1. Instructional Strategies How Teachers Teach Matters Southern Regional Education Board

2. What promotes learning? 1.Good instructional planning 2.Balance use of student and teacher centered approaches 3.Well-planned, teacher-centered approaches 4.various, proven, student-centered instructional activities 5.Use of technology to motivate, challenge, and engage students 6. Classroom conditions that promote learning.

3. What does good instructional planning look like? Aligned with GLEs and CLEs Stress high expectations Actively engages students Teacher is a facilitator of learning, not a keeper of knowledge. Involves teachers working together Shift from textbook and worksheets to problems and project based learning activities

4. What does good instructional planning look like? Requires administrative support Time to analyze data, learn new instructional strategies, develop integrated units of study. Vertical teams, curriculum maps, standards for quality work, and alignment of subjects.

5. 5 Student Engagement Activity The more interesting an assignment is, the more likely students are to complete it. On the next slide, you will be given a list of ten activities. Write these down and then do the following: –In your opinion, place the two to three most interesting activities in order. –In your opinion, place the two to three least interesting activities in order.

6. Ten Possible Instructional Strategies Teaching someone else Fill out worksheet Lecture Discussion with others Lecture with visuals Reading assignment Having a personal experience (Hands on – making connections) Using only visuals Using art, drama, music, movement (Integrated with curriculum content)

7. 1 2 3 3 2 1 HOW WE LEARN 1% 10% 20% 30% 50% 70% 80% 95% 98% Learning Pyramid 7

8. Use art, drama, music, movement – Integrated curriculum with content Having a personal experience – Making connections (hands on) Teaching someone else Discussion with others Lecture with visuals Fill out worksheet Reading Assignment Lecture Using only visuals HOW WE LEARN 1% 10% 20% 30% 50% 70% 80% 95% 98% Learning Pyramid 8

9. Teacher-Directed Instruction Provides a clear, effective presentation of key concepts and procedures To extreme, it can decrease students motivation to learn

10. Effective Teacher- Directed Instruction Begin a lesson with a short review of prerequisite learning Provide a short statement of goals for the lesson Present new materials in small steps, with student practice after each step Give clear, detailed instructions and explanations Provide a lot of practice for all students

11. Effective Teacher- Directed Instruction Ask many questions and get answers from all students Guide students during initial practice Provide systematic feedback and corrections Provide explicit instruction, practice and monitoring for seatwork exercises.

12. Student-Centered Learning Active involvement by students increases learning and motivation. Values the student’s role in acquiring and understanding knowledge. Focus on the student driven by content standards. Teachers help student to identify areas of interest, construct research questions, develop objectives, and plan methods of evaluation. Instructional strategies that encourage students to discuss and debate issues, explore problems, generate and test hypotheses, and examine their thinking processes.

13. Cooperative Learning Students learn together but holds each student accountable for his or her learning. Organize in small groups to solve problems and complete challenging assignments. Individual roles within the group are clearly assigned.

14. Cooperative Learning Conditions Group goals Positive interdependence Face-to-face interaction Individual accountability and personal responsibility Interpersonal and small-group skills Group processing

15. Cooperative Learning Three Questions to Ask What is the goal of the lesson? How much experience have my students had in this type of cooperative setting? How will I know that the cooperative setting is effective? Three Necessary Conditions Communicate to students and parents the purpose of cooperative learning. Establish and explain procedures for grouping and regrouping students. Award individual and group grades.

16. Project-Based Learning Challenge students to solve real- world problems and present their findings. Projects reflect student interest and also meet one or more course standards. Approach encourages students to produce knowledge rather than reproduce it.

17. Effective Projects Characteristics Require a question or problems upon which the activities are based. Question may be created by teacher or the students. Academic objectives are clear. Results of the problem cannot be predetermined or solved easily. Students have the opportunity to explore the problem. Students have sufficient resources and materials for the project. Students are involved in the process and know the evaluation criteria from the beginning. Adequate supervision ensures maximum progress but does not intrude or deprive students of the learning experiences associated with the project method.

19. Socratic Method Teacher asks questions that lead students to examine the validity of a statement. Used to examine contemporary and historical issues, ethics, and current issues. Greatest challenge is to design thought-provoking questions that will engage students in productive questions. Teachers no longer dispense knowledge….knowledge is transferred to the students as they examine the issues and ideas. Teacher introduces a question and keeps the discussion moving using established guidelines to help students understand their roles and responsibilities.

20. Independent Research Studies Students choose topics related to subject of study. Students gather, record, evaluate, and organize information and draw conclusions based on what they have learned. Use oral and written communications skills to present their findings.

21. Steps to Ensure Successful Independent Research Studies Define the goals for the project. Identify what students will do during the project. Consider the skills needed to do the project. Determine the level of independence required based on the number and types of decisions the student must make.

22. Steps to Ensure Successful Independent Research Studies Develop a method for assessing students’ learning including opportunities for them to assess and report on their own performance. Set up timelines for the project activities. Determine what materials and information students need for the projects and ensure that they have access to the appropriate resources.

23. Steps to Ensure Successful Independent Research Studies Follow the six steps of the scientific method: Define the problem or project. Research the background of the problem or project. Design a procedure or an experiment to carry out on the problem or project. Start the procedure or experiment. Analyze the data using statistical methods or the most current and useful research methods. Present the results.

24. Reading and Writing Across the Curriculum All teachers are responsible for helping students to improve their writing and reading skills. Teachers in all subject areas use strategies that promote writing and reading comprehension.

25. PAR Lesson Framework Prepare Prepare students by using their prior knowledge or presenting necessary background information Introduce technical or difficult vocabulary Identify possible misconceptions Assist Assist students in the learning process Model comprehension strategies for students to use Ask questions to guide student reading Reflect Help student to reflect upon what they have learned Connect learning to pre-existing ideas or previous experiences

26. Strategies for Reading and Writing Across the Curriculum Directed Reading/ Thinking KWL Anticipation/ Prediction Guide GIST Content Specific Strategies Problem- Centered Math Inquiry-Based Science

27. Directed Reading/ Thinking Prepares students to comprehend by using predictions about the text they are reading. The teacher guides students through the selection by asking questions about pictures, titles, sub- titles, etc. The student predict what these elements mean in relation to the text and the read the text.

28. KWL K – What students already KNOW. Teacher introduces the topic and asks students what they know about the topic and writes responses on the board. W – What the students WANT to know. The teacher asks students to generate questions about the topic and writes these on the board. L – What the student LEARNED. Students answers the questions in the W part.

29. Anticipation/ Prediction Guide Students react to a list of statements linked to the material they are going top read. Students connect what they already know with information they will learn. Provides motivation and interest in the content.

30. GIST Generating Interactions between Schemata and Text Students read a one or two paragraph passage and summarize it in 20 words or less. Students learn to delete unimportant details, select key ideas, and use their own word. Works best in cooperative groups. Students can read their summaries aloud and vote on the best one.

31. Problem-Centered Math Teachers emphasize use of math skills and procedures in reasoning through meaningful problems. Skills are not taught in isolation. The problem is presented first and becomes the focus of instruction.

32. Problem-Centered Math Characteristics of Good Problems Solution involves the understanding of a math concept or the use of a math skill. The problem can be extended. The problem can be solved in several ways. The problem interest students.

33. Problem-Centered Math Classroom Pose a problem. Have student struggle with the problem. Have students present possible solutions. Have students discuss the solutions. Assign homework that focuses on the key ideas from today’s lesson.

34. Inquiry-Based Science Focus on making meaning. Instead of focus on teacher or book for information, students find their own answers to questions. Students follow the scientific method to draw conclusions.

35. Basic Parts to an Inquiry- Based Science Lesson The problem Background information Materials and resources Guiding questions. The hypothesis. Gathering and analysis of data. Conclusion.

36. Integrated Learning Students test their knowledge by solving problems, building products, giving performances, or oral reports that synthesize their ideas. Teachers link their disciplines and teach skills in a broader content.

37. Integrated Learning Complete hands-on projects that are valuable to them and their peers. Set goals and establish performance standards tied to course standards. Plan projects and assess their work. Critique projects, challenge assumptions, analyze problems and issues, and find solutions.

38. Types of Integration Approaches Single-Course Integration Integrate academic and technical skills from other curriculum areas into their courses Joint Planning Select academic or technical concepts and skills to stress in all classes to see connections across the curriculum Interdisciplinary Approaches Team teaching Short or Long term Projects Thematic Projects Thematic Units Academies

39. Using Technology as an Instructional Strategy

40. Technology to Engage Student Learning Technology alone does not guarantee improved student learning. Technology is a powerful tool only if it is used effectively.

41. Tips for Using Technology in Instruction 1. Don’t abandon successful lesson plans. Integrate technology into these plans when appropriate. For example, encourage student writing with Web sites for student publications (www.worldkids.net, www.academicpress.com) and student e-mail pen-pal sites (www.nerd.world.com).www.nerd.world.com 2. Incorporate spreadsheets, databases, word processors, graphing calculators, presentation software and other technology into the instructional programs of all content areas. Demonstrate how to use the technology and give students opportunities to use it.

42. Tips for Using Technology in Instruction 3. Use computer activities to reinforce instruction. Computer work can provide students with additional learning opportunities. There are many resources available through the U.S. Department of Education (http://thegateway.org). 4. Take “virtual field trips” to historical sites, art galleries, museums or other interesting places worldwide. Make students responsible for designing the trips. 5. Use computer simulations to explore real-world problems.

43. Tips for Using Technology in Instruction 6. Expose students to the use of technology in businesses and industries. Visit local businesses and invite business leaders to discuss technology’s role in the workplace. 7. Give students some of the responsibility for designing class or school Web pages. 8. Have students use communication technology to explore problems and discuss issues with other students and with experts in the field.

44. Tips for Using Technology in Instruction 9. Make sure all students have access to technology. Make computer labs available before school, during lunch, and after school. 10. Use Web resources to deliver content. Brainium.com (www.brainium.com) is a global provider of online educational content for students in kindergarten through eighth grade. Students read, interact and learn through animation, adventures, games, experiments and lessons.

45. Tips for Using Technology in Instruction 11. Use teacher productivity applications for tasks such as making overheads, grading student work and sending notes home to parents. Some useful sites are www.bullwhip.com, www.pageone.lightspan.com, www.thinkwave.com, www.mygradebook.com and www.teachervision.com.www.bullwhip.com 12. Get ideas for lesson plans from Internet resources. Some sites that offer standards-based lesson plans, assessments and scoring guides are http://encarta.msn.com and www.chem4kids.com.

46. Tips for Using Technology in Instruction 13. Have students use the Internet to do research projects. Some good research sites are: www.libweb.sdsu.edu, www.lib.virginia.edu and www.cln.org. 14. Plan a Technology Night for parents and the community. Have the students be “the teachers” — planning, presenting and evaluating the activities. 15. Invite an e-business or other technology group to be your classroom’s business partner. Encourage your partner to visit the classroom and discuss technology with the students.

47. Tips for Using Technology in Instruction 16. Invite your principal or technology personnel from the central office into your classroom to help celebrate students’ accomplishments in the use of technology. 17. Use e-mail to communicate with parents.