Instructional Strategies

Instructional Strategies SED 541 Secondary Theory, Methods and Data-Driven Pedagogy Jeanette E. Martine !rand "anyon #niversity June $$, $%11

Instructional Strategies

Unit Plan

EEI Lesson Plan Template

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,IT"L I- O.M"TIOAuthor *Subject(s) Topic or Unit of Study *%rade&Le#el *Su''ary McDougal Littell World Geography Chapter ! "urope Di#ersity$ Conflict freshman level (ro#ide students )ith precise$ si'plified facts after reading te*t$ so students #ie) other )ays of reading ne) infor'ation+

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&$$' Social studies s(ills. The student co))unicates in *ritten, oral, and visual +or)s. The student is e,-ected to. &/' design and dra* a--ro-riate )a-s and other gra-hics such as s(etch )a-s, diagra)s, ta0les, and gra-hs to -resent geogra-hic in+or)ation including geogra-hic +eatures, geogra-hic distri0utions, and geogra-hic relationshi-s 1s(etch )a-s, diagra)s, ta0les, and gra-hs to -resent geogra-hic in+or)ation including geogra-hic +eatures, geogra-hic distri0utions, and geogra-hic relationshi-s1 Providing the chapter highlights on a PowerPoint Presentation, gives Differentiated ELL Students and students with Special Needs a simple way of reading ,nstruction the subject material. Copies of the presentation can be provided to the students according to the students EEI 1E//E-TI"L ELEME-T/ O I-/T.0CTIO-2 - needs. LE//O- PL"*Standards

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-bjecti#e

Teach students ho) e#ery country has their share of conflict and ci#il )ars+ Chapter ! co#ers four sections of "urope. Mediterranean "'pire$ /estern "urope$ 0orthern and "astern "urope+

Instructional Strategies

Anticipatory Set

each Lesson ! "odel

%uided (ractice

Students will open their explorers journal and class discussion begins with sharing thoughts how every environment is divided and each want to be either gain control, visibility or just want to be acknowledged. Questions: How do you see the division o your town! How is your town divided! "re there any groups#gangs in your neighborhood! $hy do you think there are con licts! %esson will be taught in the ollowing order: Higher level &uestioning ' having the students discuss and answer &uestions rom the "nticipatory Set, then writing their thoughts on their journal. (irect instruction ' show the )ower)oint )resentation. *ooperation %earning ' students will orm in groups, while completing term words and working on a clo+e passage taken rom the text. (iscovery %earning ' making a compare#contrast model on how the con licts o ,urope are di erent and similar to the con licts in our neighborhood students will participate in the lessons provided by the teacher, Students are expected to listen and participate in the activities given by the teacher according to the classroom promises they made in the beginning o the year. Students are responsible for maintaining their journal entries. Completing terms, definitions and sentences from the chapter material Notes of Chapter #$, sections #, %, $, & 'ocabulary (ui))es at the end of the wee*, "ap of Europe (ui) + so students will be familiar with the states of the region of the four sections of Europe

,ndependent (ractice

Closure

,inal discussion to ma*e sure students understand how Europe has their share of conflicts and what happens to the land when conflicts are not resolved End of the chapter test that will include vocabulary, concepts and material discussed on Chapter 13

"#aluation *Assess'ent&1ubri cs

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,nstructional Materials (handouts$ etc+) 1esources copies of (o)er(oint (resentation copies of Map of "urope Clo2e passage handout 3igsa) acti#ity handout Text book World eo!raphy "c#ou!al $itell

Instructional Strategies

Reflection Teaching any content su03ect is a challenge every teacher +aces, the age grou- and their develo-)ent varies greatly es-ecially in the secondary level. Seeing a student +ro) year to year one *ould thin( a gro*th is only -hysical, 0ut that is not true. 4resh)an students are still childli(e in their 0ehavior, 0ut -hysically they )ay see) gro*n u-. Teachers *ho teach +resh)an students need to +ully understand *hat an i)-ortant role they have in sha-ing the )inds o+ these young adolescents. E++ective teachers *ill care+ully -lan their lessons to include a--ro-riate and +unctional instructional strategies. The a0ove lesson *as actually -re-ared and i)-le)ented to +resh)an students in their 5orld !eogra-hy class. The activities selected +ell into the +ollo*ing strategies. Direct instruction 6 a+ter -resenting and discussing the Po*erPoint to the class, students are res-onsi0le +or ta(ing notes and a 7ui *ill 0e given, the students *ill )aster learning the in+or)ation +ollo*ing the clo e -assage activity, 3ournal *riting and note ta(ing *ill su--ort the students retaining the in+or)ation learned. "oo-erative learning 6 having the students share and -ractice *hat they have learned as in the de+ining o+ ter)s and )a- de+inition *ill -rovide added su--ort and reassurance the learning ta(en -lace. Discovery learning- -roviding the students *ith *ays in *hich let8s the) +ind the ans*ers to their 7uestions, either through the te,t0oo(, or researching the Internet *ill strengthen the learning o+ the content )aterial

Instructional Strategies

Jigsa* 6 giving the students res-onsi0ilities in the learning and letting the) (no* +ailure to co)-lete the assign)ent *ill 3eo-ardi e the co)-letion o+ the assign)ent +or the entire class.

9igher level 7uestioning 6 Providing o-en ended 7uestions that are relevant to the content )aterial, o-ens the door to discussion. 4or e,a)-le, +resh)an students vie* the *orld according to only ho* it -rotein8s to the), so in order to teach the) to thin( out the 0o,, it is good and creative to start *ith in+or)ation they (no*. The lesson a0ove 0egins *ith the o-ening o+ discussion according to ho* they see their *orld, in this case, their neigh0orhood. The student8s (no* ho* their neigh0orhood o-erates, thus introducing ne* )aterial and areas in the *orld that have their o*n con+licts, *hich no* the students understand. :etting the students (no* ahead o+ ti)e ho* assess)ent is i)-ortant and ho* it *ill 0e

given, *ill let the students reali e *hy assess)ents is given. Measure)ent o+ the lesson learned let8s the students (no* ho* *ell they did and *hat areas they need to revie*. /ssess)ent should not 0e vie*ed as a -ass or +ail attitude, rather assess)ents should 0e vie*ed as constructive criticis), *hich is a )uch )ore realistic a--roach on +acing and con7uering +ears, challenges and goals everyone needs to have in order to reach goals. The 0est *ay an e++ective (no*s they have their 3o0 is *hen they see the s)iles on their students +aces a+ter reaching a goal, they didn8t thin( they could. ;+ course learning and achieving the goals, ta(es ti)e, -atience and -ractice, -ractice, -ractice, this is *hat teaching is all a0out.

Instructional Strategies

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References