Strategies that Strengthen Learning

1. Strategies that Strengthen Learning

2. Learning Retention Rates

3. KWL StrategyKnow - Want to Know - Learned • K-W-L is an introductory strategy that provides a structure for recalling what students know about a topic, noting what students want to know, and finally listing what has been learned and is yet to be learned. • The K-W-L strategy allows students to take inventory of what they already know and what they want to know. Students can categorize information about the topic that they expect to use. • On the chalkboard, on an overhead, on a handout, or on students' individual clean sheets, three columns should be drawn. (K-W-L).

4. KWL • Before reading or before the lesson, students fill in the Know column with everything they already know about the topic. This helps generate their background knowledge. • Then students put in the middle column what they Wantto learn about the topic. • After reading or after the lesson, students should fill in their new knowledge gained (Learned). They can also clear up misperceptions about the topic which might have shown up in the Know column before the lesson began.

5. KWL For the topic “Instructional Approaches.” Please fill out the KWL sheet at your table.

6. Top 10Characteristics of Effective Teachers/Classrooms • Clear objectives in mind – shared with students. • Engage the students in the lesson and hooks them in at the beginning. Closure at end. • Use effective questioning. • Give the students opportunity to demonstrate an understanding of learned concepts. • Celebrate successes and use praise.

7. 6. Scaffold previous learning into the next lesson as student progress is tracked. • Combine good content knowledge with a variety of instructional approaches. • Utilize a stimulating learning environment/varied seating arrangement. • Build relationships of trust and cooperation with students. 10. High time on-task in lessons that are well planned and paced. Use of advance organizers for students to organize their work.

8. The Learning Equation Teacher + Student = Learning Teacher + Motivated Student = Learning Effective Teacher + Motivated Student = Learning

9. Teaching Physics http://www.youtube.com/watch?feature=player_embedded&v=AEIn3T6nDAo

10. You Can Never Be Too Prepared

11. Effective Hooks • Bell work activity • Pose a question – activates students’ existing knowledge • Scaffold concept from previous lesson • Video clip/visual • Object • Children’s literature/story • Song/poem • KWL process • Humour

12. The Enhanced Lecture • Uses visuals and hands on materials • Uses effective questioning to engage students • Use in small doses – average adult attention span is 20 minutes….kids?? • I do----We do----You do • Alternate with group work/discussion

13. Questioning

14. Questionable Questioning http://www.youtube.com/watch?v=dxPVyieptwA

15. Questioning • Use a variety of levels of questioning (Bloom’s) • When lecturing, effective use of questioning engages students in the lecture • Try to hear from every student • Use as an indicator of student readiness to move on • Use to stimulate thought…GINTOTs • Plan your key questions in advance • Incorporate adult learner’s wide range of experiences in your lessons through questions • Wait time

17. Bloom’s Taxonomy

18. Bloom’s Taxonomy

21. Health Example Understand that tolerance and respecting diversity are important in society.

23. Instructional Approaches

24. Concept Attainment • Indirect instructional strategy • Students figure out the attributes of a group or category that has already been formed by the teacher. • Students compare and contrast examples that contain the attributes of the concept with examples that do not contain those attributes. • Concept attainment, then, is the search for and identification of attributes that can be used to distinguish examples of a given group or category from non-examples. • Students who catch onto the idea before others are able to resolve the concept and then are invited to suggest their own examples, while other students are still trying to form the concept. • Helps students make connections between what students know and what they will be learning

25. Steps for Concept Attainment • Select and define a concept • Select the attributes • Develop positive and negative examples • Introduce the process to the students • Present the examples and list the attributes • Ask students for examples and non-examples • Develop a concept definition • Give additional examples • Discuss the process with the class • Evaluate

26. Concept Formation Organize your word cards into identifiable categories. Share your concept with you neighbour.

27. Concept Map Graphic Organizer Think of a concept from the Health Curriculum and fill out the concept map. Share with your neighbour.

28. The Effects Wheel Illustrates all the potential negative and positive impacts of a concept/decision/idea.

29. Jigsaw • Is a cooperative learning technique in which students work in small groups. • Jigsaw can be used in a variety of ways for a variety of goals, but it is primarily used for the acquisition and presentation of new material or review. • In this method, each group member is assigned to become an "expert" on some aspect of a unit of study. After reading about their area of expertise, the experts from different groups meet to discuss their topic, and then return to their own groups and take turns teaching their topics to their group mates. • Each student in each group educates the whole group about her or his specialty. Students are then tested on what they have learned from their fellow group member. Note taking is encouraged when other group members are presenting. • Groups of 4 or 5 work best.

30. Think Pair Share • Think-Pair-Share • Teachers pose a question requiring independent thought. • Students think and jot down a response. • Paris are formed and they talk about their responses with a partner • As a class, they then share responses. Think- Pair - Square • Similar to the Think- Pair- Share structure, Think- Pair - Square asks students, once they have completed their assigned pair task, to join with another pair to compare their conclusions. The instructions to the newly formed "squares" may be to reach a consensus within their groups or to explain their conclusions to the other pair who has joined them.

31. Say and Switch • Partners sequentially take turns responding to a question or discussion topic • The first partner begins to respond while the second partner carefully listens • At a signal, roles switch and the second partner continues the first partners line of thought and then introduces new ideas. • Several switches take place. • Good for reviewing and checking for understanding.

32. Say and Switch Topic Try the “Say and Switch” strategy using the following topic: Begin with the sentence stem below…. “Recycling should be legislated as mandatory for every individual, community and business…”

33. Graphic Organizers • A graphic organizer is a visual communication tool that uses visual symbols to express ideas and concepts, to convey meaning. • It is often referred to as a "map" because it can help teachers and students "map out" their ideas in a visual manner. • The main purpose of a graphic organizer is to provide a visual aid to facilitate learning and instruction. Most graphic organizers form a powerful visual picture of information and allow the mind 'to see' undiscovered patterns and relationships.

34. Graphic Organizers • Before instruction, provides structure for the presentation of new material while indicating relations between ideas. Teachers can elicit information from students by creating a graphic organizer on the blackboard to get an accurate idea of students’ prior knowledge. • During instruction, graphic organizers can help students to actively isolate, process and reorganize key information. This is because graphic organizers allow students to approach subjects cognitively because they assist thinking. • After instruction, students can construct their own organizers using the full text to isolate and organize key concepts. This summarization technique is a tool to see if students can interpret what was being taught and state it in concise, accurate terms.

40. SQ3R SQ3R is a useful technique for fully absorbing written information. Creates a good mental framework of a subject, into which you can fit facts correctly. It helps you to set study goals. Survey • Survey the document: scan the contents, introduction, chapter introductions and chapter summaries to pick up a shallow overview of the text. Form an opinion of whether it will be of any help. If it does not give you the information you want, discard it. Question • Make a note of any questions on the subject that come to mind, or particularly interest you following your survey. Perhaps scan the document again to see if any stand out. These questions can be considered almost as study goals – understanding the answers can help you to structure the information in your own mind.

41. SQ3R Read • Now read the document. Read through useful sections in detail, taking care to understand all the points that are relevant. In the case of some texts this reading may be very slow. This will particularly be the case if there is a lot of dense and complicated information. While you are reading, it can help to take notes in Mind Map format. Recall • Once you have read appropriate sections of the document, run through it in your mind several times. Isolate the core facts or the essential processes behind the subject, and then see how other information fits around them. Review • Once you have run through the exercise of recalling the information, you can move on to the stage of reviewing it. This review can be by reading the document again, by expanding your notes, or by discussing the material with colleagues. A particularly effective method of reviewing information is to have to teach it to someone else.

42. Interview Interviews can be used to create and maintain a caring classroom community by helping students to get to know each other; to provide a relatively non-threatening way for partners to share ideas; to show students that they can be learning resources for each other; to engage students in a subject by helping them to see how it connects to their own lives or the lives of others and to help students develop important listening and communication skills.

43. Interview Question #1 Choose who will be the interviewer and the interviewee. Interviewer must formulate new questions based on what he/she hears from the interviewee…. Opening Question: Do you believe that “the teen aid” organization should be allowed in our schools?

44. Interview Question #2 Switch roles…. Opening Question… Do you believe that Meadow Lake is a good place for people to grow up?

45. Inquiry Inquiry-based learning is a process where students are involved in their learning, formulate questions, investigate widely and then build new understandings, meanings and knowledge. That knowledge is new to the students and may be used to answer a question, to develop a solution or to support a position or point of view. The knowledge is usually presented to others and may result in some sort of action.

46. Inquiry Health Models of Inquiry from the curriculum.

48. Planning for Inquiry •Identify a topic area for inquiry • Identify possible information sources • Identify audience and presentation format • Establish evaluation criteria • Outline a plan for inquiry with an information retrieval plan.

49. Creating a Product • Organize information • Create a product • Think about the audience • Revise and edit • Review and revise the plan for inquiry • Share