Ainsworth Instructional Strategies by Mike Porter

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FIGURE 15.3 Instructional Strategies Master Document

RESEARCH-BASED EFFECTIVE TEACHING STRATEGIES

Strategy

Suggestions for How to Use Strategy

Identifying Similarities and Differences

• Assign in-class and homework tasks related to the knowledge/skills: — Comparison and classification — Metaphors and analogies

Summarizing and Note Taking

• When engaged in activities related to the knowledge/skills, ask the students to: — Generate verbal summaries — Generate written summary — Take notes — Revise notes, correcting errors and adding information

Reinforcing Effort and Providing Recognition

Homework and Practice

Nonlinguistic Representations

• Recognize and celebrate students’ progress toward learning goals/objectives • Recognize and reinforce the importance of student’s effort(s)

• Assign homework for the students to practice skills taught • Provide specific feedback on all assigned homework

• When engaged in activities related to the knowledge/skills, ask the students to: — Generate mental images representing content — Draw pictures or pictographs representing content — Construct graphic organizers representing content — Act, draw, and “talk it out”/role-play — Make physical models of the content — Make revisions to their mental images, pictures, photographs, graphic organizers, and physical models

Applied to Specific Learning Activity or Experience

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Instructional Strategies Master Document

15.3 (continued) RESEARCH-BASED EFFECTIVE TEACHING STRATEGIES

Strategy

Cooperative Learning

Suggestions for How to Use Strategy • Place the students into cooperative and/or flexible ability groups when appropriate • Model and apply peer questioning

Setting Objectives and Providing Feedback

• Set specific learning goals for the students: — Ask the students to set their own learning goal(s) — Provide feedback to the students on learning goal(s) — Ask students to keep track of their progress on learning goals — Provide the students with summative feedback — Ask the students to assess themselves

Generating and Testing Hypotheses

• Engage the students in projects that involve generating and testing hypotheses: — Problem-solving tasks — Decision-making tasks — Investigation tasks — Experimental inquiry tasks — Systems analysis tasks

Cues, Questions, and Advance Organizers

• Prior to presenting new content: — Ask questions that help the students recall what they might already know about the content — Help the students make direct links to what they have previously studied — Provide ways for the students to organize or think about the content

Nonfiction Writing

• Use engaging text for students to practice interdisciplinary nonfiction writing

Applied to Specific Learning Activity or Experience

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Instructional Strategies Master Document

15.3 (continued) DIFFERENTIATION STRATEGIES (Represented here as Tier 1 Universals for ALL Students Plus Enrichment Strategies)

Strategy

Multiple intelligences

Suggestions for How to Use Strategy • Provide support resources (manipulatives, visual aids, charts, outlines, picture cues, audiotape books, and instructions) • Vary assessment type (i.e., performance task, open response, multiple-choice, etc.) • KWL chart (what do we already know, what do we want to find out, what did we learn)

Graphic organizers

• Sequencing • Venn diagram • Compare and contrast • Word and number webs • Jigsaw

Flexible grouping

• Group investigation • Small-group instruction

Individual student • Gradual release of direct assistance so contracts students can perform independently

Adjusting level of rigor in questions

• Finding of answers in provided texts rather than by random guessing • Varied questioning strategies

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Instructional Strategies Master Document

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15.3 (continued) DIFFERENTIATION STRATEGIES (Represented here as Tier 1 Universals for ALL Students Plus Enrichment Strategies)

Strategy

Suggestions for How to Use Strategy • Using scoring guides (rubrics) to guide development of a student-selected independent project

Independent study of studentselected projects

Compacting (streamlining or • Clear emphasis on the most important modifying basic content to provide concepts and skills (i.e., “unwrapped” Priority Standards) students with tiered assignments)

Tiered assignments (designed at different levels of complexity according to students’ readiness levels)

Connect new concepts to prior learning

Other

• Varied texts and supplementary materials • Varied homework • Assignment “menu” (choices)

• KWL, use real world ideas, topics and contexts that are appropriate and engaging

Applied to Specific Learning Activity or Experience

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Instructional Strategies Master Document

15.3 (continued) INTERVENTION STRATEGIES Tier 2 (Targeted) interventions include, but are not limited to: Suggestions for How to Use Strategy

Tier 2 Strategy • Tutor

• Title I pull-out/push-in 1

Smaller grouping of students (may include individual student)

• Resource teacher • Aide • Guided reading groups • Needs-based groups • Interventionists • Explicit instruction

Instruction highly focused on specific skills and/or learning strategies

• Teach common misconceptions before errors occur • Additional 20 to 40 minutes of instruction

Frequent monitoring and assessment of progress and social development

• Monthly data points, progress-monitoring checks to monitor learning and adjust instruction accordingly

Matching of specific strategy to specific skill need and changing as needed

• Adapt ways of presenting task to address a variety of learning modalities • Copy material or write it again

Repetition

• Rehearse things mentally or aloud • Repeat information to be recalled • Recite steps in a procedure, facts, lists, labels, or rules

Student Names

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Instructional Strategies Master Document

15.3 (continued) INTERVENTION STRATEGIES Tier 2 (Targeted) interventions include, but are not limited to: Suggestions for How to Use Strategy

Tier 2 Strategy

“Chunking” of information/time into smaller segments

Providing more (or less) time

• Break instructional duration into smaller chunks of time • Break instructional content into smaller chunks • Adjust the length of time for instruction, assignments, assessments, and projects according to student need • Smart Board • Calculators • Computer

Use of technology

• Overhead projector • CDs • Student response clickers • Videos • Web sites

Other

Student Names

Applied to Specific Learning Activity or Experience

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Instructional Strategies Master Document

15.3 (continued) INTERVENTION STRATEGIES Tier 3 (Intensive) strategies include all of Tiers 1 and 2 PLUS: Suggestions for How to Use Strategy

Tier 3 Strategy

• Tutor • Title I pull-out/push-in 1

Smaller teacherstudent ratio and one-on-one instruction

• Resource teacher • Aide • Guided reading groups • Needs-based groups • Interventionists • Supplemental resources

More intensive supplemental interventions

Longer duration of instruction

• Minimize distractions in environment: — Close shades — Close door Detailed attention to — Move seat the social — Clear desk environment — Put pencils away — Put tennis balls on legs of chairs — Provide study corral

More frequent progress monitoring

• Daily/weekly data points; daily progress-monitoring checks to monitor learning and adjust instruction accordingly

Other

• Individualized intervention • Increase in duration and intensity • Adjust pacing calendar to include more reteaching of key concepts/skills

Student Names

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Instructional Strategies Master Document

15.3 (continued) SPECIALLY DESIGNED INSTRUCTION The general and special educators create specially designed instruction for each special education student according to specific disabilities indicated on the student’s IEP (Individualized Education Program). These may include any differentiation and intervention strategies along with specific accommodations and modifications to content. COGNITIVE Strategies:

Strategy

Suggestions for How to Use Strategy

Follow instructions from IEP

• Plan collaboration time with special education and/or resource teacher

Repetition

• Copy material or write it again • Rehearse things mentally or aloud • Repeat information to be recalled • Recite steps in a procedure, facts, lists, labels, or rules

Simplify the input (verbal or written instructions)

• Use lower-level reading books • Rephrase, reword, and simplify

Scaffolding

• Simplify the task to make it more manageable for the student, then provide structure to get to the next level/stage

Total Physical Response (TPR)

• Students respond with body movement to show comprehension

Extended wait time

• Provide uninterrupted periods of time for students to consider what their personal response will be

Teaching one concept at a time and allowing sufficient processing time

• Pace: ensure mastery of strategy by introducing concepts in chunks • Focus on both the process and content of learning

Student Names

Applied to Specific Learning Activity or Experience

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Instructional Strategies Master Document

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15.3 (continued) SPECIALLY DESIGNED INSTRUCTION COGNITIVE Strategies:

Strategy

Suggestions for How to Use Strategy

Home school communication

• Share instruction methods with family for home practice of skills • Letters home or newsletters • Family Nights

Categorize

• Picture or word webs • Multiple-meaning words

Use drawings, photographs, and common objects

• Use word and number webs, reference charts, common objects

Use of technology

• Assistive Technology • Writing with symbol program • Special education Web sites • Slant board Tracker • Smart Board • Calculators • Computer • Overhead projector • CDs • Videos • Web sites • Student response clickers

Use sensory feedback techniques

• Raised line paper • Tactile letter cards • Scoring guides (teacher and student generated)

Clear and explicit expectations

Other

• Systematic breakdown of specific strategies, skills and concepts (i.e. step-by-step explanation of what students are to do)

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Instructional Strategies Master Document

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15.3 (continued) SPECIALLY DESIGNED INSTRUCTION BEHAVIORAL Strategies:

Strategy

Suggestions for How to Use Strategy Decide with student in advance; make reward relevant and motivational to student

Consistent reward system

Provide explicit • Use examples feedback on acceptable and non- • Make students part of deciding rules/logical consequences acceptable behavior • Free time • Sticker charts • Sit with a friend

Use tangible and non-tangible incentives/rewards

• Homework pass • Class helper • Choice of assignment • Positive note or call home • Class reward • Close shades • Close door

Avoid distracting stimuli

• Move seat • Clear desk • Put pencils away • Put tennis balls on legs of chairs • Provide study corral

Provide time for children to break away from task

Other

• Give physical outlet to children, stand and stretch

Student Names

Applied to Specific Learning Activity or Experience

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Instructional Strategies Master Document

15.3 (continued) STRATEGIES FOR ENGLISH LANGUAGE LEARNERS Use the Differentiation and Tiered strategies in addition to the following:

Strategy

Suggestions for How to Use Strategy

Simplify the input (verbal • Lower-level reading books or written • Rephrase, reword, simplify instructions)

Scaffolding of information

Total Physical • Students respond with body movement to show Response comprehension (TPR)

Connections to primary language and cultures

• Students bring information/objects from home • Reflect diversity in classroom

Sufficient “think time”

• Provide uninterrupted periods of time to process information and reflect on what is being said

Sufficient practice and reinforce ment activities

• Provide daily practice of critical skills/concepts (i.e., Daily Math Review template or Daily Oral Language)

Ongoing comprehension checks (both oral and written)

• Running records • Questions • Retelling of story • Summarizing of story • Story frames

• Simplify the task to make it more manageable for the child, then provide structure to get to the next level/stage

Student Names and Current Language Levels

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Instructional Strategies Master Document

15.3 (continued) STRATEGIES FOR ENGLISH LANGUAGE LEARNERS

Strategy

Suggestions for How to Use Strategy

Use of contextual clues

• Bits of information from text that allow students to decide the meanings of unknown words (i.e., antonyms, synonyms)

Frequent checks for understanding

• Have students restate directions, provide opportunities for them to ask their own questions

Learning that is studentcentered and contentdriven

• Help students discover their own learning styles and teach them how to set achievable goals and develop study skills

Access student’s prior knowledge; build background knowledge

• Connect concept to students’ lives/interests • Increase the variety and depth of out-of-class experiences • Provide “virtual experiences” • Provide direct vocabulary instruction

Use drawings, • Use number webs and photographs, reference charts (display in and common classroom) objects

Categorize

• Picture or word webs • Multiple-meaning words • Classification games

Addressing listening, speaking, reading, and writing skills throughout instruction

• Provide varied opportunities to practice all four of these methods of communication each day in all content areas

Student Names and Current Applied to Specific Language Learning Activity Levels or Experience

DETAIL THE UNIT PLANNING ORGANIZER

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Instructional Strategies Master Document

15.3 (continued) STRATEGIES FOR ENGLISH LANGUAGE LEARNERS

Strategy

Suggestions for How to Use Strategy

Repetition

• Copy material or write it again • Rehearse things mentally or aloud • Repeat information to be recalled • Recite steps in a procedure, facts, lists, labels, or rules

Home school communi cation

• Share instruction methods with family for home practice of skills • Letters home/newsletters • Family Nights

Other

Student Names and Current Applied to Specific Language Learning Activity Levels or Experience

One Template or Two Admittedly, this second template is long. Yet remember its essential purpose—to provide educators with a comprehensive unit planning tool for detailing a rigorous curricular unit of study. Once again, form has to follow function. In the event that curriculum teams have not yet finalized their unit organizer or developed many of their units of study, they may want to consider revising their template to include all of these needed details before proceeding any further. They will then have no need for a supplemental template. Everything will be provided in one all-inclusive unit planning organizer. However, the result may be less userfriendly than the two templates shown in the West Haven example. Remember that when curriculum design teams first brainstormed the elements and components to include on the unit planning organizer, most likely they did not anticipate the eventual need for this level of detail. Even if they had, the idea of including so many types of specialized instructional strategies might have seemed—

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