Instructional Strategies

Question 1

Identifying similarities and differences

Answer 1

When used, students can see patterns and connections. They use thinking strategies such as comparing, contrasting, and classifying information. Techniques are discussion, inquiry, graphic organizers, and examples such as metaphors and analogies.

Question 2

The teacher finds the key content that must be learned and reduces the number of examples, activities, or lessons so that a student, usually one who is advanced, can demonstrate the content and move on to another level

Answer 2

Curriculum Compacting

Question 3

Hunter’s Model

Answer 3

“Effective Teaching Model” emphasizes the following parts of an effective lesson: objectives, standards of performance, anticipatory set or advance organizer, teaching (which includes modeling, student input, directions, and checking for understanding), guided practice and monitoring, and lesson closure and practice.

Question 4

What is SQ3R

Answer 4

1. Surve: The student previews the chapter to assess the organization of the info
2. Question: The student examines the chapter’s headings and subheadings and rephrases theminto questions
3. Read: The student reads one section of the chpater at a tie selectively, primarily to answer the questions
4. Recite: The student answers each question in his or her own words and writes the answers in his or her notes. The student repeats this note-taking sequence for each section of the chapter.
5. Review: The student imediately reviews what has been learned.

Question 5

The teacher offers the same core content to each student but provides varying levels of support for students.

Answer 5

Tiered Instruction

Question 6

Curriculum compacting

Answer 6

The teacher finds the key content that must be learned and reduces the number of examples, activities, or lessons so that a student, usually one who is advanced, can demonstrate the content and move on to another level

Question 7

Curriculum Chunking

Answer 7

The teacher breaks down a unit’s content into smaller units or chunks and provides support and frequent feedback to the student as he demonstrates understanding of each chunk of information.

Question 8

Matrixes

Answer 8

A matrix graphic organizer can be used for a variety of purposes to help students recall information. For example, a teacher might list categories along the first wrow and ask students to provide examples from the lesson for each category.

Question 9

Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning.

Answer 9

Inquiry Model

Question 10

Summarizing and Note-Taking

Answer 10

This is an important comprehension strategy.Common approaches to note-taking include the double-entry page, graphic organizers, and SQ3R (Survey, question, read, recite, review)

Question 11

Graphic organizers

Answer 11

visuals that show relationships between concepts, terms, facts, or ideas in a learning activity. Other terms related to graphic organizers that you may encounter are visual, visual structures, concept maps, cognitive organizers, advance organizers, and concept diagrams.

Question 12

Story Maps

Answer 12

Story maps are used with narrative texts to help students identify and recall key story elements, such as characters, setting, plot, and conclusion.

Question 13

Mastery learning

Answer 13

a group-based teacher centered instructional approach is used to provide learning conditions for all students to achieve mastery of assigned information.

Question 14

Cycle maps

Answer 14

beneficial when a teacher wants students to understand the cyclical nature of a text.

Question 15

Cooperative Learning activities key features

Answer 15

• Positive interdependence: students must work together to successfully accomplish a task
• Positive interaction: interaction that promotes face-to-face or individual interaction and relationships
• Individual and group accountability: to be assessed as successful, students must contribue to the group’s success and complete their portion o fthe task
• Interpersonal skills: students must be taught and learn to use teamwork and positive social skills when working with others
• group processing: teachers must provide an opportunity for feedback, not only on the group’s product but also on the group’s process.

Question 16

Mnemonics

Answer 16

Used to help improve students’ ability to remember key information. The teacher may instroduce the letter A y showing a picture of an apple and telling students that the sound of A is like the beginning of the word apple.

Question 17

Sequence diagrams

Answer 17

used with teacher’s modeling and guidance to remember the sequence of events in a factual or fictional text.

Question 18

Examples of cooperative learning structures for lessons

Answer 18

• Student TEams Achievement Division (STAD): Students are assisgned to heterogeneously grouped teams of four or five members who collaborate on worksheets designed to provide extended practice on instruction given by the teacher.
• Jigsaw: Instructional materials are divided and then studied by individuals or pairs of students. After students become “experts” on their sections of information, they share the info with the group.
• Numbered Heads Together: Students are heterogeneously grouped into a “home team.” Then each student is assigned a number so that he or she can join all the students with the same number to become an “expert” on assigned materials.
• Think-pair-share: The teacher poses a problem or situation and asks students to think individually. The teacher then suggests that each student pair with a peer and share his thinking on this problem.

Question 19

Cause-and-Effect Maps

Answer 19

Visuals hellp students identify causes and effects in narrative or expository tesxts.

Question 20

What is IRE

Answer 20

Initiate, Respond and Evaluate

Sample question categories along bloom’s taxonomy include:

• Knowledge: Remember; recognize; recall who, what, where…
• Comprehension: Interpret, retell, organize, and select facts
• Application: subdivide info and show how it can be put back together; how is this an example of that?
• Analysis: What are the features of…? How does this compare with…?
• Synthesis: Create a unique product that combines ideas from the lesson; wha twould you infer from…?
• Evaluation: Make a value decision about an issue in the lesson: what criteria would you use to assess…?

Question 21

What are the “Essential Nine” Instructional Strategies

Answer 21

1. Identifying similarities and differences
2. Summarizing and note-taking
3. Reinforcing effort and providing recognition
4. Assigning homework and practice
5. Fostering nonlinguistic representations
6. Encouraging cooperative learning
7. Setting objectives and providing feedback
8. Generating and testing hypotheses
9. using cues, questions, and advance organizers

Question 22

Continuums

Answer 22

help students learn key vocab or concepts.

Question 23

Fostering nonlinguistic representations

Answer 23

Knowledge is stored in two forms:

Nonlinguistic (visual, kinesthetic, whole body)

Linguistic (reading or hearing)

Question 24

Inquiry Model

Answer 24

Involves students in the process of exploring the natural and/or material world in an effort to help them discover meaning.

Question 25

Anchored instruction

Answer 25

The student uses concrete applications of the conceptn being taught (the anchor) to connect what he is learning to a concrete experience.

Question 26

“Effective Teaching Model” emphasizes the following parts of an effective lesson: objectives, standards of performance, anticipatory set or advance organizer, teaching (which includes modeling, student input, directions, and checking for understanding), guided practice and monitoring, and lesson closure and practice.

Answer 26

Hunter’s Model

Question 27

The teacher breaks down a unit’s content into smaller units or chunks and provides support and frequent feedback to the student as he demonstrates understanding of each chunk of information.

Answer 27

Curriculum chunking

Question 28

The student uses concrete applications of the conceptn being taught (the anchor) to connect what he is learning to a concrete experience.

Answer 28

Anchored instruction

Question 29

Differentiated Instruction

Answer 29

Teachers can differentiate content, learning processes, or products. Content encompasses the concepts, principles, skills, and strategies we want our students to learn.

Question 30

Flexible groups are groups that change as the students’ learning needs change. For example, students who need to better understand how to make inferences in a book work together until they are proficient, and then the group disbands.

Answer 30

Flexible grouping

Question 31

Flexible grouping

Answer 31

Flexible groups are groups that change as the students’ learning needs change. For example, students who need to better understand how to make inferences in a book work together until they are proficient, and then the group disbands.

Question 32

Used to help improve students’ ability to remember key information. The teacher may instroduce the letter A y showing a picture of an apple and telling students that the sound of A is like the beginning of the word apple.

Answer 32

Mnemonics

Question 33

Tiered Instruction

Answer 33

The teacher offers the same core content to each student but provides varying levels of support for students.