Assignment+6

Direct Instruction Method || The Direct Instruction method of teaching is a clear and systematic approach to teaching. It has a clear framework and while doesn’t always cater to every type of learner, is necessary to use in some situations. || This is best used as a way to contain various other teaching strategies such as RAFT, Think-Pair-Share etc. and to place those activities within the framework of the Direct Instruction Method lesson plan. For example, after introducing students to the topic of Europe in World War II and showing them examples of primary documents concerning that topic, you could present students with a RAFT assignment concerning the topic. || It doesn’t work as well as some of the other strategies or methods in the matrix, but, it is still effective in teaching today’s students. || You can incorporate many types of technologies into a Hunter lesson plan. I especially think that using a YouTube video or an audio clip is perfect for an anticipatory set. ||
 * **Instructional Strategy** || **Purpose** || **How might you use this strategy? When?** || **How does this strategy relate to our Standards and Benchmarks?** || **How might technology facilitate student learning using this strategy?** ||
 * Jigsaw || This is a cooperative strategy where students are first divided into groups and each student becomes an “expert” about a particular aspect of the subject being studied. Then all the “experts” meet to discuss their findings. After this meeting, the “experts” go back to their original groups where they teach their classmates about what they have learned. The information is usually then shared with the entire class. || Jigsaw can be used to explore a topic within a unit: An example would be utilizing this while students are introduced to the Boston Tea Party. One student could become an expert on the Tea Party event itself, while another student could become an expert on the planning of the Tea Party. || I think that this works well with Standards 1, 2 and 3 as it gives students the experience of drawing conclusions not only from information that they might already know, but, from the new information given to them and then not only share it with their “expert” groups, but, their original groups as well. || This possibly could be done on a BlackBoard meeting at a pre-coordinated time. Having the students placed into the two groups, their original groups and “expert” groups and allotted a specific amount of time in each group to discuss the material given to them. ||
 * 3 by 3 by 3 || This is a type of cooperative learning strategy where students are divided into groups of 3. Once a task has been assigned to each group of 3, the groups write questions that the teacher can answer. The groups are given 3 minutes to complete this. After the 3 minutes are up, the teacher can ask for the questions. || This could be used after watching a video to begin a class discussion about what occurred during the video. Each group would ask the questions to the teacher and the teacher would write them for the class to see on the blackboard or SMARTboard. Then, group 1 could answer group 4’s questions and so on and so forth. || I think that 3 by 3 by 3 incorporates aspects of Standards 1, 2 and 3 by students being able to learn about new information, using information from earlier situations to help draw conclusions about the new information presented and of course, sharing the information learned. If the lesson is powerful enough, I also believe that Standard 4, pursing personal and ascetic growth could occur, but, maybe not for every student. || You could post the questions on the SMARTboard if the classroom or library media center has it. You could also have students post these questions on a class blog or wiki if one exists. ||
 * Journal || A Journal allows students to write down their feelings about what they are completing in class over a period of time. It gives students the opportunity to express their thoughts about their own efforts, strengths and weaknesses. || This could be something done at the end of each class during a unit or even throughout the year. It could also be given as a homework assignment to complete independently thus giving students more time to think about the work and effort they have made. || Since this is a form of assessment, I believe that this works well within our Standards and Benchmarks. || Journal postings could be posted on an individual or class wiki or blog. The teacher could even set up a site on Moodle where journal postings could be made. ||
 * Cooperative learning || Its purpose is to get students to achieve the goal of the lesson through individual efforts and the combined efforts of the team. It can also help develop social skills and can allow higher level students to assist lower level students. || This can be used after introducing topics as a way for students to discuss the topic, work on assignments and find answers to the questions asked or developed internally from the group. || This relates very well to the Standards and Benchmarks as collaboration is a major aspect of the four standards and the benchmarks for different grades. || Using BlackBoard, ANGEL, blogs or Wiki’s could allow students to utilize technology while cooperatively learning. ||
 * Inquiry-learning || Allows students to increase their understanding of a topic or unit by conducting “investigations”. These investigations usually include asking questions, making predictions, acquiring evidence and developing their own explanations. || This can be used after introducing a topic: Why was the Civil War inevitable?, Is poetry important? etc. I also think this type of learning works very well with Socratic Seminar. || This works very well with Standards 1 and 2 and if the teacher allows students to share their questions, predications, evidence and explanations can fulfill Standard 3. || Using various websites, online databases and encyclopedias can help find information to help their investigations. ||
 * Socratic Seminars || Creating learning by questioning, thinking and discussing a topic or theory. It is perfect for Social Studies classes, but can also be used in Science and English as well. || This can be used to explore a new topic or unit in a collaborative group setting. It could also be used to wrap up a topic or unit as well. || Socratic Seminars will satisfy the current Standards in place. I think that it works exceptionally well with Standards 1 and 3. || You can use various Internet articles as your documents for the seminar. Utilizing a SMARTboard to display visual learning tools can be used too. A PowerPoint presentation could be used to introduce the topic. ||
 * Concept mapping || This is a way of organizing and displaying ideas or topics so that relationships between the ideas can be clarified. This is quite useful for the visual learner. || This can be used to explain relationships between different topics or within a topic: The stages of photosynthesis or events leading up to the Civil War or World War I. || I think that concept mapping works very well with Standard 2 as it can help visual learners connect information and draw conclusions from what is presented. || A SMARTboard lesson using concept maps, such as webs, where you would be able to highlight or accentuate different parts of the web. ||
 * Differentiating Instruction || Varying instruction to be able to teach all different types of learner’s information in ways that will allow them to learn as much as possible. || This could and should be used in all teaching situations. Newer teachers should try to differentiate one unit a year. || This fits in perfectly with the new Standards and Benchmarks. || All sorts of various types of technology can be used to differentiate instruction including SMARTboards, wikis, blogs, Moodle and many other websites. ||
 * Reflection || This allows students, and teachers, to show what they have learned about the day’s lesson or reading. || Reflections are best utilized after completion of individual lessons and after a unit so that students can express their feelings about what they have completed. || Reflections allow students to draw conclusions about what they have learned during the day’s lesson or a multi-day unit, which satisfies Standard 2 as well as multiple Benchmarks throughout various grade levels. || Reflections could be posted onto a class or student’s wiki or blog. Students could also possibly e-mail reflections to the teacher. ||
 * Lecture || Lectures can be used to introduce or to summarize a concept or task to the entire class. || Lectures are usually at the beginning of a class to introduce a new topic or area. While lectures sometimes take the entire period, the ideal way to utilize a lecture is to follow up the lecture with active learning. || While a lecture doesn’t fit perfectly within the Standards and Benchmarks, it is necessary to use at times. || PowerPoint presentations can help focus students attention on the most important parts of what is needed. You can also embed audio, video and web site links into a PowerPoint presentation. ||
 * Think Pair Share || This is an activity where students can pair up, think about the information that has been presented to them and come up with ideas to share with the class. || Think Pair Share could be used after introducing a topic so that the pairs could come up with ideas or questions about the topic at hand || This works well with Standards and Benchmarks as it gets students to think critically about what is in front of them, draw conclusions and understandings from the information and then share it with their partner. || Think Pair Share answers or questions could be put on a SMARTboard if the classroom/library is equipped with one. ||
 * Constructivism || This is an educational theory where the educator believes that leaners acquire knowledge by interacting with the environment around them. It really benefits tactile learners. || I think that this strategy can be used in a variety of instructional situations. To introduce a topic, unit or lesson, to re-enforce prior knowledge and allowing students to collaborate. || I think that this strategy or theory is able to match most if not all of the Standards and Benchmarks. || You can use various types of technology to use this theory. Various Internet sites, touch screen devices, SMARTboard lessons are just some of the devices. ||
 * RAFT || This type of assignment is given so that students of a wide variety of learning styles and preferences can complete something in a way that is comfortable for them to do. RAFT is an acronym which stands for Role, Audience, Format and Topic. Students are allowed to choose their assignment, but, it is highly recommended that the teacher approve their selection. || This strategy can be used at various times throughout a unit. Giving students a choice of various roles of individuals involved in the Civil War will give students various viewpoints to consider and will give them an outlet to complete an assignment in a way that they feel they will excel via the RAFT matrix. || As a RAFT assignment allows for various types of learners to complete an assignment which caters to their skill, I believe it lines up nicely with our Standards and Benchmarks. || Students that like technology could complete a RAFT assignment using PowerPoint, Animoto, podcasting software, blogging software and a wide variety of other technological devices. ||
 * Final Word || This protocol is a way of focusing students on a text and building new ideas off of other classmates’ ideas in order to gain a better understanding of the issue or topic. This works well with groups of 4 to 6 with || This could be used after introducing a topic, during the middle of the class to allow students to discuss the topic with the reading they have about it as well as the information they know about the topic from before the reading. || Final Word elicits elements of the four Standards and features of the various Benchmarks from various grade levels. || This could be done on a site that has an Instant Messaging feature where the student presenting would be able to instantly type their thoughts and when completed, the other students could respond. ||
 * Ticket to leave || A “ticket to leave” is where students complete one or two questions about what they have completed during the day’s lesson. || This is usually used at the end of the period as a closure activity to wrap up the activities of the day. || I believe that this allows students to reflect on what they have completed during the day which is in a way assessing their effort. || The ticket to leave questions could be posted on a SMARTboard. ||
 * UbD || Understanding by Design is a framework for curriculum planning which features the best practices in instruction and assessment as proved through research as well as given teachers a language to best promote student understanding. || This educational strategy is used to shape units and if used can shape and plan all parts of the daily lesson plans within the unit. || UBD works exceptionally well with the current Standards and Benchmarks in place. || Various types of technologies can be used in a UBD unit. SMARTboards, websites, Moodle, Animoto and various other technologies. ||
 * Madeline Hunter
 * KWL chart || This is a visual learning tool which the teacher can fill out, or, student can complete which gives a visual representation of what is known, what needs to be known and what wants to be known. || This can be used at the beginning of a lesson of a new unit or the first lesson in the part of a continuing unit to allow students to see how information connects. || I believe that this works with visual learners very well and allows students to draw conclusions about information which falls in line with Standard 2. || KWL charts could possibly be posted on a class wiki or blog. They could also be displayed on a class SMARTboard. ||
 * Pointing to Text || This protocol gives each person in a group the opportunity to share their ideas and understandings on a passage from a reading. This works well with groups of 4 with one person in charge of keeping track of time limits and turn taking. || This could be used after introducing a topic, during the middle of the class to allow students to discuss the topic with the reading they have about it as well as the information they know about the topic from before the reading. || I think that the Pointing to Text Protocol works well with the four Standards and incorporates features from many of the Benchmarks for various grade levels. || This could be one on a blog, wiki, Moodle or Blackboard site with students being put into pre-determined groups and each commenting on their conclusions from the reading. ||
 * DBQ || A document based question is a strategy that develops critical thinking, problem solving and information assessment skills that allows the student to develop an enduring understanding of the big ideas and themes presented to them in the question. || This is mostly used in Social Studies classrooms at the middle and high school level as a way for teachers to know that students are understanding the information that has been presented to them by asking multiple short answer questions that lead up to an essay. DBQ’s are also used on the NYS Regents exams in high school. || This strategy doesn’t work well with all types of learners, however, it does hit on various Benchmarks while I think focusing mainly on developing the skills listed in Standards 1 and 2. || Documents could be scanned and placed into a BlackBoard assignment with places to respond to questions. The final essay could be typed and then submitted via BlackBoard as well. ||
 * WebQuest || This is an inquiry-based group online learning activity where each group member is assigned a role and has to read, analyze and synthesize the information found throughout the activity. || This should be used to introduce or conclude a unit since it allows students to sculpt their ideas, thoughts and understandings about the information as they are going through the various WebQuest links. || Since WebQuests focus on being able to be understand and process information found on the Internet, thus increasing digital literacy skills, I believe that it falls in line with our Standards and Benchmarks. || A teacher could set up a blog or wiki with the various websites needed to complete the WebQuest. ||
 * Scaffolding || This is a critical thinking strategy where a teacher builds upon existing knowledge that students already have by asking lower level questions first and then gradually push students to answer high level questions by suing Bloom’s Taxonomy. || This strategy can be used throughout the course of a unit. To begin the unit the students are asked to know basic information about a topic, such as the French and Indian War, and as they progress through the unit as asked higher-level questions to utilize the existing knowledge about the topic to help answer these more difficult questions. || This works very well with our Standards and Benchmarks. As the questions become harder, the students are forced to use more skills and develop new ones to answer them. || Scaffolding questions could be used on an online test or quiz site and the questions could start out as lower-level and then gradually require the student to use the knowledge they already have to answer the later questions. ||
 * Tiering || This is a planned strategy that takes students’ differences into account by preparing different tasks for different groups of students within the same lesson or unit. || This should be used throughout all types of learning situations as it helps students understand what they need to know in a way that is easiest for them to comprehend. || This strategy aligns perfectly within the Standards and Benchmarks as the differentiation of instruction allows the students to meet critical goals set forth from both of these documents. || Students who are more comfortable with technology can have a task that is designed for them: Create an Animoto video or podcast or design a blog or wiki. ||
 * Small Group Discussion || A small group discussion allows students to go over the information presented to them as the group beings or information previously given to them and allows the group to communicate their thoughts and ideas about the information to each other. || This could be used after the introduction of a new topic. An example of this would be small groups discussing an article that gives an overview of the Vietnam war and then each small group offering their opinions of the article to the rest of the class. || This strategy works well within our Standards and Benchmarks as it promotes collaboration and can allow students to draw conclusions from existing information as well as inquiring and analyzing new information being presented to them. || The information the group could be discussing could be placed on the SMARTboard in the class or the small group discussion could occur on the school’s BlackBoard site. This last method however, I don’t believe works as well as a face-to-face small group discussion. ||
 * Demonstration || An activity that shows students how something works or happens. I think that is also allows tactile or kinesthetic learners to show how something works or would have worked. || This could be used in Science class lab sessions to show how different chemicals react or when dissecting animals. It can also be used in Math as well as to show students how a problem should be properly completed. || This strategy allows tactile and kinesthetic learners to show their comprehension of the material, which, falls in line with our Standards and Benchmarks. || Using a SMARTboard to show a video of a demonstration or creating a wiki or blog for students of demonstrations of a particular topic I think would get them excited to learn about that particular topic. ||
 * Drill and Practice || This strategy uses repetition and practice to drill home information. || This tactic could be used for teaching multiplication tables or vocabulary terms. || This strategy does not really mesh well with our current Standards and Benchmarks, but, is necessary to use in some situations. || One idea to integrate technology for this strategy would be to have an online quiz or game where students would have to attain a certain score to be able to qualify for a no homework pass. ||

Chapman, Linda. "Pointing to Text Protocol/The Final Word Protocol." Teaching Methodologies for the School Media Center. Long Island University. SUNY Purchase, Purchase, NY. May 26th, 2010. Lecture. Chapman, Linda. "DBQ/Socratic Seminars." Teaching Methodologies for the School Media Center. Long Island University. SUNY Purchase, Purchase, NY. June 3rd, 2010. Lecture. Chapman, Linda. "Differentiating Instruction." Teaching Methodologies for the School Media Center. Long Island University. SUNY Purchase, Purchase, NY. June 10th, 2010. Lecture. Chapman, Linda. "Using Understanding by Design as a framework for teaching and unit design." Teaching Methodologies for the School Media Center. Long Island University. SUNY Purchase, Purchase, NY. June 21st, 2010. Lecture. Cooper, James. //Classroom Teaching Skills//. 9th. Belmont, CA: Wadsworth, Cenage Learning, 2011. p. 14, 39, 46-50, 83-85, 113, 153-157, 175-178, 229, 253- 255, 257, 264-265, 273-275. Dodge, Bernie. "What is a WebQuest?" //WebQuest.Org: Home//. Bernie Dodge, 2007. 25 Jun 2010. . Rowan, Kelly Jo. "Discussion Groups, Demonstration, Drill and Practice, KWL, Lecture, RAFT, Ticket to Leave." //Glossary of Instructional Strategies//. PlasmaLink Web Services, 19 OCT 2007. 25 Jun 2010. . "ALA." //Standards for the 21st Cenutry Learner in Action//. American Association of School Librarians, 2008. Web. 25 Jun 2010. .
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