Instructional Strategies Breanna Bruce Samantha Harter Zachary Krage

Instructional Strategies Breanna Bruce Samantha Harter Zachary Krage Elizabeth Peschges Jessica Tollberg

Standard n Standard 4: Instructional Strategies H. Use multiple teaching and learning strategies to engage students in active learning opportunities that promote the development of critical thinking, problem-solving, and performance capabilities and that help students assume responsibility for identifying and using learning resources.

Instructional Strategy: Final Countdown n Purpose: To engage students in reflecting, evaluating, and integrating their learning. n Description: This activity emphasized the important role that reflection plays in the learning process. Final Countdown provides learners with a framework for reflection, evaluation, and integration of new knowledge into previously learned material.

Procedure 1. Ask students to individually reflect over what they have learned about the topic being reviewed. 2. Using the Final Countdown worksheet, have students write three most important things they learned about the topic. 3. On the second tier of the Final Countdown, have students write two questions they still have about the topic. These should be questions that they expect to get answers to and will get answers to. 4. Finally, on the top tier of the Final Countdown, have students write one way in which what they have learned relates or connects to material previously learned.

Relating to Content Area: Mini-lesson n Hearing- is a biological function n Listening- occurs only when we attach meaning to what we hear n Types of listening n Discriminative- listening between the lines for meaning conveyed other than through the words themselves - Paying attention to verbal and nonverbal cues such as pitch, inflection, sighs, etc. - Examples: sales pitch, political speeches n Comprehensive- listening for understanding - Examples: class lectures, a doctor giving a diagnosis n Appreciative- listening for enjoyment through the works and experiences of others - Examples: music, being outdoors n Empathic- listening to support, help, and empathize with the speaker - Examples: listening to friend, psychologists n Critical- process of hearing, understanding, evaluating, and assigning worth to a message - Research has shown that students who listen comprehensively without evaluating or reacting will forget most of the material shortly after completing the course - Examples: listening in class

Complete the Final Countdown worksheet with a partner

Positives n Received individual feedback n Reviews concepts n Encourages curiosity n Makes connections to existing knowledge

Negatives n Does not necessarily increase retention of concepts n May not be engaging for many students n May not elicit valuable responses from apathetic, unengaged students n May be difficult for students to complete if they do not understand the concepts

Effective? n Allows for time to answer any remaining questions n Students identify the most important aspects of the lesson n Allows for individual or collaborative learning

Community Based Learning n School to work experience n Modeling from school to work n Real world learning experiences n Connections with families and community members n Collaboration and team building n Mentor and student relationships n Connect content in the classroom with real life scenarios

Types of Community Based Learning 1. “Pure” Community Based Learning 2. Discipline-Based Community-Based Learning 3. Problem-Based Learning Community-Based Learning 4. Capstone Courses

Examples of CBL n Service Learning n School to work programs n Experience based Education n Youth Apprenticeships n Big Brothers Big Sisters n Charities n Volunteer work

Positives of CBL n Critical Thinking Skills n Enthusiasm for learning n Better connections for students and communities n Student Mentor Relationships n Decreased drop out rates n Interpersonal skills n Good for a diverse group of learners n Can bring it into the classroom

Barriers and Negatives of CBL n Lack of funding n Unwillingness to work through logistics and communicate n Lack of team building or commitment from both parties n Application of real world situations n Lack of transportation

National Issues Forum n Locally sponsored non-partisan forums about public policy issues n People must come together to reason and talk about common problems n Issues: Health care, immigration, social security, ethnic and racial tension n Lead by trained neutral moderators

Experiential Learning n Inductive, learner centered, and activity orientated n Emphasis: process of learning- not the product n Kinesthetic/Tactile Learners n Benefits students with disabilities and cognitive difficulties Cycle of 5 phases: - experiencing (an activity occurs) - sharing or publishing (reactions and observations are shared) - analyzing or processing ( patterns and dynamics are determined) - inferring or generalizing (principles are derived) - applying (plans are made to use learning in new situations)

Experiential Learning Circle

Application n Learning to ride a bicycle: n Reflective observation - Thinking about riding and watching another person ride a bike. n Abstract conceptualization - Understanding theory and having a clear grasp of the biking concept. n Concrete experience - Receiving practical tips and techniques from a biking expert. n Active experimentation - Leaping on the bike and have a go at it.

Applying the strategy to the curriculum n Learning algebra: n Abstract conceptualization - Listening to explanations on what it is. n Concrete experience - Going step-by-step through an equation. n Active experimentation - Practicing. n Reflective observation - Recording your thoughts about algebraic equations in a learning log.

Methods of Experiential Learning n Field Trips Focused Imaging n Narratives Storytelling n Conducting experiments Games n Simulations Field Observations n Role- playing Model Building n Synectics n Surveys

Field Trips n A structured activity outside the classroom to develop learning and expose students to the “real” setting of the information being learned Making field trips effective: n be clear about what the field trip will accomplish n prepare students for the learning n have a debriefing session for students to share their learning when they return to the classroom n Adaptations: Virtual field trips

Experiential Learning Tell me, and I will forget. Show me, and I may remember. Involve me, and I will understand. - Confucius, 450 B. C.

Collaborative Learning A teacher is one who makes himself progressively unnecessary Thomas Carruthers

Collaborative Learning n Collaborative learning is an educational approach to teaching and learning that involves groups of learners working together to solve a problem, complete a task, or create a product. n Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves. It is through the talk that learning occurs.

Hints for Effective CL n Before the group begins n Expect to learn, enjoy and discover n Team up with people you don’t know n As the group begins n Make good first impressions n Build the team n While the group is learning n Get silent members involved n Vary the leadership style n Don’t assume certain students can’t work together n Wrapping up the group n Summarize and review learning n Provide feedback to members on their participation n Celebrate the groups accomplishments

Mock Trial n In this activity students reenact the infamous Chicago 8 trial, in which eight organizers and activists were tried for the first time ever with “conspiracy to travel interstate with the intent to incite, organize, promote, encourage, participate in, and carry out a riot” following the 1968 Democratic National Convention in Chicago

Mock Trial n Students will be divided into four groups n the Yippies n the Mobe n the Black Panthers n and the Man.

Mock Trial n After the students learn about the era of the 1960 s and the ideals and evolution of free speech they will be split into groups and learn the positions and motives of the characters in their groups. n Once they have a good understanding of the proceedings and historical context they will participate in the trial procedures. I feel the joy of irreverence will keep the kids engaged throughout this activity.

What is Journal Writing? n Journal writing is a learning tool based on the ideas that students write to learn. n Students use the journals to write about topics of personal interest, to note their observations, and to connect new information with things they already know. n While often used as a class startup activity, it is used primarily to give students an opportunity to speculate on paper, confident that their ideas, observations, and writing will be accepted without criticism.

Benefits of Journal Writing in the Classroom n Journal writing can help to promote memory, when you constantly remind yourself of what occurred during the day, you increase your attention to details. n Journal writing can improve a person's spelling and attention to the details of a sentence. As with any practice, the more you continue on it the better you will become. Even if you are terrible, if you practice enough you will eventually have far better handwriting and spelling. n Sort out experiences, solve problems and consider varying perspectives. n Journal writing can help give students who are quiet a voice in the classroom. n Summarize ideas, experience and opinions before and after instruction.

Activity n Take out a piece of paper and a pencil. Reflect on the following sentence: n I would use journal writing in my classroom by: n A (example one) n B (example two) n C (example three)

References (2004 -2009). Experiential Learning. Instructional Strategies Online. Retrieved (2009, October 23) from http: //olc. spsd. sk. ca/DE/PD/Instr/experi. html (2009, October 6). Introduction to community-based learning. Retrieved from http: //en. wikiversity. org/wiki/Introduction_to_Community-Based_Learning (2004 -2009). Instructional strategies online. Retrieved from http: //olc. spsd. sk. ca/DE/PD/Instr/strats/journal/index. html Hoss, D. (n. d. ). The Benefits of journal writing. Retrieved from http: //www. novalearn. com/writingarticles/The_Benefits_of_Journal_Writing. htm Kelly, M. (1980). Journals in the classroom. Retrieved from http: //712 educators. about. com/cs/writingresources/a/journals. htm

References Kolb, D. (n. d. ). Experiential Learning. Infed. Retrieved (2009, October 23) from http: //www. google. com/imgres? imgurl=http: //www. users. globalnet. co. uk/~infed/im ages/explrn. gif&imgrefurl=http: //www. users. globalnet. co. uk/~infed/handouts/expe riential_learning. htm&h=453&w=705&sz=11&tbnid=75 x. Ds 1 Mi. Gj. Pk. PM: &tbnh=90 &tbnw=140&prev=/images%3 Fq%3 Dexperiential%2 Blearning&hl=en&usg=__EC n. Fk. K 8 fvc. Hr 5 NRRBrfa. MMEGe_I=&ei=F 8_h. Sp 2_OZOKNc. Kgs. JEB&sa=X&oi=ima ge_result&resnum=6&ct=image&ved=0 CB 0 Q 9 QEw. BQ National Issues Forum, Initials. (n. d. ). National issues forum. Retrieved from http: //www. nifi. org/ Neill, J. (2004, December 11). Experiential Learning Cycles. Outdoor Education Research and Evaluation Center, Retrieved from http: //wilderdom. com/experiential/elc/Experiential. Learning. Cycle. htm Rogers, S. , Ludington, J. , and Graham, S. (2002). Final countdown. Retrieved from http: //its. guilford. k 12. nc. us/act/strategies/Final_countdown. htm