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Classroom Instructional Strategies that Work

Classroom Instructional Strategies that Work. Bruce I. Matsui Claremont Graduate University. Resume Bruce I. Matsui. VISTA Volunteer – NYC Peace Corps Volunteer – El Salvador, CA High School History Teacher – San Fernando High School Elementary School Teacher – Montebello USD

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Classroom Instructional Strategies that Work

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  1. Classroom Instructional Strategies that Work Bruce I. Matsui Claremont Graduate University

  2. ResumeBruce I. Matsui • VISTA Volunteer – NYC • Peace Corps Volunteer – El Salvador, CA • High School History Teacher – San Fernando High School • Elementary School Teacher – Montebello USD • Curriculum Coordinator – Math, Bilingual Ed., Community Issues, aka Parent Involvement • Principal – Winter Gardens El, Macy Int, and Bell Gardens Int. • Director of California School Leadership Academy – LACOE • Deputy Superintendent of Schools – Pasadena USD • Professor – CGU • Past Director of the Institute at Indian Hill

  3. Professional Educator • The capacity to accelerate learning for all students. • Master of Content • Master of Instructional Methods • Master of the Connectivity • Ability to differentiate in response to mistakes • Commitment to the Profession of Teaching

  4. Your Beliefs About Your Student’s Mind • How do students acquire knowledge? • How do students at school think that their teachers think they (students) think? • What happens when students make a mistake?

  5. Beliefs About How Students Learn • They learn best by imitating. The teacher models and the students imitate. They learn best by replicating what the teacher has done. • They learn best through didactic interactions that ask students to listen to what teachers say and memorize knowledge from books and materials used in school. • They learn best through their ability to think and make meaning from their engagement in their learning environment. • They learn best through their ability to incorporate what they know with what they are introduced to in order to create new knowledge.

  6. Why Mistakes Are Important Three causes of mistakes: • Input – (vocabulary, ability to internalize information) • Elaboration – ability to organize knowledge for usage • Output – ability to communicate what one knows Turn to your neighbor and come up with examples of errors that your students have made and categorize them according to its causes.

  7. The MCREL Gift Look at pages 6, 7, and 8. Answer the following questions: • What is an effect size? • Why should teachers incorporate these strategies into their practice? • How many of these strategies can you personally use at this time?

  8. Review Chapter 3 Review Chapter 3 with your neighbor. • What are the findings from the research? • What lessons are learned from the case studies? • What are the implications for your classroom? What summary frame would work best when you read a chapter from a non-fiction textbook?

  9. Pair Share • With your partner choose either chapter 7 or 10 to read. • Read the chapter for 15 minutes. • Use the summarization frame you chose in the previous exercise to create a five minute summary of your chapter. • Share your chapter with your partner.

  10. Using the Strategies in Your Lesson Design • Planning for Instruction • Are you at the beginning, middle, or end of your unit? • Can you rewrite the standards you are covering into comprehensible questions for your students. • How do you know what they know about what you want them to know? • How will you make them excited to know what you want them to know? • How will your students be able to use what they learn in real life? • What will you ask them to do during the lesson? • How will you know if they know what you want them to know?

  11. Bell-to-Bell • First 5 minutes – review or preview How will you cue your students? What kinds of questions will you ask? Will you provide the students with advance organizers? (chapter 10) Then: • What methods are you going to use to help students learn? (chapters 3, 7, and 10) • How will you group your students? • How will you teach the hard to teach? (what strategies will you use when they make a mistake?) • What questions will you ask? And, then: • How will you have students reflect on their learning? (chapter 3)

  12. A Pedagogy for Powerful Learning • Vygotsky – Socially constructed meaning – Depth + Engagement • Bruner – Scaffold on previous knowledge and the students ability to solve problems. • Feuerstein – Modify student cognition by using the attributes of intentionality, meaning-making, and transcendence

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