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Instructional strategies are the tools of effective practice. They are the deliberate acts of teaching that focus learning in order to meet a particular purpose. Instructional strategies are effective only when they impact positively on students’ learning.
We as teachers need to be able to use a range of deliberate acts of teaching in flexible and integrated ways within literacy-learning/maths/science activities to meet the diverse learning needs of our students.
These deliberate acts include modelling, prompting, questioning, giving feedback, telling, explaining, and directing

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Modelling, or “showing how”, is perhaps the most powerful and pervasive form of instruction. Almost everything that we do and says in the course of the school day provides a potential model to the students in the classroom. Much of this modelling is implicit and occurs without either teacher or students being conscious of it. However, deliberate, goal-directed modelling is an essential teaching tool.

By articulating how we arrived at a solution – thinking aloud as we go through the process – the teacher provides a model of how a good reader/writer or maths solution is reached. This sort of modelling makes the thinking “visible”. It is a strategy used to great effect in shared reading/writing/science and maths classes.
Sometimes modelling alone is not enough. A combination of modelling and directing (or explaining) may be necessary at times. Using modelling along with other instructional strategies to convey a teaching point is especially useful for those students who are not yet fully familiar with the subject expectations of the school and for any who are experiencing difficulties in particular subjects

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Prompting means encouraging the student to use what they already know and can do. It is an effective strategy to focus students’ attention and to build their metacognitive awareness and their confidence. In order to prompt effectively, we as teachers need a detailed knowledge of the learner. Prompting may take the form of a strong hint, a clue, or a gentle “nudge” to help students use their existing knowledge and strategies to make connections and reach a solution. A prompt often takes the form of a question and involves allowing “wait time” to give students the opportunity to develop and express their own ideas.
Example-“You might need to check your conclusion again – if you look at the success criteria you may see that there’s something more you need to do.”

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Questioning is perhaps the instructional tool used most commonly by us teachers. Strategic and purposeful questioning is crucial to students’ learning.

Questions may be directed towards building a particular aspect of students’ knowledge, such as a strategy for encoding or decoding, understanding prior knowledge. At a metacognitive level, questions can help to build students’ awareness. Questioning can be an ideal way to generate thoughtful discussion and help students to develop the habit of being critically reflective, for example, “How do you think …?” “I wonder why …?” “What have you noticed …?” “How will your audience feel …?” One or two well-thoughtout questions can be powerful in helping students and also helps them to engage and connect with the classroom activity. It is important that we ask a range of questions and know why we are asking them(goal specific and directed).
Questions become effective teaching tools when:
1)They are directed towards helping students to meet a learning goal;
2)They are centred on and draw out students’ knowledge;
3)There is adequate “wait time” for students to think through their responses;
4)Students’ responses are valued and not transformed by evaluative comments that
5) suggest the responses were inadequate and provoke further.
6)appropriate follow-up questions are used to extend students’ thinking.
As teachers who use questions effectively provides a good model to students and shows them how to develop their own questioning strategies. This helps them to bring a critical perspective to texts by asking purposeful questions of themselves as they engage with a task. In a classroom environment of critical reflection, thought-provoking questions are not seen as threatening, they are welcomed as a highly valued part of learning.

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The impact of effective feedback on student outcomes has been established through a number of studies (for example, Hattie, 1999, and Crooks, 1988). Hattie, on the basis of extensive research, describes feedback as the most powerful single factor that enhances achievement. Like modelling, feedback pervades the school day: most interactions between us as teachers and students involve some element of feedback. Effective feedback is providing information to the student if he is not the right track, it should motivate a student to learn. It should rarely be judgemental but more descriptive as to what a student has done right and should do further to achieve.

The purposes of feedback are:

to affirm;

to inform;

to guide future learning.

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At its simplest level, telling means supplying what the student needs, such as an unknown word or a topic for a literacy-learning task. The idea is to fill a gap at that moment to enable the student to move on.
A strategic use of telling may involve providing the language needed to participate in an activity. The teachers we tell the students how to spell the word they need for a piece of writing or, at the beginning of a reading task, tells them the theme of the text, or how to do the first step of a maths problem. This may be the most effective way to work with some students who do not have the background knowledge on which to base productive prediction. Simply providing a label or definition may be the most efficient way to move a student’s learning on.

Telling can also mean providing information about when to use a particular strategy in a given task – making explicit the fact that the students can apply their existing knowledge at this point and so building their awareness of when to apply that knowledge in future situations. Telling students when to apply their expertise is particularly useful for students who are experiencing difficulties with academics,merely scaffolding the tas

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Explaining can be thought of as an extension of telling. Teachers may explain the task itself, or they may explain the content of a text or learning activity. For example, the teacher may explain:

what they want the students to do while reading a particular text;

how a certain task will help the students to achieve a particular goal;

the background to a topic (for example, as an introduction to a writing activity).

Teachers also use explanations in the context of classroom management (for example, when they explain what is involved in an activity such as paired math task) so that all the students can participate confidently.

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http://literacyonline.tki.org.nz/Literacy-Online/Planning-for-my-students-needs/Effective-Literacy-Practice-Years-1-4/Deliberate-acts-of-teaching

https://www.tesol.org/docs/default-source/books/14002_lesson-planning_ch-1.pdf?sfvrsn=2&sfvrsn=2

https://www.gettingsmart.com/2018/02/science-deliberate-practice-means-education/

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Why do we need the evidence that our students are learning

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Why do we need the evidence that our students are learning

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How do we know if our students are achieving their learning goals? We need to collect evidence—evidence of different kinds and on different levels. It might be useful to keep in mind that gathering evidence of our students’ learning is something we have been doing for most of your academic career. The value of applying an assessment practice to the process is that we now will analyse the evidence we have gathered based on the learning goals we have articulated. For example, we might give an exam and specifically target three open-ended questions to determine whether your students have achieved learning goals related to the development of critical and analytical skills.

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Direct methods provide concrete evidence of whether a student has command of a specific subject or content area, can perform a certain task, exhibits a particular skill, demonstrates a certain quality in his or her work, or holds a particular value.
Ideas-
Quizzes.
Exams/Assessments.
Research projects(Independent)
Internship performance
Class participation.

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Indirect methods reveal characteristics associated with learning, but they only imply that learning has occurred. These characteristics may be specific to the students, such as students’ own accounts of their learning or teacher observations.

Ideas-
Students reflections
Summarise.
Hand signals
Response cards
Think-Pair-Share
Four Corner QS.
Socratic Seminars
Peer assessment/feedback

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Responses as either Yes or No.

Do not check for understanding only once but a number of times.

Check for understanding in Variety of ways.

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https://www.opencolleges.edu.au/informed/features/21-ways-to-check-for-student-understanding/

http://www.ascd.org/publications/books/106035/chapters/Evidence-of-Teaching.aspx

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1. How to Give Effective Feedback to your Students | Susan M. Bookhar | M4726

2. Put to the Test | Therese M. Kuhs and others | M1928

3. How Create and Use Rubrics for Formative Assessment and Grading | Susan M. Brookhart | M4728

4. Embedding Formative Assessment (Practical Techniques for K-12 Classrooms) | Dylan William & iobhan Leahy | M6530

5. Reflections on Assessment (Its Purposes, Methods & Effects on Learning) | Kathleen & James Strickland | M1929

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1. Understanding by Design : Professional Development Workbook | Jay Mc Tighe and Grant Wiggins | M4775

2. Understanding by Design (Expanded 2nd Edition) | Grant Wiggins and Jay Mc Tighe | M4361

3. Summarization in Any Subject : 50 Techniques to Improve Student Learning | Rick Wormeli | M3948 |  |  |  |

4. Teaching High School Science Through Inquiry - A Case Study Approach | Douglas Llewellyn | M6538 |  |  |  |

5. Essential Questions : Opening Doors to Student Understanding | Jay Mc Tighe and Grant Wiggins | M4516 |  |  |  |

6. Enriching Curriculum For All Students (second edition) | Joseph S. Renzulli & Sally M. Reis | M2803 |  |  |  |

7. Judith Fabian | M6964 |  |  |  |

8. Inquire Within : Implementing Inquiry-Based Science Standards (second edition)  | Douglas Llewellyn | M6550 |  |  |  |

9. MYP New Directions  | Edited by Mary Hayden, Jeff Thompson

10.  Teaching English Language Learners Across the Content Areas | Judie Haynes and Debbie Zacarian | M4706 |  |  |  |

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The important components of the Learning Process-

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The important components of the Learning Process-

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There are six interactive components of the learning process: attention, memory, language, processing and organizing, graphomotor (writing) and higher order thinking. These processes interact not only with each other, but also with emotions, classroom climate, behavior, social skills, teachers and family

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Paying attention is the first step in learning anything. It is easy for most of us to pay attention to things that are interesting or exciting to us. It is difficult for most of us to pay attention to things that are not. When something is not interesting to us, it is easier to become distracted, to move to a more stimulating topic or activity, or to tune out.
Our job is to construct lessons that connect to the learner. Relating what is to be taught to the students’ lives can accomplish this. Relate Romeo and Juliet, for example, to the realities in our communities of prejudice, unfounded hatred and gang wars. Or relate today’s discrimination to The Diary of Anne Frank, and hold class discussions of discrimination that students have personally experienced or witnessed.
Strategies-
Physical movement can help to “wake up” a mind. When a student shows signs of inattentiveness and/or restlessness, we can provide the student with opportunities to move around. Many students with attention challenges actually need to move in order to remain alert. It is wise to find acceptable, non-destructive ways for these students to be active.
Responsibilities such as erasing the board, taking a message to the office, and collecting papers can offer appropriate outlets for activity.

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Memory is the complex process that uses three systems to help students receive, use, store, and retrieve information. The three memory systems are (1) short-term memory (e.g., remembering a phone number you got from information just long enough to dial it), (2) working memory (e.g., keeping the necessary information “files” out on the mind’s “desktop” while performing a task such as writing a paragraph or working a long division problem), and (3) long-term memory (a mind’s ever expanding file cabinet for important information we want to retrieve over time).
Students have to remember much more then adults do, maybe adults it is more mechanical kind of stuff to remember.
It is important to know that if a students understands something not necessary they will remember.
Strategies-

1. Activate students prior knowledge and help make connections.

2. Repeated directions.

3. Directions/Instructions both Visual, written,oral.

4. Reminders of tasks.

5. Breaking down/Chunking instructions and tasks.

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Language is the primary means by which we give and receive information in school. The two language processing systems are expressive and receptive. We use expressive language when we speak and write, and we use receptive language when we read and listen.
Students with good language processing skills usually do well in school.
Problems with language, on the other hand, can affect a student’s ability to

1)communicate effectively,
2) understand and store verbal and 3)written information, understand what others say,
4) maintain relationships with others.

Strategies-

Short simple instructions.

One instruction at a time and direct instruction.

Visual/Audios cues important.

Modelling of tasks.

One on One instructions.

Avoid open ended QS .

Structured tasks with clear short term goals.

Books to read at their Lexile range.

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We process and organize information in two main ways: simultaneous(spatial) and successive (sequential).

1)Simultaneous processing is the process we use to order or organize information in space. Having a good sense of direction and being able to “see” how puzzle pieces fit together are two examples of simultaneous processing.

2)  Successive processing is what we use to order or organize information in time and sequence. Concepts of time, dates, and order – yesterday, today, and tomorrow, months of the year, mathematical procedures such as division and multiplication, word order in sentences, and sentence order in paragraphs are examples of sequential processing.

Students who are good at successive organisation usually have little or no trouble with time management and usually find it easy to organise an essay in a sequence that is logical.
Strategies for students who struggle-

Graphic organizers, flow charts with sequence of events(I&S and English)

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Higher order thinking requires that we do something with the facts. We must understand and manipulate the information.
HOT includes concept formation; concept connection; problem solving; grasping the “big picture”; visualizing; creativity; questioning; inferring; creative, analytical and practical thinking; and metacognition. Metacognition is thinking about thinking, knowing about knowing, and knowing how you think, process information, and learn.
Strategies-

Compare and Contrast.

Metacognition-Thinking about thinking.

Develop Quizzes.

Discriminate.

Venn Diagrams.

Experiments

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https://www.cdl.org/articles/understanding-the-learning-process-to-effectively-differentiate-instruction

https://k12teacherstaffdevelopment.com/tlb/how-to-get-students-involved-in-the-learning-process/

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1)Creating Cultures of thinking | Ron Ritchhart | M7302 |

2)Engaged Learning | Richard VanDeWegha | M3169 |

3)Quiet Power : Growing up as an Introvert in a World that cant Stop Talking | Susan Cain | M6877 |

4)Wisdom, Intelligence, Creativity and Success | Robert J. Sternberg, Linda Jarvin and Elena L. Grigorenko  | M3162 |

5)Teaching How To Learn : The Teacher's Guide to Student Success | Kenneth A. Kiewra | M3163 |

6)Moving From What to What If? Teaching Critical Thinking with Authentic Inquiry and Assessments | John Barell | M6943 |

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Classroom Climate is the classroom environment, the social climate, the emotional and the physical aspects of the classroom. It's the idea that teachers influence student growth and behavior.

It  the prevailing mood, attitudes, standards, and tone that teachers and  students feel when they are in  classroom.  A negative classroom climate can feel hostile, chaotic, and out of control. A positive classroom climate feels safe, respectful, welcoming, and supportive of student learning.

Strategies-

Clear classroom expectations.

Clear boundaries- Homework, Attendance, Dress code, Communication Policy.

Positive Peer relationships should be reinforced.

Relationship building activities.

Have collaborative meeting time with students.

Meet with your students one on one to build a bond.

Use warm behaviors-Smile, Talk to students building eye contact.

Notice changes in students behaviors-emotional/academic and talk to them about it.

Confidential information do not share with other staff members.

Check for your students well being through out the year one on one.

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https://www.cfchildren.org/blog/2012/08/key-factors-in-creating-a-positive-classroom-climate/

https://www.corwin.com/sites/default/files/upm-binaries/43390_Pages_from_Gregory_ch1.pdf

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1. Building an Intentional School Culture | Charles F. Elbot & David Fulton | M3286 |  |

2. Schools that Change Evidence-Based Improvement and Effective Change Leadership | Lew Smith | M2785 |  |