Researchbased Instructional Strategies For LS 3013 Library Materials

Research-based Instructional Strategies For LS 3013: Library Materials for Children by Judi Moreillon, Ph. D. Texas Woman’s University School of Library and Information Studies All Examples and Photographs ©Judi Moreillon

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Research-based Instructional Strategies Marzano, Robert J. , Debra J. Pickering, and Jane E. Pollock. Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: Association of Supervision and Curriculum Development, 2001.

Researched-based Instructional Strategies Category Percentile Gain Identifying similarities and differences 45 Summarizing and note taking 34 Nonlinguistic representations 27 Cooperative learning 27 Setting objectives and providing feedback 23 Questions, cues, and advance organizers 22

Researched-based Instructional Strategies Identifying Similarities and Differences: Comparing Venn Diagrams

Supplement 3 N: Teacher Resource Venn Diagram - Advanced Lesson 1. floodwater importance 1. irrigation farming of water/rain by pipes

Researched-based Instructional Strategies Identifying Similarities and Differences: Classifying Category Matrices and Category Webs

Supplement 3 H – Category Web Advanced Lesson

Researched-based Instructional Strategies Identifying Similarities and Differences: Creating Metaphors Element #1 – Literal Pattern #1 Abstract Pattern #1 and #2 Literal Pattern #2 – Element #2

Supplement 8 K: Sample Reflective Paragraph Advanced Lesson Concluding Sentence (Metaphor): If you don’t know the meaning behind the words you’re reading, unsheathe your vorpal sword, and use fix-up options to slay the confusion dragon! After using fix-up options to comprehend the nonsense poem, “The Jabberwocky>”

Researched-based Instructional Strategies Summarizing and Notemaking Story Elements, 5 Ws and How Various Graphic Organizers including Outlines and Webs

Supplement 7 F: Main Ideas (Character Map)

Supplement 9 S: Notemaking Graphic Organizer REF #___ Page #__ REF #___ Page #__

What is this? A soapbox? A word or two about “notemaking” versus “note taking”… Note: I use the term notemaking rather than note taking. For me, the later implies plagiarism. I teach students to read, think, and mentally put information into their own words BEFORE making a note. If they “take” a note, they must record it in quotation marks. Note taking is a high-level thinking skill that requires learners to comprehend text and determine what is important. Sorting main ideas from supporting details is not easy, particularly when students are deluged with information. Clearly, this is a lifelong skill for all of us in the 21 st century. Gracey. “Soapbox. ” Morgue. File. 20 Aug. 2009 <http: //morguefile. com/archive/display/33667>.

Researched-based Instructional Strategies Nonlinguistic Representations: Creating Graphic Representations Concept Webs, Timelines, Cause and Effect or Flow Charts

Non-linguistic Representation with Labeling (Advancing Lesson Extension)

Researched-based Instructional Strategies Cooperative Learning

Researched-based Instructional Strategies Setting Objectives and Providing Feedback Posting Student-friendly Objectives Rubrics and Checklists

Chapter 3: Activating or Building Background Knowledge – Emerging Lesson Student-friendly Objectives 1. Classify ideas on a category matrix. 2. Record text-to-self comparisons on a Venn diagram. 3. Tell, write, or draw a response.

Supplement 7 H: Character Summary and Presentation Rubric

Researched-based Instructional Strategies Questions, Cues, and Advance Organizers Using Questions to Frame the Lesson, Cueing Learners about What is Important Admit Slip

Supplement 4 H: Owling Admit Slip Get Your Senses Ready! Most bird watchers practice their hobby during daylight hours because many birds are diurnal or active during the day. Although some species of owls are also visible during the day, most owls are nocturnal or active at night. Before deciding to go out for a night of owling, it is important to conduct some research on the owls living in your community in order to learn about their habits. The more you know, the more successful your owling experience will be. …

Coteaching Strategies Web site Support: http: //storytrail. com

Works Cited Marzano, Robert J. , Debra J. Pickering, and Jane E. Pollock. Classroom Instruction that Works: Research-based Strategies for Increasing Student Achievement. Alexandria, VA: Association of Supervision and Curriculum Development, 2001. Moreillon, Judi. Collaborative Strategies for Teaching Reading Comprehension: Maximizing Your Impact. Chicago: ALA Editions, 2007. Gracey. “Soapbox. ” Morgue. File. 20 Aug. 2009 <http: //morguefile. com/archive/display/33667>.