January 15,2015 Instructional Strategies Dr. Hicks Instructional Strategy #1: Hook/ Anticipatory Set Capturing student’s attention is and has always been a difficult task, especially for secondary grades. The hook/ anticipatory set is a researched based instructional strategy that solves the problem of keeping the students interested in the lesson. The hook is a brief portion of a lesson given at the very beginning to get students’ attention, activate prior knowledge, and prepare them for the day’s learning. ‘This is also known as advance organizer, hook, or set induction. The anticipatory set should have a relevant, content-based connection to the most essential part of the day’s leaming. It should also be followed by a clear bridge to the day’s learning objectives. Lastly, it should reappear during the lesson, For the anticipatory set to have meaning, refer back to it during the lesson.January 2015 Instructional Strategies Dr. Hicks Instructional Strategy #2: Agendas The agenda is simply a detailed list of all the things your students must do and what you hope to accomplish on a particular school day. Each class period should begin with the Agenda, ‘As educators, we should call the students’ attention to the agenda the first thing in the moming and read through every item on the list. We should stop and stress items that may be of particular importance to the students. Draw attention to lessons that you believe the students need to pay extra attention to that day. You may want to point out an item on the agenda that they had trouble with the previous school day, For instance, if the item on the agenda is recess, and your class had trouble getting back to work after they had recess yesterday, this is the perfect time to discuss the problem. The initial look at the agenda gives your students a brief overview of the day and helps them concentrate on the tasks that lie ahead. ‘The most important reason agendas are beneficial is because it makes the students less dependent on the teacher for dircetions. Example: Agenda 1/15/2015 Warm-Up Homework Cheek Math Review ELA Science Social StudiesJanuary 20, 2015 Instructional Strategies Dr. Hicks Instructional Strategy #3: SWABT SWBAT is an instructional strategy used inside of the classroom fo deseribe what students should know or be able to do at the end of the course that they couldn't do before. The term SWBAT is an acronym for “students will be able to”, Another term used to describe SWBAT is learning objectives. The main focus of SWBAT is student performance, These objectives should not be too abstract; too narrow; or be restricted to lower-level cognitive skills In the classroom, this leaning objective should be told to the students before every activity. Most teachers have the students repeat the leaming objective multiple times for understanding. As you create your learning objectives think in terms of what evidence students would provide to demonstrate a level of mastery of the objective. Word choice in writing learning objectives is most important. Words and phrases like “understand,” “become familiar with,” “show an appreciation for,” “develop necessary skills” are ambiguous.Naja Argrow January 22nd, 2015 EDUC 320 Instructional Strategy: Ticket out the Door #74 The ticket out the door is a formative assessinent instructional strategy Where students are asked at the end of the lesson to give the main concept of a lesson, It is a good way to bring closure to a lesson, sum up the lesson, and give students time to reflect. Not only does it help the students, it provides the teachers with data on whether their students are learning. Teachers should make these as entertaining as possible because research has shown that they lose effectiveness if they are overdone. There are a variety of ways these can be done other than just a sheet of paper. These include grocery list, pizza toppings, and text message summary. Grocery list is when the students would "fill" the grocery cart with main ideas from the day's lesson, Pizza toppings is where students place key ideas of what was learned on top of the pizza, Text message summary is like what a student would text another student or someone who wasn't in the class what was the most important from the lesson.Nicole Ruff EDUC Instructional Strategies Professor Betty Hicks 27 January 2015 ThinklPairisharel i Enstruchonal Strategy 45 Think-Pair-Share, also known as TPS, is a collaborative learning strategy in which students work together as they solve a problem or answer questions about an assigned reading. Not only does this strategy require students to think individually about an answer to a questions, but it also requires them to share those ideas with classmates. By using this strategy, the instructor is sure to receive full participation from everyone, as well as engage students in comprehending the reading material. Another benefit of this strategy is that it can be used to improve students’ reading comprehension. The correct way to use this strategy is simple. Instructor would begin by asking a specific question about the text. After allowing students to think about it, the instructor will pair each student with another student or a small group. Students will then share their thinking with their partner, and then the entire class.‘Tyrone Aiken EDUC 323 Professor Hicks 3 February 2015 TEnstructiono! Stealegy AY Cooperative Leaminig According to the Office of Research Consumer Guide, cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of leaming activities to improve their understanding of a subject. Each member of a team is responsible not only for learning what is taught but also for helping, teammates learn. Cooperative learning groups provides students with the opportunity to lea. from the best possible people, their peers. Students are be able to connect with each other more effectively because student to student dialogue differs from student to teacher dialogue. This will azive the students a chance to hear the material from their peers and also their instructor, thus creating an atmosphere of achievement. When students feel a sense of achievement it creates a positive environment. This stems to an increase in instructional time and a decrease in disciplinary time,Antiel A. Taylor Instructional Strategies Dr. Hicks 3 February 2015 Instructional Strategy #7: Buzz Groups ‘A buzz group is a small, intense discussion group usually involving two to three persons responding to a specific question or in search of information, The class is subdivided into the small groups. It's called a buzz group because it mimics the sound of people in intense discussion, Buzz groups could be used for multiple reasons, some which include: recalling or reviewing previous learning, transitioning from one issue to another, and connecting life experience with theory. To make buzz groups effective, the learners should divided into small groups, usually twos or threes, These small groups meet fora short period to consider a simple question o problem, The ideas, thus exchanged, may then be presented to the other participants by each of the small groups in tum, so promoting further discussion, For example, you can give a short lecture, follow it with a question and answer session for clarification and then follow that ‘with a buzz group discussion to connect what you were talking about to thei job and life experiences.‘NaStaija Parte’ Instructional Strategies Dr. Bettie Hicks 9 February 2015 Close Reading Tnetrvertworad Sworenyy @ ‘The close reading of literary texts is an instructional strategy normally wtlized in grades 6 trough 12. Iisa strategy that involves deconstructing the text by first reading for one reason, then re-reading for another reason, and also re-reading more for any other reason after that to construct a deeper meaning through added cognition. Its a central focus of the Common Core Standards and requires that students think thoroughly and methodically about the details in a text It is not a lesson where students read a passage and the teacher asks questions to check a basic understanding of the text and evaluates. Close reading is initially modeled by the teacher for stadents to gain an understanding of searching text for underlying meaning, Students are guided by their teacher with examples and then the responsibility of determining how a text is organized, the effect of the author's word choice, and critiquing the seleoted body of text falls on them. This instructional strategy teaches students that understanding text is more than being able to retell a story or provide main ideas and supporting details. Reading comprehension is strengthened as students dig deeper and make valid connections with a textRaymone Rogers Instructional Strategies SLANT. Strategy S.LAN.T. Instructional Strategy 44 Believe it or not, the S.L.A.N.T. strategy is used in most classrooms without it actually being addressed. Different factors can have an effect on the S.L.A.N.T. strategy such as the teacher, the learning environment, and of course the student, The overall purpose of this strategy is to help enhance learning and student performance by creating a behavior incorporating the conscious use of positive body language. The word SLANT is actually an acronym that stands for “Sit up and lean forward, Listen, Ask and answers questions, Nod your head, and Track the speaker.” No teacher wants their class to be nonchalant and seem sluggish in the classroom, but instead wants (o see active learners participating in the lesson. Every element of slant works hand-in-hand with each other to effectively bring out a positive performance in the classroom, This instructional strategy will benefit both the teacher and the student while possibly molding many student-teacher relationships.7 ° Tra Ahit Devices Mnemonic devices are techniques a person can use to help them improve their ability to remember something. In other words, It’s a memory technique to help your brain better ‘encode and recall important information. It’s a simple shortcut that helps us associate the information we want to remember with an image, a sentence, or a word, Mnemonic devices are very old, with some dating back to ancient Greek times. Virtually everybody uses them, even if they don’t know their name. It’s simply a way of memorizing information so that it “sticks” within our brain tonger and can be recalled more easily in the future. Popular mnemonic devices include: The Method of Loci The Method of Loci is a mnemonic device that dates back to Ancient Greek times, making it one of the oldest ways of memorizing we know of. First, imagine a place with which you are familiar. One example is to use the route to your work or school, with landmarks along the way becoming the information you need to memorize. You go through a list of words or concepts needing memorization, and associate each word with one of your locations. You should go in order so that you wilf be able to retrieve all of the Information in the future. Acronyms An acronym is a word formed from the first letters or groups of letters in a name or phrase. An acrostic is a series of lines from which particular letters (such as the first letters of all lines) from a word or phrase. These can be used as mnemonic devices by taking the first letters of words or names that need to be remembered and developing an acronym or acrostic.For instance, in music, students must remember the order of notes so that they can Identify and play the correct note while reading music. The notes of the treble staff are EGBDF. The common acrostic used for this are Every Good Boy Does Fine or Every Good Boy Deserves Fudge. The notes on the bass staff are ACEG, which commonly translates into the actostic All Cows Eat Grass. Rhymes ‘A rhyme Is a saying that has similar terminal sounds at the end of each line. Rhymes are easier to remember because they can be stored by acoustic encoding in our brains. Chunking & Organization Chunking is simply a way of breaking down larger pleces of information Into smaller, organized “chunks” of more easily-managed information. Telephone numbers in the United States are a perfect example of this — 10 digits broken into 3 chunks, allowing almost everyone to remember an entire phone number with ease, Organizing information into either objective or subjective categories also helps. Objective organization is placing information into well-recognized, logical categories Imagery Visual imagery is a great way to help memorize items for some people, For Instance, it's often used to memorize pairs of words (green grass, yellow sun, blue water, etc.). The Method of Loci, mentioned above, Is a form of using imagery for memorization. By recalling specific imagery, it can help us recall information we associated with that imagery.Zaqwondra MeKnight Dr. Hicks EDUC 323 February 15, 2015 Instructional Strategy: Literature Cireles 3¥ \\ Literature circles engage students in rich conversations about shared readings. Students can express their opinions, predictions, and questions about a text in a productive, structured way. The teacher may ask students to take on specific group roles, such as summarizer or director, which ate designed to develop reading, speaking, and thinking abilities. As the students become more skilled in literature circle conversations, they can move beyond specific role assignments. Literature Circle Roles ‘The narrator develops questions about the text's "big ideas." For example, the director might ask, "How did you feel while you were reading this part of the book?" or "What do you think the most important parts were?" The investigator locates sections in the text to read aloud, This helps the group remember the most interesting, funny, powerful, or even puzzling parts of the text, The summuarizer writes a short précis of that day's reading. It should contain the main ideas and/or the most important moments, ‘The conneetor helps the group connect what they're reading and the world outside by sharing his or her own connections, The vocabulary enricher finds words that are puzzling, unfamiliar, or special, then looks up the definitions and reports them to the group. ‘The illustrator draws something related to the reading ~- a sketch, cartoon, diagram, flow chart, or even a stick figure scene.Keydareon L. Graham 02-24-2015 Dr. Bettie Hicks Strategy |. READERS THEATRE Reader's Theater is a strategy for developing reading fluency. It involves children in oral reading through reading parts in scripts, In using this strategy, students do not need to memorize their part; they need only to reread it several times, thus developing their fluency skills. The best Reader's Theater scripts include lots of dialogue. Why use Reader's Theater? It promotes fluency. It helps readers learn to read aloud with expression. Ithelps build reading confidence,Name The Frayer Mode/is a visual organizer that helps students understand key words and concepts. The Frayer Model is a chart with four sections which can hold a definition, some characteristics/facts, examples and non-examples of the word/concept. Purpose 1. identify unfamiliar concepts and vocabulary 2. create visual reference for concepts and vocabulary Payoff Students will: 1. develop understanding of key concepts and vocabulary. 2. draw on prior knowledge to make connections among concepts. 3. compare attributes and examples. 4, think critically to find relationships between concepts and to develop deeper understanding. 5. make visual connections and personal associations. Examples (LIST AT LEAST 3) _THE FRAYER MODEL Facts/Characteristics make a bulleted list add a picture that helps you understand ‘the meaning of the “word” Non-Examples + make a bulleted list about what the "word! is not aboutAvtiel A. Taylor Instructional Strategies Dr. Hicks February 3, 2015 Instructional Strategy #15: Time on Task ‘Time-on-task is defined as the percentage of classroom time when students are actively engaged in learning, When students are actively engaged in learning they are focused, listening, reading, writing, disc ing, and learning. One of the first steps towards increasing student time- on-task is teacher preparedness, When teachers ate prepared it helps avoid many problems with classroom management, time-on-task, and academic achievement, To make this strategy effective, teachers could have the assignment planned and well thought out, anticipate and factor ‘unexpected occurrences or events that could impact students time-on-task, have all the necessary materials available, post the assignment for students to see and copy, have the students to begin working immediately with an assignment, and monitor that the students have begun the assignment. The most important facfor in time-one-task is to make every minute count,Instructional Strategies Dr. Hicks March 15, 2015 Instructional Strategy #16 Lesson closure is so important for learning and is a cognitive process that each student must go through to wrap up learning. As teachers sometimes we forget that when students leave ‘our room they step out into another world - sometimes of chaos. ‘They instantly switch wondering what's for lunch, who they ate going to meet up with in passing period, how long will practice go tonight, what's for dinner, ete, Teachers may be reflecting on how the lesson went ot ‘what they're going to take home to grade, but students are not. ‘The following is a compilation of different closure activities, some of which are short - less than a minute - and some a little longer. Closure is the time when you wrap up a lesson plan and help students organize the information into a meaningful context in their minds, A brief summary or overview is often appropriate. Another helpful activity is to engage students in a quick discussion about what exactly they leamed and what it means to them now. Look for areas of confusion that you can quickly clear up. Reinforce the most important points so that the learning is solidified for future Iessons, It is not enough to simply say, "Are there any questions?" in the Closure section. Similar to the conclusion in a 5-paragraph essay, look for a way to add some insight and/or context to the lesson,