differentiated instruction and effective strategies
DESCRIPTION
These tips will help establish your classroom presence as a expert teacher.TRANSCRIPT
CLASSROOM MANAGEMENTCOMMUNICATION SKILLS FOR TEACHERS
Effective Instruction Using Strategies
Preparations
1. Focus on What's Most Important2. Provide Clear Expectations3. Grade Objectively4. Effective Student Self-Evaluation5. Track Progress
A teaching method used to meet the diverse needs of learners.
Provides instruction for individuals or groups of students who find academic concepts difficult
Consider Diverse Learners
• IEP• IDEA• BBSST• Accommodations• Modifications• Supplementary aids and Services• DIBELS (Dynamic Indicators of Basic Early
Literacy Skills)
Elements of Instruction
Decide: What skills, concepts or facts do you want student to understand at the end of the assignment?
Let the students know exactly what they are expected to learn and/or do
Give them a target to aim toward Modify instruction when neededStudents can use the rubric to assess their own
work, resulting in a better understanding of what they have accomplished and what they can work on for next time
Peer tutoring
Instruction, remediation, and EnrichmentPlan, match, teachDevise a plan of instruction and specify
supporting learning activitiesAdjust the plan to offer differing levels of
difficulty and match students to it“I do”, “We do”, “You do”Teach, Reteach, AssessmentBefore, During, and After
Methods of Instruction
Building background knowledge strengthens students’ comprehension skills
Struggling learners need guided, step-by-step scaffolding and instruction
Promoting student self-advocacy is empowering, replicable, and transferable
Readiness/AbilityAdjusting QuestionsCompact
CurriculumAcceleration/
DecelerationFlexible GroupingPeer Teaching
Student InterestReading BuddiesIndependent Study
ProjectsLearning ContractsLearning Centers
Instructional Strategies
Anchor ActivitiesAnchor Activities Curriculum CompactingCurriculum Compacting
Beneficial for classroom management as well as instruction
Designed for students to work on either immediately at the beginning of class time or after their class work has been completed, so that their instructional time is maximized
Intended to extend or deepen understanding of a concept or skill, not just to be busy work
Used for individual or small groups of students with advanced knowledge of the concepts or skills to be studied
Identify the skills or aspects of the concepts with which the students are already proficient. Spend less time on those parts of the curriculum, allowing the students to focus on what the really need to learn and understand.
Instructional Strategies
KWL ChartsKWL Charts Learning ContractsLearning Contracts
Columns: "What I Know," "What I Want to Know," and "What I Learned"
Can be used at the beginning of a unit to assess students' background knowledge and interest in the topic, or it can be used at various points throughout the unit to assess student progress
Works well with individual students
Detailed list of directions and assignments for the student to complete within a set period of time. Teacher and student work together to establish contract requirements and due dates. Can be effectively used to develop goal-setting.
Instructional Strategies
Menus (or Agendas)Menus (or Agendas) Question ChoicesQuestion Choices
List of assignments, activities, or projects a student will work on during a set amount of time (i.e. one class period, one week, one unit). Students may choose the order which they complete the work.
During whole group discussions, include questions that everyone in the class is able to answer, as well as more complex questions that only a few students may be able to answer. Adjust the difficulty of the questions depending on which student will be called on to respond.
Instructional Strategies
Reading BuddiesReading Buddies Reflection and ResponseReflection and Response
Pair each student with another of a different reading level (low with medium, medium with high) for partner reading and discussion
Also, pairing upper grade students with lower grade students, such as having a fourth grade class buddy up with a first grade class, provides reading practice for all students and can be motivating for both groups.
Provide opportunity for students to respond and reflect on day’s learning. Helps you to know where they stand for planning next lessons.
Instructional Strategies
ScaffoldingScaffolding Think-Tac-ToeThink-Tac-Toe
Works well with individuals and small groups when working on instruction of specific skills
Identify specific levels of complexity within the development of a particular skill. Match students, by ability, with the appropriate level of skill. The goal is to have each student move up at least one level.
Nine commands or questions, arranged like a tic-tac-toe board. Students choose three to complete, creating a row vertically, horizontally, or diagonally.
Student choice allows for differentiation by interest and/or learning style. Think-tac-toe boards for different levels of readiness can also be created and given to different groups of students.
Instructional Strategies
Tiered ActivitiesTiered Activities Instructions for Tiered ActivitiesInstructions for Tiered Activities
3-4 different activities of different levels of complexity and difficulty, but with a common goal or end result. For example, different groups of students may be working on science experiments of different levels of difficulty, but all with the intention of learning about electric circuits.
1st - Begin by planning the mid-level activity, what you might normally plan for your whole class.
2nd - Then add a level of difficulty or complexity to make the same lesson more challenging for higher-level students.
3rd - Simplify or add resources to the original activity to better meet the needs and fill in any learning gaps for lower-level students.
Instructional Strategies
Tiered RubricsTiered Rubrics Varied OrganizersVaried Organizers
2-3 rubrics are developed for one project, and given to students based on readiness. This provides all students with appropriate skills to focus on and a chance to be successful.
Provide 2-3 organizers of differing complexity.
For example, students needing more guidance may be given an organizer with blanks for them to fill in. Students ready for more independence may be given an incomplete organizer that requires them to fill in blanks as well as adding detail. More advanced students may be given only a basic framework for the organizer which they complete on their own.
Instructional Strategies
Think AloudThink Aloud 3-2-13-2-1
The teacher would read a few sentences in the text or word problem,
“Think” out loud, Show the students
what they are thinking as they read or work out the problem
Can be used after reading, at the end of class, or toward the end
3 facts the students learned from a reading
2 questions they had as they read
1 thing that they found interesting
Instructional Strategies
Graphic Organizers Graphic Organizers GRASP (Guided Reading and Summarizing Procedure)
GRASP (Guided Reading and Summarizing Procedure)
Easy way to have students reflect on what they read and synthesize their thinking
Students read the text and try to remember as many important facts as possible
Students categorize, or organize the list
Students write a summary using their personal notes
Instructional Strategies
“How – To” Poem“How – To” Poem ChunkingChunking
Instead of listing directions, have students write a “how to” poem
“How to be a Tornado”“How to Clean Your
Instrument”“How to write change
a tire”
A strategy used to improve memory performance by splitting concepts into small pieces or "chunks" of to make reading and understanding faster and easier.
Instructional Strategies
Instructional Components
Pre-instructional activities Motivating/gaining attention Informing learner of objectives/purposes Telling them what they already need to know
Content Presentation Presenting the content Guiding the learning
Learner Participation Giving the learner opportunities to practice Giving feedback
Assessment Follow-through activities
Some Good Design Advice
Know your audience What they know What motivates them
Identify your learning objective and use it constantly to steer your design.
Be clear and honest (first to yourself and then your audience) as to the learning outcome of your learning objective?
Learning Componentsof Instructional Strategies
Gagne’s nine events
1. Gaining attention2. Informing learner of the objective3. Stimulating recall of prerequisite learning4. Presenting the stimulus material5. Providing learning guidance6. Eliciting the performance7. Providing feedback about performance
correctness8. Assessing the performance9. Enhancing retention and transfer
Components
Selection of Delivery System
Instructional Strategies
Selection of Media
Selection of Delivery System1. Consider the goal, learner characteristics, the learning and
performance contexts, objectives and assessment requirements.
2. Review the instructional analysis and identify logical groupings of objectives that will be taught in appropriate sequences.
3. Plan the learning components that will be used in the instruction.
4. Choose the most effective student grouping.
5. Specify effective media and materials that are within the range of cost, convenience, and practicality for the learning context.
6. Select or develop a delivery system that best accommodates the considerations in step 1 and the decisions made in steps 2-5.
Instructional Strategies
Instructional strategies are used generally to cover the various aspects of sequencing and organizing the content, specifying learning activities, and deciding how to deliver the content and activities.
The first step in developing an instructional strategy is identifying a teaching sequence and manageable groupings of content.
What sequence should you follow in presenting content to the learner?
It depends on your instructional analysis
Content Sequence
Clustering Instruction
The consideration of how to determine the amount of information to be presented.
The age level of your learners The complexity of material The type of learning taking place Whether the activity can be varied, thereby
focusing attention on the task The amount of time required to include all
the events
Learning componentsfor various learning outcomes
The basic learning components of an instructional strategy are the same regardless of whether you are designing instruction for an intellectual skill, verbal information, a motor skill, or an attitude.
However, there are distinctions you should consider for each type of learning outcome.
The strategy should provide ways in which the learner can link new content to existing prerequisite knowledge in memory.
Considerations: The congruence of practice to the conditions and behaviors prescribed in the objectives and covered in the instruction. The link between prerequisite knowledge and new skills and progressing from less difficult to more complex problems.
Intellectual Skill
Verbal Information
Elaboration: strategies that link new information to knowledge currently stored in memory.
Organization: strategies that present similar information in subsets and provide direct instruction on the relationship among items in the subsets and among different subsets.
Mnemonic: when information is entirely new and unrelated to prior learning, then the strategy should include a memory device.
Motor Skills
The requirement of some form of visual presentation of the skill.
The categories of content and examples in a strategy usually take the form of a verbal description of the skill followed by an illustration.
Practice and feedback are the hallmarks of psychomotor skills.
Attitudes
Attitude consist of three components: feelings, behaviors, and cognitive understandings.
The content and example portion of the strategy should be delivered by someone or by an imaginary character who is respective and admired by the learners (human model).
The most important consideration in the instructional strategy for teaching an attitude is the adequacy of the components that will promote transfer.
Student Grouping
The type of student grouping (individual, pairs, small group, large group) depends on specific social interaction requirements and is often mixed within and among the learning components in a lesson or unit.
Dick, Carey, & Carey’s Advice on Developing an Instructional Strategy
1. Indicate the sequence of objectives and how you will cluster them for instruction.
2. Indicate what you will do with regard to preinstructional activities, assessment, and follow-through.
3. Indicate the content to be presented and student participation activities for each objective or cluster of objectives.
4. Review your sequence and clusters of objectives, preinstructional activities, assessment, content presentation, student participation strategies, and student groupings and media selections.
5. Review the entire strategy again to consolidate your media selection.
Selection of Media and Delivery System
Clark’s (1983) review of research established the basic argument that it is the design of instruction, rather than the medium used to deliver instruction, that determines student learning.
Selection of Media and Delivery SystemGagne, Briggs & Wager (1992) provide a summary of selection criteria of media based on the type of learning outcome.
Learning Outcome Exclusions Selections
Intellectual Skills Media that has no interactive featurePrinted discourse for nonreaders
Media providing feedback to learner responsesAudio and visual features for nonreaders
Cognitive Strategies
Exclusions same as for intellectual skills
Media with same features as those for intellectual skills.
Declarative Knowledge
Exclude only real equipment or simulator with no verbal accompaniments. Exclude complex prose for nonreaders.
Media able to present verbal messages and elaborations. Also, select audio and pictorial features for nonreaders.
Attitude Exclusions same as for verbal information
Media able to present realistic pictures of human model and the model’s message
Psychomotor Media having no provision for learner response and feedback.
Media making possible direct practice of skill, with informative feedback.
Rubrics
http://www.foridahoteachers.org/rubrics.htmhttp://rubistar.4teachers.org/http://www.teach-nology.com/web_tools/rubri
cs/http://www.rubrics4teachers.com/http://course1.winona.edu/shatfield/air/rubric
s.htm
