instruction progression with 3-8 problem
sequence
Chunking Across Problems Example
Target Skill: Multi-Digit Subtraction with RegroupingSteps within the Targeted Skill1. Read the Problem2. Determine if we have to regroup3. Complete the regrouping4. Compute the answer
Chunking Across Problems
Target Skill: Multi-Digit Subtraction with RegroupingSteps within the Targeted Skill
1. Read the Problem2. Determine if we have to regroup and if Yes
Circle the Problem3. Complete the regrouping4. Compute the answer
950–687
288–193
453–159
Your Turn
Identify a Target Math Skill for your grade level.
Identify each Step in the process.
Create a chunking across problems activity you could use during the Acquiring and Integrating Phase.
Scaffolding Student Thinking
Providing instructional supports to students, especially when they are learning new ideas.
All students are responsible for mastering the unit goal, but different students might need a variety of supports to make that mastery possible.
• Activating prior knowledge• Using graphic organizers
• Discussing text• Modeling procedures
Instructional Scaffolding
Instructional scaffolding is a process in which a teacher adds supports for students to enhance learning and aid in the mastery of tasks.KEY INFORMATION:• 2 Types of Scaffolding (Task, Materials, and
Content)• Scaffolding instruction can help students better
focus on the problem solving process• Many different ways to scaffold student learning.
Content Scaffolding
• Content Scaffolding– The teacher selects content that is NOT DISTRACTING
(i.e. too difficult or unfamiliar) for students when learning a new skill.
– Allows students to focus on the skill being taught without getting stuck or bogged down in the content.
3 Techniques for Content Scaffolding:1. Use familiar or Highly interesting content2. Use easy content3. Start with easy steps
Instructional Scaffolding Example
Math Word Problems Strategy-Remove all irrelevant information-Include the answer to the problem-All students to focus on the process of the strategy
Robert planted an oak seedling. It grew 10 inches the first year. Every year after it grew 1 ¼ inches. How tall was the oak tree after 9 years?
Scaffolding Showing Progression• An oak seedling grew 10 inches in the first year. Every year after
it grew 1 inch. After 9 years the oak tree was 18 inches tall.
• An oak seedling grew 25 feet in the first year. Every year after it grew 5 feet. After 4 years the oak tree was 40 feet tall.
• An oak seedling grew 4 meters the first year. Every year after it grew 2 meters. After 7 years, how tall was the oak tree?
• Robert planted an oak seedling. It grew 10 inches the first year. Every year after it grew 1 ¼ inches. How tall was the oak tree after 9 years?
Your Turn
Take one of your math skills and work together to scaffold a student task. Make sure you show instructional progression. Move from simple tasks to more complex tasks.
Learning Centers
Based on prior assessments, a teacher determines each student’s current level of knowledge and plans appropriate materials for each center. The goal is to vary the activities to meet the students where they are at, but to take them all towards mastery of the same lesson objective.
Tiered Assignments and Assessments
Basic, Proficient, and AdvancedTiering assignments is a strategy in which “a teacher uses
varied levels of activities to ensure that students explore ideas at a level that builds prior knowledge and prompts continued growth,” (Tomlinson, 2005). Tiered assignments could also be thought of as “teacher-prescribed learning activities that are specifically designed to respond to differences in readiness, interests, or learning preferences,” (Heacox, 2009).
Tiered Assignment StepsDiagnose – This step involves pre-assessment and formative assessment to figure out student needs.
Design – After discovering student needs, an educator must find or design assignments that reach these needs. It is important to note that when tiering assignments, the learning goal should be the same, and it should be a “significant” learning goal. As Heacox says, “you don’t tier ‘fluff’.” Also, she encourages teachers to use available resources instead of re-inventing the wheel when it comes to developing assignments, because all assignments should be relatively equal in the amount of effort, activity, and time.
Prescribe – Tiering assignments is different than other differentiated strategies because it isn’t about student-choice. Teachers must assign students to the task that meets their specific needs.
A Math ExampleFor example, suppose the class is working toward a content standard involving plotting points on a coordinate plane, using all 4 quadrants. You might begin with a whole group lesson where students learn about the purpose of plotting coordinates and how to do so.
1. The middle level assignment might simply be a set of points to plot in all four quadrants, . To make the work more enjoyable for students, you might create a set of points that, when connected, will form a design.
2. For students who are still developing an understanding, you might provide an assignment in which only points in the first quadrant (with positive values) are included, and then scaffold the lesson, perhaps meeting with this small group for additional modeling prior to attempting to plot in all four quadrants. It is important that all students eventually meet the standard.
3.For students whose data shows they have already mastered the skill, you might require them to develop their own set of points on all 4 quadrants that will create a design of their own. Perhaps the design might be required to include some specific geometric figures.
Technology
The tools of technology often enhance the effectiveness and ease of implementation of traditional instructional strategies in ways that other tools cannot. Just make sure that technology doesn’t become “bells and whistles” that lead to little or no student learning.
Resources
Math Tools, Grades 3-12: 64 Ways to Differentiate Instruction and Increase Student Engagement
The Strategic Teacher: Selecting the Right Research-Based Strategy for Every Lesson
Silver, H.F., Thomas, E., & Perini, M.J. (2003) Math Learning Style Inventory