InstructionalStrategies



=Instructional Strategies=

This page will help teachers find strategies that align with the Esperanza Academy **Instructional Framework**, //Before, During, and After// instructional strategies. You can find the framework in the //Best Practices for Teaching and Learning Guide// below.

Feel free to add links when you find something that will benefit all teachers!

This video showcases the Instructional Framework in action with a Clear learning ojbective, Do Now, Mini-Lesson, practice, and wrap-up. media type="custom" key="24137418"

Example Lessons





Before any good lesson can be delivered, issues in classroom management need to be identified and strategies enhanced. Here is a video showcasing 7 different ways to manage classroom behaviors. media type="custom" key="24137452"

Mini-Lessons


[|Secondary Links to resources for mini-lessons]

[|Video tutorials for quick teaching points]

[|Sites for Teachers] index of sites and curriculum resources from the Internet for teachers to use in their classrooms

[|Foreign Language] hundreds of links to mini-lessons

[|Smartboard templates] - all content areas

[|Nutrition] links

[|Math Forum] mini-lessons

Group Activities (Whole and Small)
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 * Differentiated Instruction:** using Tiered Assignments

Tiering Assignments

[|What is Differentiated Instruction] by Carol Ann Tomlinson

[|How to Adapt Your Teaching Strategies to Students Needs]

[|Nine Ways to Adapt Instruction]

[|Teaching Every Student in the Digital Age]


 * Cooperative Learning**

[|What is Cooperative Learning and Why Use It?]

[|Ten Tips]

[|Workshop with 6 Modules]

Using Menus

Learning Centers





Before Strategies
[|ABC Brainstorm] To activate prior knowledge students try to think of a word or phrase associated with the topic, matched to each letter of the alphabet.

[|Anticipation guide] A way to prepare a reader prior to a reading assignment by asking them to react to a series of statements related to the content of the material.

[|Brainstorming] Encourages students to focus on a topic and contribute to the free flow of ideas.

[|Collins Writing] A model for writing-across-the-curriculum and writing to learn.

[|Journal writing] Students use the journals to write about topics of personal interest, to note their observations, to imagine, to wonder and to connect new information with things they already know. [|More journal writing links] [|Daily writing prompts]

[|Knowledge rating] Before reading, students analyze each word and note whether the term is familiar.

[|KWL] Allows students to take inventory of what they already know and what they want to know.

On the Spot

[|Please Do Now] A starter (or do-now) is any activity that opens a lesson. Type 1 or 2 (see Collins Writing) can be used.

Random Reporter (see During strategy)

[|Sorting] Words and images associated with topic are put on individual cards. Groups sort cards into categories and label and discuss categories.

[|T-Chart] List and examine two facets of a topic.

[|Think-pair-share] Formulate individual ideas and share these ideas with another student.

[|3-2-1] Summarize some key ideas, rethink them in order to focus on those that they are most intrigued by, and then pose a question that can reveal where their understanding is still uncertain.

[|Word splash] “Splash” refers to random arrangement of key terms around a topic. Students examine the words posted in disarray and are directed to construct meaning from seemingly unrelated terms. Use [|Wordle] to generate word splashes.

[|Word wall] An organized collection of words prominently displayed in a classroom.

During Strategies
[|Bump in the Road] Students write down something they found confusing or is giving them problems in understanding the presented concept or idea.

Chunking A method of breaking up reading material into digestible sections. Review pp. 44-48 in //The Art and Science of Teaching// by Marzano. media type="custom" key="24137292"

Note-taking requires students to differentiate between important and supplemental information. Review pp. 51-52 in //The Art and Science of Teaching// by Marzano. [|Notetaking strategies] Cornell note generator

[|Discussion strategies]

[|Document review] (also known as document based analysis or DBA or document based questions or DBQ) Document based questions (DBQs) are a major focus in schools today. To be answered correctly, students must be adept at analyzing and synthesizing the information provided. They must be able to write coherent and logical essays. [|Document analysis worksheets]

The Final Word - allows all students to speak, creating an equality of cultures. The strategy allows all ideas to be affirmed, and the sense of order is a classroom management tool itself.

[|Graphic organizers] [|Writing non-linguistically strategies]

[|I-search] Inquiry-based research process

[|Jigsaw] A cooperative learning strategy that enables each student of a “home” group to specialize in one aspect of a learning unit.

Journal writing [|RAFT writing prompts for Social studies] [|RAFT writing prompts for Math] [|RAFT writing prompts for Science]

[|Literature circles] Groups of students gather together to discuss a piece of literature/text in depth.

Metacognitive strategies Metacognition refers to higher order thinking which involves active control over the cognitive processes engaged in learning. [|Self-awareness about knowledge]

Modeling Modeling by the teacher is also done through reading aloud, through demonstrating response activities and discussions, and through shared writing. Modeling in math

[|Partner Reading] When partners read to one another, they get immediate feedback on the pronunciation of words and the meaning of text. Two brains work together to figure out confusing reading puzzles on the spot.

[|Questioning] Question-Answer-Relationships (QAR) is a strategy designed to clarify the questioning process. Four levels of questions are used: "Right There", "Think and Search", "Author and You", and "On My Own".

[|Random Reporter] A flexible strategy that introduces the expectation that all students will be prepared to answer every question with the support and assistance of their team. [|Random reporter on SAS]

[|Scaffolding] The teacher will talk through what the strategy is, when the strategy should be used, and how to go about using it. The next step on the continuum is for the teacher to engage in the task with the students helping out. The third step is for students to take over the task of using the strategy with the teacher helping and intervening as needed. Finally, the student independently uses the strategy and the teacher watches. Scaffolding must begin from what is near to the student's experience and build to what is further from their experience.

Team Talk (Team-based discussion) Team members discuss answers, find evidence to support their answers, and all members are prepared to report out for the team (can use Random reporter).

[|Text rendering] A method of deconstructing text that allows students to make decisions regarding the importance of the text, select the portions that are most meaningful to them, and then share it with classmates-all without fear of being ridiculed. Highlighting, underlining and/or annotating the text to focus students on reading for specific purposes. Here is an example of teacher-created Team Talk cards that provide a focus for the team discussion.

[|Think aloud] Explicit modeling in which teachers share with students the cognitive processes and thinking they go through as they read. A great strategy to use to slow down the reading process and let students get a good look at how skilled readers construct meaning from a text.

[|Think-pair-share]

[|3 Minute pause] Provides a chance for students to stop, reflect on the concepts and ideas that have just been introduced, make connections to prior knowledge or experience, and seek clarification.

[|3-2-1] Writing activity where students write: 3 key terms from what they have just learned, 2 ideas they would like to learn more about, and 1 concept or skill they think they have mastered. [|Handouts and further instruction]

[|Visualization] Visualization is the ability to build mental pictures or images while reading.

[|Word wall]

After Strategies
Cornell notes

I-search iSearch is a strategy that fosters inquiry thinking. Students generate questions they want to explore when conducting research.

Journal writing Writing for reflection, personal response to information/events, thoughts and feelings about experiences, situational thinking are all components of journal writing. media type="custom" key="24137392" Sorting

[|Summarize/retell] To promote the retention of knowledge through the use of engaging strategies designed to rehearse and practice skills for the purpose of moving knowledge into long-term memory. [|Gist] - another summarizing strategy

Think-pair-share

3-2-1

[|Ticket out or Exit slip] Students must give the teacher feedback, in written format, in order to leave the class. [|Post-it Teacher Activity Center]

Word wall

Additional Information
Standards Aligned System with PDE [|Best Evidence Strategies] [|Direct Instruction] [|Indirect Instruction] [|Interactive Instruction] [|A-Z list of Strategies] [|Glossary of Instructional Strategies] [|Skillful teaching] [|Doing What Works]: Research-based education practices online [|Promising Practices] [|What Works Clearinghouse]: Dept. of Ed