Powerpoint Chapter 8 wiki
- 2. “There are many strategies that invite teachers to view the needs of small groups and individuals as opposed to teaching as though all learners share the same readiness level, interests, and modes of learning”. Instructional Strategies Centers Entry Points Tiered Activities Learning Contracts Tri-mind Small-Group Instruction Compacting Choice Boards Jigsaw practices
- 3. Centers/Stations I have used centers during my early teaching years with 2nd and 3rd grade students. At that time I wasn’t aware of the difference between Centers and Stations. The names were used interchangeably. Today’s description indicates there is a difference between the two of these Instructional Strategies. “Centers are more distinct than stations. Stations work in concert and centers do not. For example, a teacher may create a science center, a writing center and an art center. Nonetheless, students won’t need to move to all of them to achieve proficiency with a topic or set of skills. But, if a teacher creates a math station, students will need to visit all of the stations to become competent with the various mathematical concepts of each station to gain proficiency. In other words, centers can function solo to embed knowledge in students while stations depend on other stations for students to gain knowledge of any particular concepts.
- 5. Two kinds of centers are useful for Differentiated Instructions Learning Centers is a classroom area that contains collection of activities or materials designed to teach, provide practice worksheets or extend a student’s knowledge, skill, or understanding. Interest Centers are designed to motivate student’s exploration of topics in which they have a particular interest.
- 6. Centers Should: Focus on important learning goals. Contain materials that promote individual student’ growth towards those goals. Use materials and activities addressing a wide range of reading levels, learn profiles, and student interests. Include activities that vary from simple to complex, concrete to abstract, and structured open-ended. Provide clear directories for students Offer instructions about what students should do if they need help. Include instructions about what students should do when they complete a center assignment. Use a record-keeping system to monitor what students do at the center and the quality level of their work. Use formative assessment to guide development of center tasks and assignment of students to appropriate tasks.
- 7. Entry Points (avenues of learning) are strategies for addressing varied intelligence preferences. These points also make connections to student’s personal experiences. Here are some ways students explore topics: Narrational entry points: Presenting a story or narrative about the topic or concept in question Logical quantitative entry points; Using numbers or deductive/scientific approaches to the topic or question. Foundational entry point: Examining the philosophy and vocabulary that undergird the topic or concept. Aesthetic entry point Focusing on the sensory features of the topic or concept Experiential entry point: Using a hands-on approach where the student deals directly with materials that represent the topic or concept.
- 8. Tri-mind Tri-mind is the work of Robert Sternberg, who proposes three “intelligence” or modes of processing that all functional human beings possess and use in daily life. He also suggests that many people will have preferences for or strengths in one or two of the intelligence rather than in all three. The three intelligences are: Analytical Intelligence: this type of intellectual ability is described by part-to-whole, linear, and sequential ways of learning in school Practical Intelligence is real world application type of learning. It is characterized by using knowledge in authentic contexts. Creative Intelligence is characterized by imaginative problem solving, innovation, and thinking outside of the box in useful ways.
- 10. Small-Group Instruction When a teacher’s classroom observation and formative assessment indicate that some students: Lag behind in key content proficiency Lack prerequisite content Misunderstand about how the content works Advanced with essential content Small-group instruction provides a simple and direct way to reteach, review, provide focused and supervised practice, clarify misunderstandings, or extend student proficiency. Small groups are also useful in making interest-based connections with essential knowledge, understanding and skill. Small groups don’t require a lot of time, The need to focus on the next steps in learning for particular students to move ahead with produces knowledge, understanding and skill more effectively and efficiently as a result of their participation in a small-group setting.
- 12. Compacting Compacting, sometimes called curriculum compacting encourages teachers to assess students before beginning a unit of study or development of a skill. Compacting begins with a focus on student readiness and ends with an emphasis on student interest. Three-stage compacting allows teachers to document: What students already know What the pre-assessment indicate students don’t know about the topic or skill A plan for meaningful and challenging use of the time students will “buy” because they already know much of the topic or skill
- 13. Choice Boards Choice boards are well suited to dealing with readiness and interest differences among students. Teachers place changing assignments in permanent pockets on choice boards; by asking a student to make a work selection from a particular row, the teacher targets work toward student need and at the same time allows student choice. Cards can be coded with icons or colors for younger students. Older student’s cards may use words to designate a task or area of the room.
- 14. The “Choice Board” simply allows the teacher to “direct traffic”.
- 15. Jigsaw Jigsaw allows the differentiation in response to readiness by varying resources based on student language or reading level and assigning topics by complexity. It allows for differentiation by making it possible for students to work to export groups based on aspects of the topic that are most relevant or appealing to them. Jigsaw working conditions allow for individual as well as collaborative work.
- 16. The Jigsaw is a three-stage collaborative strategy: 1. The teacher introduces students to a topic or idea. The Jigsaw groups will explore and establish the working directions and conditions for the groups, so the students will know what they will need to do for the Jigsaw to succeed. 2. Students meet in “Home Base” groups where they examine directions and materials for the upcoming task: groups will work together as a team to l earn about the aspects of the topic assigned to them.. Study will divide into “Study Groups or Expert Groups” to demonstrate their knowledge of skill or concept. 3.Students in the expert groups return to their home-based groups and share what they have learned with peers who have learned about other aspects of the topic.
- 18. Questions: Which Instructional Strategy is appropriate for the grade level you teach? Why? What are the pros and cons of Learning Contracts? Describe which intellectual mode of processing information you can relate to best.