Mrs. Ashley

 identifying similarities and differences  summarizing and note taking  reinforcing effort and providing recognition  homework and practice  nonlinguistic representations  cooperative learning  setting objectives and providing feedback  generating and testing hypotheses  cues, questions and advance organizers

 Help students place current information in context of larger framework or meaning  Learning objective communicates what student will know and be able to do, why it is important  Give road map of where going  Communicate criteria  make connections (transition between ideas, show resemblances to other ideas,  Summarize

 Use a variety of explanatory devices vocal variety (modeling thinking aloud) visual (charts, graphs, movies, pictures, mental imagery) kinesthetic (movement, manipulatives, role play)

 Provide processing time chunk input and then have student processing time  vary structure (cooperative learning, alone or in small groups, give graphic organizers)  check for understanding frequently with all students  motivate and engage with content, interest, connections

 summarize by teacher  summarize by students with structure  use visuals  meaningful practice

 Model thinking aloud teach students to analyze what you did and go over the thinking strategies  Use Visuals such as graphic organizers  Ask questions for multiple purposes  checking for understanding  diagnosing  engaging both emotionally and cognitively  focusing  extending the learning  assessment  questions at different cognitive levels of understanding

 Wait time (at least 3 seconds but no more than 6 seconds)  Utilize think-pair-share  Ask follow up questions (Do you agree? Would you please elaborate? Tell me more about your thinking? Can you give an example?  Withhold judgment  Ask students to summarize what another said  Survey the class  Allow students to call on one another  Play devils advocate

 Explain how you arrived at your answer  Call on students randomly (pepper)  Let students develop their own questions  Cue student responses (there is more than one answer to this question)  Questions of exploration, connection making, and conclusion

 verification questions  closed questions (answer is always yes, no, I can)  rhetorical questions  defensive questions  agreement questions

 Advanced organizer model --Teacher introduces concepts from a body of knowledge one by one so that the student can then assimilate and apply the hierarchal body of knowledge  Concept attainment-- learning by logic, analysis, comparison and contrast, Teacher introduces the data in the form of positive exemplars and the students search for attributes of the concept. Student arrives at the concept inductively.  Inductive model-- students are given data and act as scholars producing insights based on evidence  Inquiry training--student asked to solve a problem. Often students work in groups and use the teacher for guidance if they are on the right track. Students learn the process of inquiry, how to ask questions and hypothesize

 Synetics Model-- students are given content of new material and then asked to find something that is similar, and make an analogy. Students act out the similarities and differences  Nondirective teaching---teacher supports student in their own learning about a subject, so that student decides on the learning and organizes the instruction for himself/herself.  Group instruction-- often seen as a problem solving model. students are given a problem to solve that they work on as a group.

 Direct instruction  recitation (oral test)  lecture  class discussion  group projects  individual projects

 seat work  centers  Web quests  inquiry labs  jigsaw  viewing a video, podcast, clip  Socratic seminar  PowerPoint

 thumbs up  hand on head if  sign turned over  red, yellow or green light  direct content check  slates  unison response  circulating  short writing assignment  drawing a picture

 name it (use rich varied vocabulary)  explain its purpose  model it  provide numerous opportunities for practice and feedback  require its use in daily activities  reward it

 nonlinguistic representations  cooperative learning  setting objectives and providing feedback  generating and testing hypotheses  cues, questions and advance organizers