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What Is It?

This instructional strategy allows students to take control of their learning by creating projects based upon what they want to learn about subject matter. While there are many criticisms of this type of learning, one of the main arguments is that students will not learn standard subject matter that they will need to know for state-mandated tests, college, etc. However, these arguments are not supported by evidence (Day, 2017). As PBL gains popularity, educators across all levels are seeing the great benefits that can come from letting the student take control of his/her learning.

What Does It Involve?

The premise behind PBL is rather simple. Basically, depending on what subject matter you are teaching, you allow each student to create a teacher-approved project over something that interests them. While this allows for students to self-regulate and monitor their own progress, it also allows them the opportunity to learn about something that sparks their interest instead of the teacher’s. Of course, teachers should monitor all students’ progress in addition to having them monitor their own. Additionally, a time frame should be set up so that each student knows when they need to meet certain goals, deadlines, and when they will present or reflect on what they have learned.

How Would I Use It in Class?

An example of how PBL could be used in the 4th grade classroom is as follows:

Say that I was starting a unit on autobiographies. This unit would explore what an autobiography is, why they are important, their relevance to history, and how to create one of your own. I would give students the opportunity to complete this unit by creating a project. They could choose one of the following ways to do it:

1)      Give a news report on the autobiography of an important figure from history or the present;

2)      Write a newspaper article concerning the autobiography of an important figure from history or the present;

3)      Write a personal autobiography of their own life;

4)      Create a diorama for a museum exhibit, along with a “plaque” that explains the important event explained in the diorama, along with an essay that explains the important figure’s life;

5)      Or another project of the same nature that they have discussed with me and had approved.

By allowing students the option to choose what they want to do their project on, student engagement will be much higher, resulting in more effort and a higher level of success for the class as a whole. Of course, students will have to demonstrate through these projects that they understand what an autobiography is, why they are important, etc. as I will outline in their learning objectives. I will also provide a rubric that is applicable to all of the projects concerning their comprehension of main themes that are vital to them successfully completing the unit.

References

Day, E. (2017). 5 New teaching methods improving education. Getting Smart. Retrieved from https://www.gettingsmart.com/2017/10/5-new-teaching-methods-improving-education/

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What Is It?

This instructional strategy involves several different aspects, all of which work toward the end goal of transparency of expectations for students. In order for students to be successful, that is, learn what the teacher expects them to learn and receive a grade that appropriately reflects their grasp of the content, students need to know what is required of them.

What Does It Involve?

Teacher clarity involves discussing with the class what the purpose is, what the learning goals are, and which criteria need to be fulfilled in order to successfully complete the task before them (Alber, 2015). It also includes providing completed works as examples so that the class can visualize what their end result should look like. The addition of rubrics can aid in specifying for students exactly what they need to do in order to complete their task/project successfully.

How Would I Use It in Class?

An example of teacher clarity being used in my class is as follows:

I have decided my 4th grade ELA/R class is going to make a “book” in which they differentiate between adjectives and adverbs in their own story. First, I would discuss with the class what we will be doing. I will explicitly outline what steps they need to be successful. First, they will decide which adjectives and which adverbs they would like to use in their story. Next, they will write down their story on a graphic organizer I provide using their selected adjectives and adverbs and have me check it before they begin creating their “book.” Lastly, they will create their book using supplies I provide. I will show them an example of a “book” I have made and possibly “books” made by previous students if this is not my first time teaching this lesson. I will provide all students with a rubric outlining how they will be graded on originality of the story, correct use of adjectives/adverbs, creativity of their “book,” and their presentation to the class. As always, adjustments will be made where necessary for students with disabilities or GT students. By being clear with my students about what I expect from them, they will be able to better produce a product that demonstrates the understanding I am looking for.

References

Alber, R. (2015). 5 Highly effective teaching practices. Edutopia. Retrieved from https://www.edutopia.org/blog/5-highly-effective-teaching-practices-rebecca-alber

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What Is It?

The KWL chart, also known as the “Know-Want-Learn” chart, allows students to answer questions in an open-ended response format (Raffaelli, 2014). This teaching strategy is usually used in lower levels, such as elementary schools. However, the main premise behind the KWL chart can be utilized at all levels in order to facilitate student engagement and learner autonomy.

What Does It Involve?

Under the “Know” section of the chart, students write down what they already know about the subject or topic that is going to be discussed. Under the “Want” section, students write down what they want or hope to learn about the subject by the time the lesson or unit is completed. The “Learn” section is the last section of the chart and can function as an informal assessment. According to Strasser (2018), “A high-level question is always a question that a child will answer in [his/her] own way.”

How Would I Use It in Class?

One way I could use the chart is when teaching my class about homophones. First, I would ask the class if anyone knows what a homophone is. Then, I will write some examples on the whiteboard. Examples could include knight/night, cell/sale, scent/cent, etc. After writing several examples, I will ask the class if they know of any more. After this brief introduction, I will pass out the KWL charts. If it is my first time using KWL charts in the classroom, I will make sure to inform my students that this is not going to be graded and that I would like them to answer to the best of their ability. That will help to dispel any anxiety and will facilitate honest answers. I will tell them to write down what they already know about homophones, even if it is only what we have just discussed. After giving a few minutes time, I will then ask them to write down what they would like to learn about homophones. I will pick up the charts and begin the lesson. I will read a book to the class that explores homophones such as How Much Can a Bare Bear Bear? by Brian Cleary. I will then have students get into groups to compose sentences that use homophones. After I am done teaching the lesson, I will pass their KWL charts back out and have them complete the last section. Under this section of the chart, students will write down what they have learned now that the lesson is completed. Did they learn what they wanted to learn? Do they know more now than they did before the lesson? These are questions that a teacher can ask to facilitate student responses. Strasser (2018) states, “There’s an easy way to tell if a question is effective-a child will be excited to give you lots of details in [his/her] answer.”

References

Raffaelli, L. (2014). 18 Teacher-tested strategies for differentiated instruction. Edutopia. Retrieved from https://www.edutopia.org/discussion/18-teacher-tested-strategies-differentiated-instruction

Strasser, J. (2018). Conversations with children! Asking questions to support their understanding of family diversity. Teaching Young Children, 12(2), 22-25. Retrieved from https://easydb.angelo.edu/login?url=http://search.ebscohost.com/login.aspx?direct=true&db=eue&AN=133292992&site=eds-live

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What Is It?

Consistent “Low-Threat” Assessment (TeachThought, 2017) is an instructional strategy that involves continuously assessing students for degree of comprehension in a non-threatening environment. Usually, students are not even aware they are being assessed, nor do they feel pressured as they normally would during a formative assessment.

What Does It Involve?

Consistent “Low-Threat” assessments usually involve playing a game or some other type of group activity that keeps the atmosphere light and playful. An example of this would be using whole-group response with hand signals (Nagro, Hooks, Fraser, & Cornelius, 2016). This specific type of low-threat assessment allows students to demonstrate their comprehension level by using a series of hand signals to denote level of understanding. It promotes engagement from every student and allows for the process of self-evaluation.

How Would I Use It in Class?

First, I would make the entire class turn in their chairs and face me. After reading the definition of a new vocabulary word to my class, I would ask them to raise their hands in front of their chest and put up one finger if they did not understand the definition. I would ask them to raise two fingers if they think they understood everything, but they are not completely sure. I would ask them to raise three fingers if they are sure they understood. Lastly, I would ask them to raise four fingers if they completely understood and feel that they would be able to explain the definition to the class. This will allow me to see who is understanding the new vocabulary words and who needs more help. By utilizing this strategy, students are practicing becoming autonomous learners by learning to self-evaluate.

References

Nagro, S. A., Hooks, S. D., Fraser, D. W., & Cornelius, K. E. (2016). Whole-group response strategies to promote student engagement in inclusive classrooms. Teaching Exceptional Children, 48(5), 243–249. https://doi.org/10.1177/0040059916640749

TeachThought Staff. (2017). 32 Research-based instructional strategies. TeachThought. Retrieved from https://www.teachthought.com/learning/32-research-based-instructional-strategies/

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What Is It?

This instructional strategy provides support for students as they work their way towards being able to do a task successfully on their own (Rosenshine, 2012). Just as builders rely on scaffolding to provide them the necessary aid in order to efficiently and successfully complete a job, scaffolding in the classroom provides students with the necessary tools they need in order to learn step-by-step how to do a task until they are able to complete the job on their own.

What Does It Involve?

Scaffolding can be used in numerous ways. It could take the form of a graphic organizer that breaks down steps for students; it could be the use of manipulatives to help students visualize the concrete elements of a situation before having to apply them theoretically, etc. Scaffolding can be used in any discipline and at any level, although it is commonly associated with the elementary level classroom. Scaffolding is a form of guided practice (Rosenshine, 2012).

How Would I Use It in Class?

I could use scaffolding in my class in the following way by utilizing a graphic organizer. For example, say I was going to be teaching my 4th grade students how to summarize a story they have read. They would need to know how to identify the main idea of the story, the main points, and the supporting details that go along with each main point. In order to help students visualize the process of summarizing so they do not become overwhelmed, I would provide them with a graphic organizer that will allow them, step-by-step, to organize their thoughts. An effective graphic organizer would also include room for transition words or statements. Once they have completed filling out their graphic organizers, they will be able to see how a summary is formed. They would then need to transfer their work from the graphic organizer onto a piece of notebook paper in paragraph form, along with transition statements and a concluding sentence. I would slowly take away parts of the graphic organizer (e.g. the main idea box, transition statement boxes, etc.) over time until students were able to write a correct summary without the aid of a graphic organizer.

References

Rosenshine, B. (2012). Principles of instruction: Research-based strategies that all teachers should know. American Educator. Retrieved from https://www.aft.org/sites/default/files/periodicals/Rosenshine.pdf