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“Lesson targets are the first step toward learning.”

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Marzano's High Yield Instructional Strategies

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Questions and Cues: Graphic organizers, provide guiding questions before each lesson, think alouds, inferencing, predicting, drawing conclusions, skim chapters to

identify key vocabulary, concepts and skills, foldables, annotating the text, etc.

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Summarizing and note-taking: Teacher models summarization techniques, identify key concepts, bullets, outlines, clusters, narrative

organizers, journal summaries, break down assignments, create simple reports, quick writes, graphic organizers, column notes, affinity diagrams, etc.

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Sketch to Stretch!! Because so many kids love drawing!

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I believe student’s possessing the cognizant awareness that prior knowledge is a foundation for retaining “new” or growing knowledge will serve the virtuous cycle of attentiveness to learning, committing to memory and pulling from prior knowledge.

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Spend 8 minutes every day on review to access prior knowledge!

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Paying attention is a determining factor of memory retention, and therefore the ability to draw upon prior knowledge - which is the most efficient way to learn. The beautiful thing about teaching yoga is that it mentally trains students to pay attention. Yoga enhances students' body awareness, demanding concentration and increasing focus. (Especially in balancing postures like dancer pose!)

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Take ample time upfront when teaching content-specific vocabulary and any new material. Do not rush it. The most effective teachers ask tons of questions and check for a solid foundational understanding of new material before moving on to rehearsal, practice, integration.

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Be prepared to be a learner in your own lessons and acknowledge what you've learned from your learners.

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1. Failure: Not getting the right result.

2. Reflection: Pause for thought on why the result wasn't right.

3. Perception: Thinking about approaches that might produce the right result.

4. Insight: Having a flash of inspiration.

5. Success: Getting the right result.

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The principles underpinning scaffolding are:

Build interest in the subject and engage with people.

Break the given task into smaller sub-tasks.

Keep the learner(s) focused on completing the sub-task but do not let them lose sight of the main task.

Teachers support the learner.

Model possible ways of completing the task which individuals can imitate then eventually internalize.

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The construction of knowledge is based on the individual's experiences which in turn are influenced by their emotional, biological and mental stage of development.

People react differently to learning according ot their stage of cognitive development.

Teachers should take an active, mentoring role towards their learners.

Learners should be encouraged to learn from their peers.

Learners should be allowed to learn from their mistakes.

The focus should be on the process of learning as well as the outcome. Teachers should respect each learner's interests, abilities and limits.

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Through-lines from Cognitivism seem to suggest that learning is developmental. It emphasizes a deep respect and interest for the learner's past experiences.

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Cognitivism communicates a tone of meeting the learner where they are, and asking them to reflect on where they are and where they can get to next.

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Learning requires humility, non-judgement of self, risk-taking, failure, brave performance, feedback and reflection.

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Bandura's theory reminds me of the classic philosophical debates we would have in college. We would be asked how we would respond in certain high-stakes situations, for example, trolley problems. I am connecting it to Bandura because it is an opportunity for students to observe each other's behavioral choices.

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Start the session by recapping on what was covered in the previous session.

Explain how you are going to expand on what has already been covered.

Organise and deliver the new material to be covered so that the links with existing knowledge can be established.

Test whether the new knowledge has been understood. Recap on what has been covered.

Describe what you wil cover in the next session.

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fI you subscribe to Ausubel's teacher centred approach, then your mantra is: Tel them what you are going to teach them; teach them the subject; then tell them what you have taught them. This formula is how I learned public speaking and I use it as a go-to formula in writing too! I learned in middle school when I first began extemporaneous teaching: tell the audience what you are going to tell them, tell them, and then tell them what you told them. :)

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"Connect the dots" = Help the individual discover the relationship between bits of information

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It is safe to assume students, certainly a collected group of students, always have some sort of ‘prior knowledge’ to tap into. Can you as a teacher get them interested in what they are already interested in? Work with the grain!

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Start the session by assessing what prior knowledge individuals have of the subject.

Ask what people's expectations of the session are.

Organise and alow people ot discover the new material ot be covered so that they can make the links with their own understanding of the subject.

Determine what they now understand about the subject.

Find out what they want to cover ni the next session.