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Effective Practices

Effective Practices. Explicit instruction - systematic method for presenting information in small steps, checking understanding –prior, during, after, guided practice, feedback

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Effective Practices

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  1. Effective Practices • Explicit instruction - systematic method for presenting information in small steps, checking understanding –prior, during, after, guided practice, feedback • Corrective instruction - direct instruction with individuals/small groups. Explicit performance expectations, systematic prompting, monitoring achievement, reinforcement, corrective feedback • Strategy instruction - aims to develop higher –order cognitive/meta cognitive skills

  2. Strategies for Understanding • Show me • Tell me in another way • Draw it • Summarise • Key words – Dictogloss • Brainstorm • Retell/recount • Countdown • Questioning – fat/skinny questions

  3. Wait Time • If children are slower in answering questions or providing information consider giving extra “wait” or “thinking time” • Before supplying a word when listening to reading count quietly/slowly to five • When listening to a child speak/give information count slowly to three before responding, this allows for any further comments/statements to be added

  4. Praise, Prompt, Leave • Praise ‘on task’ behavior by describing specifically what the student has done correctly so far • Prompt by telling the student what is to be done. • Leave the student to work independently

  5. Scaffolds • Scaffold, or support structures, is provided by the teacher to help students bridge the gap between current abilities and the goal. • Are often reused when the student encounters new/difficult learning. e.g.- simplified problems, modelling of the procedures by the teacher, thinking aloud etc.

  6. Strategy Instruction • Talking out aloud • Using visual cues • Visualization • Journal keeping • Mind mapping • Memory strategies -mnemonics

  7. Strategies • Scaffold, or support structures, is provided by the teacher to help students bridge the gap between current abilities and the goal. • Are often reused when the student encounters new/difficult learning. e.g.- simplified problems, modelling of the procedures by the teacher, thinking aloud etc. • What scaffolding do I need to put into place to support students to demonstrate their learning?

  8. Feedback • Feedback is essential as a motivator for learning • Students benefit from feedback at least once every half hour when learning • Feedback given a long time after work is completed is not helpful for learning • Being part of a social group assists learning because opportunities to receive feedback exist

  9. Effective Teaching Strategies The following are some of the strategies that teachers can use to scaffold & include all students in the class: • Expert Jigsaw • Numbered Heads • Joint Construction • What If Strategy • Reciprocal Teaching

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