empowering students and teachers for optimal learning
TRANSCRIPT
Empowering Students and Empowering Students and TeachersTeachers
for Optimal Learningfor Optimal Learning
What is the secret?What is the secret?
Simple: Student Simple: Student EngagementEngagement
Question: Question: How do we accomplish How do we accomplish
this?this?
Answer:Answer:With well-planned lessonsWith well-planned lessons
Student EngagementStudent Engagement• Set or identify purpose• Activate background
knowledge
Instructing as ExplanationInstructing as Explanation
Interpretive: Intended to clarify the meaning of term or information (What?)
Descriptive: Shows how a series comes together to achieve a goal or an end.
Causative: Shows a type of relationship (Why?)
Student EngagementStudent Engagement
Focus and refocus attentionMonitor comprehension by checking for understanding
Continue to make connections to prior knowledge
Student EngagementStudent EngagementKnow what you want students to understand
Use advance organizers to show how material fits together
Separate units so they are learning one idea at a time
Identify points that require special attention
Take time to review key prior concepts or definitions
Student EngagementStudent EngagementMake explanations as graphic as possible
Suggestions:◦Visuals◦Anecdotes ◦Demos (science, math)
Verbal Highlighting CuesVerbal Highlighting Cues
“This is important.”“This is a key point.”“I’d like you to think for a moment what this means.”
“Three important points are. . “
and, of course, “This will be on the test.”
ThinkThink
What type of visual would make your lesson more meaningful for your students?
What key points need a graphic illustration for clarity?
How do I scaffold my lessons?
ScaffoldingScaffoldingProviding a framework that helps
students build on their knowledge.
Once learning is complete, the scaffolding can remove and the knowledge that you have helped the student construct will stand on its own.
Focus (setting purpose)Focus (setting purpose)
Establish a clearly defined purpose for learning:◦Today we will . . . . .and before you leave class you will be able to . . . . .
Vygotsky Rules!!!Vygotsky Rules!!!Ways to activate prior
knowledge:◦K-W-L chart◦Journal (as review of previous
material and focus on new knowledge to be gained)
◦Others??
Direct InstructionDirect InstructionThink about how you will organize
materials.Consider explicit signals to indicate
sequencing of ideas: 1st, 2nd, 3rd, 4th. . . .Key words to emphasize important
concepts: important, key ideasExplicit signals to indicate comparisons:
“Nevertheless, “ “Similarly,”” On the other hand,”
Signal illustrations: “For example, “Such as”
Explicit signals for conclusion: “Therefore,” “As a result”
Also considerAlso considerVocabularyNote takingGraphic organizersFilm clips (12 minutes)Think-Pair-ShareThink Alouds for text rendering
Guided PracticeGuided PracticeWhat tasks will students perform to practice material just taught?◦Labs◦Solve math problems◦Reading/writing assignment◦Language practice◦Role playing, jigsaw, cooperative learning
Check for comprehensionCheck for comprehension
How will you know students have learning the material?◦Formal and informal assessments
ClosureClosureAsk students to tell what they have
learned about today’s objective, concept◦Direct questioning◦“What do you know now that you did
not know when you walked into class?”Ask a student to restate homework
assignment.Tell students what they can expect
to learn next class.