CHOOSE APPROPRIATE INSTRUCTION STRATEGIES AND RESOURCES The First-Year Teacher’s Survival Guide Section Nine Mentor-Mentee Collaboration

BEGINNERS ALLEY

WHY SMALL STRATEGIC STEPS ARE THE KEYS TO SUCCESS It is important to implement strategies in small steps. 1. Learn all that you can about it. 2. Be thoroughly prepared 3. Have a backup plan 4. Gather data as you implement the strategy 5. Assess the effectiveness. 6. Take time to reflect.

INSTRUCTIONAL OPTIONS REFLECTIVE DISCUSSION ACTIVE LEARNING Students assume the responsibility for their own learning through engagement in various learning activities (Not passive receptors) In Classroom practice: Collaborative projects, peer tutoring, games and experiments. Students make connections between what they have read or learned and their personal experiences or past learning. In Classroom practice: ASK open-ended questions designed to encourage students to reflect on an aspect of the unite under study.

INSTRUCTIONAL OPTIONS INTERACTIVE LEARNING PROBLEM BASED LEARNING Uses social networking platforms as an integral part of classroom activities In-classroom practice: Create and share blogs, online discussion boards, post videos on YouTube, and share podcasts Students learn material by collaboratively solving realistic problems. In-classroom practice: Students analyze, define & identify methods of solving while gathering data and information about the problem, before implementing strategies to solve it.

INSTRUCTIONAL OPTIONS INQUIRY METHODS HANDS-ON INSTRUCTION Students draw on background knowledge using higher-level thinking skills to create meaning, conduct authentic research, and evaluate their results. In-classroom practice: Students are given a general problem or asked to generate one of their own. Next they gather information and generate a solution or explanation. Students manipulate objects, conduct experiments and evaluate their results, or participate in active collaboration in the classroom. In-classroom practice: Students play games in teams, work with partners to review flash cards, conduct experiments or surveys, or participate in activities involving movement.

INSTRUCTIONAL OPTIONS DIRECT INSTRUCTION COOPERATIVE LEARNING Delivering instruction through oral presentations, lectures, or demonstrations. In-classroom practice: Students learn by listening to an instructor who is giving an explicit explanation of the material under study. Older students often are expected to take notes. Encourages students to work together in groups. Emphasizes the importance of cooperation rather than competition. In classroom practice: Small groups or student pairs organized for a specific purpose

INSTRUCTIONAL OPTIONS BLENDED LEARNING CURRICULUM COMPACTING Combines classroom interactions with computer or other digital activities. In-classroom practice: Students working with digital devices individually, in groups or pairs to complete assignments. Assist students who have already mastered at least part of the material under study. Differentiated instruction geared for higher-achieving students. In-classroom practice: Offer alternative high-interest enrichment or accelerated materials.

INSTRUCTIONAL OPTIONS CONTACT LEARNING WEBQUEST Engaging activities that ask students to solve problems or conduct investigations using the resources found at various sites online. In-classroom practice: Students are given open- ended problems to solve or investigate using on-online resources. Individualized written learning contracts between student & teacher about how a student will master the content of a unit of study. In-classroom practice: Teachers can off learning contracts to students who need remediation in a specific area or students who have mastered the material and need an opportunity for enrichment.

INSTRUCTIONAL OPTIONS SOCRATIC SEMINARS FLIPPED LEARNING Requires students to participate in an open discussion of a designated, text, video, piece of art, or similar object in a formal, well-prepared manner. In-classroom practice: Students prepare by either creating or reviewing questions to the assignment. Online work assigned to be completed outside of class. In-classroom practice: Students watch a video at home and then come to class prepared to practice the skills taught in the video.

CLASSROOM TECHNOLOGY RESOURCES TO AID YOUR INSTRUCTIONAL PRACTICES Remember! Incorporate Technology using use small, strategic steps Not all students will have the same access to technology resources. Start with what you know will be useful for student learning and then add other resources over

TECHNOLOGY RESOURCES AIDS CELL PHONES INTERACTIVE WHITEBOARDS Share student multimedia presentations, PowerPoint, or Prezi's Display interactive maps Show review videos in a flipped classroom Teach students how their work will be assessed using a rubric Have students create graphs and other nonlinguistic representations Photograph notes Record (with permission) a lecture or oral presentation. Access school e-mail or a class Web page while away from home Stage a scene from a book, photograph it, and share the photo Read e-books or listen to audiobooks

TECHNOLOGY RESOURCES AIDS IPADS BLOGS Maintain a class blog with daily news and updates for absent classmates Share ideas about how to study or prepare for assessments Write responses as they read for pleasure or for a class assignment Post ideas on common topic Share predictions about what they are reading or upcoming class events Brainstorm collaboratively Evaluate the reliability and credibility of web sites Read and edit each other’s work Use Google Docs to interact with each other’s work Make and share electronic flash cards Complete e-projects and share them

TECHNOLOGY RESOURCES PODCAST Debates Discussion of current events or other topics Multimedia presentation of a field trip experience Tutorials, special peer tutoring Alternative assignments Remediation or enrichment work Study guides Data gathered for student assignments Teacher Lectures

ENGAGING CORNER “TIMED PAIR SHARE” Teachers share with a partner for 1 minute while the partner listens. Then partners switch roles. How would you rate your current level of knowledge about educational research? How does your knowledge affect the choices you make about the instructional strategies you use in your classroom?