Instructional Strategies


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Instructional Strategies

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Instructional Strategies

  1. 1. Instructional Strategies for the Virtual Classroom Laura Burns ESL-223N Professor Burke By
  2. 2. •Observation of Virtual Classroom Key Components Desk set up is extremely important. With the proper set up, it can allow for more student interaction, engagement and less classroom management issues. Anchor walls are extremely important because they help remind students of key terms, topics and subjects. Giving children the opportunity to actively participate in not only important in post lesson activities but during the actual lecture. It is imperative for students to be able to retain more information. The next few slides will discuss how the teacher used each component, various strategies and whether I believe they were implemented correctly to benefit the English Language Learner. Desk Set Up Wall Displays White Board Set Up Student Engagement How a teacher organized his/her white board is key. Vocabulary, standards, topics to be discussed as well as graphics should be used
  3. 3. “Comprehensible input means that students should be able to understand the essence of what is being said or presented to them” (Unknown, 2003). • This means that the teacher should: • Use appropriate vocabulary • Use visual and context aides • Ask if clarification is needed frequently • Constantly ask questions and keep students engaged. •Comprehensible Input Teachers should try to explain ideas or concepts several times using slight variations in terminology and examples. Provide instruction that draws off of the students experiences In the virtual classroom, the teacher made it very clear what the class would be doing. She used visual aides on the board and had vocabulary posted, as well as journals to write the standards and vocabulary in. She drew off of children prior knowledge by referring to a book they had previously read on magnets. She also made it more personal by doing a project that included something most children do everyday; eat cereal.
  4. 4. “Immediate feedback is one of the most efficient types of feedback which is provided immediately after executing a particular learning activity. This type of feedback is indispensable in cultivating communication skills and in building confidence between the young learners and the instructor” (Unknown, 2003). In order for children to know if they are grasping the concept, they need to have immediate feedback. The teacher in the virtual classroom did a great job of this. After asking questions, the students would give their response. She immediately responded with verbal praise when the students gave the correct answer, thus increasing the child’s self-esteem and encouraging engagement. •Ongoing, specific, and immediate feedback
  5. 5. • If possible, students should be grouped in fours. There should be various language levels in the group so that the children can learn off of each other. When students are grouped with others who have a higher ability, it can help motivate and encourage them to do better. They can also learn off of them as well. • The teacher in the virtual classroom did not have an effective grouping structure. There were two rows of three. This does not encourage student interaction/participation and usually consists more of teacher directed learning. As shown in the video, the teacher stood in one spot, not able to really walk around because the students were all facing one direction. This also limits what the students can see in the classroom; for example important anchor walls. •Proper Grouping Structure “…a way of organizing students for teaching and learning.” (Terrazas and Batalova, 2006)
  6. 6. • Teachers can increase a student’s learning ability by relating new information, to things the students already know. This will help the students to relate it to something, enabling their ability to remember it, as well as decrease stress levels by not feeling too overwhelmed with so much information. • The teacher in the virtual classroom used material that she had previously taught in class to help students remember the lesson and to incorporate it into the new project they would be completing. She referred to the book, “Magnet Magic” several times throughout the lesson so that students would remember previous concepts taught. •Building Background Knowledge According to Ellis (1997), in order to enhance better comprehension of the material through a supportive classroom environment, instructors should take into account learners’ experience and background.
  7. 7. • “The average native English speaker enters kindergarten knowing at least 5,000 words. The average ELL may know 5,000 words in his or her native language, but very few words in English” (Colorado, 2007). • Building vocabulary is incredibly important in every students academic career. The teacher in the virtual classroom did a great job with incorporating new vocabulary on the board, with the drawings and by making the students write them down in their journals as well. •Vocabulary Development
  8. 8. • “Student engagement refers to the degree of attention, curiosity, interest, optimism, and passion that students show when they are learning or being taught” (Unknown, 2013). • Research shows much correlation between the performance of a learner and their degree of engagement. • The teacher in the virtual classroom, while not utilizing the best seating structure for engagement, did a great job engaging the students through various questions and a project that gave each student a specific task. • By actively engaging students in the learning process, the teacher is helping the student increase their proficiency in English drastically. •Student Engagement The most crucial part in ensuring academic success!
  9. 9. References Colorado, C. (2007). Vocabulary development. Retrieved from Ellis, A. (2007). Albert ellis: All out!. Retrieved from Unknown. (2003). Strategies for increasing the amount of ell students education. Retrieved from students- education-essay.php Unknown. (2013). Student engagement. Retrieved from Unknown. (2014). Comprehensible input. Retrieved from