Instructional Strategies Book pgs. 33 - 53 Classroom Curriculum Instruction Strategies.

Instructional Strategies

Book pgs. 33 - 53

Classroom CurriculumInstructionStrategies


Authors of the CCS urge that, beginning in

early grades and with minimum prompting,

students learn to “wrestle” with a text or a

problem.

(Coleman, Pimentel & Zimba, 2012).

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• Teacher-Directed Instruction

• Questioning

• Group Work

• Content Literacy – Read, Discuss, Write

• Scaffolding

• Differentiated Instruction

• Technology

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Teacher-Directed Instruction

• Does Teacher-Directed = Passive Instruction?

• Encourages Accurate Transmission

• Helps Students Chunk Appropriately

• Effective for Bloom level 1 & 2 – Memory and Explanation




• Questioning

• Group Work


• Scaffolding


• Technology

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Questioning by the Teacher

• Good questions are at the heart of teaching

• Probe Thinking vs. Regurgitation or “right” answers

• Good Questioning:• Is focused and clear• Engages all students• Provides ample wait time


Architecture of Questions

A set of 2-4 planned questions•Focuses on webbing the core ideas and concepts of the Unit•Elicits student-thinking about the web connections of ideas and concepts•Expects active participation by all students

Teachers •only ask questions •use student answers to ask a new question •ask the 2nd planned question when satisfied that the 1st has been sufficiently explored.


Architecture of Questions

Drawing Inferences: SWBAT infer what a songwriter’s thoughts as they listen to a song.http://www.youtube.com – Bob Dillon – Times, They are a Changin.1.What do the lyrics tell you about the songwriter’s thoughts?2.How does the beat and composition of the music contribute to your understanding of the song?3.How did the historical events of the time contribute to the author’s intent as he authored the song?

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Questions – Concept Attainment

Example1.What is a noun?

2.Examples Non-Examples

ball hill church river ask bake count sit

3. Help students formulate a definition of a noun: A word that names something.

4. Is this word a noun ? tree

What about this one? In

Or, this one? try




• Questioning

• Group Work


• Scaffolding


• Technology

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Pair and Group Work

• What has been an effective group size for collaborative group work?

• What have you found as an effective way of grouping students?

• What norms do you establish for group work?

• Do you assign roles to group members? Recall a specific example.

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Group Work –Consensus in Problem Solving

• Students are assigned a number, 1-4. They work in individually but in groups using white boards to solve a problem: (2 options below)• Citing lyrics from the song and evidence from research, what

events were Bob Dillon thinking of as he wrote Times, They are a Changin?

• Using current events today, outline a folk song for Times, They are a Changin for today.

• Students discuss their problem solving in their groups and come to agreement about how to solve the problem.

• Teacher randomly calls a number 1 – 4 and that student presents their work on the large board.

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Instructional Strategies• Teacher-Directed Instruction

• Questioning

• Group Work


• Scaffolding


• Technology

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Content Literacy

Instructional strategy can be thought of as a 3-step process in which students dialogue with an author about a text:

Read – Dialogue with the author by noting/questioning his

ideas and argument and evidence for them.Discuss –

Dialogue with other readers, noting their perspectives on their dialogue with the author.Write –

Complete the dialogue with the author by summarizing his position and responding with the reader’s evidence- based position.

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• Questioning

• Group Work


• Scaffolding


• Technology

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Scaffolding Student ThinkingScaffolding •Provides instructional support to students, particularly when they are learning new ideas. •Works best when used to challenge students just beyond their current level of knowledge and ability.

Though not introduced as scaffolding techniques,activating prior knowledge, using graphic organizers,

discussing text, modeling procedures,pair-share, pair-write-share, andjigsaw group activities.

are all forms of scaffolding.

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Differentiated Instruction

• Instruction that matches the student’s level of readiness

• Supports and challenges students according to their needs

• Includes differentiation of:• Questions• Tasks by Content• Tasks by Learning Style• Rubrics• Assignments

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Differentiated InstructionExample Strategies - Centers

• Considerations• Organized for independent use• Require a means of accountability/assessment

• Types of Learning Centers• Reading-related centers• Task folders• Case study folders• Lab Rotations

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Differentiated InstructionExamples of Tiered Questions

• Rouen Cathedral was Monet’s series in studying the same motif at different times of day to study the effects of light as it changed throughout the day. He ended up with a series of more than 30 canvases, which were later displayed and helped to cement Monet as a leader in a movement that would change art forever.

• Cite two examples of how Rouen Cathedral influenced the impressionistic movement.

• Alternate Choice: Other than Rouen Cathedral, choose another Monet’s works and analyze how he studied changes in light and/or the environment.

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Differentiated InstructionExamples of Tiered Questions

• 3rd Grade Art: Students read a story about the life of Vincent Van Gogh and looked at some examples of his artwork. They noticed that Van Gogh used lots of colors in his paintings.• SWBAT use a variety of color to create an

abstract image of flowers.

• Tier 1: Using glue and pieces of torn paper (provided in 4 colors), create an image of the flowers on the table in front of you.

• Tier 2: Using glue and pieces of torn paper, create an abstact picture of flowers. (still life not provided, may use additional colors of paper).

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Differentiated InstructionTiered Assignments & Rubrics

• Tiered Rubric• One problem - uses a rubric to distinguish between

different levels of complex thought• Preparation:

• Model-Coach-Fade: Teacher, Groups, Individual

• Tiered Assignment• Multiple “problems” of increasing complexity

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Tiered LA ProblemThe book Discovering Mars describes the history of scientists’ knowledge of the planet. Some of the knowledge has been accurate and some has been corrected by later scientists.

Question 1 Question 2 Question 3

The book describes 3 ways in which our knowledge of Mars has been obtained.

Discuss these 3 ways.

If humans landed on Mars, list 5 dangers they would face and describe how they could lessen 2 of these dangers.

A space station is now in orbit. Describe how a space station makes it easier to send astronauts to Mars.


Pre-Test A&I Lesson Plan

• Expects students to connect knowledge and skills from the Acquiring & Integrating Phase

• This “organization” takes the form of synthesizing individual concepts and skills from preceding LPs

• Provides students opportunities to work at the cognitive level of the Unit Goal



• Questioning

• Group Work


• Scaffolding


• Technology pgs. 51 – 52.

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Instructional StrategiesTechnologyTeacher Driven TechnologyStudent Driven Technology•May address content area standards as well as technology standards and literacy standards, including those for speaking and listening.•Power Point presentations•Word processing•Web-site development•Evalution of resources•Examples in Art:•Examples in Music:•Examples in World Languages:

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Lesson 1 Activities• Make connections to previous Unit Concepts• Pique the interest of students in the Unit Concept• Activate students’ prior knowledge• Introduce new declarative knowledge with instructional

activities that help students• Create meaning for the new knowledge• Organize the knowledge• Store the knowledge

• Consider student and teacher activities and the time needed.


Lesson Planning ActivitiesTime Student Activities Teacher Activities

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Instructional Strategies Book pgs. 33 - 53 Classroom Curriculum Instruction Strategies.

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Transcript of Instructional Strategies Book pgs. 33 - 53 Classroom Curriculum Instruction Strategies.