ideas and activities to differentiate instruction through strategies
TRANSCRIPT
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Ideas and Activities to Differentiate
Instruction through Strategies
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Learning TargetsContent Objectives : I will be able to select learning strategies appropriate to a lesson’s
objectives. I will be able to incorporate explicit instruction and student practice
of metacognitive strategies in lesson plans. I will be able to identify techniques for scaffolding verbal, procedural
and instructional understanding. Language Objectives: I will be able to identify language learning strategies to use with
students. I will be able to discuss the importance of asking higher-order
questions to students of English of all proficiency levels. I will be able to write a set of questions with increasing levels of
difficulty on one topic
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Strategies -- Feature 13 Ample opportunities provided for
students to use learning strategies.
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A primary goal of instruction is to assist all students in becoming strategic thinkers, those who possess a variety of approaches for solving problems, comprehending texts, and remembering information.
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Instructional vs. Learning Strategies
It is important for teachers to
recognize the distinction between
instructional strategies and learning
strategies.
VS
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Decisions Teachers Make
Activities, techniques, approaches, and methods that teachers use to promote
student learning and achievement
Instructional Strategies:
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Student strategies for learning
Conscious, flexible plans learners use tomake sense of what they’re reading and learning; these reside in the learners heads
Learning Strategies:
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Cognitive and Metacognitive Strategies
When teachers systematically incorporate a variety of cognitive and metacognitive strategies into their instruction, and provide appropriate modeling and practice in how to use the strategies, students’ understanding of content is enhanced.
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Cognitive Strategies Cognitive strategies are directly related to
individual learning tasks and are used by learners when they mentally and /or physically manipulate material, or when they apply a specific technique to a learning task.
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Metacognitive Strategies The process of purposefully monitoring our
thinking is referred to as metacognition (thinking about thinking).
Metacognition is characterized by (1) matching thinking and problem-solving strategies to particular learning situations, (2) clarifying purposes for learning, (3) monitoring one’s own comprehension through self-questioning, and (4) taking corrective action if understanding fails.
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Cognitive and Metacognitive Strategies
Cognitive MetacognitiveRereading Predicting/Inferring
Highlighting Self Questioning
Read Aloud Monitoring/Clarifying
Taking Notes Evaluating
Mapping Information Summarizing
Finding Key Vocabulary
visualizing
Mnemonics
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Social/Affective Strategies
Learning can be enhanced when people interact with each other to clarify a confusing point or when they participate in a group discussion or cooperative learning group to solve a problem.
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Declarative, Procedural, and Conditional Knowledge
When teaching strategies, educators need to help English learners and other students understand declarative, procedural, and conditional knowledge (Lipson and Wixson, 2008).
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Declarative Knowledge(The What)
What a particular strategy is What does it mean to predict (question,
monitor, clarify, summarize, etc.) What does it mean to reread (or highlight,
use a mnemonic, etc.)
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Procedural Knowledge (The How)
How a particular strategy is used by a student.
How do I ask myself a question? How should I state a prediction? What should I do to monitor my
understanding.
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Conditional Knowledge(The Why)
Why and under what conditions particular strategies are used
When I’m reading, when is a good time to stop and summarize what I have read?
How do predictions differ when I’m reading narrative or expository text?
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Strategies -- Feature 14 Scaffolding techniques consistently used,
assisting and supporting student understanding (e.g. think-alouds).
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Scaffolding
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Scaffolding The term scaffolding refers to the degree of
support and assistance that teachers provide when students are learning a new content concept and to the gradual release of responsibility from the teacher to the students when the support is reduced. The ultimate goal is for students to reach independence in the understanding and application of key concept.
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Verbal Scaffolding Paraphrasing Using “think alouds” Reinforcing Contextual Definitions Providing Correct Pronunciation by
Repeating Students’ Responses Slowing Speech, Increasing Pauses, and
speaking in Phrases
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Providing Procedural Scaffolding
Teacher- Centered
Teacher-Assisted
Peer- Assisted
Student-Centered
Mini -lecture Practice Peer Modeling Apply strategies
Explicit Instruction Teacher ModelingDiscussion
Reciprocal
teaching
during
independent
Cooperative
Learning
reading
Teach
ModelPractice
Apply
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Strategies -- Feature 15 A variety of questions or tasks that promote
higher-order thinking skills (e.g., literal, analytical, and interpretive questions)
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How many questions do teachers ask that are higher order thinking skill?
80% of all questions are knowledge, recognize or recall based.
The lowest level kinds of questions!! Teachers must plan these questions out
ahead of time because it is too difficult to come up with them off the top of our heads.
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Blooms Taxonomy
EvaluationDetermining value and providing a rationale for the response
SynthesisCreating a “new” from the parts
AnalysisBreaking the concept into component parts
ApplicationDemonstrating knowledge by applying concept to one’s own life
ComprehensionBasic understanding of concept (e.g. providing definitions)
KnowledgeSimple recitation of information
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Revised Blooms Taxonimy 1. Remember 2. Understand 3. Apply 4. Analyze 5. Evaluate 6. Create
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Ticket OutList the two bits of information that has
the most value for you to take back to your classroom.