Anticipatory set OR Hook A brief portion of a lesson given at the very beginning to get students? attention, activate prior knowledge, and prepare them for the day’s learning, Also known as advance organizer, hook, or set induction. When you start a lesson, you could begin it with something like this: Today we're going to continue our study of hygiene. Or you could get mote creative: You could come into the room, your hair a mess, with dirt under your fingernails, stained clothing, your teeth covered in yellow goo, with little signs taped all over you that say scabies, diarrhea, hepatitis A, hookworm, and lice. Which of these two approaches will be better at grabbing students’ attention? Ifyou make the effort to add an anticipatory set to your lesson, follow these guidelines to make sure you maximize its impact: It should have a relevant, content-based connection to the most essential part of the day’s learning, rather than a superfluous one. If you're teaching students about nutrition, bringing in grapefruit slices for students to taste won’t do a whole lot to teach them about a balanced diet. But that same fruit will have much more relevance to a chemistry lesson on acids and bases, It should be followed by a clear bridge to the day’s learning objectives. Once the anticipatory set is done, rather than just jump right into the lesson, take a minute to escort students into it by saying something like, “The reason your lips are pursing together is because of the acid in the fruit, and today we’re going to get a better understanding of the chemistry behind that taste.” It should reappear during the lesson, For the anticipatory set to have meaning, refer back to it during the lesson. When you're taking a look at the chemical composition of acids, mention the grapeituit again, The added bonus of doing this is that students will come to expect that whatever weird thing you do at the beginning of class, it’s going to end up meaning something later. Although the impact of anticipatory sets varies depending on the type and delivery, what’s clear is that lessons with them generally help students learn and retain information better than lessons without them. +Agenda An agenda is a list of meeting activities in the order in which they are to be taken up, by beginning with the call to order and ending with adjournment, It usually includes one or more specific items of business to be discussed. It may, but is not required to, include specific times for one or more activities. An agenda may also be called a docket or schedule. How to Create an agenda Creating an effective agenda is one of the most important elements for a productive meeting. Here are some reasons why the meeting agenda is so important. The Agenda » communicates important information such as: 1. topics for discussion 2. presenter or discussion leader for each topic 3. time allotment for each topic » provides an outline for the meeting (how long to spend on which topics) » can be used as a checklist to ensure that all information is covered » lets participants know what will be discussed i distributed before the meeting. This gives them an opportunity to come to the meeting prepared for the upcoming discussions or decisions. » provides a focus for the meeting (the objective of the meeting must be clearly stated in the agenda)SWBAT SWBAT stands for “Students Will Be Able To...” and it should begin all of the lesson objectives that you write as a teacher. Using SWBAT properly places the focus of a lesson plan on what the students learn and do rather that what the teacher teaches and does. As I have previously written, too many teachers make the lesson planning mistake of listing activities without purpose and focus on teaching rather than learning.Ticket out the door Many teachers struggle with closure. It’s always a challenge to stop the lesson in time at the end of the period to sum up the day’s learning and reflect on whether or not we have achieved our desired outcomes. One powerful strategy for gathering data about student learning at the end of a learning episode is the exit ticket. An exit ticket gives the teacher formative data about where students are in their learning and should inform choices I make as a teacher about subsequent lesson plans. This is a great way to close your lesson, It is also a creative way to assess what knowledge your students have retained from the lesson.Time on Task These studies explored how time can be more efficiently used in classrooms and the instructional practices that lead to active student learning. The California Beginning Teacher Evaluation Study (BTES) of grades 2 through 5 in a large number of elementary schools identified teaching activities and classroom conditions that advanced student leaning. BTES findings highlighted three important time concepts: allocated time, engaged time and academic learning time. Allocated time is the total amount of time available for learning; e.g. the length of the school day or a class period. It is the “opportunity to learn". According to the BTES and many subsequent studies, teachers who allocate more time to a specific content area have students who achieve at higher levels than teachers who allocate less time to the same content. Preparation and pacing — Doing the hard work of pre-planning and preparing ample activities and materials allows educators to focus on the lesson momentum. Good pacing reduces dead time and keeps students involved and on task. Step 1: Explanation. Students require explanation for most curricular aims or iearning goals. For example, if a teacher wants students to be able to perform oral presentations and assess their own skills, then the students need to be able use an evaluation rubric containing four criteria. The teacher would explain— perhaps in lecture format—the meaning of the rubric’s four factors and how to apply those factors to assess a presentation. Step 2: Modeling. It's often helpful for students to see "what it would look like" to actually have mastered the learning goal. It is very helpful for students to see someone (not necessarily the teacher) model the successful use of the skill or knowledge. Step 3: Guided practice, Demanding learning goals require assistance and practice. Teachers need to include a number of instructional activities for students to practice with improvement-oriented guidance and feedback. Step 4: Independent practice. At this point students are to display genuine mastery of the learning goal. Engaged time-on-task is especially relevant here. Independent practice makes sure that students can apply the knowledge or skill in a variety of circumstances and is deeply understood. These are four steps that work well in a variety of curriculum areas and classroom settings to promote time-on-task.Naja Argrow January 22nd, 2015 EDUC 320 Instructional Strategy: Ticket out the Door ‘The ticket ont the door is a formative assessment instructional strategy where students are asked at the end of the lesson to give the main concept of a lesson. It is a good way to bring closure to a lesson, sum up the lesson, and give students time to reflect. Not only does it help the students, it provides the teachers with data on whether their students are Jearning. Teachers, should make these as entertaining as possible because research has shown that they lose effectiveness if they are overdone, There are a variety of ways these can be done other than just a sheet of paper. These include grocery list, pizza toppings, and text message summary. Grocery list is when the students would "fill" the grocery cart with main ideas from the day's lesson. Pizza toppings is where students place key ideas of what was leamed on top of the pizza. Text message summary is like what a student would text another student ot someone who wasn't in the class ‘what was the most important from the lesson,Nicole Ruff EDUC Instructional Strategies Professor Betty Hicks 27 January 2015 ‘Think!Pair!Share! Think-Pair-Share, also known as TPS, is a collaborative learning strategy in which students work together as they solve a problem or answer questions about an assigned reading. Not only does this strategy require students to think individually about an answer to a questions, but it also requires them to share those ideas with classmates. By using this strategy, the instructor is sure to receive full participation from everyone, as well as engage students in comprehending the reading material. Another benefit of this strategy is that it can be used to improve students’ reading comprehension. The correct way to use this strategy is simple. Instructor would begin by asking a specific question about the text. After allowing students to think about it, the instructor will pair each student with another student or a small group. Students will then share their thinking with their partner, and then the entire class.‘Tyrone Aiken EDUC 323 Professor Hicks ; 3 February 2015, Cooperative Learning According to the Office of Research Consumer Guide, cooperative learning is a successful teaching strategy in which small teams, each with students of different levels of ability, use a variety of leaning activities to improve their understanding of a subject. Zach member of a team is responsible not only for learning what is taught but also for helping teammates learn, Cooperative leaming groups provides students with the opportunity to learn ‘from the best possible people, their peers. Students are be able to connect with each other more effectively because stident to student dialogue differs from student to teacher dialogue. This will give the students a chance to hear the material from their peers and also their instructor, thus creating an atmosphere of achievement. When students feel a sense of achievement it creates positive environment. This stems to an increase in instructional time and a decrease in disciplinary time.‘Avriel A. Taylor Instructional Strategies Dr. Hicks 3 February 2015 Instructional Steategy #7: Buzz Groups A buzz group is a small, intense discussion group usually involving two to three persons responding to @ specific question or in search of information. The class is subdivided into the small groups. I's called a buzz group because it mimics the sound of people in intense discussion, Buzz groups could be used for nuultiple reasons, some which include: recalling or reviewing previous learning, transitioning from one issue to another, and connecting life experience with theory. To make buzz groups effective, the learners should divided into small y ‘groups, usually twos or throes. These small groups meet for a short period to consider a simple ‘question or problem, The ideas, thus exchanged, may then be presented to the other participants by each of the small groups in turn, so promoting further discussion. For example, you can give a short lecture, follow it with a question and answer session for clarification and then follow that with a buzz group disonssion to connect what you were talking about to their job and life experiences.NaStaija Partee! Instructional Strategies Dr. Bettie Hicks 9 February 2015 Close Reading The close reading of literary texts is an instructional strategy normally utilized in grades 6 through 12, It ise strategy that involves deconstructing the text by first reading for one reason, then re-reading for another reason, and also re-reading more for any other reason after that to construct a deeper meaning through added cognition, It is a central focus of the Common Core Standards and requires that students think thoroughly and methodically about the details in a text. It is not a Jesson where students read a passage and the teacher asks questions to check a basic understanding of the text and evaluates. Close reading is initially modeled by the teacher for students to gain an understanding of searching text for underlying meaning. Students are guided by their teacher with examples and then the responsibility of determining how a text is organized, the effect of the author's word choice, and critiquing the selected body of text falis on them. This, instructional strategy teaches students that understanding text is more than being able to retell a story or provide main ideas and supporting details, Reading comprehension is strengthened as students dig deeper and make valid connections with a text,Mnemonic Devices Mnemonic devices are techniques a person can use to help them improve their ability to remember something. In other words, It’s a memory technique to help your brain better encode and recall important information. It’s a simple shortcut that helps us associate the information we want to remember with an image, a sentence, or a word. Mnemonic devices are very old, with some dating back to ancient Greek times. Virtually everybody uses them, even if they don't know their name, It's simply 2 way of memorizing information so that it “sticks” within our brain longer and can be recalled more easily in the future. Popular mnemonic devices inchide: The Method of Loci ‘The Method of Loci is a mnemonic device that dates back to Ancient Greek times, making it one of the oldest ways of memorizing we know of. First, imagine a place with which you are familiar. One example is to use the route to your work or school, with landmarks along the way becoming the information you need to memorize. You go through a list of words or concepts needing memorization, and associate each word with one of your locations. You should go in order so that you will be able to retrieve all of the information in the future. Acronyms ‘An acronym Is a word formed from the first letters or groups of letters in a name or phrase. ‘An acrostic is a series of lines from which particular letters (such as the first letters of all lines) from a word or phrase. These can be used as mnemonic devices by taking the first letters of words or names that need to be remembered and developing an acronym or acrostic.For instance, in music, students must remember the order of notes so that they can identify and play the correct note while reading music, The notes of the treble staff are EGBOF. The common acrostic used for this are Every Good Boy Does Fine or Every Good Boy Deserves Fudge. The notes on the bass staff are ACEG, which commonly translates into the acrostic All Cows Eat Grass, Rhymes A rhyme Is 3 saying that has similar terminal sounds at the end of each line. Rhymes are easier to remember because they can be stored by acoustic encoding in our brains. Chunking & Organization Chunking ts simply a way of breaking down larger pieces of information Into smaller, organized "chunks" of more easily-managed information, Telephone numbers in the United States are a perfect example of this — 10 digits broken into 3 chunks, allowing almost everyone to remember an entire phone number with ease, Organizing information into either objective or subjective categories also helps, Objective organization is placing information into well-recognized, logical categories, Imagery Visual imagery is a great way to help memorize items for some people. ‘For instance, it's often used to merhorize pairs of words (green grass, yellow sun, blue water, etc.). The Method of Loci, mentioned above, is a form of using Imagery for memorization. By recalling specific imagery, it can help us recall information we associated with that imagery.Raymone Rogers February 12, 2015 Instructional Strategies SLANT. Strategy S.L.ANN.T. Instructional Strategy Believe it or not, the $.L.A.N.T. strategy is used in most classrooms without it actually boing addressed. Different factors can have an effect on the 8.L.A.N-T. strategy such as the teacher, the learning environment, and of course the student. The overall purpose of this strategy is to help enhance learning and student performance by creating a behavior incorporating the conscious use of positive body language. The word SLANT is actually an acronym that stands for “Sit up and lean forward, Listen, Ask and answers questions, Nod your head, and Track the speaker.” No teacher wants their class to be nonchalant and seem sluggish in the classroom, but instead wants to see active leamers participating in the lesson. Every element of slant works hand-i Jhund with each other to effectively bring out a positive performance in the classroom. This instructional strategy will benefit both the teacher and the student while possibly molding many student-teacher relationshipsZaqwoudta McKnight Dr. Hicks EDUC 323 February 15, 2015 Instructional Strategy: Literature Circles Literature circles engage students in rich conversations about shared readings. Students ‘can express their opinions, predictions, and questions about a text in a productive, structured way. The teacher may ask students to take on specific group roles, such as summarizer or director, which are designed to develop reading, speaking, and thinking abilities. As the students become more skilled in literature circle conversations, they can move beyond specific role assignments. Literature Circle Roles ‘The narrator develops questions about the text's "big ideas." For example, the director might ask, "How did you feel while you were reading this part of the book?" or "What do you think the most important parts were?" The investigator locates sections in the text to read aloud. This helps the group remember the most interesting, funny, powerful, or even puzzling parts of the text ‘The summarizer writes a short précis of that day's reading, It should contain the main {ideas and/or the most important moments. ‘The connector helps the grotip connect what they're reading and the world outside by sharing his or her own connections. ‘The vocabulary enricher finds words that are puzzling, unfamiliar, or special, then Jooks up the definitions and reports them to the group. ‘The illustrator draws something related to the reading ~ a sketch, cartoon, diagram, flow chart, or even a stick figure scene,Keydareon L. Graham 02-24-2015 Dr. Bettie Hicks Strategy READERS THEATRE Reader's Theater is a strategy for developing reading fluency. It involves children in oral reading through reading parts in scripts. In using this strategy, students do not need to memorize their part; they need only to reread it several times, thus developing their fluency skills, The best Reader's Theater scripts include lots of dialogue. Why use Reader's Theater? + It promotes fluency. + Ithelps readers learn to read aloud with expression. + Ithelps build reading confidence.Brittany Elis Instructional Strategy #13 EDUC 323 Hicks February 25, 2035 Frayer Model to keep to give someone what they need to lead or show someone how te do something an animal thet ves in 1 , Fes marboral environesat 1 amd i net tame fee ed eee eae , Siiredhing you | are thankful for