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Applying Instructional Strategies to Backward Design

Applying Instructional Strategies to Backward Design. The Plan. Where are you now? Share current unit progress. Explore several high impact teaching strategies through modeling, discussion, and practice. Assign Categories and Instructional Strategies to own unit. Sticky Thoughts or Questions.

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Applying Instructional Strategies to Backward Design

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  1. Applying Instructional Strategies to Backward Design

  2. The Plan • Where are you now? Share current unit progress. • Explore several high impact teaching strategies through modeling, discussion, and practice. • Assign Categories and Instructional Strategies to own unit.

  3. Sticky Thoughts or Questions • What thought, question, concern or idea do you have related to Stage 3? • Lesson or unit sequence • Instructional strategies • Student activities

  4. Specific Strategies for Effective Instruction

  5. Advance Organizer • An instructional organizer used before direct instruction, or before a new topic. Can be used to hook, set up a lesson, or activate prior knowledge.

  6. Advance Organizers Can: • Be a framework to let students know what they will be learning • Be presented at a various levels of complexity to accommodate all learners • Make connections between what the learner already knows and what she/he needs to know • Improve levels of understanding and recall • Be effective in the “W” and “H” part of WHERETO

  7. Marzano, Pickering, Pollack, Classroom Instruction that Works (2001)

  8. 3. Concept Mapping • Generate ideas (brain storming, etc.) • Design a complex structure • Communicate complex ideas • Aid learning by explicitly integrating new and old knowledge; • Assess understanding or diagnose misunderstanding.

  9. Concept Map

  10. Concept Attainment Steps of Concept Attainment: • Select concept and define attributes • Develop positive and negative examples • Introduce the process to the students • Present the examples and non-examples • Then allow students to tell under which column the next examples fit • Allow students who are ready to generate their own examples • Develop a concept definition • Give additional examples • Discuss the process with the class • Evaluate

  11. Quote from text Essential question Reflective question Controversial topic Connections to self Connections to other learned skills Brainstorming possibilities Emotional reactions Double Entry Journal

  12. Discuss relevance of learning about histories, traditions and cultures Share unit goals Category of Instruction? Specific Strategy ? WHERE & WHY

  13. Share autobiographical sketches anonymously. Find similarities and differences between the student’s world and the author’s world. Category of Instruction? Specific Strategy ? HOOK & HOLD

  14. Write reaction, opinion, and reflections on reading. Category of Instruction? Specific Strategy ? ENGAGE & EXPLORE

  15. Peer exchange and peer editing of essays. Category of Instruction? Specific Strategy ? RETHINK, REVISE, RELFECT

  16. Journaling to self-evaluate and metacognate. Category of Instruction? Specific Strategy ? EXHIBIT & SELF-EVALUATE

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