Instructional Strategies for Engaging Learners Reading Center Training Theme: Connections to the Classroom Instructional Planning.

Slides:

Advertisements

Similar presentations

Problem- Based Learning in STEM Disciplines Saturday, November 10, 2007 JHU/MSU STEM Initiative.

Advertisements

CAREWARE TRAINING Adult Learners. Approach Getting It Done Framework Concepts vs. Recipes.

Theme-based Curriculum and Task-based Activities: A Language Teacher’s Reflection Yan Zhao.

Brain-based Learning Model

How your Memory Works? To improve our memory and retrieval capacity, it's helpful to understand how we remember.

Teacher questioning helps the student bridge the gap between the content and the concepts that organize the content. When presented content, people employ.

MathMITT, Inc. Providers of essential math skill review programs, math manipulatives and instructional Technology HEADS UP daily math workouts (1 st –

INDEPENDENT LEARNER.

Cognitive Theories and Reading Comprehension Building Blocks of the Reading Process.

Dr E. Lugo Morales1 * the ability to understand information presented in written form. * understanding textbook assignments. * one's interpretation of.

Explicit Direct Instruction Critical Elements. Teaching Grade Level Content  The higher the grade the greater the disparity  Test Scores go up when.

Teaching Learning Process

Meaningful Learning in an Information Age

Utilizing Learning Styles and Cognitive Research in the Urban Classroom Session II.

Instructional Methods and Program Models for Serving English Language Learners.

Supporting Literacy for Students with Developmental Disabilities Literacy Development.

MYP Training Session 3 Design: Planning & Preparation

IMPROVING GRADES, COMPREHENSION and INTEREST in DEVELOPMENTAL MATH COURSES Paola Di Muro - Brandon University NADE 2009.

Study Skills Study Skills Active Learner vs Passive Learner.

Educational Psychology: Theory and Practice Chapter 6

A Framework for Inquiry-Based Instruction through

Chapter 12: Information Processing Theory Developed by multiple researchers in the 1950s.

Presented by: Joseph Ginotti PLN Director

Online Course Development and Constructivist Teaching Strategies Susan M. Zvacek, Ph.D

- 0 - OVERVIEW OF E-LEARNING Jasper (Jia) Pan Oct EDUC391 Web Based Technology in Teaching and Learning.

Cognitive Processes That Help Get Information

Service-Learning to Enhance Academic Achievement Shelley H. Billig Stephany Brown RMC Research Corporation.

ACTIVE LEARNING: Putting “how people learn” to work Robin Wright

Encompasses a broad, overall approach to instruction.

© 2009 McGraw-Hill Higher Education. All rights reserved. CHAPTER 8 The Information-Processing Approach.

Copyright © 2004 McGraw-Hill Ryerson Limited, a Subsidiary of The McGraw-Hill Companies. All rights reserved. 1 CHAPTER 8 The Cognitive Information- Processing.

© 2007 Thomson Delmar Learning. All Rights Reserved. Planning for Developmentally Appropriate Curriculum Chapter 3.

Chapter Eight The Information Processing Theory. Copyright © Houghton Mifflin Company. All rights reserved. 8-2 Overview The information processing view.

Metaphors for Learning  Learning involves strengthening correct responses and weakening incorrect responses.  Learning involves adding new information.

LEARNING FRAMEWORK Engage Learning What? Why? How? Knowing what to do brings Awareness / Readiness Knowing why you are doing it gives Motivation / Willingness.

Adolescent Literacy “Literacy is typically measured as reading and writing. The Fail-Safe definition of literacy is defined as listening, viewing, thinking,

Delbert Heistand Morris Schott Middle School. WHAT IS UNIVERSAL DESIGN? The design of products and environments to be usable by all people, to the greatest.

Chapter 8 The Information- Processing View of Learning Viewing recommendations for Windows: Use the Arial TrueType font and set your screen area to at.

Information Processing Theory

LEARNER CENTERED APPROACH

Training  Addresses a knowledge and skill deficit  “How to get the job done” Technology Transfer  Broader scope than training  Create a mechanism.

How the Brain Learns: Chapter 4

Essential Questions "Given the amount of time we have to spend on this particular unit of study, what is the essence....what is essential for the learners.

TEACHING WITH A FOCUS ON LEARNERS One model of Differentiation: Sousa and Tomlinson (2011) Differentiation and The Brain. Purpose: Understanding Text Complexity.

Intentional - Purposeful - Explicit NOT SCRIPT Don’t need more prescription but more precision. Precision requires: 1.Teachers know students 2.Teachers.

Adolescent Literacy “Literacy is typically measured as reading and writing. The Fail-Safe definition of literacy is defined as listening, viewing, thinking,

Structuring Learning. Agenda Structuring learning. Structuring lab sessions. Engagement. Critical Thinking. Ideas for structuring learning. Activity.

Chapter 7 Memory is the process by which we recollect prior experiences, information, and skills learned in the past.

Adolescent Literacy Philosophy. "If teaching were the same as telling, we'd all be so smart, we could hardly stand it." - Mark Twain.

Jeanne Ormrod Eighth Edition © 2014, 2011, 2008, 2006, 2003 Pearson Education, Inc. All rights reserved. Educational Psychology Developing Learners.

Classroom Questioning Basic elements of Classroom Questioning techniques.

Memories: Encoding *Chinnici Sensations are encoded to form memories Encoding – transformation of information so the nervous system can process it. Sensations.

Balanced Math Overview

Information Processing Theory

KNOWING THE MIDDLE YEARS LEARNER Tuesday, January 13.

Standard One: Engaging & Supporting All Students in Learning

Non-Linguistic Representations

Information Processing Theory

Iowa Teaching Standards & Criteria

What are picture books.

To add for next year: maintenance vs. elaborative rehearsal

Presented by: Joseph Ginotti PLN Director

Learning Theories Sarah Harris EME

Overview of Learning Theory

Objectives and Areas of Educational Psychology

Leading Learning Memory.

Project-Based Learning Integrating 21st Century Skills

The Brain, Emotions, and Learning

Presentation transcript:

Instructional Strategies for Engaging Learners Reading Center Training Theme: Connections to the Classroom Instructional Planning

Instructional Strategies for Engaging Learners by Amy Holcombe, Ph.D.

Focusing On the Familiar One of the most effective ways to make information meaningful is to associate or compare the new concept with a known concept, to hook the unfamiliar with something familiar. Pat Wolfe (2001)

Instructional Strategies for Engaging Learners by Amy Holcombe, Ph.D. Activating Strategies The purpose of an activating strategy is to focus learning by activating prior knowledge. This can be done by activating sensory receptors: sight, sound, smell, taste, touch. It can also be achieved by tapping in to students' emotions.

Instructional Strategies for Engaging Learners by Amy Holcombe, Ph.D. Cognitive Strategies The purpose of cognitive strategies is to provide a structure for learning that actively promotes the comprehension and retention of knowledge through the use of engaging strategies that acknowledge the brain's limitations of capacity and ability to process information.

Instructional Strategies for Engaging Learners by Amy Holcombe, Ph.D. Rehearsal Rehearsal performs two functions: 1. Maintains information in short-term memory. 2. Mechanism by which we transfer information to long-term memory.

Instructional Strategies for Engaging Learners by Amy Holcombe, Ph.D. Information Processing Model Sight Sound Smell Taste Touch RECEPTORSRECEPTORS Sensory Memory Working Memory Long-Term Memory INITIALPROCESSINGINITIALPROCESSING ELABORATION&ORGANIZATIONELABORATION&ORGANIZATION Rehearsal Retrieval Modified from Pat Wolfe, 2001

Instructional Strategies for Engaging Learners by Amy Holcombe, Ph.D. Summarizing Strategies Summarizing strategies are used to promote the retention of knowledge through the use of engaging strategies designed to rehearse and practice skills for the purpose of moving knowledge into long term memory.

Instructional Strategies for Engaging Learners by Amy Holcombe, Ph.D. No matter how well planned, how interesting, stimulating, colorful or relevant the lesson, if the teacher does all the interacting with the material, the teacher's -- not the students -- brain will grow. Pat Wolfe (1996)