SIX RESEARCH BASED INSTRUCTIONAL STRATEGIES to IMPROVE learning. Cooperative learning groups, Graphic organizers, homework and practice are strategies.
SIX RESEARCH BASED INSTRUCTIONAL STRATEGIES to IMPROVE learning. Cooperative learning groups, Graphic organizers, homework and practice are strategies.
SIX RESEARCH BASED INSTRUCTIONAL STRATEGIES to IMPROVE learning. Cooperative learning groups, Graphic organizers, homework and practice are strategies.
Cooperative learning is an instructional approach that encourages students to work together in small groups. It emphasizes the importance of cooperation rather than competition in solving academic problems and completing assignments. In Cooperative Learning Groups, students work together to complete a task or project. Students learn to work together, leadership skills can be developed, and speaking and presentation skills will be utilized. 2. Non-Linguistic Representation/Graphic Organizers Non-Linguistic Representation is the use of visual, kinesthetic, and whole body systems to acquire and store knowledge. Mental images and physical sensation combined with linguistic modes allow students to better reflect and recall knowledge. Students can use a variety of activities to produce non-linguistic representations to accelerate learning. Non-linguistic representations are expressed using images, sound, touch, and movement. An example of Non-Linguistic Representation is a Graphic Organizer. Graphic organizers are used to represent knowledge and to enable students to see the relationships among important elements in an assignment. Some uses of Graphic Organizers: a. Describe people, places, events, ideas, or objects, b. Compare and contrast, and c. Classify and categorize information
3. Homework and Practice
Homework should be a focused strategy for increasing student understanding. To increase student learning, homework should be assigned at an instructional level that effectively matches students skills. Students should have an opportunity to repeatedly practice their new learning. Homework should deepen understanding by providing students time to read further and elaborate on new ideas that expand their understanding. Students need time to adapt and shape what they are learning as they practice. As they practice, given time, students will incorporate new skills into their knowledge base. 4. Advance Organizers Advance Organizers are tools to introduce the lesson topic, illustrate the relationship between what the students are about to learn and the information they have already learned. An advance organizer is information (verbal or visual) that is presented prior to learning and can be used by the student to organize and interpret new incoming information. Different types of Advance Organizers: Expository - simply describes the new content, Narrative - presents new information in a story format, Skimming - reading the main ideas of a passage to get an overall impression of the content, and Graphical organizers - pictographs, descriptive and concept patterns. 5. Identifying Similarities and Differences The ability to break a concept into its similar and dissimilar characteristics allows students to understand and often solve complex problems by analyzing them in a more simple way. Students benefit by direct instruction and open-ended experiences in identifying similarities and differences.
Students should be engaged in activities that require them to compare,
classify, reclassify, and use metaphors and analogies. Students should be asking How is this the same as what I already know? or How is this different? If students develop the habit of identifying similarities and differences, they will become more efficient learners. 6. Cues and Question Teachers need to learn what students already know or dont know, and then connect new ideas to the students existing knowledge base. Teachers can guide students from the known to unknown and from familiar territory to new concepts. Students should be asked questions to introduce new content and encourage analysis and thus develop higher-order thinking skills. Students should also be given time to think before jumping in with an answer to the teachers question. Pausing for a few second may generate better classroom discussion and more conversation among the students.