1. Instructional Practices For Middle School By: Alexandra Adams

2. As cited by Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. (2012): 1. Helping Students Develop Understanding 2. Helping Students Extend and Apply Knowledge

3. Helping Students… -Cues, questions, and advanced organizers -Nonlinguistic representations -Summarizing and notetaking -Assigning homework and providing practice -Identifying similarities and differences -Generating and testing hypotheses

4. -Cueing and questioning both “activate students’ prior knowledge and give them an idea of what they will learn” (Dean et al., 2012, p. 50). -Advance organizers allow students to use background knowledge to learn new concepts.

5. 1.Focus on what is important 2.Use explicit cues 3.Ask inferential questions 4.Ask analytic questions

6. - Examples for middle school students -Narrative- “hook” activity -Skimming- “book walk” activity -Graphic- graphic organizer before lesson

7. 1.Graphic organizers 2.Physical models 3.Mental pictures 4.Pictures, illustrations, pictographs 5.Kinesthetic activities

8. -Both linguistic and nonlinguistic -Common organizers: -Time Sequence -Process/Cause-Effect -Goal is for students to make on their own (Richard Strong, Educational Impact, n.d., Hidden Skills of Academic Literacy).

9. -Ask students to generate mental pictures -Enables students to “make sense” of their learning so they can retrieve it later. -Great strategy to use with ESOL.

10. -All strategies all the student to create their own meaning behind the material. -Great way to integrate technology into the lesson. -Another excellent strategy to use with ESOL students.

11. -More neural networks (Jensen) -Includes: o Role playing o Acting out vocabulary words o Using the body to illustrate concepts o Gestures -Great ESOL strategy

12. -Facilitate learning through: -Capturing -Organizing -Reflecting -Involves higher order thinking skills

13. -Better results with other cognitive strategies -Can be confusing -Taught to be descriptive -Asked to be concise -Summarize essential information -Benefit from a variety of formats -Not intuitive, must be taught explicitly

14. -Series of questions to point out elements in a text. -6 frames: 1. narrative 2. topic-solution 3. definition 4. argumentation 5. problem-solution 6. conversation

15. 1.What is the basic claim or focus of the information? 2.What information is presented that leads to a claim? 3.What examples or explanations support the claim? 4.What restricts the claim? What evidence counters the claim?

16. -4 comprehension strategies: -Summarizing -Questioning -Clarifying -Predicting

17. Teacher Prepared Notes -“create notes for students as information is presented” (Dean et al., 2012, p 91). -Models how to create notes -Prepared notes can be in template form.

18. Webbing  “Nonlinear and uses shapes, colors, and arrows to show relationships between ideas” (Dean et al., 2012, p. 93).  Students share  deepen knowledge Informal Outlining  Students can handwrite notes, type outlines.  Can be paragraphs, bullet points, etc.

19. Web 2.0 Tools for Notetaking -Live Binders -Diigo -Evernote -Twitter -Edmodo -Symbaloo

20. Assigning Homework -Effects are not clear; mixed results -Positive- -Traditionally thought to yield positive results -Access to corrective feedback -Practice more than 1 skill at a time -Negative- -Conflicts between parents & students -Physical and mental fatigue -Limited time for leisure activities -Disrupt family time

21. -Develop school homework policy -Provide assignments that support academic learning -Provide feedback

22. -Identify and communicate purpose of practice activities -Practice sessions are short, focused, and distributed overtime -Provide feedback on practice sessions (as cited by Dean et al., 2012, pp. 109-110)

23. -Students can focus when short. -Designed to focus on specific multistep or complex skills. -Practice sessions should be immediate and closer together. -Students build understanding before speed.

24. -Formative practice should not be graded -Grades do not help students shape their practice and improve performance (Dean et al., 2012, p. 114). -Multiple formative  summative practice -Grade summative after exposure to feedback on formative.

25. -Strategies: -Comparing/contrasting -Classifying -Allows students to compare information, sort concepts, & make connections to existing knowledge (Dean et al., 2012, p. 119)

26. -Dean, C. B., Hubbell, E. R., Pitler, H., & Stone, B. (2012). Classroom instruction that works, 2 nd ed. Alexandria, VA: Association for Supervision and Curriculum Development. -Educational Impact (n.d.). Hidden skills of academic literary: What do94% of all test items require? [Video file]. Retrieved from http://www.educationalimpact.com/programs/programs/act ivity/5pract_01a_02/ http://www.educationalimpact.com/programs/programs/act ivity/5pract_01a_02/ -Educational Impact (n.d.). Research-based strategies; compare/contrast: The four phases of thorough comparison. [Video file]. Retrieved from https://d12rnmudv4wd3a.cloudfront.net/ei_resources/reso urces/5pract/pdf/5practices_3A_transcript.pdf https://d12rnmudv4wd3a.cloudfront.net/ei_resources/reso urces/5pract/pdf/5practices_3A_transcript.pdf