855+ documents containing “instructional strategies”.
Instructional Strategies for Differentiating Instruction
Providing a Multitude of Examples
Lessons with a number of potential explanations for the end result are important. Lessons should always provide examples in different genre categories that encompass a broader number of interests or genres.
Sufficient Exploration of Crucial Features
The primary elements of the lesson plan are clear and concise. No students can move to more complicated understanding without first mastering the basics. Lesson plans need to highlight these features to show their importance and relevance to other core concepts.
Lessons Tailored to Learning Goals
The method of delivery can be adjusted in order to meet specific learning goals in the class. Introduction activities can help teachers understand individual skills and abilities. Understanding from an individual level can then help teachers to use specific strategies to target these groupings.
Use of Multi-Media Components
Lessons must incorporate multi-media designs. Working with creative technology helps students express themselves and their own….
Hall, Tracey, Strangman, Nicole, & Meyer, Anne. (2011). Differentiated instruction and implications for UDL implementation. The Access Center. Web. http://www.k8accesscenter.org/training_resources/udl/DifferentiatedInstructionHTML.asp
Mulligan, Dan. (2005). Learning and Succeeding in a Caring Environment. Appomattox County Public Schools. Web. http://www.appomattox.k12.va.us/acps/attachments/6_6_12_dan_mulligan_handout.pdf
Preszler, June. (2006). Strategies that Differentiate. SD Department of Education. Web. http://www.tie.net/content/docs/StrategiesThatDifferentiateInstructionK.4_001.pdf
Rather than using a basic recitation technique in which a teacher poses a problem and one student offers a reply, Think-Pair-Share supports a high extent of student response and can help keep students on task., on condition that "think time" boosts quality of student responses. Students become energetically involved in thinking about the thoughts presented in the lesson.
Research tells us that we require time to psychologically "chew over" fresh thoughts in order to collect them in memory. When teachers present too much information all at once, much of that information is nowhere to be found. If we give students time to "think-pair-share" throughout the lesson, more of the significant information is retained.
When students speak over fresh ideas, they are required to make logic of those fresh ideas in conditions of their previous knowledge. Their confusions about the subject matter are often exposed (and resolved) during this debate phase.
Benjamin S. Bloom, Bertram B. Mesia, and David R. Krathwohl (1964).
Taxonomy of Educational Objectives (two vols: The Affective Domain & the Cognitive Domain). New York. David McKay
2. Donovan R. Walling
Phi Delta Kappa International, Bloomington, in 3. Gropper, G.L. (1974). Instructional strategies. Englewood Cliffs, N.J.: Educational Technology Publications.
These factors develop a child's level of ability that is measurable and it will pay huge dividends in the child's educational future.
Chapter 3 Methodology
The research focused on assessing kindergarten level reading skills and providing insights into the instructional strategies for teaching effective reading skills. The methodology used was to incorporate picture books, vocabulary instruction, phonic instruction, and visual cues for linguistic processing in order to build phonological awareness skills, comprehension and vocabulary.
The research helped gain insights into a kindergartener's ability to use Phonemic awareness, reading comprehension and word knowledge which made it easier to identify children who were struggling with tasks required in reading.
esearch Design and Details
For letter identification measures, students were measured in an un-timed test where each student had to read a lower-case alphabet letter on an individual card over the course of the two months and then having to say the letter out loud each time.….
Chard, David J., & Dickson, Shirley V. (1999). Phonological Awareness: Instructional and Assessment Guidelines. Intervention in School & Clinic.
Cranton, Patricia a. (2000). Exploring the Scholarship of Teaching. Journal of Higher Education, July 1.
Franz, Ph.D., Vivian. (n.d.). Strategies for Reading Comprehension. Retrieved October 5, 2004, at http://www.thudscave.com/~lamplighter/readcomp.htm
Fuchs, Douglas, et al. (2001). Peer-assisted learning strategies in reading: Extensions for kindergarten, first grade, and high school. Remedial & Special Education.
ELL Instructional Strategies
Instructional Strategies for ELL Classrooms
ELL INSTUCTIONAL STATEGIES
Instructional Strategies for ELL Classrooms
Instructional Strategies for ELL Classrooms
According to Echevarria et al. (2005), "Each year, the United States becomes more ethnically and linguistically diverse, with more than 90% of recent immigrants coming from non-English speaking countries." The dramatic influx of English language learners has led to changes in instructional practices within classrooms and to changes in how ELL instruction is delivered to students. There are a wide range of programs that are being used to teach ELL learners, such as dual-language instruction, transitional bilingual education and sheltered English immersion (Echevarria et al., 2005). egardless of the program that is being utilized, five important components will make language transition easier for ELL learners. Delivering comprehensible input, providing ongoing feedback, utilizing grouping techniques and strategies, building background, and facilitating student engagement will all help to make instruction more meaningful for students.
Diaz-Rico, L. & Weed, K. (2010). The crosscultural, language, and academic development handbook. Boston: Pearson Education, Inc.
Echevarria, J. & Graves, A. (2007). Sheltered content instruction: teaching English language learners with diverse abilities. (3rd ed.) Boston: Pearson Education, Inc.
Echevarria, J. et al. (2004). Making content comprehensible for English learners: the SIOP model. (2nd ed.). Boston: Pearson Education, Inc.
Gillet, J. et al. (2008). Understanding reading problems: assessment and instruction. (7th ed.). Boston: Pearson Education, Inc.
Specialized Instructional Strategies for Teaching Reading
The objective of this study is to examine two studies relating to development of literacy in preschoolers in view of the National Reading Project. Toward this end this study will examine the work of the National Early Literacy Panel (2008) and the work of Vossenkuhl (2010) both of which report studies involving literacy learning in preschool students.
Study Reported y the National Early Literacy Panel (2008)
The work of the National Early Literacy Panel entitled "A Scientific Synthesis of Early Literacy Development and Implications for Intervention" reports a study in the form of a metasynthesis that sought to answer the questions of what are the skills and abilities of young children that predict later reading, writing, or spelling outcomes?" In addition the questions were posed as follows:
Which programs, interventions, and other instructional approaches or procedures have contributed to or inhibited gains in children's skills and abilities….
A Scientific Synthesis of Early Literacy Development and Implications for Intervention (2008) Developing Early Literacy: Report of the National Early Literacy Panel. Retrieved from: http://lincs.ed.gov/publications/pdf/NELPReport09.pdf
Vossenkuhl, AD (2010) Building an Effective Preschool Literacy Program. Preschool Literacy. Retrieved from: http://www.cu-portland.edu/coe/thesis/documents/angela%20vossenkuhl%20ar.pdf
espect for self, others, and the teacher is a primary rule that must be followed at all times (Holowicki, 2013). Putting forth best effort, coming to class every day prepared, following directions, paying attention, and preserving a positive learning environment are all components of respect for the classroom. There are specific rules that must be followed at all times in order to preserve classroom integrity. Those rules include no smartphone, cell phone, texting, or gaming during class. efraining from eating and drinking during class, from talking over the teacher, from being late, and from cheating are also important rules to follow.
The consequences for bad behavior will differ depending on the situation. However, there should be a formal procedure that the teacher follows so that there is no ambiguity and to protect student rights. A verbal warning comes first, followed by a parent consultation. If the parental consultation fails to….
Dunn, C. (n.d.). Classroom management plan. Retrieved online: http://www.calstatela.edu/faculty/jshindl/cm/caroldunnCMP.htm
Geltner, J.A. (2007). Curriculum components of classroom management training for school counselors. Delphi Study for University of Florida. Retrieved online: https://docs.google.com/viewer?a=v&q=cache:fCJo3wlfTLIJ:ufdcimages.uflib.ufl.edu/UF/E0/01/96/66/00001/adamsgeltner_j.pdf+&hl=en&pid=bl&srcid=ADGEESh2anxNyzeSZ6nxTnbW5deWFaqEVKZjHo8IGBL_NxnCi1S8I0z9ousEOWElE9dHI5aYq1QAw4qTa0cJFUsyTVcNZbIpmlma_LCi8MowYDsNu_w7fmNRJ-tmHFDvq9M2emEkBPPz&sig=AHIEtbS_rO1puu6_GX_paOFMYvwHIyyVAA
Holowicki, M. (2013). Mrs. Holowicki's Classroom Expectations, Rules, Procedures and Consequences. Retrieved online: http://www.brightonk12.com/webpages/mholowicki/index.cfm?subpage=581663
State of Florida Department of State Teaching Resources (2009). Instructional Strategies. Teaching Resources for Florida ESE. Retrieved online: http://www.cpt.fsu.edu/eseold/in/strmain.html
Wondering what to do the articles tells that the study of David Pearson entitled "What Research Has to Say to the Teaching of Reading published by the International Association 1992 was the "most compelling research available." Pearnson's research claimed that "thoughtful proficient readers make connections, draw upon prior knowledge, create visual imagery, make inferences, ask questions, determine important ideas, and synthesize what they read." Lansdowne set out to test this at their school with their students. The spring of 2003 saw the invitation of Debbie Miller who is the author of "Reading with Meaning: Teaching Comprehension in the Primary Grades" published by Stenhouse, 2002, to create lessons incorporating the analytical skills into the first through third grade classrooms. "Millers work is an expansion on Pearson's" study in relation to strategies needing to be addressed toward all the "components of a good reader. " efore Miller arrived to work with….
Brown, Kathy Laboard (2003) Teaching Learners to Think, Read, and Write More Effectively in Content Subjects. Education, Fall2003, Vol. 124 Issue 1, p49, 6p Assistant Professor the Citadel
Curran, Catherine (1997) Analyzing story characters: Facilitating Higher level
Intervention in School & Clinic, May 1997, Vol. 32 Issue
Dunn, Rita (1989) Survey of Research on Learning Styles. Educational Leadership March 1989 Vol.46 Issue
Intrinsic and Extrinsic Motivation:
One of the major tasks that teachers must undertake during teaching is identifying students who demonstrate high or low motivation in some learning activities. Generally, motivated students are involved in learning activities with intensity and feeling while the unmotivated ones tend to postpone and demonstrate their interests in other things through various ways. As a teacher in a classroom of 20 students, the students have varying academic and social skills levels. Some of the students are very good in all subjects while others are good in mathematics but have difficulties in reading well whereas others are good readers but not very competent in mathematics. The other characteristic of this classroom is that a few of the students have difficulties with nearly every subject. Consequently, there is need to apply various principles of intrinsic and extrinsic motivation as well as using technology and instructional interventions to help various….
Dell'Olio. (2007, January 23). Chapter 4 -- Direct Instruction. Retrieved February 28, 2014,
Koeze, P.A. (2007, January 1). Differentiated Instruction: The Effect on Student Achievement in an Elementary School. Retrieved from Eastern Michigan University website: http://commons.emich.edu/cgi/viewcontent.cgi?article=1030&context=theses&sei-redir=1&referer=http%3A%2F%2Fwww.google.com%2Furl%3Fsa%3Dt%26rct%3Dj%26q%3Dmotivational%2Btheories%2Bdifferentiated%2Binstruction%26source%3Dweb%26cd%3D9%26cad%3Drja%26ved%3D0CHsQFjAI%26url%3Dhttp%253A%252F%252Fcommons.emich.edu%252Fcgi%252Fviewcontent.cgi%253Farticle%253D1030%2526context%253Dtheses%26ei%3D3rkQU_feGsmd7gaO1YCYCQ%26usg%3DAFQjCNH3_KzXOunxaRWwpRDekQbGpunwtA%26sig2%3D97o2-BW7H83lFzQjz0tx4Q%26bvm%3Dbv.61965928%2Cd.ZGU
Tollefson, N. (2000). Classroom Applications of Cognitive Theories of Motivation. Education Psychology Review, 12(1), 63-83. Retrieved February 28, 2014, from http://www.delta.wisc.edu/Events/Brown%20Bag%20Buzz%20readings/Metacognition_Optional.pdf
Part I: Definitions and Characteristics
Deaf/Hard of Hearing
Hearing disabilities occur on a continuum from mild to more serious impairments to the ability to process auditory cues. Deafness is a spectrum of disabilities referring to anything from mild hearing impairments to fully identifying with the Deaf community and culture (Taylor, Smiley & Richards, 2009). Defining deafness or hard of hearing requires various types of assessments, including those that determine responsiveness to various types of sounds and their decibel levels. Hearing loss can also be defined according to cause or type (such as damage to the auditory nerves), degree of hearing loss (whether a person can hear some sounds but not others), and also age of onset or etiology (Taylor, Smiley & Richards, 2009). According to laws like IDEA, though, hearing disabilities may also be defined by the degree to which they impact the student’s performance in school (Taylor, Smiley & Richards, 2009).….
Instructional Strategy Into the Classroom
The instructional strategy selected for implementation in the classroom is job aids. There is a large body of research that suggests that job aids can be used to effectively improve understanding, cognition, retention and interpretation of material in the classroom (Dwyer & Spaulding, 2001). Simply defined, job aids are simple tutorials that often contain graphics used to illustrate the steps needed to accomplish a task or define a problem (Thiagi, 1999). They can come in many different forms including: checklists, decision tables, worksheets, flowcharts, diagrams or any other items that help improve student performance with regard to individual tasks, without requiring memorization of the specific steps or factual information related to the task (Thiagi, 1999).
A good example of a potential 'job aid' is a yellow pages directory (Thiagi, 1999) which helps people locate and use telephone numbers. Job aids work by improving an individual's ability….
Dwyer, F. & Spaulding, K. (2001). "The effect of time-on-task when using job aids as an instructional strategy." International Journal of Instructional Media, Vol. 28, Issue 4, p. 437
Dwyer, F. & Spaulding, K. (1999). "Effect of job aids in facilitating learners' cognitive development." International Journal of Instructional Media, Vol. 26, Issue 1, p. 87
Rossett, A. (1991). "Job aids in a performance technology world." Performance & Instruction, Vol. 30, Issue 1, pp. 1-6
Thiagi, S. (1999). "Rapid instructional design." [online]. October 5, 2004, at http://www.thiagi.com/article-rid.html.
Knowles stated "The richest resources for learning reside in the adult learners themselves" (p. 66). n instructional strategy like gaming may help to facilitate tapping into the adult learner's experience. Through collaboration during the play of a game, learners may discuss prior experiences to aid in discovery of the correct answer. Gaming activities also permit peer feedback to be given to students based on their previous experiences. The millennial student desires immediate feedback and integrates their experiences into their learning (Tapscott, 1998). gain, through group discussion and collaboration, learners share previous experiences with others to confirm or not the correct answer.
By not tapping into the experience of adult learners, negative effects may result (Knowles, 2005). The adult learner identifies their experiences as who they are. In other words, their experiences help to define them as a person. dult learners, who perceive their experiences as being ignored or devalued, perceive….
A somewhat controversial and negative environmental outcome identified from the review of literature was the competitive component to gaming. In an evaluation conducted by Gruendling et al.(1991), some learners (5%) felt threatened by competitive nature of gaming (N = 40) and stated that gaming can cause unnecessary anxiety and stress. Bloom and Trice (1994) stated that too much competition can take the fun out of the process of learning for some and perhaps discourage student participation.
Psychosocial outcomes were also identified from the review of literature. Gaming was found to have encouraged and enhanced active participation and communication-social interactions, improve peer relationships, promote teamwork and collaboration, as well as decrease participants fear, tension, stress, and feelings of intimidation (Ballantine, 2003; Bays & Hermann, 1997; Berbiglia et al., 1997; Bloom & Trice, 1994; Cowen & Tesh, 2002; Dols, 1988; Fetro & Hey, 2000; Gifford, 2001;
Scholastic claims that a multi-purpose approach to learning, such as that included in the Read 180 program, is ideal for enabling greater achievement among special needs children. Evidence gathered from the literature on first review seems to promote this concept. The evidence provided from in-depth studies of education and special needs students in integrated and segregated classrooms show many factors influence learning. These include collaboration with teachers, an integrated approach to learning, and an approach to learning that is individualized or tailored to the unique needs of the disadvantaged student. When these factors are considered uniformly, Read 180 has the potential to facilitate greater achievement and success among special needs students. Read 180 cannot however, have the label as a universal panacea for educational problems plaguing special needs programs. Further research is critical to assessing the full utility of Read 180 among each of the three core categories of special….
Dymond, S.K., & Orelove, P. (2001). What constitutes effective curriculum for students with severe disabilities? Exceptionality, 9(3): 109-22.
Elliot, C., Pring, T., & Bunning, K. (2002). Social skills training for adolescents with intellectual disabilities: A cautionary note, Journal of Applied Research in Intellectual Disabilities, 15(1):91-6.
Fisher, D. & Frey, N. (2001). Access to the core curriculum, Remedial and Special
Improve Mathematic Performance for Children With Learning Difficulties and Their Effectiveness
Students with learning disabilities face several problems. More often than not, these students advanced approximately one academic year for every two academic years they attended school. Strategies employed by teachers can have a major impact on enhancing this particular performance in all levels of schooling. The lack of comprehensive strategies and interventions students with mathematics disabilities end up considerably lagging behind compared to their peers. Statistics indicated that approximately 25% to 35% of students experience difficulty with math knowledge and application skills. Moreover, 5 to 8% of all students in school have such considerable deficits that influence their capability to solve computation problems (Sayeski and Paulsen, 2010). In accordance to Hott et al. (2014), strategy training has been beneficial to students with learning disability when learning math conceptions and practices. As presented in the article one of the strategies….
de Boer, H., Donker-Bergstra, A. S., & Konstons, D. D. N. M. (2012). Effective strategies for self-regulated learning: A meta-analysis. Gronings Instituut voor Onderzoek van Onderwijs, Rijksuniversiteit Groningen, Groningen.
Hott, B. L., Isbell, L., & Oettinger, T. (2014). Strategies and Interventions to Support Students with Mathematics Disabilities. Council for Learning Disabilities.
Maag, J. W., Reid, R., & DiGangi, S. A. (1993). DIFFERENTIAL EFFECTS OF SELF-MONITORING ATTENTION, ACCURACY, AND PRODUCTIVITY. Journal of Applied Behavior Analysis, 26(3), 329-344.
Mercer, C. D., Mercer, A. R., & Pullen, P. C. (2011). Teaching students with learning problems (8th ed.). Upper Saddle River, NJ: Pearson Education.
Differentiated Instruction StrategiesIntroductionIt is important to approach each student\\\'s needs accordingly. Differentiated Instruction is important to me because in my self-contained class Ive been using different strategies quite often since it is what works for them. Special ed students need attentive teachers and I believe using differentiated instruction is a good indicator of that. The research Ive chosen to conduct my class will focus on finding the answers to what are the best differentiated instruction strategies to implement learning. In my group of self-contained Algebra class of students with learning disabilities. When it comes to learning how to deliver instruction to all students, it is necessary to learn about the meaning of differentiation. As it is defined as, a teachers proactive response to learner needs shaped by mindset and guided by general principles of differentiation (Tomlinson, 2014). In other words, differentiation is the vehicle a student takes to develop the….
ReferencesBoon, R. T., & Spencer, V. G. (2021). Best practices for the inclusive classroom: Scientifically based strategies for success. Routledge.Fazal, M., & Bryant, M. (2019). Blended learning in middle school math: The question of effectiveness. Journal of Online Learning Research, 5(1), 49-64.Freedberg, S., Bondie, R., Zusho, A., & Allison, C. (2019). Challenging students with high abilities in inclusive math and science classrooms. High Ability Studies, 30(1-2), 237-254.Grigorenko, E. L., Compton, D. L., Fuchs, L. S., Wagner, R. K., Willcutt, E. G., & Fletcher, J. M. (2020). Understanding, educating, and supporting children with specific learning disabilities: 50 years of science and practice. American Psychologist, 75(1), 37.Huang, Y. (2022). Effectiveness of inquiry?based science laboratories for improving teamwork and problem?solving skills and attitudes. Journal of Research in Science Teaching, 59(3), 329-357.Smale-Jacobse, A. E., Meijer, A., Helms-Lorenz, M., & Maulana, R. (2019). Differentiated instruction in secondary education: A systematic review of research evidence. Frontiers in psychology, 10, 2366.Taylor, J. C., & Hwang, J. (2021). Science, Technology, Engineering, Arts, and Mathematics Remote Instruction for Students With Disabilities. Intervention in School and Clinic, 57(2), 111-118.Thapliyal, M., Ahuja, N. J., Shankar, A., Cheng, X., & Kumar, M. (2022). A differentiated learning environment in domain model for learning disabled learners. Journal of Computing in Higher Education, 34(1), 60-82.Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners. Ascd.van Geel, M., Keuning, T., Frèrejean, J., Dolmans, D., van Merriënboer, J., & Visscher, A. J. (2019). Capturing the complexity of differentiated instruction. School effectiveness and school improvement, 30(1), 51-67.Westbroek, H. B., van Rens, L., van den Berg, E., & Janssen, F. (2020). A practical approach to assessment for learning and differentiated instruction. International Journal of Science Education, 42(6), 955-976.
The Encouraging Appropriate Behavior Specific Praise strategy is based on delivering positive reinforcement in the form of either verbal or written praise. It can help to foster desirable and appropriate relationships between students and instructors, and requires pedagogues to utilize a number of timely plaudits that are related to specific actions and academic behaviors for students. This strategy would be of immense benefit to Sam since he has a lengthy history of underachieving, and it would behoove him to gain attention in a classroom setting that is rewarding and for positive, on-task behaviors. Implementing this strategy with Sam would likely require utilizing a variation of types of praise with "other forms of behavior and reinforcement strategies" (Curran and the Iris Center, 2003, p. 6) since he is not used to approbation.
Criterion specific rewards serve as a preemptive means of "managing classroom behavior" ( Curran and the Iris Center, 2003,….
Instructional Strategies for Differentiating Instruction Grade Levels Detailed Description Providing a Multitude of Examples K-12 Lessons with a number of potential explanations for the end result are important. Lessons should always provide examples in…Read Full Paper ❯
Rather than using a basic recitation technique in which a teacher poses a problem and one student offers a reply, Think-Pair-Share supports a high extent of student response…Read Full Paper ❯
These factors develop a child's level of ability that is measurable and it will pay huge dividends in the child's educational future. Chapter 3 Methodology Introduction The research focused on assessing…Read Full Paper ❯
ELL Instructional Strategies ©2003-2009 Instructional Strategies for ELL Classrooms ELL INSTUCTIONAL STATEGIES Instructional Strategies for ELL Classrooms Instructional Strategies for ELL Classrooms According to Echevarria et al. (2005), "Each year, the United States becomes more…Read Full Paper ❯
Specialized Instructional Strategies for Teaching Reading The objective of this study is to examine two studies relating to development of literacy in preschoolers in view of the National Reading…Read Full Paper ❯
espect for self, others, and the teacher is a primary rule that must be followed at all times (Holowicki, 2013). Putting forth best effort, coming to class every…Read Full Paper ❯
Wondering what to do the articles tells that the study of David Pearson entitled "What Research Has to Say to the Teaching of Reading published by the International…Read Full Paper ❯
Intrinsic and Extrinsic Motivation: One of the major tasks that teachers must undertake during teaching is identifying students who demonstrate high or low motivation in some learning activities. Generally, motivated…Read Full Paper ❯
Part I: Definitions and Characteristics Deaf/Hard of Hearing Hearing disabilities occur on a continuum from mild to more serious impairments to the ability to process auditory cues. Deafness is a spectrum…Read Full Paper ❯
Instructional Strategy Into the Classroom The instructional strategy selected for implementation in the classroom is job aids. There is a large body of research that suggests that job aids…Read Full Paper ❯
Knowles stated "The richest resources for learning reside in the adult learners themselves" (p. 66). n instructional strategy like gaming may help to facilitate tapping into the adult…Read Full Paper ❯
Assumptions/Conclusions Scholastic claims that a multi-purpose approach to learning, such as that included in the Read 180 program, is ideal for enabling greater achievement among special needs children. Evidence gathered…Read Full Paper ❯
Improve Mathematic Performance for Children With Learning Difficulties and Their Effectiveness Students with learning disabilities face several problems. More often than not, these students advanced approximately one academic year…Read Full Paper ❯
Differentiated Instruction StrategiesIntroductionIt is important to approach each student\\\'s needs accordingly. Differentiated Instruction is important to me because in my self-contained class Ive been using different strategies quite often…Read Full Paper ❯
Instructional Strategy Sam The Encouraging Appropriate Behavior Specific Praise strategy is based on delivering positive reinforcement in the form of either verbal or written praise. It can help to foster desirable…Read Full Paper ❯