Instructional Strategies Divided Into Specific Behaviors

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    Instructional Strategies Divided Into Specific Behaviors - Presentation Transcript

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