Copyright© 2012 Texas Education Agency Course 4: Effective Instructional Techniques 167.

transcript

Course 4: Effective Instructional Techniques

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COURSE 4 - Agenda I. Welcome

• Introductions• Housekeeping• Project Overview• Training Expectations

o Training Overview and Specific Goalso Course 3 Questions

• Course 4 Agenda• Participant Warm-up Activity

COURSE 4 – Agenda, Continued II. Reading and Writing – Effective Instruction

•Listening and Phonological Awareness•Components of Reading•Higher Order Thinking Skills – HOTS•Secret for Two•Present POWER – an essay Writing strategy handout•COPS•Additional - Think Aloud•Additional Writing Suggestions and Strategies

III. Math – Effective Instruction

IV. Goal Setting – Discuss Homework - Course 3• Personal/Professional Goal(s)

COURSE 4 – Agenda, Continued V. Self-Esteem Issues

• Fostering Self-Esteem• Helping Students Develop Assertiveness• Developing Self-Advocates

VI. Social Skill Issues – Developing Social Skills

VII. Critical Thinking• Metacognition • Activities for Students

VIII. Summary and Expectations Review

• Review• Questions and Evaluations• Homework and Next Course Date

II. Reading and Writing – Effective Instruction:

Reading

Reading is a multifaceted, complex act.

Listening Speaking Reading Writing

Reading Skills – Auditoryand Visual

• Visual

• Visual Discrimination• Visual Sequencing• Visual Memory• Recognition of Alphabet Letters

• Auditory

• Auditory Discrimination• Rhyming• Blending• Auditory Memory• Phonological Awareness

Language and Learning

Phonological Awareness is . . .

• Knowing that letters represent sounds

• Spoken words which contain component sounds

• The concept that spoken language can be broken down into smaller segments and manipulated, such as breaking sentences to words, words to syllables, and syllables to sounds

• Implicated by researchers as the key culprit to neurologically-based reading disorders. For example, Dyslexia, makes language learning difficult because the “brain’s wiring is different” from someone who does not have Dyslexia

• A group of auditory analysis skills that help individuals appreciate how the English language works given its alphabet, alphabetic nature, and the spelling of words.

Phonemic Awareness is

• the segmentation and manipulation of sounds or phonemes

• the recognition of phonemes which are individual sounds.

Phonics is

• a “cue system” used to recognize words

• the knowledge of the sound patterns of English

• word analysis, word attack, and sound-symbol relationships

• the relationship between printed letter sequences and the sounds in our language.

Higher Order Thinking Skills -- HOTS

Reading Comprehension – Types of Questioning

A. Memorizing

Recalling facts - Who, What, When, Where, Why Defining terms Recognizing common characteristics of a group of ideas or things

- In what three ways does......resemble.....? - What kind of boy was....?

B. Expressing ideas in a different way: Paraphrasing

C. Recognizing relationships in the reading passage: Interpreting

Comparing - Same, Different, Related, or Unrelated

Implying - What will ...... and ...... lead to?

Inductive thinking - What facts in the storysupport.....?

Quantitative questioning - Using number facts to reach a conclusion

Recognizing cause and effect.

D. Applying Generalizations

E. Recognizing and applying rules of logic: Analyzing

F. Synthesizing: Using creative thinking to solve problems

G. Evaluations: Making judgments.

A Secret for Two

Steps for Teaching: Secret for Two LessonEffective teaching for the multilevel reading class!

1. Teacher reads the story aloud. Every student gets a copy of the story and follows along as the teacher reads.

2. Teacher (Tape, CD) records reading of story so that students may listen to and review the story as often as they wish.

3. In groups, students come up with higher order thinking questions about the story, from one of the Reading Comprehension-Type of Questioning categories. This step allows for group discussion.

4. Each group swaps their questions with another group. Each group writes answers to the questions developed by their partner group. This step allows for students to write.

5. Each group may review and discuss written answers to the Types of Questioning their partner group completed.

Before Reading

• Teach About Texts

• Activate Prior Knowledge

• Preview Heading Bold, Italics, Key Words

• Teach New Vocabulary

• Ask Preview Questions

During Reading

• Support with Visual Images

• Teach Comprehension Monitoring

After Reading

• Summarize in Own Words

• Ask Clarifying Questions

Reading Strategies

II. Reading and Writing – Effective Instruction:

Writing

POWER Essay Writing

•Plan

•Organize

•Write

•Evaluate

•Revise

COPSC – Capitalization

O – Organization (or Overall Appearance)

P – Punctuation

S – Spelling

Think Aloud – Poster Activity

Writing Transitions

• First . . . • Then . . . .• Next . . . .• Then . . . .• Also . . . . .• Then . . . .• Finally . . .

III. Math – Effective Instruction

Math Activity:

“In what ways do you use math in your life?”

Learning Math - Systematic Methods

Concrete

• Use of manipulatives to help create mental images of the math process

• Use of three-dimensional objects (manipulatives) to solve computation problems

• Students must physically move the objects for learning to occur

• More than one manipulative object should be used when teaching a concept

Learning Math - Systematic Methods, Continued

Semi-concrete

• Use of drawings - lines, circles, or groups of objects

• Students count or tally the number of drawn objects depending on the process

Abstract

• Solving computation problem without manipulatives or drawings

• Students think of ways to compute problems

• Students may use visual imagery.

IV. Goal Setting – Let’s Discuss Homework from Course 3:

• How did it go?

• Did you meet your goal?

• Did your goal change?

V. Self-Esteem Issues

Masks• The Mask of Activity

• The Mask of Contempt

• The Mask of Boredom

• The Mask of the Victim

• The Mask of Helplessness

• The Mask of the Frail Health or Vulnerability

• The Mask of Invisibility

From the Book by Sally Smith, Succeeding Against the Odds

• The Mask of the Clown

• The Mask of Outrageousness

• The Mask of Super-Competence

• The Mask of Seduction

• The Mask of the Good Samaritan

• The Mask of the Con

• The Mask of Being Mad

• The Mask of Not Caring

• The Mask of the Strong, Silent Type

FosteringSelf-Esteem

• What do you do to foster the self-esteem of your students in the classroom or in tutoring sessions?

Fost er ing Fost er ing Sel fSel f --Est eemEst eem

• What do you do to foster the self-esteem of your students in the classroom or in tutoring sessions?

Developing Assertiveness

Knowledge of Self Promotes

• Self Esteem• Motivation• Self-advocacy

Larry B. Silber, MD

FosteringSelf-Esteem• Affirmations• Famous People• Words to Describe You• What’s News?• Journaling• Goal Development• Feedback Methods

Developing Self-Esteem

N SA UN CC CI EE S

Developing SelfDeveloping Self--EsteemEsteem

NANCIE

SUCCESS

Self-Advocacy• Define Self-Advocacy

• What should a student be able to do as a self-advocate?

• How would you teach students to be self-advocates?

• In what settings do your students need to be strong self-advocates?

VI. Social Skills Issues –

Developing Social Skills

SKILLS DESIRED BY FORTUNE 500 COMPANIES(In order of importance)

1. Teamwork2. Problem-solving3. Interpersonal Skills4. Oral Communication5. Listening6. Personal/Career Development7. Creative Thinking8. Leadership9. Goal Setting/Motivation10.Writing11. Organizational Development12.Computation13.Reading

from: “Creativity in Action” Creative Education Foundation, 1990; Odyssey of the Mind Newsletter, Fall 1995

Social Skills – Part I

• In table groups, brainstorm Social Skills problems observed in classrooms, on flip charts

• Discuss items on the list, and circle the top three concerns

• Back at your tables, brainstorm and strategize methods to address/solve problems selected.

Social Skills – Part II• Consult Participant’s Manual, pages 195-199, for

additional Social Skills strategies

• With your group, answer the following questions:

- How would you introduce the Social Skills issue to the student? What would you say?

- How would you give feedback to the student?

- What is your comfort level in presenting/discussing issues with students?

- How would you evaluate progress?

Social Skills – Part III

• With your group, choose ONE of the Social Skills issues/concerns

• Each group will create a poster depicting the Social Skills problem, and its solution. In your poster, please address:

- The issue/problem

- Methods used to address the problem

- The approach used with the student

- The comfort level experienced when discussing

issue with the student

- Ways to evaluate progress.

INCREASE NON-VERBAL COMMUNICATION

Smile increases rapport

Open posture chin straight / shoulders up

Face each other less confrontational

There be present / equal

Eye contact 75-80% typical in US culture

Nod nonverbal - shows you are with them

“It is not the person who knows the most that is listened to; it’s the person who knows the most about being

listened to that is listened to.”

Winning Strategy

• Know yourself• Be positive about YOU• Speak positively about YOU• Nurture yourself• Focus on the present• Look to the future• Set goals and self-evaluate.

VII. Critical Thinking

What Makes Them What Makes Them ImportantImportant

Cognitive SkillsBasic SkillsLife Skills

Work Skills

Metacognitive SkillsMetacognitive Skills

Metacognitive Skills

• Attention

• Memory

• Concentration

• Sequential Logic

• Abstract Thinking

• Critical Thinking & Insight

• Cognitive Flexibility

• Association

• Generalization

• Prioritization

• Systematic Planning

• Time Management

• Organization

• Frustration Tolerance

• Problem Solving

Higher Order Thinking Skills Activities

How Many Squares How Many Squares Do You See?Do You See?

How Many Squares Do You See?

Three Circles Draw three complete circles so that each circle contains one ellipse, one square and one

triangle.

Steps of Problem Solving

1. Define the problem

2. Find the cause

3. Look for solutions

4. Solve the problem

5. Evaluate the solution

Which of the Four Which of the Four is Least Like the is Least Like the

Other ThreeOther Three

= > x <

Metacognition & Reading

• Comprehension Questions

–Memorizing

–Paraphrasing

–Interpreting

–Applying

–Analyzing

–Synthesizing

–Evaluating

VIII. Summary and Expectations Review

• Review• Questions and Evaluations• Homework and Next Course Date

END OF COURSE 4

Copyright© 2012 Texas Education Agency Course 4: Effective Instructional Techniques 167.

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