Instructional+Strategies

** by Shawn Banks ** ** ﻿ **
 * Instructional Strategies **
 * Identifying Similarities and Differences** ([|Link])

Identifying Similarities and differences is another way of saying contrast and compare. Students gain a greater knowledge of the content and retain more if they are asked to classify and compare two of mor subjects. I could ust this in my course by having students list similarities and differences between the Athenians and Spartans of ancient Greece.


 * Summarizing and Note Taking** ([|Link])

Summarizing and Note Taking is an extremely important skill for lifelong learning and self Instruction. Summarizing allows the learner to pick out the key elements in the lesson. These key points are the main structure or framework of the subject matter. Proper note taking works hand-in-hand with summarizing. In note taking the learners write down those key elements of the subject to allow themselves to revisit those elements when preparing for an assessment or to help retain the information. In my class I use summarizing and note taking when having the students map out key elements in the chronology of major world events, like the fall of the Roman Empire.


 * Nonlinguistic Representations** ([|Link])

Nonlinguistic Representations are the cues that visual learners depend on for understanding and retention. Visuals like pictures, graphs, movements, drawings, etc. help to give the learners a mental picture of the subject matter. Visuals help to avoid confusion and aid in memory recall. One of the most popular forms of non linguistic representations is the Graphic Organizer. Graphic Organizers give the learners a mental picture of the breakdown of complex subjects. This also illustrates how components relate to one another in the “big picture.” I use nonlinguistic representation constantly in class using powerpoints that are image heavy. I try to select images that best represent the site or artifact. I also try to select graphics that show scale.
 * Questions, Cues, and Advanced Organizers** ([|Link])

Questioning techniques and cues can expand learning and focus on higher order thinking. A well structured, thought provoking question can illicit lengthy, complex answers. Advanced organizers, are the same as graphic organizers and discusses in Nonlinguistic Representations. They too help to decipher complex subjects. I use an advanced organizer when discussing the fall of the Roman Empire. It helps to break down and analyze all the factors.
 * Reinforcing Effort and Providing Recognition** ([|Link])

Effort is a major factor in success. Thomas Edison said, “Genius is one percent inspiration and ninety-nine percent perspiration.” When a great deal of effort is put forth by the learner, regardless of academic outcome, should be rewarded in some fashion. A good work ethic will lead to success. Rewards do not necessarily have to be tangible. Abstract symbolic recognition tends to work better. I utilize both tangible and abstract rewards in my class. We have a reward ticket that students can earn as a part of our Positive Behavioral Interventions and Supports program at my school. The tickets are given to students who exhibit positive academic and social behaviors. I also reward students with a piece of candy and a sticker for A papers. I often have competitions between the classes on who can score highest on the test.
 * Experiential Instruction** ([|Link])

Experiential Instruction is learning through completing a task, reflecting on the experience, and applying it to the learner’s contemporary life. This is often the method used when students participate in a field trip activity. Emphasis is placed on the experiential learning and not on the product. It is not enough, however to just have the experience. The reflection and application help the learners identify important elements and draw connections to potential or current situations. I have utilized this in the past when I have taken groups to Cahokia Mounds State Park.
 * Interactive Instruction** ([|Link])

Interactive Instruction is a discussion based strategy that utilizes communication among individuals or groups. Students are often given a research topic and then have to report their findings to the group. Ground rules are established by the teacher such as topic, discussion time, the composition and size of the groups, and reporting or sharing techniques. This method can be used in debates, role play, Think Pair Share, brainstorming, Cooperative or Problem-based Learning, etc. I use this strategy a lot with group projects. I will be using it again in the coming months when we discuss ancient Greece. Students will be working in teams to research and develop a decision for their Greek city-state to join the Peloponnesian League or the Delian League. They will then report their decision and rational to the class.