Mabel Metallic-Bolton, Treena Wysote, & Tyler Gideon

Indentifying Similarities & Differences

Venn Diagram

Enhance students' understanding of and ability to use knowledge

Story Maps Provide students with tools for

identifying and understanding the most important aspects of what they are learning

Summarizing & Note Taking

Reinforcing Effort & Providing Recognition Teach that hard work leads to

success; stimulates motivation and enhances achievement.

Student of the Week Student of the Month

Student of the Year

Homework & Practice Extend the school day and provide

students with opportunities to refine and extend their knowledge.

• establishing and communicating a homework policy

• clarifying the purpose of homework

• asking students to use homework assignment sheets

• commenting on homework

• determining which skills are worth practicing

Non-linguistic RepresentationsHelp students understand content in

a new way.  These can range from graphic organizers to physical knowledge.

Examples: KWL Chart, Timeline, Venn Diagram, Tree Chart, Fact or Opinion,

Step-by-Step Chart etc….

Cooperative Learning- Think, Pair & ShareDevelop positive interdependence,

accountability, interpersonal skills and small-group skills and group processing.

Positive Interdependence Face-to-Face Interaction Individual &Group Accountability Interpersonal & Small-Group Skills Group Processing

Setting Objectives & Providing FeedbackEstablish a direction for learning

and students personalize instructional objectives.  Providing frequent feedback that is corrective in nature positively impacts student achievement.

Rubrics

Generating & Setting Hypotheses Involve the application of knowledge and

has practical applications in all curriculum areas: systems analysis, problem solving and historical investigations are three examples.

Current knowledge to make a prediction about a future action of event.

Questions, Cues, and Advance Organizers

Help activate prior knowledge, stimulate analytical thinking and promote deeper learning.

J. Scott- Missouri Assessment Program 2003

Questions

Questions perform the same function as cues.

For example, prior to showing the film on

the functioning of a cell, the teacher might ask the questions that elicit what they already know about the topic.

The teacher may write a list of questions on the board to provide a focus for learning new information.

J. Scott- Missouri Assessment Program 2003

CuesCues involve “hints” about what the students are

about to experience. For example, a teacher is providing students with a

cue when she explains that the film they are about to watch about the functioning of a cell will provide some information they already know and some new information.

The teacher has provided the topic of the film for the students which allows them to activate prior knowledge. Also, the teacher has told them to expect some new information.

J. Scott- Missouri Assessment Program 2003

Sample Advance Graphic Organizer

Main Topic

Sub-topic Sub-topic

Sub-topic

J. Scott- Missouri Assessment Program 2003

Reading Strategies

Reading Aloud: Here, the teacher or tutor reads

a text out loud to students. This allows tutors to model reading, engage students in a text that may be too difficult for them to read on their own, and let students sit back and enjoy the story.

Reading Strategies

Shared Reading: In shared reading, tutors and children read together, thus allowing students to actively participate and support one another in the process. Tutors point to text as they read to build word recognition. And tutors also read slowly to “build a sense of story.”

Writing Strategies

Shared Writing: In shared writing, tutors and children compose texts together .This instructional approach is commonly used with children who are just learning how to write, but the approach is also valuable when introducing new words and new textual structures to older children.

As with shared reading, shared writing lets tutors model writing lessons for tutees to imitate later.

Writing StrategiesIndependent Writing: Finally, independent

writing offers students opportunities to combine and practice the strategies learned in previously more supportive settings.

Given their repertoire of writing strategies, students need to decide which textual organizations, which words, and which tones of voice are more appropriate to a given assignment.

Strategies for Group Discussions Small Group DiscussionWhat is its purpose? To encourage participation in a non threatening

environment. To maximise success. To develop collegial practices. To arrive at shared understanding. To share knowledge. To allow for focussed teaching.

Strategies for Group Discussions

CLASS DEBATE:To increase students' public speaking and

presentation skills, including the ability to think quickly on one's feet. To develop students' research skills and give them a chance to become the expert on a particular subject. To encourage students to organize their thoughts in a critical or argumentative way that takes the complexity of issues and the existence of alternative and opposed views into

account.

Activating Prior Knowledge Strategies

K-W-L Charts Graphic Organizers

Strategies that can be used in dealing with issues.

Controversial Issues: Have students/parents sign contracts letting them know the that information that will be discuss in class can be highly sensitive. Example. Holocaust

Classroom Management: Have class discuss penalties for students/classroom is certain classroom/school rules are broken.

Field Trips & Guest Speakers