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Strategies.

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Presentation on theme: "Strategies."— Presentation transcript:

1 Strategies

2 Metacognitive Strategies
Match thinking/problem solving Clarify purpose for learning Monitor comprehension through self-questioning Corrective action if understanding fails

3 Metacognitive Strategies
These strategies must be taught explicitly!

4 Strategies

5 Cognitive Strategies Strategies to help a student organize the information they are expected to learn. Examples Preview a story Take notes Complete a graphic organizer

6 Strategies

7 Social/Affective Strategies
Learning is enhanced when people interact!

8 Teaching/Learning Continuum
Teacher-Centered Teacher-Assisted Peer-Assisted Student-Centered Lecture Drill & Practice Role Playing Rehearsal strategies Direct Instruction Discovery learning Peer Tutoring Elaboration strategies Demonstration Brainstorming Reciprocal teaching Organizational strategies Recitation Discussion Cooperative learning

9 The Ultimate Goal Students learn how to become independent learners

10 Strategies

11 National ESL Standards (TESOL)
Goals 1, 2, and 3 all list the importance of using appropriate learning strategies.

12 The student will be able to:
Focus on most important information Build on prior knowledge Expand knowledge base Fix poor comprehension Evaluate one’s own success Seek help from others Imitate behaviors of native English speakers to complete a task Use native language resources when necessary

13 Specific Learning Strategies
Mnemonics SQP2RS PENS GIST Rehearsal Strategies Graphic Organizers Comprehension Strategies

14 CALLA Cognitive Academic Language Learning Approach
Explicitly teach students learning strategies and have students apply these strategies to instructional tasks.

15 Strategies

16 Scaffolding Techniques
Teachers provide substantial support in early stage of new concept Verbal Procedural Instructional

17 Verbal Scaffolding Paraphrasing “Think-aloud”
Reinforce contextual definitions

18 Procedural Scaffolding
Increasing Independence Teach Model Practice Apply

19 Procedural Scaffolding
Increasing Independence Whole Class Small Group Partners Independent

20 Instructional Scaffolding
Use scaffolding to help students understand what they are learning Example: Use a graphic organizer to highlight what material is covered in a particular chapter or lesson

21 Strategies

22 Questioning Bloom’s Taxonomy Condensed Bloom
Knowledge, Comprehension, Application, Analysis, Synthesis, Evaluation Condensed Bloom Literal, Interpretive, Applied

23 Questioning You can “reduce the linguistic demands of responses” and still ask higher order thinking questions! Are seeds carried by the wind? Vs Which of these two seeds would be more likely to be carried by the wind the round one, the smooth one, or the one with fuzzy hairs?

24 Questioning You need to teach students to identify what level question they are being asked Students can then learn to ask their own higher level questions. This ability will help students search for topics on the internet. be more successful as they read textbooks. be critical readers.

25 Strategies

26 Teaching Scenarios The Rainforest Mrs. Fletcher’s Lesson
Distribute article Students will predict from the title and picture what the article is about Teacher will read the article to class Stop reading on bottom on page 12 and ask students to predict what will happen to the animals in this forest? Any questions? Write a letter to the newspaper explaining why we need to save the rainforest.

27 SIOP? Use a scale of 4 to 0 (4 is best)
Teacher provides ample opportunities for students to use strategies Teacher has consistent use of scaffolding techniques throughout the lesson Teacher uses variety of question types, including higher-order thinking skills

28 SIOP? Use a scale of 4 to 0 (4 is best)
Teacher provides ample opportunities for students to use strategies 2 Teacher has consistent use of scaffolding techniques throughout the lesson 1 Teacher uses variety of question types, including higher-order thinking skills 0

29 Teaching Scenarios The Rainforest Miss Lee’s Lesson
Introduce article with brief lectures on rainforest Show photograph of rainforest In small groups one student reads article to others Students complete worksheet independently Students encouraged to use Internet to get additional information. Key word: rainforest Students share worksheet answer with group, discuss, correct, record group answer on “group answer sheet.”

30 SIOP? Use a scale of 4 to 0 (4 is best)
Teacher provides ample opportunities for students to use strategies Teacher has consistent use of scaffolding techniques throughout the lesson Teacher uses variety of question types, including higher-order thinking skills

31 SIOP? Use a scale of 4 to 0 (4 is best)
Teacher provides ample opportunities for students to use strategies 2 Teacher has consistent use of scaffolding techniques throughout the lesson 3 Teacher uses variety of question types, including higher-order thinking skills 1

32 Teaching Scenarios The Rainforest Mr. Montoya’s Lesson
Distribute article Use SQP2RS to preview article (2 minutes) with partner or individually, then write 3 questions that might be answered in the article Teacher reads first section to class, then reviews predicted questions, checks on ones answered New questions/predictions added Student pairs read article Student pairs list 3 key vocabulary words Whole class discusses vocabulary, votes on top 10, these are posted for later use Student pairs highlight/label where questions and predictions are answered Each student asked to write a brief summary Each student asked to choose1 question from a list of 4 to discuss at home and to return prepared to debate the next day

33 SIOP? Use a scale of 4 to 0 (4 is best)
Teacher provides ample opportunities for students to use strategies Teacher has consistent use of scaffolding techniques throughout the lesson Teacher uses variety of question types, including higher-order thinking skills

34 SIOP? Use a scale of 4 to 0 (4 is best)
Teacher provides ample opportunities for students to use strategies 4 Teacher has consistent use of scaffolding techniques throughout the lesson 4 Teacher uses variety of question types, including higher-order thinking skills 4

35 Summary We must be deliberate in teaching students skills they will need to guide their own learning. These skills will help students learn to self-monitor, self-regulate, and problems solve.

36 Discussion Questions Describe a learning situation you participated in in which the teacher modeled how to do something through demonstration. What worked and what didn’t?

37 Discussion Questions Strategies are an important part of a teacher’s repertoire. What are effective ways to explicitly teach students the use of strategies to enhance their learning? Can you demonstrate how to teach effectively a mnemonic strategy to English learners?

38 Discussion Questions The concept of scaffolding may be confusing. How does a building analogy apply to teaching new information to English learners?

39 Discussion Questions Who was the first President of the United States?
Given the topic of the presidency, what are several additional questions you could ask that promote higher-order thinking? Why is it important to use a variety of questioning strategies with English learners?

40 The End


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