INSTRUCTIONAL BEST PRACTICES IN TEACHING
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INSTRUCTIONAL BEST PRACTICES IN TEACHING. BEST TEACHING PRACTICES. Activating prior knowledge to make connections Framing the learning for all students Presenting smaller amounts of material at any time (10:2 Theory) Guiding student practice as students worked problems

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BEST TEACHING PRACTICES

  • Activating prior knowledge to make connections

  • Framing the learning for all students

  • Presentingsmaller amounts of material at any time (10:2 Theory)

  • Guiding student practice as students worked problems

  • Providing for student processing of the new material (10:2 Theory) during and after lesson

  • Checking the understanding of all students

  • Preventing students from developing misconceptions

J.W. Lloyd, E.J. Kameanui, and D. Chard (Eds.) (1997) Issues in educating students with disabilities.


ACTIVATING PRIOR KNOWLEDGE

  • Raises students’ mental Velcro

  • Engages students cognitively

  • Identifies current knowledge

  • Empowers the learner: “I already know something…”

  • Allows adaptation of lesson plan

  • Applies the SIOP connection


Activating prior knowledge to make connections
Activating Prior Knowledge to Make Connections

Example: Word Splash

How might you use a Word Splash in your classroom?


Word splash applications
Word Splash Applications

  • Prior to a unit or lesson

  • Prior to viewing a film and pausing the film periodically for students to discuss/revise predictions

  • Prior to having a guest speaker

  • Creating a picture splash: What do these pictures have to do with the Civil War?

  • As a summarizing strategy, students read and then create their own word splash of what they consider to be the key terms or ideas of the passage


ACTIVATING PRIOR KNOWLEDGE WHY?

The most important single factor influencing learning is what the learner already knows. Ascertain this and teach him accordingly.

David Ausubel, Educational Psychology: A Cognitive View


Framing the learning for all students
Framing the Learning for All Students

  • Let the students know verbally:

    • What they will be learning using kid friendly objectives

    • Why they are learning it

    • How they will learn it

    • How they will know they know it

    • How you will know they know it


Pyramid of learning
Pyramid of Learning

10 %

READING

20%

HEARING

30%

SEEING

40%

HEARING & SEEING

DISCUSS WITH OTHERS

70%

90%

TALK/WRITE OR DO/APPLY


Presenting smaller amounts of material at any time
Presenting Smaller Amounts of Material At Any Time

  • 10-2 Theory (10 minutes of instruction w/2 minutes to process)

  • 37-90 Theory (for every 37 minutes of instruction, people need to get up and move for at least 90 seconds)

  • Create lots of starts and stops

  • Research shows that people remember the first 3-5 minutes of what they hear and the last 3-5 minutes of what they hear.


Presenting smaller amounts of material at any time1
Presenting Smaller Amounts of Material At Any Time

Example: Think, Pair, Share

  • Think: How might you use “chunking” of material in your classroom?

  • Turn to your neighbor and share. Be ready toshareout to whole group.


Guiding student practice
Guiding Student Practice

  • Practice makes permanent not perfect

  • Don’t allow students to practice incorrectly

  • Learning Sequence

    • I do(teacher models)

    • We do(whole class practice w/teacher)

    • Y’all do(small group or partner practice while teacher monitors)

    • You do(independent practice)


Providing for student processing of the new material
Providing for Student Processing of the New Material

“Slowing down is a way of speeding up”

Madeline Hunter

  • 10-2 Theory (again)

  • Wait Time

  • Summarizing


Providing for student processing of new material pg 106
Providing for Student Processing of New Material-pg. 106

Example: A,B,C to X,Y,Z

  • Letter off A,B,C, etc.

  • Write one thing you’ve learned so far or had reinforced in this session beginning with your letter of the alphabet

  • Be ready to share

How might you use this in your classroom?

Turn to your table groups and share.


Checking the understanding of all students
Checking the Understanding of All Students

  • What it isn’t….

    • Are there any questions?

    • Are you all with me?

    • Am I going too fast?

    • This is an adverb, isn’t it?

    • Who can tell me?


Checking for understanding of all students
Checking for Understanding of All Students

  • What it is:

    • Think-pair-share

    • Whip around

    • Craft sticks

    • Slate/white boards

    • Learning partners

    • Pair-share-squared

    • Quick-writes

    • Tickets to leave

    • Paired Verbal fluency (30-20-10)


Checking the understanding of all students1
Checking the Understanding of All Students

Example: Quick-Write

On a piece of paper, please take 2 minutes to answer the following questions.

  • Of the 6 Best Practices we’ve examined so far, which do you feel you consistently implement in your classroom?

  • Which do you need to be more intentional about implementing in the future?

How might you use a quick-write in your classroom?


Preventing student misconceptions
Preventing Student Misconceptions

  • Students do not come to school as blank slates

  • What they think they know greatly impacts their learning

  • Anticipate confusion

  • Use specific strategies to bring forth misconceptions

  • Get all voices heard (SIOP)


Preventing student misconceptions1
Preventing Student Misconceptions

Example: Anticipation Guide

How might you use this in your classroom?

Find your 8:00 collaborator and share.


FINAL PROCESSING

ALWAYS END YOUR DAILY LESSON WITH A FINAL PROCESSING ACTIVITY

  • cements the day’s lesson for the students

  • provides immediate assessment to inform next day’s instruction


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