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Instructional Strategies Divided Into Specific Behaviors
Instructional Strategies Divided Into Specific Behaviors
Instructional Strategies Divided Into Specific Behaviors
Instructional Strategies Divided Into Specific Behaviors
Instructional Strategies Divided Into Specific Behaviors
Instructional Strategies Divided Into Specific Behaviors
Instructional Strategies Divided Into Specific Behaviors
Instructional Strategies Divided Into Specific Behaviors
Instructional Strategies Divided Into Specific Behaviors
Instructional Strategies Divided Into Specific Behaviors
Instructional Strategies Divided Into Specific Behaviors
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Instructional Strategies Divided Into Specific Behaviors

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Presentation by Paul Bauer, Sciotoville Community School Curriculum Coordinator

Presentation by Paul Bauer, Sciotoville Community School Curriculum Coordinator

Published in: Education, Design
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  • 1. Instructional Strategies Divided into Specific Behaviors Presented by: Paul Bauer
  • 2. General Instructional Category Specific Behaviors Identifying similarities and differences <ul><li>Assigning in-class and homework tasks that involve comparison and classification </li></ul><ul><li>Assigning in-class and homework tasks that involve metaphors and analogies </li></ul>
  • 3. General Instructional Category Specific Behaviors Summarizing and note taking <ul><li>Asking students to generate verbal summaries </li></ul><ul><li>Asking students to generate written summaries </li></ul><ul><li>Asking students to take notes </li></ul><ul><li>Asking students to revise their notes, correcting errors and adding information </li></ul>
  • 4. General Instructional Category Specific Behaviors Reinforcing effort and providing recognition <ul><li>Recognizing and celebrating progress toward learning goals throughout a unit </li></ul><ul><li>Recognizing and reinforcing the importance of effort </li></ul><ul><li>Recognizing and celebrating progress toward learning goals at the end of a unit </li></ul>
  • 5. General Instructional Category Specific Behaviors Homework and Practice <ul><li>Providing specific feedback on all assigned homework </li></ul><ul><li>Assigning homework for the purpose of students practicing skills and procedures that have been the focus of instruction </li></ul>
  • 6. General Instructional Category Specific Behaviors Nonlinguistic representations <ul><li>Asking students to generate mental images representing content </li></ul><ul><li>Asking students to draw pictures or pictographs representing content </li></ul><ul><li>Asking students to construct graphic organizers representing content </li></ul><ul><li>Asking students to act out content </li></ul><ul><li>Asking students to make physical models of content </li></ul><ul><li>Asking students to make revisions in their mental images, pictures, pictographs, graphic organizers, and physical models </li></ul>
  • 7. General Instructional Category Specific Behaviors Cooperative Learning <ul><li>Organizing students in cooperative learning groups when appropriate </li></ul><ul><li>Organizing students in ability groups when appropriate </li></ul>
  • 8. General Instructional Category Specific Behaviors Setting objectives and providing feedback <ul><li>Setting specific learning goals at the beginning of a unit </li></ul><ul><li>Asking students to set their own learning goals at the beginning of a unit </li></ul><ul><li>Providing feedback on learning goals throughout the unit </li></ul><ul><li>Asking students to keep track of their progress on learning goals </li></ul><ul><li>Providing summative feedback as the end of a unit </li></ul><ul><li>Asking students to assess themselves at the end of a unit </li></ul>
  • 9. General Instructional Category Specific Behaviors Generating and testing hypotheses <ul><li>Engaging students in projects that involve generating and testing hypotheses through problem solving tasks </li></ul><ul><li>Engaging students in projects that involve generating and testing hypotheses through decision making tasks </li></ul><ul><li>Engaging students in projects that involve generating and testing hypotheses through investigation tasks </li></ul><ul><li>Engaging students in projects that involve generating and testing hypotheses through systems analysis tasks </li></ul><ul><li>Engaging students in projects that involve generating and testing hypotheses through invention tasks </li></ul>
  • 10. General Instructional Category Specific Behaviors Questions, cures, and advance organizers <ul><li>Prior to presenting new content, asking questions that help students recall what they might already know about the content </li></ul><ul><li>Prior to presenting new content, providing students with direct links with what they have studied previously </li></ul><ul><li>Prior to presenting new content, providing ways for students to organize or think about the content </li></ul>
  • 11. Source: Marzano, R.J., Pickering, D.J., &amp; Pollack, J.E. (2001) Classroom Instruction that Works: Research Based Strategies for Increasing Student Achievement. Alexandria, VA: Association for Supervision and Curriculum Development

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