Strategies
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This document discusses strategies for teaching English and strategies students can use for learning. It defines key terms like cognitive strategies, cues, and metacognition. It explains the basic steps teachers should follow in teaching strategies: describing the strategy, modeling it, providing practice, promoting self-monitoring, and encouraging continued use. However, it notes that strategy instruction is not widely practiced in classrooms currently. It provides examples of strategies students can use like making inferences, asking questions, and using context clues.
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Ev682 planning to teach and facilitate learning wb 29.9.14
This document provides guidance on effective lesson planning. It discusses key elements that should be included in a lesson plan such as learning objectives, activities, assessment strategies, and evaluation. The document also includes a sample lesson plan template that breaks the plan down into sections like context, objectives, activities, assessment, and evaluation. Overall, the document emphasizes that thorough planning is important for facilitating successful learning, selecting appropriate teaching strategies, and reflecting on areas for improvement.
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2. Educational goals describe the competencies, skills, and attitudes students will have upon completing a course or program. Educational objectives are shorter-term goals students will achieve within a course.
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2. Educational goals describe the competencies, skills, and attitudes students will have upon completing a course or program. Educational objectives are shorter-term goals students will achieve within a course.
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Formative assessment is an important part of the teaching and learning process. It allows students to better understand what they are learning and why, and helps ensure they are more successful. Developing effective formative assessment takes work from teachers, who must understand student needs, provide regular feedback, and create a comfortable learning environment. Teachers should clearly outline learning targets, give examples to help students understand lessons, and focus instruction daily to monitor progress without high-stakes exams that cause unnecessary stress.
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1. Analyze learners to understand their characteristics and skills
2. State clear objectives for what learners will be able to do
3. Select appropriate media and materials to meet the objectives
4. Utilize the media and materials in the lesson
5. Require active learner participation and practice
6. Evaluate the results and revise the lesson accordingly
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The document provides an overview of assessment, instruction, conferring, and strategy groups in the CAFE book model. It discusses:
1. Assessing students to identify strengths and needs, setting goals, and choosing strategies.
2. Conferring with students one-on-one to help them work towards goals, focusing on reinforcing strategies and observing practice.
3. Delivering whole-class lessons to teach strategies, have students practice with partners, and encourage independent practice.
4. Forming flexible strategy groups for focused instruction on specific needs, tracking them in the calendar.
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Disadvantaged students must receive targeted support to help close learning gaps and achieve success. Teachers should know their students well in order to plan personalized interventions based on data. Effective practices include using cooperative learning, targeted questioning, checking for understanding, and specific feedback to challenge and support disadvantaged pupils.
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1) The document discusses assessment that supports learning, focusing on formative assessment that provides timely feedback to guide student practice and improvement.
2) It emphasizes that goal-directed practice coupled with targeted feedback are critical for learning. Formative assessment should give feedback on students' performance relative to clear learning goals.
3) A rubric can serve as a formative assessment tool by providing descriptions of expectations so students understand how to improve. The overall message is that assessment should support learning by guiding students' efforts.
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1) The importance of planning learning objectives and outcomes that are focused and can be assessed.
2) Different levels of planning from long-term curriculum plans down to individual lesson plans.
3) Factors that influence how students learn best such as their preferred learning styles and structuring the learning process.
4) Components of effective lesson planning including objectives, activities for different learning needs, and assessment of learning.
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Assured Model
This document outlines the ASSURE model for planning instruction using media. The ASSURE model involves 6 steps: 1) Analyzing learners, 2) Stating objectives, 3) Selecting methods/media/materials, 4) Utilizing media/materials, 5) Requiring learner participation, and 6) Evaluating and revising. Some key aspects include identifying the audience, stating clear and measurable objectives, selecting appropriate instructional methods and media, actively involving learners, and evaluating the effectiveness of the instruction.
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Making assessment an integral part of daily mathematics instruction is challenging as it requires teachers to plan ways to use assignments and discussions to understand what students do and do not comprehend, and to be prepared to address students' responses. Simply identifying incorrect answers is easier than understanding the reasons for errors. Effective assessment also involves using assessments to modify teaching based on student needs and providing timely feedback to support student learning.
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The document discusses planning for teaching through schemes of work and lesson plans. It explains that schemes of work involve breaking down the syllabus into logical units and sequencing topics. They include objectives, resources, teaching activities, learning activities, and evaluation. Lesson plans detail activities for a single lesson and include objectives, resources, methodology, presentation of activities, and assessment. Careful planning is important for effective teaching and learning.
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This document discusses learning targets and their importance in assessment and reporting. It defines learning targets as statements that show what students should learn and be able to do. Learning targets are classified into four categories: knowledge, reasoning, skills, and products. Clear learning targets help teachers design effective formative assessments and understand student achievement levels. They also benefit students by helping them understand expectations, provide self-assessment, and track their own progress. The document provides steps for deconstructing broad content standards into clearer learning targets for students and outlines how teachers can best communicate learning targets to students.
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Reflection on my learning
Formative assessment is an important part of the teaching and learning process. It allows students to better understand what they are learning and why, and helps ensure they are more successful. Developing effective formative assessment takes work from teachers, who must understand student needs, provide regular feedback, and create a comfortable learning environment. Teachers should clearly outline learning targets, give examples to help students understand lessons, and focus instruction daily to monitor progress without high-stakes exams that cause unnecessary stress.
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The ARCS model of motivation was developed by John Keller and focuses on four key aspects of motivating learners: Attention, Relevance, Confidence and Satisfaction. The model is important for motivating learners in e-learning courses. Attention involves boosting learner interest through unexpected or surprising elements. Relevance shows the usefulness of content and how it applies to the real world. Confidence develops success expectations and allows learners to feel in control. Satisfaction involves learners achieving goals through practice and testing activities.
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The ASSURE model is a 6 step process for designing instruction that incorporates technology:
1. Analyze learners to understand their characteristics and skills
2. State clear objectives for what learners will be able to do
3. Select appropriate media and materials to meet the objectives
4. Utilize the media and materials in the lesson
5. Require active learner participation and practice
6. Evaluate the results and revise the lesson accordingly
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The document outlines the topics to be covered in an instructional design workshop, including using analysis outcomes to design lessons, writing interactive activities and self-assessment questions, producing storyboards, and criteria for effective feedback including being promotive, motivated, and oriented.
Cafe pss part 2
The document provides an overview of assessment, instruction, conferring, and strategy groups in the CAFE book model. It discusses:
1. Assessing students to identify strengths and needs, setting goals, and choosing strategies.
2. Conferring with students one-on-one to help them work towards goals, focusing on reinforcing strategies and observing practice.
3. Delivering whole-class lessons to teach strategies, have students practice with partners, and encourage independent practice.
4. Forming flexible strategy groups for focused instruction on specific needs, tracking them in the calendar.
Ff ds lw proforma
Disadvantaged students must receive targeted support to help close learning gaps and achieve success. Teachers should know their students well in order to plan personalized interventions based on data. Effective practices include using cooperative learning, targeted questioning, checking for understanding, and specific feedback to challenge and support disadvantaged pupils.
Connect clear targets to assessment quality
Clear learning targets are necessary for quality assessment in three ways: (1) they help students achieve success by providing clarity on what will be learned and required, (2) they increase student engagement and importance of learning by involving students in the process, and (3) they clearly communicate to students how they will know if they have met the targets or been successful without needing to ask teachers. Examples from the author's experience illustrate that clear targets result in students understanding what must be done to perform well on assessments.
CTD Fa14 Weekly Workshop: Assessment that supports learning
1) The document discusses assessment that supports learning, focusing on formative assessment that provides timely feedback to guide student practice and improvement.
2) It emphasizes that goal-directed practice coupled with targeted feedback are critical for learning. Formative assessment should give feedback on students' performance relative to clear learning goals.
3) A rubric can serve as a formative assessment tool by providing descriptions of expectations so students understand how to improve. The overall message is that assessment should support learning by guiding students' efforts.
How do i motivate my students white paper
According to expectancy-value theory, student motivation is jointly determined by a student's expectancy for success and the value they place on a task. The document provides strategies for instructors to motivate students, including using varied teaching methods, giving students options, designing appropriately challenging assignments, and making lessons relevant. It also emphasizes that an instructor's enthusiasm, expectations of student success, and constructive feedback can positively impact student motivation.
Group Powerpoint - Assessment for Learning
Assessment for Learning focuses on using assessment to improve student learning and teaching. It involves teachers interacting and providing feedback to students to help them understand how to improve. The primary purpose is to give students information about their current progress and understanding, the learning goals, and strategies to close any gaps. Effective feedback is descriptive, focused on learning goals, and provides clear guidance and examples to help students advance in their learning. Developing students' ability to self-assess and provide peer feedback supports Assessment for Learning by engaging students in understanding assessment criteria and monitoring their own progress.
Assessing student learning
The document provides guidance on assessing student background knowledge and measuring student learning. It discusses the importance of checking students' prior knowledge to identify gaps and misconceptions. Several strategies are outlined for conducting background knowledge checks, including common sense inventories, background knowledge probes, minute papers, and online surveys. The document also discusses formative and summative assessments and provides examples of assessment strategies like rubrics, tests, self-assessment, and peer assessment. The goal of assessment should be to systematically collect information about student learning to inform instructional decisions.
Best Practices Writing Grades 3-5
This document outlines the stages for explicitly teaching students a writing strategy, including developing background knowledge, modeling the strategy, having students memorize and practice it with support, and ensuring independent use and generalization of the strategy to other contexts. The stages are develop background knowledge, model the strategy, memorize and support independent performance, ensure motivation and understanding of purpose, provide think-alouds and examples of use, practice until automatic, and ensure consistent use over time in different settings. Teachers should identify prerequisite skills, assess students, and modify instruction as needed.
L & T 2
The document discusses planning for effective learning and teaching in schools. It covers several key areas of the planning process including:
1) The importance of planning learning objectives and outcomes that are focused and can be assessed.
2) Different levels of planning from long-term curriculum plans down to individual lesson plans.
3) Factors that influence how students learn best such as their preferred learning styles and structuring the learning process.
4) Components of effective lesson planning including objectives, activities for different learning needs, and assessment of learning.
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This document summarizes a study on the English language learning strategies used by Chinese senior high school students. The study aimed to examine the general patterns of strategy use, differences between male and female students, and differences among grade levels. It involved surveying 150 senior high school students in Zhejiang province using the Strategy Inventory for Language Learning. The results found that strategy use related to English proficiency, with females being more active users and having more stable attitudes. Strategy use also differed among grade levels, potentially due to the increasing pressure of the university entrance exam. The document concludes by recommending teachers pay attention to individual student needs and train beneficial strategy use.
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The document describes the Think Pair Share (TPS) teaching strategy. TPS involves 3 steps: students first think independently about a topic or question, then pair with a partner to discuss their ideas, and finally share their ideas with the larger group. The document provides guidance for implementing TPS in the classroom, including explaining the process to students, modeling it, monitoring pairs, and concluding with a full class discussion. TPS is presented as a collaborative strategy that actively engages all students.
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Think-Pair-Share is an equity pedagogical strategy developed by Dr. Frank Lyman in 1981 to increase student participation and discussion. It involves 3 steps: students think individually about a topic, pair with another student to discuss their ideas, and then share with the class. The strategy provides "think time" for students and allows them to practice discussing ideas in pairs before sharing. It can be used across grade levels and subjects to engage students, improve outcomes, and make passive learners more active. Research shows that employing Think-Pair-Share in an associate nursing program improved student engagement, preparation, and proficiency on assessments.
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This document discusses various strategies for effective teaching and learning in social studies. It covers five principles: education for learners with special needs, foundations for effective instruction, strategies for collaboration, written language, and study skills. It also discusses direct instruction strategies like setting clear goals, explanations and illustrations, questions, and practice. Indirect instruction strategies include inductive approaches like concept attainment and inquiry lessons. Social instructional approaches incorporate discussions, cooperative learning, panels, debates, role playing, and simulations/games. Independent approaches use learning centers and contracts. Flexible grouping and roles in groups help keep students accountable.
Learning strategies…
The document discusses various cognitive and metacognitive learning strategies that teachers can use to help students, particularly those with learning disabilities. It describes metacognitive strategies as methods that help students understand how they learn by thinking about their own thinking. Specific metacognitive strategies discussed include planning/organizing, identifying problems, evaluating work, managing one's own learning, and thinking aloud. Cognitive strategies are mental processes used to accomplish cognitive goals, such as outlining for essay writing. The document provides examples of task-based cognitive strategies involving using background knowledge, inferences, predictions, personalization, cognates, paraphrasing, images, sounds, kinesthetic senses, patterns, classification, note-taking, graphic organizers, summarization,
English strategic teaching
The document provides information about the Strategic Teaching framework. It defines strategic teaching as using a variety of literacy strategies to maximize student understanding and retention of content. It discusses how strategic teaching incorporates before, during, and after reading strategies as well as vocabulary development and writing strategies. The document also outlines the five components of a strategic lesson and provides examples of literacy strategies teachers can use to promote student engagement.
WASEEM AKHTAR MITHA TIWANA.2.pptx
The document discusses various instructional approaches and models that can be used in designing effective instructional programs and materials. It describes direct instruction, indirect instruction, experiential learning, independent study, interactive instruction and different sequencing methods that can be used. It also explains popular instructional design models like the ADDIE model and Merrill's Principles of Instruction which provide guidelines for analyzing learning needs, designing, developing, implementing and evaluating instructional content.
Ch. 8 developing an instructional strategy
This chapter discusses developing instructional strategies that engage learners. It identifies five components of instructional strategies: pre-instructional activities, content presentation and guidance, learner participation, assessment, and follow-through. Each component considers how to motivate, present content, provide practice and feedback, evaluate learning, and facilitate transfer. Instructional strategies aim to support learners' internal cognitive processes by incorporating techniques like gaining attention, presenting objectives, and eliciting performance. Constructivist strategies emphasize reasoning, problem-solving, and situating learning in complex but relevant contexts.
Learning strategies…
This document discusses various cognitive and metacognitive learning strategies that teachers can use to help students learn. It describes metacognitive strategies as methods that help students understand how they learn by thinking about their own thinking. Some key metacognitive strategies discussed are planning/organizing, identifying problems, evaluating work, managing one's own learning, and thinking aloud. Cognitive strategies are mental processes used to accomplish learning goals, such as outlining for essay writing. The document outlines cognitive strategies like using background knowledge, making inferences, predictions, and personalizing information. It also discusses task-based learning strategies that involve using the senses, organizational skills, and a variety of resources.
UNDERSTANDING BY DESIGN. module 5.. aj. :)
This document provides an overview of Understanding by Design, an educational framework for designing curriculum and lessons. It describes the three stages of Understanding by Design as Desired Results, Assessment Evidence, and Learning Plan. It also outlines the six facets of understanding as Explanation, Interpretation, Application, Perspective, Empathy, and Self-Understanding. Finally, it provides examples of learning activities and teaching methods that can be used to engage students and promote deep learning.
Ch13LectPP
The document discusses strategies for motivating and teaching students with learning problems. It emphasizes that motivation is essential for effective interventions and describes intrinsic and extrinsic motivation techniques. It also discusses teaching learning strategies, adapting content instruction, providing tutoring and homework support, improving test performance, and developing study skills. The goal is to help students learn independently and find academic success.
Research-Based Principles of LTS in.pptx
The document outlines 7 research-based principles of effective learning and teaching strategies:
1) Students' prior knowledge can help or hinder new learning, so teachers should assess prior knowledge.
2) Students' motivation determines what they learn, so teachers should connect material to students' interests and show relevance.
3) How students organize knowledge influences learning, so teachers should make connections between concepts explicit.
4) Students must practice and integrate skills to develop mastery and know when to apply their learning.
5) Goal-directed practice with targeted feedback enhances learning.
6) Students' social, emotional, and intellectual development interacts with the course climate to impact learning.
7) Students must
The strategicteacher betterinstruction (1)
1) The document discusses strategies for improving teacher effectiveness and raising student achievement. It focuses on developing strategic teachers who have a repertoire of research-based instructional strategies, can apply strategies appropriately to classroom situations, and collaborate with other teachers.
2) A case study is described where a teacher leadership model was used across 10 districts to train over 2,000 teachers in using instructional guides to build their strategy expertise through learning clubs. Participating districts saw gains in state accountability measures that exceeded state averages.
3) Feedback from education leaders praised the initiative's positive impact on teacher professional growth and ability to close achievement gaps. The document advocates developing strategic teachers as key to improving instruction and student outcomes.
Language_Learning[1]
This document discusses different language learning strategies categorized into metacognitive, cognitive, and socioaffective strategies. Metacognitive strategies involve planning, monitoring, and evaluating one's learning. Cognitive strategies aid in understanding and developing language proficiency through methods like analyzing, grouping, inferencing, note taking, and practicing. Socioaffective strategies help learners regulate emotions and learn through interaction, such as asking questions, cooperating, and managing anxiety. The document advocates for strategies-based instruction to increase learner achievement, autonomy, and ability to face real-world challenges.
Ev681 session3 planning
This document discusses planning and assessment for learning. It provides guidance on developing lesson plans, formative assessment strategies, and the role of assessment for learning. The key elements discussed include setting learning objectives, organizing learning activities, considering resources and grouping, using formative assessment strategies during and after lessons, and evaluating lessons to inform future planning. The document emphasizes that planning, teaching and assessment should be cyclic and integrated to best support student learning.
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Strategies
- 2. Teachers will be able to know different strategies to teach English . Purpose
- 6. Metacognition and Self-regulation Learning Strategy Strategy Instruction Learning Schema Mnemonic Independent, Strategic Learner Cues Cognitive Strategy Teaching Strategies
- 7. What are the basic steps in teaching strategy use? Encourage Continued use and generalization of the strategy Promote student self-monitoring and evaluation of personal strategy use Provide ample assisted practice time Model its use. Describe the strategy.
- 12. Inferring I Wonder? Could it be? Questioning as I read to help me draw conclusions, make predictions and reflect on my reading. When the author doesn't answer my questions I must infer... Maybe... I think... It could be ... It's because... Perhaps... It means that ... I'm guessing...
- 13. Portfolio Final Evaluation Part I: Contents General Comments: Organization/ format/ editing: Strengths of this portfolio: Areas that could be improved: Portfolio evaluation Creativity Demonstrated Comment: Progress Demonstrated Comment: Criteria for evaluation Peer Assessment Self- Assessment List of techniques, organized Assignment #5: including feedback integration & reflection Assignment #4: including feedback integration & reflection Assignment #3: including feedback integration & reflection Assignment #2: including feedback integration & reflection Assignment #1: including feedback integration & reflection Reflection on portfolio as a whole Table of Contents and Overview Personal Goal: Clear, Specific Organization/ Format/ Editing Needs Work Acceptable Well Done Required Contents √