While you are waiting:

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While you are waiting Take a white booklet and
a blue booklet Read the front cover of the white
handouts At the bottom of the front page, list
the instructional strategies that you presently
use in your classroom Name them OR explain them
briefly
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What strategies do you use?

• List on the cover sheet any strategies that you
  typically use in your classroom.
• Talk with a partner about how you use those
  strategies.
• Share with the group
• Interview

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Strategies that work

• Having a tool kit of research based strategies
  to choose from according to learners needs or
  varying situations
• Increases resources for effective learning
• Strengthens professional repertoire

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Rigor / Relevance Framework pg. 3
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Performance Planning Model

• Pg. 7
• Instructional and curriculum planning is a
  complex process
• Involves several steps

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Tool kit

• Curriculum, instruction and assessment are
  interrelated components of learning
• The work the student will do to prove the
  learning is determined to meet the expected
  focus, skills and knowledge
• Instruction and assessment should be planned
  together
• Strategies are chosen to optimize the learning
• pg. 9

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Brainstorming pg.25

• Rules
• Disallow critical remarks
• Permit hitchhiking
• Welcome free-wheeling
• Encourage quality of ideas
• Be patient with silence
• Stick to time limit
• Hold off evaluation

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Brainstorming

• Variations
• Reverse approach
• SIL method
• Pause that refreshes

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Cooperative learning pg.33

• Basic elements
• Positive interdependence
• Face to face interaction
• Individual accountability
• Interpersonal and small group skills
• Group processing

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Cooperative learning

• Cooperative groups vs. traditional groups
• Positive interdependence no interdependence
• Individual accountability none
• Heterogeneous homogeneous
• Shared leadership one leader
• Shared responsibility responsible only for
  for each other self

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Cooperative learning

• Cooperative groups vs. traditional groups
• Emphasis on maintenance emphasis on task
• and task
• Social skills taught social skills ignored
• Teacher observes and teacher ignores
• intervenes group functioning
• Group processing no group functioning

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Cooperative learning

• Methods
• Student teams achievement divisions
• Teams games /tournament
• Jigsaw
• Jigsaw 2
• Learning together
• Group investigation
• Think pair share
• Numbered heads together
• Roundtable
• Round robin
• Three step interview

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Demonstration pg.45

• Characteristics
• Capture student interest
• Draw on experience of students
• Create student desire to replicate
• Make students think
• Provide transition from observing to doing
• Set good example to follow
• Be followed by student application

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Guided practice pg.51

• Layout expectations early
• Create assignments with purpose
• Make sure students understand
• Create challenging assignments
• Vary assignments
• Give hw that makes learning personal
• Tie assignments to present
• Match assignments to students

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Inquiry pg. 63

• Activity
• Separate into groups of 3
• Each person reads one section of the chapter.
• Intriguing Investigations/Student Discourse/
  Thoughtful Reflections
• In turn they relate the information to the rest
  of the group
• Each person becomes an expert of their info.
• jigsaw

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Inquiry

• Intriguing Investigations
• Create initial experiences to trigger student
  interest and wonder
• Student Discourse
• Promote thoughtful student discussions by
  preparing students, planning topics, and coaching
  groups
• Thoughtful Reflection
• Encourage reflection through thought, writing,
  and conversation and bring closure to
  understandings

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Instructional technology pg.75

• Student control
• Provides a safe place to fail
• Starts with problem then explanation
• Makes the subject the focus
• Navigation to answers
• The software is the test
• Learning should be fun

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Instructional technology

• Multimedia engagement should not isolate learner
  from other students
• Multimedia should link to real world problem
  solving
• Learning environment should scaffold to higher
  level skills

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Activity
Circulate the concept maps to every person and
each adds as many ideas as possible Inner
circle- when to use Outer circle - effective
use After one minute, pass the page to
another After complete circulation,discuss
answers Round table
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Lecture pg. 83

• When to use lecture
• You are the primary source of knowledge
• Critical prior knowledge required
• Limited time
• Change of pace needed
• Interesting story to share
• Using an outside expert

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Lecture

• Pre-lecture student activities
• Reading assignment
• Case problem
• Opinion question
• Personal response
• Puzzle exercise
• Questions
• Structured note taking

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Note taking graphic organizers pg. 105

• Strategies
• Preparation
• During a lecture
• After the lecture

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Graphic organizers

• Choosing appropriate organizer
• Which best supports the lessons purpose
• Developmentally appropriate
• How will students use it
• how will the organizer be assessed
• Are graphic org. going to be a part of
  instruction activities throughout the year

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Memorization pg. 93

• Examples
• Acronym
• Acrostic
• Rhyming
• Image links
• Story method
• Number/ rhyme
• Number/shape
• Journey
• Roman room

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Activity

• Consider some piece of information from your
  content.
• Think of one memory device you could teach that
  would assist students with memorization of that
  content
• Share that idea with your partner choose one
• Determine with your partner how you would teach
  that strategy
• Think-Pair -Share

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Presentations pg. 123

• Strategies
• Analyze the situation
• Analyze the audience
• Define the objectives
• Create the opening
• Outline the content
• Add spice
• Choose an appropriate style
• Design visual aids

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Exhibitions pg. 128

• Elements
• The prompt
• Expectations
• Standards
• Public context
• Coaching
• reflections

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Problem based learning pg. 137

• Components
• Learning starts with a problem with no simple
  solution
• Students work collaboratively in groups
• Teacher plays role of facilitator
• Students assume significant
• responsibility for their
• own learning

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Project design pg. 145

• Definition
• Clarify, investigate, develop, make, test,
  evaluate and improve solutions to problems
• Create a device or system which meets a need
• Group problem solving
• Often technology based
• Integrate math, science, and communication
• Use systems and processes

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Researchpg. 155Simulation/ roleplaypg. 167
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Socratic seminar

• Activity
• Read sections on Socratic seminar pgs.176-177
  (Text/ Question/Leader)
• What question could you pose to your students to
  stimulate a Socratic Seminar in your content
  area?
• Consider why this would make a good discussion
  question.

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Teacher questions pg. 183

• Is planned and directly relates to the topic
• Focuses on depth of response rather than breadth
• Is precise rather than vague
• Has follow up questions used to probe for more
  answers

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Work based learning pg. 195

• Field trips
• Job shadowing
• Mentoring
• Special projects
• Structured work experiences
• Internships
• Service learning
• School based enterprises

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Activity

• Some strategies
• work better for
• particular
• performance
• objectives.

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Selecting strategies for Rigor/Relevance

• Best strategies for Quadrant A- Acquisition
• Guided practice
• Lecture
• Memorization

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Selecting strategies on Rigor/Relevance

• Best strategies for Quadrant B- Application
• Cooperative learning
• Demonstration
• Instructional technology
• Problem based learning
• Project design
• Simulation/roleplayng
• Work-based learning

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Selecting strategies on Rigor/Relevance

• Best strategies for Quadrant C- Assimilation
• Brainstorming
• Inquiry
• Instructional technology
• Research
• Socratic seminar
• Teacher questioning

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Selecting strategies on Rigor/Relevance

• Best strategies for Quadrant D- Adaptation
• Brainstorming
• Inquiry
• Instructional technology
• Research
• Socratic seminar
• Teacher questioning
• Cooperative learning
• Presentations/exhibits
• Project design
• Simulation /roleplaying
• Work-based learning
• Problem based learning

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Changing roles
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Ongoing Strategies

• Rubrics
• assessments including rubrics,scoring guides and
  checklists used to measure learning in student
  performance
• Rewards-
• Recognition and awards provided to students for
  accomplishing higher levels of achievement

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Ongoing Strategies

• Reflective thought-
• Planned and taught behavior of students that
  causes them to pause, think, question and reflect
  as part of learning
• Revision-
• Improvement of teaching through experimentation,
  reflection and sharing best practices

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Ongoing Strategies

• Resilience-
• The students character trait that causes them to
  try again, struggle to achieve and bounce back
  from poor performance in the educational process
• Rejuvenation-
• Teacher professional learning that ignites
  passion to teaching and energizes teaching with
  new ideas and strategies

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The primary aim of education is not to enable
students to do well in school but to help the do
well in their lives outside of school.